I started Early – Took my Dog – (656)
The Poetry Foundation often receives questions about Emily Dickinson's poems. Read a note from the digital archive editor about Dickinson's "errors."
The Poetry Foundation often receives questions about Emily Dickinson's poems. Read a note from the digital archive editor about Dickinson's "errors."
1. How does looking at the ocean make you feel—overwhelmed and insignificant, or part of something larger and full of possibility? Write a poem exploring those feelings.
2. In her poem, Dickinson uses a house as a metaphor to describe the sea (with “Mermaids in the Basement” and ships in the attic). Write a poem in which you use a different metaphor to describe an encounter with nature.
3. Try your hand at a ballad. The form uses four-line stanzas and words that rhyme at the ends of every second and fourth line. For other examples, see:
“The Ballad of Birmingham” by Dudley Randall
“The Ballad of Rudolph Reed” by Gwendolyn Brooks
1. What is the speaker’s attitude toward the sea in the poem? Does it change? Which words or images suggest a shift in her thinking?
2. Dickinson’s poem loosely adapts the ballad form. Like a song, it uses rhythm, rhyme, and repetition to tell its story. What effect do the rhymes (and later on in the poem, the slant rhymes) have on the story she tells here?
3. How does Dickinson’s use of dashes and capitalization help to create a sense of suspense in the sea’s growing danger?
4. What makes the sea, which seems to threaten to drown the speaker, recede at the poem’s end?
1. Give students several minutes to generate at least three interpretive questions about the imagery of the poem. They might ask, for example, Why did the speaker take a dog? Why are there mermaids in a ‘basement’ of the sea? Assure them that any question is fair game. Debrief in a large group, having students share their questions and possible answers.
2. Have students explore the poem’s rhythm by clapping along. Simply begin with a group reading of the poem, asking students to read the first stanza or two in unison two or three times. As they read, ask them to begin clapping to the rhythm. After modeling this process, have students explore the connection between changes in rhythm, rhyme, image, and idea, have students discuss how the meaning of the poem, as it is shaped by these formal elements.
3. Show students the animation of Dickinson’s poem and discuss the animator’s choices. How do these choices affirm or challenge student ideas about the poem’s meaning?
Emily Dickinson is one of America’s greatest and most original poets of all time. She took definition as her province and challenged the existing definitions of poetry and the poet’s work. Like writers such as Ralph Waldo Emerson, Henry David Thoreau, and Walt Whitman, she experimented with expression in...