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Language discovering the power to influence tone, mood, style, voice, and

meaning

Standard: Language 11-12: 1, 2, 3, 4, 5, 6 Reading for Literature 11-12: 1, 2, 3, 4, 5, 9, 10 Writing 11-12: 1, 2, 4, 5, 8, 9 Speaking and Listening 11/12: 1, 2, 3, 4To be college and career ready in language, students must have firm control over the conventions of standard English. At the same time, they must come to appreciate that language is as at least as much a matter of craft as of rules and be able to choose words, syntax, and punctuation to express themselves and achieve particular functions and rhetorical effects. (CCSS, 51)

Featured Skill:Students will understand how authors use both denotative and connotative meanings when choosing diction in their writing.

Grade Level: 11 (Suggested for grade 11)

Lesson Summary:In this lesson, students will read, reread and analyze the language used in a variety of Emily Dickinson’s poems to determine how the author utilized multiple denotations and connotations of words to achieve her desired effect.

Featured Text Theme and/or Essential Question

Primary Texts:Any variety of Emily Dickinson’s poems

Why is word choice so important? How can an author make his/her diction stronger?

Why is it important to analyze shades of meaning of words?

How does a poet use both connotative and denotative meanings when crafting verse?

How can an author manipulate meaning to influence purpose?

How does Dickinson’s choice of diction reveal her philosophy toward living and dying?

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Process Activity Instructional Steps

Inst

ruct

ion Modeling

and explaining

the featured grammar

skill

1. Background: Students should, in grades 6-8, learn about the difference between denotation and connotation, and be aware that authors choose specific words and can manipulate their meanings.. Students may not have explored using diction in terms of purposeful inclusion in order to impact meaning. Students may not have an understanding of the choices they have in language and how those choices ultimately create an overall tone and theme in a work.

In this particular lesson, the teacher will not model the featured skill. Students will engage in a close reading of several Emily Dickinson poems in order to determine the usage and impact of the use of one specific word in multiple poems. This lesson guides students to discover the impact of connotation in a piece of writing. For students to become well acquainted with the text, multiple opportunities to read the selection will be necessary.

Language


Prac

tice

in C

onte

xt

Reading text and

identifying deliberate use of the featured grammar

skill

Reading 1: Student reading We encourage the reading of the entire selection before the close

study in order to provide a context for the particular excerpt in this lesson. Independently, students will read and annotate the poems on Student Handout 1: Spring. While they read, students should underline and annotate the poem, including the use of the word “spring.”

Reading 2: Teacher or fluent reader reading2. Teachers may want to read the selection aloud while being careful

not to overly influence meaning with inflection. Students need to hear all the words pronounced correctly; delivery includes deliberate choices that could begin to rob students of the opportunity to make meaning based on the word choice, word order, and punctuation. Students will want to begin to understand and be able to restate the text in their own words. As students gain understanding, they will want to make adjustments to their personal translation of the text.

Reading 3: Answering questions to engage in the text3. Students will use Handout #1 to create their own definitions of the

word “spring.”4. Students will then work in groups to reread and analyze the poems.

If students are struggling with vocabulary, they should use dictionaries and context clues to define unfamiliar words.

5. As a class, discuss the definitions on the back of Handout 1. These are all from the site “Emily Dickinson Lexicon” http://edl.byu.edu/lexicon/term/323074. By creating a login on the site, you will be able to see which poems correspond with the different definitions.

Analyzing and Evaluating : Rereading to discover6. Students should work as a small group (or as a whole class for

classes that may struggle with analysis) to determine which definition fits best with the use of the word “spring” in each poem. Below are the results from the website “Emily Dickinson Lexicon” http://edl.byu.edu/lexicon/term/3230741. Season of renewal that comes once a year after winter; season characterized by warm days, flowers,

and birds singing; the interval from March to June in New England. J1764/Fr1789 The maddest noise that grows, –/ The birds, they make it in the spring … Between March and April line

2. Water source; [fig.] rebirth; resurrection; new life; season of renewal. J63/Fr155 If springs from winters rise, / Can the Anemones / Be reckoned up?

