Emily Dickinson “I’m Nobody” Poetry Analysis + Modern Poem, Fame Theme, CCSS

Rated 5 out of 5, based on 8 reviews

5.0 (8 ratings)

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Laura Randazzo

67k Followers

Grade Levels

8th - 11th, Higher Education, Adult Education, Homeschool

Subjects

English Language Arts, Creative Writing, Poetry

Resource Type

Worksheets, Handouts

Standards

CCSSRL.8.10

CCSSRL.9-10.10

CCSSRL.11-12.10

CCSSW.8.10

CCSSW.9-10.10

Formats Included

PDF
Google Apps™

Pages

5-page PDF + Google Drive version of student handouts

$1.99

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Laura Randazzo

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Includes Google Apps™

The Teacher-Author indicated this resource includes assets from Google Workspace (e.g. docs, slides, etc.).

What educators are saying

Wow! I just downloaded this product and I'm blown away by the level of detail and creativity put into it. It's evident that the creator understands the needs of teachers and students alike. This is definitely going to become a staple in my classroom!

— Veronica A.

Rated 5 out of 5

I've always loved teaching this poem, but this resource was great for building on what I've done in the past. Thank you so much for this!

— Melody N.

Rated 5 out of 5

Description

Standards

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Reviews

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Description

This easy to deliver one-day lesson uses the work of American poet Emily Dickinson to guide a discussion of many students’ dream of becoming a social media influencer/TikTok Famous. The student handout includes a copy of Emily Dickinson’s well-known poem, “I’m Nobody! Who are You?,” to compare with a modern poem written on the same theme. The handout includes a set of 10 short-answer critical thinking questions that will require students to dig back into the text and their own minds to find the answers.

This download also includes a suggested lesson procedure page, an optional poetry assignment, and a detailed answer key to make grading easy and help guide class discussion.

This product downloads as a PDF and includes a Google Drive version of the student handouts for online learners.

Want students to learn more about Emily Dickinson’s life and literary impact? Click here for a student-led research activity: https://www.teacherspayteachers.com/Product/Emily-Dickinson-Author-Study-Worksheet-PDF-Google-Drive-Biography-CCSS-3301906

Want more materials to help students get excited about studying American literature? Click here and scroll down to browse my catalog of American Lit. items: https://www.teacherspayteachers.com/Store/Laura-Randazzo/Category/American-Literature-40247

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Red carpet image licensed via CanvaPro

Emily Dickinson photo credit: Daguerrotype of Emily Dickinson, c. early 1847, Amherst College Archives & Special Collections, WikiMedia Commons, Public domain

Total Pages

5-page PDF + Google Drive version of student handouts

Answer Key

Included

Teaching Duration

40 minutes

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Standards

to see state-specific standards (only available in the US).

CCSSRL.8.10

By the end of the year, read and comprehend literature, including stories, dramas, and poems, at the high end of grades 6–8 text complexity band independently and proficiently.

CCSSRL.9-10.10

By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 9-10 text complexity band proficiently, with scaffolding as needed at the high end of the range.By the end of grade 10, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 9-10 text complexity band independently and proficiently.

CCSSRL.11-12.10

By the end of grade 11, read and comprehend literature, including stories, dramas, and poems, in the grades 11-CCR text complexity band proficiently, with scaffolding as needed at the high end of the range.By the end of grade 12, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 11-CCR text complexity band independently and proficiently.

CCSSW.8.10

Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

CCSSW.9-10.10

Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

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Laura Randazzo

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