The Red Wheelbarrow

The Morgan School Mission Statement :The Morgan School cultivates intellect and character in partnership with families and the community. Students learn in a rigorous academic and student-centered environment that prepares them to become resourceful, productive, healthy citizens in a global society.

Mrs. Chausse Adah’s Poems from Poisonwood Bible 2010-2011 1

Read the poem. Explain the allusions to the poems in The Poisonwood Bible. Page numbers are provided for each poem. Use the questions on the final page to guide your discussion of the poem.

1. The Red Wheelbarrow

William Carlos Williams pg.170 so much depend upon a red wheel barrow glazed with rain water beside the white chickens.

2. P. 185

"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.

Emily Dickinson (1830–86). The Morgan School Mission Statement :The Morgan School cultivates intellect and character in partnership with families and the community. Students learn in a rigorous academic and student-centered environment that prepares them to become resourceful, productive, healthy citizens in a global society.

Mrs. Chausse Adah’s Poems from Poisonwood Bible 2010-2011 2 p. 295

3. Presentiment — is that long Shadow — on the Lawn — Indicatives that Suns go down —

The Notice to the startled Grass That Darkness — is about to pass —

Emily Dickinson (1830–86).

p. 365

4. 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, they 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 but a mound.

Since then 'tis centuries, and yet each Feels shorter than the day I first surmised the horses' heads Were toward Eternity.

Emily Dickinson (1830–86). The Morgan School Mission Statement :The Morgan School cultivates intellect and character in partnership with families and the community. Students learn in a rigorous academic and student-centered environment that prepares them to become resourceful, productive, healthy citizens in a global society.

5. P. 407 Tell all the Truth but tell it slant--- Success in Cirrcuit lies Too bright for our infirm Delight The Truth's superb surprise As Lightening to the Children eased With explanation kind The Truth must dazzle gradually Or every man be blind---

Emily Dickinson (1830–86).

6. P. 443

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

Emily Dickinson (1830–86) p. 527, 530

A Toad, can die of Light — Death is the Common Right Of Toads and Men — Of Earl and Midge The privilege — Why swagger, then? The Gnat's supremacy is large as Thine —

Life — is a different Thing — So measure Wine — Naked of Flask — Naked of Cask — Bare Rhine — Which Ruby's mine?

Emily Dickinson The Morgan School Mission Statement :The Morgan School cultivates intellect and character in partnership with families and the community. Students learn in a rigorous academic and student-centered environment that prepares them to become resourceful, productive, healthy citizens in a global society.

Questions to consider-

Why does Kingsolver have Adah refer to the poem?

What is the effect of the poem?

After reading the entire poem, instead of the lines Adah mentions, what new insight do you have into the poem and its connection to the novel?

How does the poem enrich the novel? What does it reveal or support about the characters, the plot, the theme of the novel?

What does Adah herself say about Dickinson and Williams? Why do you think Adah shared these particular poems by these particular authors? http://sb169.k12.sd.us/The%20Poetry%20of%20Adah.htm

Source:

"The Poetry of Adah." Web. 07 Sept. 2009. .