3. Youth; time of energy, growth, vigor. J749/Fr789 Wastes of Lives – resown with Colors / By Succeeding Springs

4. Paradise; the garden of Eden; a desired state of being. J232/Fr246 And life would all be Spring!

5. Creek; fountain; small river. J1628/Fr1630 The moderate drinker of Delight / Does not deserve the spring

1. Rebound; bounce back; move up again after intense downward pressure; thrust upward, like a sword; [fig.] arise; resurrect. J165/Fr181 A Wounded Deer – leaps highest … The trampled Steel that springs!

2. Proceed; find origins; rush forth. Language

http://edl.byu.edu/lexicon/term/323074



Jigsaw and Small Group Practice:1. Students will now practice with a new word and new

poems in small groups. Each group will have a different word to read and analyze (See the 6 Jigsaw worksheets below.)

2. After they have read and analyzed the use of their word in their poems, they will discuss the answers to the following questions as a small group:1. How does the connotation and denotation of the word “fly”

change in each of these poems?2. Why do you think she chose to change the meaning of the

word in each of these poems?3. What does her use of the word “fly” tell you about what

Dickinson thinks, feels, or believes?4. What would happen if you substituted a synonym for the

word “fly” in any of these poems? Would it change the overall meaning? In what way?

3. Finally, JIGSAW: When each group is done, they will each move to a new group (jigsaw) so that each new group has one member from each of the original groups (everyone will have a different word). They will now present the findings from the orginal group to the new group.

Appl

icatio

nin

Writ

ing

Writing text and

applying the featured grammar skill in a

deliberate way

Writing: Use the featured skill(s)7. Students will choose one of the writing options available. (See

options on student activity sheet)8. Students will be asked to interpret, analyze and evaluate the

author’s choice in language in their writing assignment.9. For all of the writing assignments, students should engage in

prewriting, drafting, revising and editing.

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Exte

nsio

nsAdditional Resources

And Works Cited

For extension: (Students could be provided options for extension activities)Art option: Choose one of the following words: yellow, face, circuit, faith, place, take, abide, sing . Draw two different visual representations of the word that shows a different denotation or connotation. After composing your visuals, write an essay that explains the choices you made; how did the denotation or connotation of the word change, how did you visually create that change and how did changing this word’s meaning support the purpose of your art piece?

Works CitedLesson adapted from http://www.emilydickinsonmuseum.org/files/education/Sokolov_NEH_Lesson_Plan_for_Dickinson_Museum_Website_Publication.pdf

“Emily Dickinson Lexicon” http://edl.byu.edu/lexicon/term/323074

Intervention and

support

For Intervention and support: Teachers may need to provide scaffolding for difficult vocabulary in

the poems. Encourage students to use context clues and dictionaries to look unfamiliar words.

To support students, students should be encouraged to work collaboratively. The first reading should be done by students independently—we want students to have the opportunity to try to find some elements first. Reading aloud is an opportunity for a second reading and to hear all the words pronounced correctly. As students become more intimate with the selection, working collaboratively allows them to build on the ideas of others and negotiate the meaning of particular elements.

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http://www.emilydickinsonmuseum.org/files/education/


TeacherNotes

Answer keys are not provided. The lessons are intended to create opportunities for students to rely on the text to gain independence in reading complex texts. In this instructional model, the only wrong answers are those that are not well supported or engage in fallacious reasoning.

It is best for teachers to engage in conversations and make instructional decisions with a PLT about this lesson, its content, and student outcomes.

You may have noticed that providing background information is not part of the beginning of the lesson. Within the Language Lessons, students will need to rely upon the words and punctuation to create meaning without the assistance of the teacher or other background building activities prior to the learning experience. As students progress through the activities, they will need information and build the background that we typically provide up front. When students enter the world of college and career, they will need to be equipped with the necessary skills to determine context, question a text, determine the information they will need to know to increase understanding, and know where to locate that information.

