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Pick up a copy of the poem from the front desk. Take a few minutes to experience the poem. Write down your thoughts, reactions, observations, etc. Don’t forget to annotate!. I'm Nobody! Who are you? (260) by Emily Dickinson I'm Nobody! Who are you? Are you – Nobody – too?
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Pick up a copy of the poem from the front desk. • Take a few minutes to experience the poem. Write down your thoughts, reactions, observations, etc. • Don’t forget to annotate! I'm Nobody! Who are you? (260) by Emily Dickinson I'm Nobody! Who are you? Are you – Nobody – too? Then there's a pair of us? Don't tell! they'd advertise – you know! How dreary – to be – Somebody! How public – like a Frog – To tell one's name – the livelong June – To an admiring Bog! Yay, You’re Here! 2/25/11
Students will: • Understand the process of a poetry explication • Construct an example explication Objectives
“This poem is the story of a mariner who is given a curse while he is at sea…This particular stanza is most powerful as it gives the reader a foreboding sense that something bad is coming.” • “This is the fourth stanza to Samuel Taylor Coleridge’s poem, “Rime of the Ancient Mariner.” This stanza describes in depth the grasp the mariner’s tale had on this particular wedding guest.” • “Samuel Taylor Coleridge’s “The Rime of the Ancient Mariner” is a narrative poem with many themes intertwined throughout. The main theme, however is that there are always consequences for one’s actions, especially for killing one of God’s creations…this stanza foreshadows and acts as a catalyst for the negative consequences that are to come.” Introduction
“The first two lines of this stanza are referring to her looks: the description of her red lips. ‘Her lips were red’ is initially taken as a positive aspect. Red lips are attractive. But, they can also be dangerous: promiscuous, mysterious, dramatic, and even a touch vampiric, as if she is sucking the life (LIFE-IN-DEATH) out of others.” • “He is listening to the mariner ‘like a three years child.’ This can mean that the guest believes everything he hears, even if it may be exaggerated or incorrect.” • “Was withered at the root” is quite graphic. The words “withered” and “root” usually refer to plants, but here create the image of a dried tongue withered from the tip to the very back of the mouth. Additionally, the plant-themed words of line 2 connect back to the “drought” of line 1. Body Paragraphs
“This stanza changes the mood and tone of the poem and provides a smooth transition from lonely chaos to quiet company.” • “Coleridge emphasizes that we do not have to feel guilty for our sins.” • “We are able to see the hopelessness of the sailors, the hopelessness of the ship, and the hopelessness of the mariner, all in this stanza.” • “The author chooses to include that line to show the mariner’s guilt. He repeats the word “thousand” to emphasize the quantity of still-living slimy things and demonstrate the shame of losing a few good men when a thousand thousand disgusting things are still alive.” Conclusion
Present tense? • Verbs? • Transitions? All the “don’t forgets”
Use the new and improved rubric to evaluate your group’s explication. • Using a different color marker/highlighter for each category of the rubric, underline or box the evidence from your essay that exhibits each element. • Give yourselves suggestions for improvement. Assess
1. Explications and tp-fastts Monday by 2:30 • Please save each explication in your essay folder, in the following format: Last_FI_explic#_project (Fill in the explication number that corresponds with each file) • You may turn in your SoapsTONE or TP-FASTT sheets as a hard copy or save them in your essay folder as: Last_FI_TP-FASTT#_project (If it’s a SoapsTONE, save it as that) 2. Reading Rehearsal, Tuesday by 2:30
