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Name______________________________________
“This is my letter to the world”
This is my letter to the World, That never wrote to Me – The simple news that Nature told – With tender majesty
Her Message is committed To Hands I cannot see – For love of Her – Sweet – Countrymen – Judge tenderly – of me!
“Hope is the thing with feathers”
“ Hope ” is the thing with feathers – That perches in the soul – And sings the tune without the words – And never stops – at all –
And sweetest – in the Gale – is heard – And sore must be the storm – That could abash the little Bird That kept so many warm –
I've heard it in the chillest land – And on the strangest Sea – Yet, never, in Extremity, It asked a crumb – of Me.
Use the side notes in the textbook (pp.751-759) for help with definitions and questions to guide your understanding. Use your blue tone worksheet to help you discover mature adjectives.
“This is my letter to the world”
- What three adjectives might best describe the tone/mood?
- Circle three words that establish this mood.
- Give a short summary to the right of the poem. Paraphrase if necessary to understand.
- Underline and label any figurative language, or structural devices. (Look for at least three)
- Dickinson did not want her poems published during her lifetime. Do you think she expected them to be? Which line leads you to that conclusion?
“Hope is the thing with feathers”
- What three adjectives might best describe the tone/mood?
- Circle three words that establish this mood.
- Give a short summary to the right of the poem. Paraphrase if necessary to understand.
- Underline and label any figurative language, or structural devices. (Look for at least three)
- How do you interpret the last two lines of the poem?
“Success is Counted Sweetest”
Success is counted sweetest By those who ne'er succeed. To comprehend a nectar Requires sorest need.
Not one of all the purple Host Who took the Flag today Can tell the definition, So clear of victory
As he defeated – dying – On whose forbidden ear The distant strains of triumph Burst agonized and clear!
“Much Madness is Divinest Sense”
Much madness is divinest Sense To a discerning eye – Much sense – the starkest Madness – ’Tis the Majority In this, as All, prevail – Assent – and you are sane – Demur—you’re straightway dangerous – And handled with a Chain –
“Success is Counted Sweetest”
- What three adjectives might best describe the tone/mood?
- Circle three words that establish this mood.
- Give a short summary to the right of the poem. Paraphrase if necessary to understand.
- Underline and label any figurative language, or structural devices. (Look for at least three)
- What do you think of as you finish reading this poem?
“Much Madness is Divinest Sense”
- What three adjectives might best describe the tone/mood?
- Circle three words that establish this mood.
- Give a short summary to the right of the poem. Paraphrase if necessary to understand.
- Underline and label any figurative language, or structural devices. (Look for at least three)
- Do you agree with her ideas on madness and sense?
“I Heard a Fly Buzz When I Died”
I heard a Fly buzz – when I died – The Stillness in the Room Was like the Stillness in the Air – Between the Heaves of Storm –
The Eyes around – had wrung them dry – And Breaths were gathering firm For that last Onset – when the King Be witnessed – in the Room –
I willed my Keepsakes – Signed away What portions of me be Assignable – and then it was There interposed a Fly –
With Blue – uncertain stumbling Buzz – Between the light – and me – And then the Windows failed – and then I could not see to see –
- What three adjectives might best describe the tone/mood?
- Circle three words that establish this mood.
- Give a short summary to the right of the poem. Paraphrase if necessary to understand.
- Underline and label any figurative language, or structural devices. (Look for at least three)
- How would you describe the view of death presented in the poem?
- Looking at Dickinson’s last stanza, what does she do to make the portrayal of death a realistic one?
“Because I Could Not Stop for Death”
Because I could not stop for Death – He kindly stopped for me – The Carriage held but just Ourselves – And Immortality.
We slowly drove – He knew no haste And I had put away My labor and my leisure too, For His Civility –
We passed the School, where Children strove At Recess – in the Ring – We passed the Fields of Gazing Grain – We passed the Setting Sun –
Or rather – He passed Us – The Dews drew quivering and chill – For only Gossamer, my Gown – My Tippet – only Tulle –
We paused before a House that seemed A Swelling of the Ground – The Roof was scarcely visible – The Cornice – in the Ground –
Since then – 'tis Centuries – and yet Feels shorter than the Day I first surmised the Horses' Heads Were toward Eternity –
- What three adjectives might best describe the tone/mood?
- Circle three words that establish this mood.
- Give a short summary to the right of the poem. Paraphrase if necessary to understand.
- Underline and label any figurative language, or structural devices. (Look for at least three)
- In the third stanza, what might the objects the carriage passes symbolize?
Overall Impressions
- Of the eight poems you’ve read, what are your impressions of Emily Dickinson? Which of her poems was your favorite?
On the next page, fill-in the chart for one of the last two poems in this packet: “I Heard a Fly Buzz When I Died” or “Because I Could Not Stop for Death”