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Name:__________________________________________________________ Date:____________________________ Class:____________________________

Directions for Students: Denotation and Connotation in Emily Dickinson’s PoetryStep One: Read the poems to yourself and annotate them.Read the poems to yourself. (See the Handout) Make note of words, phrases, and punctuation that intrigue you in some way.

Look for irregularities, similarities, and unknowns.

Irregularity: I find it peculiar the way the author used this word.Similarity: I am seeing a pattern here: in words, phrasing, or ideas. (Diction and Syntax)Unknowns: I don’t know what that means. Or I don’t know what that means in this context.

While you read, underline and annotate the word SPRING in each of the poems. Annotate the poem for clues as to what this word might mean in the poem.

Step Two: In this step your teacher or a classmate will read aloud the selection.Listen carefully to the words being read. If you have read a word incorrectly, you may want to make note of that change. True understanding of a text means you will be able to paraphrase and restate the text in your own words.Step Three: In this step, you will be asked to carefully reread the passage. Make sure to find textual evidence to support each answer.See student handout below. Read and discuss the different denotations and connotations of the word spring. You should work as a small group to determine how the word spring is used differently in each of the poems and find evidence to support your response. After you fill in the chart in small groups, discuss the questions that follow the chart as a whole class to come to an understanding of the importance of diction and connotation to an author’s purpose.

Step Four: Jigsaw: In this step you will work in small groups to analyze the use of a new word in a new set of poems.Each group will receive a new handout on Dickinson’s use of a different word in a set of poems. You will complete the handout in the same manner as you did the one on “spring.” Then you will “jigsaw” (move to a group comprised of one member of each of the original groups) to share your group’s findings.

Step Five: WritingOption 1: Find a Dickinson poem you like on the website www.poets.org . Read and annotate the poem. Then choose the word in the poem that you believe is the most important in creating its meaning. Construct an essay that argues that this is the best word the poet could have chosen for this poem and why a synonym would not be sufficient to convey the poem’s theme or purpose. Discuss both the denotation and connotation of the word in your response, and cite specific text evidence to prove your point.

Option 2: Construct three poems that each use ONE of the following words: yellow, face, circuit, faith, place, take, abide, sing. Each poem should use the word in a different way; it should have a different denotation or connotation. After composing your poems, write an essay that explains the choices you made: how did the denotation or connotation of the word change and how did changing this word’s

meaning support the purposes of your poems?Language

http://www.poets.org/

Option 3: Choose one of the following words: yellow, face, circuit, faith, place, take, abide, sing. Go online to the site www.poets.org and choose Dickinson as the author and your word as the subject. Read the poems that you findchoo. Choose three (3) that you think use different denotations (dictionary definitions) or connotations (common culture or emotional feeling the word carries) for your chosen word. Write an essay in which you explore how Dickinson changes the meaning of the word and what her different uses of the word could tell you about what she thinks, feels or believes.

Language

http://www.poets.org/

Student Handout 1: Denotation and Connotation of “Spring” in Dickinson’s Poetry

Step One: Write down as many definitions as you can find/ think of for the word “spring.”

Step Two: Read and annotate the following poems by Emily Dickinson:

The saddest noise, the sweetest noise,The maddest noise that grows, —The birds, they make it in the spring,At night's delicious close.

Between the March and April line —That magical frontierBeyond which summer hesitates,Almost too heavenly near.

It makes us think of all the deadThat sauntered with us here,By separation's sorceryMade cruelly more dear.

It makes us think of what we had,And what we now deplore.We almost wish those siren throatsWould go and sing no more.

An ear can break a human heartAs quickly as a spear,We wish the ear had not a heartSo dangerously near.

All but Death, can be Adjusted —Dynasties repaired —Systems — settled in their Sockets —Citadels — dissolved —

Wastes of Lives — resown with ColorsBy Succeeding Springs —Death — unto itself — Exception —Is exempt from Change —

The Sun — just touched the Morning —The Morning — Happy thing —Supposed that He had come to dwell —And Life would all be Spring!

