Name: Marco Kalalo

Thematic Unit: American Literature. Poem

Text: Because I could not stop for death. Emily Dickinson
Methods: Storyboard-making, Socratic Method, Lecture, Intertextuality
Reading Approaches: Direct Reading, Critical analysis
Estimated Number of Meeting: 1.5 hours

Teaching Strategy Planning Form

Part I: Objectives and Rationale

Related to Goals: Development of reading, thinking, listening and speaking skills. Further understanding
of people, their relationships, and their struggle through literature.

Objectives Designed to Meet Goals:

By the end of the lesson, the student should have been able to:
1. Brainstorm on the characters related to the poem through storyboard-making;
2. Identify metaphors used in the poem;
3. Question the poem through discussion with the class;
4. Explain the hidden meaning of the poem; and
5. Write a different literary form of the poem.
Rationale:
Throughout American literature, Emily Dickinson is one of the famous writers especially
in the poem department. The use of Death as theme is also evident in her pieces. Because I could
not stop for death is one of her iconic poems. The six-stanza ballad tells about the adventure of
the persona with Death, who was described as a gentleman, toward “Eternity”.

Through storyboard-making, students could see, hear, and feel the character mentioned in
the poem and how they can interact with him/her. This could enable the student to show the poem
rather than telling it. Socratic and lecture methods enable the students to provide content-
knowledge of the poem (i.e. how to identify metaphors in a poem, how to use vivid images instead
of adjectives, etc.). Lastly, intertextuality provides the students with wide range of possibility of
integrating the poem with other pieces such as short stories, flash fiction, novels, etc. Another
opportunity that intertextuality could provide is the potential of the students to construct their own,
different, literary piece which responds to the piece given.
 Part II: Development of the Activity Sequence

Activity Purpose/ Expected Student Planned Teacher Materials

Objective Behavior Behavior

I. Pre-reading To enable students Each student must Give clear Paper, pencil, art
(30 mins) to imagine the draw an image of instructions and materials
A. Personified personified version Death and how will give students
Death of Death they interact with needed materials.
each other.
Conduct a
To develop the Powerpoint
B. Viewing and students’ interest in presentation and Powerpoint, laptop,
Listening the author’s style of lecture on the LCD projector,
writing Students watch and author. whiteboard, marker
listen attentively to
the teacher’s
presentation on the
life and works of
Emily Dickison.
II. While-
reading (30
mins) To identify and Students will Give instructions Metaphor
A. Metaphor in explain the identify the and disseminate the Worksheet, LCD
the Piece metaphors in the metaphors used in worksheets to the Projector, Laptop,
poem, Because I parts of the poem students. Powerpoint
Could Not Stop For and determine their
Death implication/meanin
g
Give clear Paper, pen
instructions and
B. Madness To develop facilitate the
Discussion critical thinking activity.
by interacting
with the poem Each student must
write: the
meaning of the
poem; a question
about the poem; Get one paper at a
and a pattern in time to spark a
the poem and its discussion among
significance. Then the students.
they have to
crumple the paper
and throw it
 anywhere in the
room.

Then they have to

get another paper
and respond to it
(agree or not).
Then throw the
paper in front.
III. Post-
reading (30
mins)
A. Students will be Allegory
Metaphorical To have a deeper Give instructions Worksheet, LCD
given another and disseminate the Projector, Laptop,
Significance understanding of
worksheet that worksheets to the
of the journey the poem deals with the
Powerpoint
students.
meaning behind
the journey of the Powerpoint
persona and Presentation /
Death. Give guidance to
Laptop / LCD
B. Literature all students writing
To write a story Projector/ paper
Translation the story.
responding to
Dickenson’s poem.
Students will write
a narrative about
the journey of the
persona with Death
during the carriage.
They can re-read
the poem for
clarifications.

Main Text
Dickinson, Emily. “Because I could not stop for death”. Retrieved from
https://www.enotes.com/topics/because-i-could-not-stop-for-death/text/because-i-could-not-stop-
for-death#root-2