The Verge of Death: Rethinking ​Hamlet​ with “Do Not Go Gentle Into That Good Night”

12th Grade Honors (Pd. 1)

Overview of the Lesson:​​ In this lesson, students will analyze the poetic features of “Do Not Go
Gentle Into That Good Night” by Dylan Thomas and use this analysis to refocus their
understanding of the significance of death in ​Hamlet​.

Standards Being Addressed:

● NCSCOS.RL.11-12.4 Determine the meaning of words and phrases as they are used in
the text; analyze the impact of specific word choices on meaning and tone, including
words with multiple meanings or language that is particularly engaging.
● NCSCOS.RL.11-12.5 Analyze how an author’s choices concerning how to construct
specific parts of a text contribute to its overall structure and meaning as well as its effect
on the reader.

Daily Objectives:
● Students will be able to explain how figurative language and structural conventions
contribute to a poem’s portrayal of a universal theme.
● Students will be able to reframe their understanding of a theme through texts from
different genres and writers.

Materials and Resources:

● Notebook Paper
● Pen/Pencil
● Handout: “Do Not Go Gentle Into That Good Night” by Dylan Thomas (attached)
● Text: ​Hamlet ​(class set)

Lesson Procedures:

Section and Time What the Teacher is Doing What the Students are Doing

Warm-Up and 1) Write the following journal prompt on 1) Enter the classroom and get seated.
the board and read it aloud once 2) Take about 5 minutes to respond to the
Review (20 students are settled: “Respond to the warm-up prompt.
minutes) following in 3-5 sentences: How and 3) Begin volunteering responses and
for what purpose(s) are people written discussing the different purposes and
about when they die?” methods of writing about the deceased.
2) After giving students about 5 minutes 4) Recall the deaths in ​Hamlet​ and the
to write, ask them to volunteer to share language used to talk about deceased
their responses (make notes from characters.
discussion on board). 5) (If re-reading 5.2) Focus on and discuss
3) Review the deaths in ​Hamlet​ and the symbols for death and how Fortinbras
language used to talk about deceased eulogizes​​ Hamlet.
characters (re-read Act V, Scene 2 and
define ​eulogy​​ if necessary).

Poem Analysis (30 1) Transition by announcing that we will 1) Read “Do Not Go Gentle Into That
be reading one of the most culturally Good Night” aloud or actively listen to
minutes) recycled and repurposed poems about the volunteer readers.
 death in British (possibly any) 2) Annotate the text as teacher reads.
literature. 3) Participate in discussion, identifying:
2) Hand out copies of “Do Not Go Gentle a) How the theme of death is
Into That Good Night” by Dylan conveyed
Thomas. b) Motifs used to
3) Have students read the poem aloud represent/discuss death
(either have one reader or six). Read c) Structural features
the poem again, asking students to 4) Participate in discussion regarding
annotate​​ what stands out to them examples of how the poem has been
while they listen. repurposed.
4) Ask students what lines in the poem
tell them that it is about death (when
the need arises, give historical
background on Thomas and his
father’s death).
5) Continue discussion, having students
identify important images, symbols,
and motifs, as well as structural
features (rhyme scheme, stanzas,
villanelle ​form, refrains).
6) Discuss/display examples of the poem,
culturally repurposed.

Soliloquy 1) Ask students to pull out their copies of 1) Turn to 4.4 in ​Hamlet.​
Hamlet​ and turn to Hamlet’s soliloquy 2) Listen and actively read the soliloquy
Discussion (15 in Act IV, Scene 4. with the class.
minutes) 2) Read (or have a student volunteer 3) Participate in discussion of similarities
read) the soliloquy aloud. and differences between the soliloquy
3) Ask students to share what similarities and the poem.
they notice between the soliloquy and
the poem.
4) Point out lines 53-66 as Hamlet’s “Do
Not Go Gentle” to himself.
5) Ask students to share what differences
exist between the texts.

Writing Prompts Bringing discussion to a close, ask students to 1) Retrieve paper used to respond to
pull out the paper from their warm-up and below warm-up.
(15 minutes) it, answer the following prompts in a paragraph 2) On the same sheet, respond to the
each (write prompts on board): prompts and raise your hand when you
1) How do the features of language finish.
(figurative language, imagery,
symbols, repetition, etc.) and structural
features (rhyme scheme, poetic form,
etc.) in this poem affect its portrayal of
death?
2) How has your understanding of this
soliloquy/Hamlet as a character
changed after reading this poem?

Transition Time or If students fly through these writing prompts (or 1) Use your device to search for other
as they finish individually), ask them to search cultural references to “Do Not Go
Extension Activity for examples of how this poem has been quoted Gentle Into That Good Night.”
(10 minutes) or referenced in other media and identify the 2) Select a piece of media that makes an
following: interesting use of the poem, and answer
1) Media making reference the questions provided by the teacher on
2) What part of the poem is used the same sheet of paper.
3) How well does the poem’s message 3) This is your exit ticket; turn it in before
align with its new use? Did its you leave!
meaning change? How?
Assessment:
In addition to participation in class discussion and one-on-one discussions with students as they
write, student learning will be measured in the collection of responses to the writing prompts
given in class. With these prompts, students will be assessed for their ability to analyze a poem’s
treatment of a theme through its language and structure and to compare how a theme is treated in
two vastly different texts.

Planning for Feedback​​:

I plan to give feedback throughout the lesson as students participate in discussion and as I
observe their work on their writing prompts and answer questions they may have. I also plan to
grade this assignment formatively (completion credit, weighted as a minor assignment) and
provide a balance of comments that identify their successes and areas needing growth (in either
their writing style or their grasp of the lesson).

Modification and Differentiation:

As there are no specific learning needs in this class, but it is an Honors-level course with several
AG-identified students, I have made the lesson enriching and complex by integrating multiple
levels of poetic analysis (thematic and structural), asking students to apply background
knowledge of poetic devices, and compare a difficult theme in works from different genres
(comparing ​Hamlet​ to this modern poem).

Sources for the Lesson:

I selected the poem “Do Not Go Gentle Into That Good Night” because of its portrayal of death
and that it has been culturally repurposed in so many different forms of media. I also developed
the discussion questions and writing prompts independently. My facilitation of the poem
analysis, as well as much of the necessary background information about its biographical context
and form, were pulled from lesson plans that focus on its function as death poetry: Death Poetry
(​https://edsitement.neh.gov/lesson-plan/death-poetry-ae-housmans-athlete-dying-young-and-dyla
n-thomas-do-not-go-gentle-good-nigh​) and Villanelle as Death Poetry
(​https://www.elacommoncorelessonplans.com/do-not-go-gentle-into-that-good-night-analysis-an
d-lesson-plan-on-poetic-form.html​). Otherwise, the concept of using this more modern poem to
reframe a thematic understanding of ​Hamlet​ and review the significance of death to the play in a
new light is completely original.

Put copies of all handouts, quizzes, activities, tests, etc. that are used during this lesson
behind​​ this day’s lesson. For edTPA, these will be in a separate file called “Additional
Instructional Materials” and another called “Assessments.”
“Do Not Go Gentle Into That Good Night”
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,

Because their words had forked no lightning they
Do not go gentle into that good night.

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.

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,
Rage, rage against the dying of the light.

And you, my father, there on that 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.