She felt herself supremer —A Raised — Ethereal Thing!Henceforth — for Her — What Holiday!Meanwhile — Her wheeling King —Trailed — slow — along the Orchards —His haughty — spangled Hems —Leaving a new necessity!The want of Diadems!

The Morning — fluttered — staggered —Felt feebly — for Her Crown —Her unanointed forehead —Henceforth — Her only One!

A WOUNDED deer leaps highest,I've heard the hunter tell ;'T is but the ecstasy of death,And then the brake is still.

The smitten rock that gushes,The trampled steel that springs :A cheek is always redderJust where the hectic stings !

Mirth is the mail of anguish,In which it cautions arm,Lest anybody spy the bloodAnd "You're hurt" exclaim !

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Step Three: Discuss the following definitions/ connotations for the word spring. (Some are for the noun form and some are for the verb form of the word).

Season of renewal that comes once a year after winter; season characterized by warm days, flowers, and birds singing; the interval from March to June in New England.

Youth; time of energy, growth, vigor.

Paradise; the garden of Eden; a desired state of being.

Water source; [fig.] rebirth; resurrection; new life; season of renewal.

Creek; fountain; small river.

Rebound; bounce back; move up again after intense downward pressure; thrust upward, like a sword;

Come suddenly; come quickly; appear suddenly.

**All definitions are from the “Emily Dickinson Lexicon” http://edl.byu.edu/lexicon/term/323074.

Reread the poems in your small groups. Which of the definitions above do you think fits best with the word “spring” in each poem?

Poem first lineWhich definition best

defines the word “spring” as it is used in this poem?

How can you tell? What evidence do you see in the

text?

The saddest noise, the sweetest noise,

All but Death, can be Adjusted —

The Sun — just touched the Morning —

A WOUNDED deer leaps highest,

Now, discuss the answers to the following questions as a whole class:1. How does the connotation and denotation of the word “spring” change in each of these

poems?2. Why do you think she chose to change the meaning of the word in each of these poems?3. What does her use of the word “spring” tell you about what Dickinson thinks, feels, or

believes?Language


4. What would happen if you substituted a synonym for the word “spring” in any of these poems? Would it change the overall meaning? In what way?

Jigsaw Group 1: Denotation and Connotation of “Fly” in Dickinson’s PoetryStep One: Write down as many definitions as you can find/ think of for the word “fly.” (as a verb)


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My Cocoon tightens — Colors tease —I'm feeling for the Air —A dim capacity for WingsDemeans the Dress I wear —

A power of Butterfly must be —The Aptitude to flyMeadows of Majesty impliesAnd easy Sweeps of Sky —

So I must baffle at the HintAnd cipher at the SignAnd make much blunder, if at lastI take the clue divine —

We pray — to Heaven —We prate — of Heaven —Relate — when Neighbors die —At what o'clock to heaven — they fled —Who saw them — Wherefore fly?

Is Heaven a Place — a Sky — a Tree?Location's narrow way is for Ourselves —Unto the DeadThere's no Geography —

But State — Endowal — Focus —Where — Omnipresence — fly?

Undue Significance a starving man attachesTo Food —Far off — He sighs — and therefore — Hopeless —And therefore — Good —

Partaken — it relieves — indeed —But proves usThat Spices flyIn the Receipt — It was the Distance —Was Savory —

Did you ever stand in a Cavern's Mouth —Widths out of the Sun —And look — and shudder, and block your breath —And deem to be alone

In such a place, what horror,How Goblin it would be —And fly, as 'twere pursuing you?Then Loneliness — looks so —

Did you ever look in a Cannon's face —Between whose Yellow eye —And yours — the Judgment intervened —The Question of "To die" —

Extemporizing in your earAs cool as Satyr's Drums —If you remember, and were saved —It's liker so — it seems —

Step Three: Discuss the following definitions for the word “fly.” (as a verb)

Wing; take flight; move through the air; navigate by means of wings. Come and go; pass by rapidly; happen in a hurry. Flee; escape; leave; avoid some threat, peril, or danger. Flutter; wave about. Move; go; take steps; proceed forward. Leave; exit; depart; (see Isaiah 54:10). Die; expire; leave this life; pass to the other world. Lose importance.

