Response to "I Died for Beauty"

Please read "I Died for Beauty" by Emily Dickinson - located in your packet. Use as reference "Literary Analysis - Poetry" worksheet, Section "Structure" and "Thinking about Structure on Paper".

First, identify all structural elements: rhyme scheme, stanzas, meter, etc...

Next, blog an answer to the following prompt: How does Dickinson employ structure to help establish meaning?

 

Template

If you prefer, you may go to the following website and type in the information then print.

www.teachervision.fen.com/graphic-organizer/printables/48390.html

Reading Log/Dialectical Journal

Instructions for Reading Log:

1.You will create two columns on a sheet of paper: one labeled "Quotes" and one labeled "Responses".

2.Next, you will need to find and quote two passages that you find interesting, don't understand, comedic, supports the theme, wish to discuss, etc...  Basically, passages that stand out to you.

3.Quote the passage in the left column citing Act, Scene, and Line numbers.  Write your questions, observations, or responses in the right column. (You only need one response per quote.)

4.The second half of the journal requires that you identify two passages that contain a literary element or sound device.

5.Quote the passage in the left column citing Act, Scene, and Line numbers.  Identify and explain the author's usage of the element.  For example, if you locate a metaphor, explain what is being compared and why the author would use a metaphor at this point in the drama.

**A passage may be as short as one line.

Timed Writing

You have 40 minutes in which to complete the following timed essay.  Please begin your time with your first reading of the prompt.

The following open ended question was taken from the 2010 AP Literature and Composition Exam.

BEGIN TIME - 40 minutes

"In the following soliloquy from Shakespeare's Henry IV, Part II, King Henry laments his inability to sleep.  In a well-organized essay, briefly summarize the King's thoughts and analyze how the diction, imagery, and syntax help to convey his state of mind."

How many thousand of my poorest subjects
Are at this hour asleep!  O sleep!  O gentle sleep!
Nature's soft nurse, how have I frighted thee,
That thou no more wilt weigh my eyelids down,
And steep my senses in forgetfulness?                   (5)
Why rather, sleep, liest thou in smoky cribs,
Upon uneasy pallets stretching thee,
And hush'd with buzzing in night-flies to thy slumber,
Than in the perfum'd chambers of the great,
Under the canopies of costly state,                        (10)
And lull'd with sound of sweetest melody?
O thou dull god, why liest thou with the vile
In loathsome beds, and leav'st the kingly couch
A watch-case or a common 'larum-bell?
Wilt thou upon the high and giddy mast                (15)
Seal up the ship-boy's eyes, and rock his brains
In cradle of the rude imperious surge,
And in the visitation of the winds,
Who take the ruffian billows by the top,
Curling their monstrous heads and hanging them   (20)
With deaf'ning clamour in the slippery clouds,
That with the hurly death itself awakes?
Canst thou, O partial sleep, give thy repose
To the wet sea-boy in an hour so rude
And in the calmest and most stillest night,              (25)
With all appliances and means to boot,
Deny it to a King? Then, happy low, lie down!
Uneasy lies the head that wears a crown.
__________________________________
huts
not impartial

Words to Know Week 6

epitome
pragmatic
laconic
languid

Words to Know Week 5

myopic
conundrum
paradoxical
oblivious

Words to Know Week 4

antiquity
superficial
disconcerting
trepidation