Emily Dickinson Exhibit Information

To mount the poems next to your boxes, we need to verify all the titles of poems used. Please add the title of your poem to this spreadsheet.

Note: if someone else has the same poem you do not have to enter the title.

Review for Our Dickinson Timed Writing

Together with your group perform a close reading of  these two poems.

When finished, discuss the essay prompt together.

After discussing, it together as a class let´s read aloud the first two student samples here.

Title for our Poetry-in-a-Box Exhibit

We´re going to display our Poetry-in-a-Box's in the EVL next week.

Any idea for a title of the exhibit? We're looking for suggestions that are allusions to a Dickinson poem.

Please leave them in the comment section here.

Dickinson Timed Writing

On Friday, December 1st or Monday, December 4th, bring to class your Emily Dickinson poem in print with line numbers (you can do this by hand or use a photocopy).

We´ll have a timed writing prompt in which you´ll have one hour to analyze your poem. Remember: your formative feedback should help you improve your analysis. As usual, we´re looking for ways that the way in which Dickinson wrote something is related to what she means.

Poetry in a Box (summative)

Our Poetry in a Box (summative) is due at the end of next week, November 29th or November 30th. 

Here is the rubric.

Dickinson Multiple Choice (formative)

On November 27th or 28th, we will be having a multiple choice quiz on Emily Dickinson's "Success is counted sweetest...".

The following terms will appear:
meter (of various forms)
aphorism
homilies
epigrams
axioms
chiasmus
feminine rhyme
half rhyme
double entendre
oxymoron
antithesis
adage

The following vocabulary words will appear:
pedantic
didactic
moralistic

Poetry in a Box (formative)

For next class, print out your Emily Dickinson poem and like Ms. Habegger annotate your poem.

A high-scoring close reading would:
connect form and content to demonstrate their understanding
(i.e, ¨heart¨ and ¨hearth¨ or ¨morning¨ and ¨mourning¨ relate to the aftermath of a funeral)

A mid-scoring close reading would:
demonstrate valid inferences that relate to the overall meaning of the poem

A low-scoring close reading would:
misread or misinterpret various literal elements of the poem

Here's a high-scoring example.