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https://www.storyboardthat.com/lesson-plans/because-i-could-not-stop-for-death-by-emily-dickinson/theme

Activity Overview


Themes, symbols, and motifs come alive when you use a storyboard. In this activity, students will identify themes and symbols from the poem, and support their choices with details from the text.

As a classroom activity, students can track the rich thematic and symbolic writing Dickinson uses in her poetry. In the example storyboard above, the creator has focused on the theme of “Mortality vs. Immortality” in the poem.


Mortality vs. Immortality

Each line of the poem contains aspects of both life and death. Because of the repetition of these ideas using word choice, tone, and attitude, it is clear that this is the major theme of the poem.

Evidence of Mortality and Immortality are seen throughout the poem. The speaker's entire outlook on death and the mention of “Immortality” in the first stanza lead to the idea that she believes in an afterlife. Life after death is a sort of immortality, though not in the sense many might desire. In the last stanza, she uses the word “Eternity” to describe what she has just come to understand. She remains calm and has a ponderous tone as she recalls the ride she just took after realizing that she is actually deceased.


Lesson Plan Reference

Grade Level 9-12

Difficulty Level 3 (Developing to Mastery)

Type of Assignment Individual, Partner, or Group

Type of Activity: Themes, Symbols & Motifs

Common Core Standards
  • [ELA-Literacy/RL/11-12/1] Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain
  • [ELA-Literacy/RL/11-12/2] Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text
  • [ELA-Literacy/SL/11-12/2] Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data


Template and Class Instructions

(These instructions are completely customizable. After clicking "Use This Assignment With My Students", update the instructions on the Edit Tab of the assignment.)



Student Instructions

Create a storyboard that identifies recurring themes in "Because I Could Not Stop for Death". Illustrate instances of each theme and write a short description below each cell.


  1. Click "Start Assignment".
  2. Identify the theme(s) from "Because I Could Not Stop for Death" you wish to include and replace the "Theme 1" text.
  3. Create an image for the example(s) that represents this theme.
  4. Write a description of each of the examples.
  5. Save and submit the assignment.



Rubric

(You can also create your own on Quick Rubric.)



Themes, Symbols, and Motifs (Grades 9-12)
Create a storyboard that identifies recurring themes, symbols, and/or motifs in the story. Illustrate instances of each and write a short description that explains the example's significance.
Proficient Emerging Beginning Needs Improvement
Identification of Theme(s), Symbol(s), and/or Motif(s)
All themes are correctly identified as important recurring topics or messages in the story. Symbols are correctly identified as objects that represent something else at a higher level in the story. Motifs are correctly identified as important recurring features or ideas in the story.
Most themes are correctly identified, but others are missing or incomplete. Most symbols are correctly identified, but some objects are missing or incomplete. Some motifs are correctly identified, but others are missing or incomplete.
Most themes are missing, incomplete, or incorrect. Most symbols are missing, incomplete, or incorrect. Most motifs are missing, incomplete, or incorrect.
No themes, symbols, or motifs are correctly identified.
Examples and Descriptions
Quotes and examples are accurate to the theme(s), symbol(s), and/or motif(s) that are being identified. Descriptions accurately explain the theme(s), symbol(s), and/or motif(s) and highlight their significance to the story.
Most quotes and examples are accurate to the theme(s), symbol(s), and/or motifs that are being identified. Descriptions mostly accurately explain the theme(s), symbol(s), and/or motif(s), and highlight their significance to the story.
Most quotes and examples are minimal, incorrect, or unrelated to the theme(s), symbol(s), and/or motif(s) that are being identified. Descriptions contain inaccuracies in their explanations, or do not highlight their significance to the story.
Examples and descriptions are missing or too minimal to score.
Depiction
Depictions chosen for theme(s), symbol(s), and/or motif(s) are accurate to the story and reflect time, effort, thought, and care with regard to placement and creation of the scenes.
Depictions chosen for theme(s), symbol(s), and/or motif(s) are mostly accurate to the story. They reflect time and effort put into placement and creation of the scenes.
Depictions chosen for theme(s), symbol(s), and/or motif(s) are inaccurate to the story. The depictions may be rushed or show minimal effort, time, and care put into placement and creation of the scenes.
Most depictions are missing too many elements or are too minimal to score. Little time or effort has been put into placement and creation of the scenes.
English Conventions
There are no errors in spelling, grammar, or mechanics throughout the storyboard. All writing portions reflect careful proofreading and accuracy to the story.
There are a few errors in spelling, grammar, and mechanics throughout the storyboard. All writing portions show accuracy to the story and some proofreading.
There are several errors in spelling, grammar, and mechanics throughout the storyboard. Most writing portions do not reflect proofreading or accuracy to the story.
Errors in spelling, grammar, and mechanics in writing portions of the storyboard seriously interfere with communication.




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Because I Could Not Stop for Death





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