**All definitions are from the “Emily Dickinson Lexicon” http://edl.byu.edu/lexicon/term/323074. You can look there to see which definition they matched with each poem, but you’ll need to create a login to see them.

Reread the poems in your small groups. Which of the definitions above do you think fits best with the verb “fly” in each poem?


defines the word “fly” as it is used in this poem?


text?

Undue Significance a starving man attaches

Did you ever stand in a Cavern's Mouth —

My Cocoon tightens

We pray — to Heaven —

Now, discuss the answers to the following questions as a small group:1. How does the connotation and denotation of the word “fly” change in each of these

poems?2. Why do you think she chose to change the meaning of the word in each of these poems?3. What does her use of the word “fly” tell you about what Dickinson thinks, feels, or

believes?4. What would happen if you substituted a synonym for the word “fly” in any of these

poems? Would it change the overall meaning? In what way?

Language


Finally, JIGSAW: When each group is done, you will each move to a new group (jigsaw) so that each new group has one member from each of the original groups (everyone will have a different word). You will now present the findings from your orginal group to the new group.

Jigsaw Group 2: Denotation, Connotation of “Sleep” in Dickinson’s PoetryStep One: Write down as many definitions as you can find/ think of for the word “sleep.”


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Crisis is a HairToward which the forces creepPast which forces retrogradeIf it come in sleep

To suspend the BreathIs the most we canIgnorant is it Life or DeathNicely balancing.

Let an instant pushOr an Atom pressOr a Circle hesitateIn Circumference

It — may jolt the HandThat adjusts the HairThat secures EternityFrom presenting — Here —

If this is "fading"Oh let me immediately "fade"!If this is "dying"Bury me, in such a shroud of red!If this is "sleep,"On such a nightHow proud to shut the eye!Good Evening, gentle Fellow men!

SLEEP is supposed to be,By souls of sanity,The shutting of the eye.

Sleep is the station grandDown which on either handThe hosts of witness stand !

Morn is supposed to be,By people of degree,The breaking of the day.

Morning has not occurred !That shall aurora beEast of eternity ;

One with the banner gay,One in the red array, —That is the break of day.

The Suburbs of a SecretA Strategist should keep,Better than on a Dream intrudeTo scrutinize the Sleep.

Step Three: Discuss the following definitions for the word “sleep” (they are definitions for both the noun and verb form)

The natural unconscious state or condition regularly and temporally assumed by humans and animals, during which the activity of the nervous system is almost entirely suspended, and recuperation of its powers take place.

The condition of being quiet and peaceful: complete absence of noise or movement. A state of inactivity or sluggishness in person or things; a state of drowsiness with the inclination to sleep. Slumber; period of rest achieved by closing one's eyes. A state of ignorance or having the eyes closed. To take rest or repose by a suspension of the voluntary exercise of the bodily functions and the natural suspension,

complete or partial, of consciousness; cease to being awake. To live with ignorance or like having the eyes closed. That which lies dormant. To be dead; to rest in the grave.

**All definitions are from the “Emily Dickinson Lexicon” http://edl.byu.edu/lexicon/term/323074. You ca look there to see which definition6 they matched with each poem, but you’ll need to create a login to see them.

Reread the poems in your small groups. Which of the definitions above do you think fits best with the verb “sleep” in each poem?


defines the word “spring” as it is used in this poem?


text?

