; Because I could not stop for Death
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Because I could not stop for Death

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									Because I could not stop for


 Reading 2.4 Make reasonable assertions about the
  author’s arguments by using elements of the text to
  defend and clarify interpretations.
 Reading 3.3 Analyze the ways in which irony, tone
  and mood achieve specific rhetorical (concerned with
  effect or style) or aesthetic (relating to pure beauty)
  purposes or both.
 Reading 3.4 Analyze ways in which poets use
  imagery, personification, figures of speech, and
  sounds to evoke (bring out) readers’ emotions.

 Students will work on warm-up taking notes and
    practicing pronoun/antecedent agreement.
   Students will understand irony by taking notes.
   Students will show comprehension by completing
    sentence frames.
   Students will use ―Think Pair Share‖ to formulate a
    response to the question ―What is happening in this
   Students will demonstrate understanding of the
    poem by completing a thinking map which requires
    them to summarize stanzas.

 What stories do you know in which death comes to
  take a soul or person?
 What are some emotions and adjectives associated
  with death?
 Immortality (n)
   Use context clues to guess at the meaning: Because his image
    would live on in his films, the movie star is assured immortality
    after his death.
   Unending life

 Civility (n)
   Use context clues to guess at the meaning: He showed civility
    when he opened the door for his friends.
   Courtesy; politeness

 Surmised (v)
   Use context clues to guess at the meaning: After seeing how much
    it was raining, Joel surmised that his friends would not want to
    go for a bike ride.
   To infer or guess
              Academic Vocabulary

 Irony – Using words to say something different from
 (and sometimes opposite of) their actual meaning.

 Tone– A particular style of writing that conveys
 emotions to the reader

 Summary –a brief restating of facts

 Personification– a literary technique that gives
 human characteristics to nonhuman things
          Literary Skills Focus: Irony

Questions or Phrases     Notes

 What is irony?          Irony = contrast between
                           appearance and reality
                          Three kinds
 What are the three          Verbal: saying one thing and
 types of irony?               meaning another
                              Situational: when what
                               happens is the opposite of
                               what was expected
                              Dramatic: when the reader
                               knows more than the
                               characters in the story
Irony in ―Because I could not stop for Death‖

Question or Phrase          Notes

 How is irony used in       Poem contrasts the
  the poem?                   serious subject of death
 What is the tone of the     with a light-hearted
  poem?                       tone (attitude)
                             Death = a typical
                              carriage ride through
 What kind of irony is
                             Situational Irony
 used in the poem?
                     As we read…

 As we read pay close attention to details that differ
  from your expectations and create an ironic twist.
Complete the following sentence frames after reading
each stanza.
 In the first ___ the carriage ___.
 In the ___ stanza it ___.
 It ___ in the ___ ___ and ___ things.
 In the fourth ___ the ___ passed the ___. This
  implies that the day is ___.
Continued on next slide.
                   As we read…

 In the ___ ___, the phrase ―Since then—’tis
 Centuries‖ tells the ___ that hundreds of ___ have

 On the next slide work with your partner to
 summarize (1-2 sentences) each stanza of the poem.
             Summarizing Chart

Stanza                What happens?

 Stanza 1              Death stops for the
                        speaker, who gets in
                        the coach.
 Stanza 2
       What is happening in the poem?

 Read the poem again silently and think about the
 Work with your partner to listen, discuss, and
  formulate a shared response to the question.
 Share responses with the class.
               Check for Understanding

 Does life always turn out the way you expect? What
 are some ironic situations you have encountered that
 would make an interesting story or poem?
    Work with your group to answer the questions. Choose your
     best example and share your experiences with irony with the

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