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Analyzing Tone & Meaning in Dylan Thomas's 'Do Not Go Gentle': A Villanelle, Lecture notes of Poetry

Instructions for analyzing dylan thomas's poem 'do not go gentle into that goodnight.' students are asked to take notes on the poetic form of the villanelle, explore the progression of tone and the author's use of language to reveal purpose and meaning, and write an essay based on their findings. Activities such as marking significant actions or observations, defining the speaker's responses, and writing contextualized assertions for each part of the poem.

What you will learn

  • How does Dylan Thomas use language to reveal purpose and meaning in 'Do Not Go Gentle Into That Goodnight'?
  • What is the progression of tone in Dylan Thomas's 'Do Not Go Gentle Into That Goodnight'?
  • What is the speaker's argument in 'Do Not Go Gentle Into That Goodnight' and how is it supported by the text?

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2021/2022

Uploaded on 08/05/2022

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“Do Not Go Gentle Into That Goodnight”
By Dylan Thomas
Activity 1: Take notes on the poetic form that is the villanelle.
Activity 2: Read and deconstruct the following prompt.
In the poem below, the speaker addresses his elderly father who is sick and close to death. Write an essay
in which you explore the progression of tone as well as how the author’s use of language reveals purpose
and meaning in the poem.
What is the abstract question that you must answer?
What concrete elements should you pay attention to as you read the poem?
What does the information in the prompt tell you about the persona of the speaker?
Activity 3: Read the poem carefully, marking at least one major shift (dividing the poem into at least two
parts).
Activity 4: In the left column, list the significant actions or observations that the speaker offers as support
for his argument/claim.
Activity 5: In the center (text) column, mark diction, imagery, and figurative language that reflects or
reveals the speaker’s thoughts and feelings about the situation.
Activity 6: In the right column, define the speaker’s responses, and note what the marked text reveals
about his responses (What are his thoughts and emotions, and how does the use of language reflect them?).
LIST Significant
thoughts/examples the
speaker offers:
1. Speaker wants his
father to fight for his life,
even though he is old.
MARK diction, imagery, figurative language, that
reveals the speaker’s thoughts and emotions.
Do Not Go Gentle Into That Goodnight
By Dylan Thomas
Do not go gentle into that good night,
Old age should burn and rave at close of day;
Rage, rage against the dying of the light.
Though wise men at their end know dark is right,
5 Because their words had forked no lightning they
Do not go gentle into that good night.
DEFINE the speaker’s
response based on the
language the poet uses to
express the
thoughts/emotions/argument
.
1. Words/short phrases such
as “Do not go,” “should burn
and rave,” “rage, rage” and
“against” illustrate how
Thomas wants his father to
approach lifes end.
pf3

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“Do Not Go Gentle Into That Goodnight”

By Dylan Thomas Activity 1: Take notes on the poetic form that is the villanelle. Activity 2: Read and deconstruct the following prompt. In the poem below, the speaker addresses his elderly father who is sick and close to death. Write an essay in which you explore the progression of tone as well as how the author’s use of language reveals purpose and meaning in the poem. ● What is the abstract question that you must answer? ● What concrete elements should you pay attention to as you read the poem? ● What does the information in the prompt tell you about the persona of the speaker? Activity 3: Read the poem carefully, marking at least one major shift (dividing the poem into at least two parts). Activity 4: In the left column, list the significant actions or observations that the speaker offers as support for his argument/claim. Activity 5: In the center (text) column, mark diction, imagery, and figurative language that reflects or reveals the speaker’s thoughts and feelings about the situation. Activity 6: In the right column, define the speaker’s responses, and note what the marked text reveals about his responses (What are his thoughts and emotions, and how does the use of language reflect them?). LIST Significant thoughts/examples the speaker offers:

  1. Speaker wants his father to fight for his life, even though he is old. MARK diction, imagery, figurative language, that reveals the speaker’s thoughts and emotions.

Do Not Go Gentle Into That Goodnight

By Dylan Thomas Do not go gentle into that good night, Old age should burn and rave at close of day; Rage, rage against the dying of the light. Though wise men at their end know dark is right, 5 Because their words had forked no lightning they Do not go gentle into that good night. DEFINE the speaker’s response based on the language the poet uses to express the thoughts/emotions/argument .

  1. Words/short phrases such as “Do not go,” “should burn and rave,” “rage, rage” and “against” illustrate how Thomas wants his father to approach life’s end.

Good men, the last wave by, crying how bright Their frail deeds might have danced in a green bay, Rage, rage against the dying of the light. 10 Wild men who caught and sang the sun in flight, And learn, too late, they grieved it on its way, Do not go gentle into that good night. Grave men, near death, who see with blinding sight Blind eyes could blaze like meteors and be gay, 15 Rage, rage against the dying of the light. And you, my father, there on the sad height, Curse, bless, me now with your fierce tears, I pray. Do not go gentle into that good night. Rage, rage against the dying of the light. https://www.poets.org/poetsorg/poem/do-not-go-gentle-good-night Activity 7: Write a CONTEXTUALIZED ASSERTION for each of the parts of the poem (based on the number of shifts you identified). A contextualized assertion is just a claim about the abstract question of the prompt combined with a short summary of that part of the poem. Pseudo-example: Early in the poem, the speaker argues that … The purpose of this contextualization is to indicate which part of the poem you are discussing, and the assertion guides your writing toward analysis. Your contextualized assertions: Part 1 (line 1 to line _____): Part 2 (line ____ to line _____): Part 3 (line _____ to line _____):