SLEEP is supposed to be,

The Suburbs of a Secret

Crisis is a Hair

If this is "fading"

Now, discuss the answers to the following questions as a small group:1. How does the connotation and denotation of the word “fly” change in each of these

poems?2. Why do you think she chose to change the meaning of the word in each of these poems?3. What does her use of the word “fly” tell you about what Dickinson thinks, feels, or

believes?4. What would happen if you substituted a synonym for the word “fly” in any of these


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Finally, JIGSAW: When each group is done, you will each move to a new group (jigsaw) so that each new group has one member from each of the original groups (everyone will have a different word). You will now present the findings from your orginal group to the new group.Jigsaw Group 3: Denotation and Connotation of “Wait” in Dickinson’s PoetryStep One: Write down as many definitions as you can find/ think of for the word “wait.”


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Ample make this Bed —Make this Bed with Awe —In it wait till Judgment breakExcellent and Fair.

Be its Mattress straight —Be its Pillow round —Let no Sunrise' yellow noiseInterrupt this Ground —

There is a Zone whose even YearsNo Solstice interrupt —Whose Sun constructs perpetual NoonWhose perfect Seasons wait —

Whose Summer set in Summer, tillThe Centuries of JuneAnd Centuries of August ceaseAnd Consciousness — is Noon.

There is a morn by men unseen -Whose maids opon remoter greenKeep their seraphic May -And all day long, with dance and game,And gambo! I may never name -Employ their holiday.

Here to light measure, move the feetWhich walk no more the village street -Nor by the wood are found -Here are the birds that sought the sunWhen last year's distaff idle hungAnd summer's brows were bound.

Ne'er saw I such a wondrous scene -Ne'er such a ring on such a green -Nor so serene array -As if the stars some summer nightShould swing their cups of Chrysolite -And revel till the day -

Like thee to dance - like thee to sing -People opon that mystic green -I ask, each new May morn.I wait thy far - fantastic bells -Announcing me in other dells -Unto the different dawn!

To wait an Hour — is long —If Love be just beyond —To wait Eternity — is short —If Love reward the end —

Step Three: Discuss the following definitions for the word “wait.”

Expect; anticipate; hope for; listen for. Stop; pause; stay there; hold still for a minute. Serve; minister; stand in readiness to assist; [fig.] guard; watch over. Linger; tarry. Watch; guard; take care; [fig.] stay behind. Withhold; hold back; hide something; [fig.] veil; cover. Abstain; experience a delay; go without something. Stay; rest; sleep; [fig.] remain until the resurrection. Restrain one's self; exercise self-control. Age; come to fruition; fulfill the purpose for being.

**All definitions are from the “Emily Dickinson Lexicon” http://edl.byu.edu/lexicon/term/323074. You can look there to see which definitions they matched with each poem, but you’ll need to create a login to see them.

Reread the poems in your small groups. Which of the definitions above do you think fits best with the word “wait” in each poem?


defines the word “wait” as it is used in this poem?


text?

There is a morn by men unseen -

Ample make this Bed —

There is a Zone whose even Years

To wait an Hour — is long —

Now, discuss the answers to the following questions as a small group:1. How does the connotation and denotation of the word “wait” change in each of these

poems?2. Why do you think she chose to change the meaning of the word in each of these poems?3. What does her use of the word “wait” tell you about what Dickinson thinks, feels, or

believes?4. What would happen if you substituted a synonym for the word “wait” in any of these


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Jigsaw Group 4: Denotation and Connotation of “Weight” in Dickinson’s Poetry

Step One: Write down as many definitions as you can find/ think of for the word “weight.”


Language

'Twas warm — at first — like Us —Until there crept uponA Chill — like frost upon a Glass —Till all the scene — be gone.

The Forehead copied Stone —The Fingers grew too coldTo ache — and like a Skater's Brook —The busy eyes — congealed —

It straightened — that was all —It crowded Cold to Cold —It multiplied indifference —As Pride were all it could —

And even when with Cords —'Twas lowered, like a Weight —It made no Signal, nor demurred,But dropped like Adamant.

A Weight with Needles on the pounds —To push, and pierce, besides —That if the Flesh resist the Heft —The puncture — coolly tries —

That not a pore be overlookedOf all this Compound Frame —As manifold for Anguish —As Species — be — for name —

I can wade Grief —Whole Pools of it —I'm used to that —But the least push of JoyBreaks up my feet —And I tip — drunken —Let no Pebble — smile —'Twas the New Liquor —That was all!

Power is only Pain —Stranded, thro' Discipline,Till Weights — will hang —Give Balm — to Giants —And they'll wilt, like Men —Give Himmaleh —They'll Carry — Him!

Could mortal lip divineThe undeveloped FreightOf a delivered syllable'Twould crumble with the weight.

Step Three: Discuss the following definitions for the word “weight.” Burden; fardel; heavy load; [fig.] deep sorrow; encumbering pain. Crucifixion; excruciating torture; pressure of hanging; agony of hanging on the cross; [fig.] tremendous

responsibility of bearing the sins, pains, and sorrows of all beings. Body; physical presence; [fig.] life; essence; mortal being; corporeal reality. Plumb; anchor; lead plummet; sinking metal object; [fig.] heavy feeling due to loss of a loved one. Substance; matter; dimension; mass; force; size; [fig.] existence; actuality; evidence. Measure; volume; amount; specific quantity. Heavy object; burdensome content. Meaning; import; significance. Gravity; amount of pressure that pulls an object towards the center of the earth; [fig.] heaviness of heart.


Reread the poems in your small groups. Which of the definitions above do you think fits best with the word “weight” in each poem?


defines the word “weight” as it is used in this poem?


text?

I can wade Grief —

A Weight with Needles on the pounds —

'Twas warm — at first — like Us —

Could mortal lip divine

Now, discuss the answers to the following questions as a small group:1. How does the connotation and denotation of the word “weight” change in each of these

poems?2. Why do you think she chose to change the meaning of the word in each of these poems?3. What does her use of the word “weight” tell you about what Dickinson thinks, feels, or

believes?4. What would happen if you substituted a synonym for the word “weight” in any of these


Language



Jigsaw Group 5: Denotation and Connotation of “Haunt” in Dickinson’s Poetry

Step One: Write down as many definitions as you can find/ think of for the word “haunt.”


Language

For this — accepted Breath —Through it — compete with Death —The fellow cannot touch this Crown —By it — my title take —Ah, what a royal sakeTo my necessity — stooped down!

No Wilderness — can beWhere this attendeth me —No Desert Noon —No fear of frost to comeHaunt the perennial bloom —But Certain June!

Get Gabriel — to tell — the royal syllable —Get Saints — with new — unsteady tongue —To say what trance belowMost like their glory show —Fittest the Crown!

There is no Silence in the Earth — so silentAs that enduredWhich uttered, would discourage NatureAnd haunt the World.

Joy to have merited the Pain —To merit the Release —Joy to have perished every step —To Compass Paradise —

Pardon — to look upon thy face —With these old fashioned Eyes —Better than new — could be — for that —Though bought in Paradise —

Because they looked on thee before —And thou hast looked on them —Prove Me — My Hazel WitnessesThe features are the same —

So fleet thou wert, when present —So infinite — when gone —An Orient's Apparition —Remanded of the Morn —

The Height I recollect —'Twas even with the Hills —The Depth upon my Soul was notched —As Floods — on Whites of Wheels —

To Haunt — till Time have droppedHis last Decade away,And Haunting actualize — to lastAt least — Eternity —

A winged spark doth soar about —I never met it nearFor Lightning it is oft mistookWhen nights are hot and sere —

Its twinkling Travels it pursuesAbove the Haunts of men —A speck of Rapture — first perceivedBy feeling it is gone —Rekindled by some action quaint

Step Three: Discuss the following definitions for the word “haunt.”

Trouble; distract; intrude on. Frequent; return often; visit regularly. Instill fear in; cause incredulity to.


Reread the poems in your small groups. Which of the definitions above do you think fits best with the word “haunt” in each poem?


defines the word “haunt” as it is used in this poem?


text?Joy to have merited the Pain —

There is no Silence in the Earth —

For this — accepted Breath —

A winged spark doth soar about —

Now, discuss the answers to the following questions as a small group:1. How does the connotation and denotation of the word “haunt” change in each of

these poems?2. Why do you think she chose to change the meaning of the word in each of these

poems?3. What does her use of the word “haunt” tell you about what Dickinson thinks, feels,

or believes?4. What would happen if you substituted a synonym for the word “haunt” in any of

these poems? Would it change the overall meaning? In what way?

Finally, JIGSAW: When each group is done, you will each move to a new group (jigsaw) so that each new group has one member from each of the original groups (everyone will have a different word). You will now present the findings from your

orginal group to the new group.Language


Jigsaw Group 6: Denotation and Connotation of “Nature” in Dickinson’s Poetry

Step One: Write down as many definitions as you can find/ think of for the word “nature.”


Language

I could suffice for Him, I knew —He — could suffice for Me —Yet Hesitating Fractions — BothSurveyed Infinity —

"Would I be Whole" He sudden broached —My syllable rebelled —'Twas face to face with Nature — forced —'Twas face to face with God —

Withdrew the Sun — to Other Wests —Withdrew the furthest StarBefore Decision — stooped to speech —And then — be audibler

The Answer of the Sea untoThe Motion of the Moon —Herself adjust Her Tides — unto —Could I — do else — with Mine?

Tell as a Marksman — were forgottenTell — this Day enduresRuddy as that coeval AppleThe Tradition bears —

Fresh as Mankind that humble storyThough a statelier TaleGrown in the Repetition hoaryScarcely would prevail —

Tell had a son — The ones that knew itNeed not linger here —Those who did not to Human NatureWill subscribe a Tear —

Tell would not bare his HeadIn PresenceOf the Ducal Hat —Threatened for that with Death — by Gessler —Tyranny bethought

Make of his only Boy a TargetThat surpasses Death —Stolid to Love's supreme entreatyNot forsook of Faith —

Mercy of the Almighty begging —

Nature rarer uses YellowThan another Hue.Saves she all of that for SunsetsProdigal of Blue

Spending Scarlet, like a WomanYellow she affordsOnly scantly and selectlyLike a Lover's Words.

"Nature" is what we see —The Hill — the Afternoon —Squirrel — Eclipse — the Bumble bee —Nay — Nature is Heaven —Nature is what we hear —The Bobolink — the Sea —Thunder — the Cricket —Nay — Nature is Harmony —Nature is what we know —Yet have no art to say —So impotent Our Wisdom isTo her Simplicity.

Step Three: Discuss the following definitions for the word “nature.”

All things created by God; the world. Laws of God concerning matter. Disposition; character; personality. Layout; orientation; design. God; Deity. Vision; paradise; sound; concord; consciousness.


Reread the poems in your small groups. Which of the definitions above do you think fits best with the word “nature” in each poem?


defines the word “nature” as it is used in this poem?


text?

Now, discuss the answers to the following questions as a small group:1. How does the connotation and denotation of the word “nature” change in each of these

poems?2. Why do you think she chose to change the meaning of the word in each of these poems?3. What does her use of the word “nature” tell you about what Dickinson thinks, feels, or

believes?4. What would happen if you substituted a synonym for the word “nature” in any of these


Finally, JIGSAW: When each group is done, you will each move to a new group (jigsaw) so that each new group has one member from each of the original groups

Language

Tell as a Marksman — were forgottenTell — this Day enduresRuddy as that coeval AppleThe Tradition bears —

Fresh as Mankind that humble storyThough a statelier TaleGrown in the Repetition hoaryScarcely would prevail —

Tell had a son — The ones that knew itNeed not linger here —Those who did not to Human NatureWill subscribe a Tear —

Tell would not bare his HeadIn PresenceOf the Ducal Hat —Threatened for that with Death — by Gessler —Tyranny bethought

Make of his only Boy a TargetThat surpasses Death —Stolid to Love's supreme entreatyNot forsook of Faith —

Mercy of the Almighty begging —


(everyone will have a different word). You will now present the findings from your orginal group to the new group.

Language

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