Tennyson, Alfred Tennyson, Baron. In memoriam …. New York, Fords, Howard, & Hulbert, 1897. Pdf. https://www.loc.gov/item/01012688/.
This poem offers students the opportunity to study iambic tetrameter as well as thematic elements by one of the greatest British poets of the nineteenth century. These elements can then be compared/contrasted with themes found in A Christmas Carol and other literary works from the time period.
This entire document is 270 pages in length. It contains all 133 cantos of Alfred Tennyson’s “In Memoriam” poem, as well as a forward that introduces the poem. Each canto is also accompanied by an illustration.
- Tennyson wrote this poem as an elegy to his friend from Cambridge, Arthur Henry Hallam.
- The poem was originally written in 1850, but it took Tennyson several years to construct.
- The poem was written in iambic tetrameter, contained 2,916 lines, and 133 cantos.
- Though this was an elegy to a friend, Tennyson also included political commentary on issues he had with the Victorian era; one in particular was the issue between church and evolution.
- “In Memoriam” was one of Queen Victoria’s favorite poems, and she found time to see Tennyson in person and tell him this.
- The poem consists of a prologue, poem, and epilogue.
- This book from the LOC contains a forward written by Henry Van Dyke in 1897 that explains the history of the poem.
While there are 270 pages in this book, our focus questions and subsequent connections are based on “Canto CVI” (106), “Ring out, wild bells” (pp. 214–215).
- What is the theme of “Canto CVI” of “In Memoriam,” and how can it be applied to anyone's life?
- What poetic structures are found in “Canto CVI” from Tennyson’s “In Memoriam”?
- How can “Canto CVI” from Tennyson’s “In Memoriam” be applied to the downfall and exodus of Ebeneezer Scrooge in A Christmas Carol?
Common Core State Standards
RL.9-10.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
- Students will independently read and annotate “Canto CVI” of “In Memoriam” (pp. 214–215).
RL.9-10.2: Determine a theme or central idea of a text and analyze in detail its development; provide an objective summary of the text.
- Students will determine the central theme of “Canto CVI” of “In Memoriam” in comparison to Stave 5 of A Christmas Carol.
RL.9-10.3: Analyze how complex characters develop over the course of a text, interact with other characters and advance the plot or develop the theme.
- Students will utilize “Canto CVI” of “In Memoriam” to evaluate the evolution of Ebeneezer Scrooge over the course of the plot of A Christmas Carol.
RL.9-10.12.a: Interpret figures of speech in context and analyze their role in the text.
- Students will determine types of figurative language as well as apply meaning to different types of figurative language in “Canto CVI” of “In Memoriam.”
RL.9-10.13: Read and comprehend high-quality dramas, prose and poetry of appropriate quantitative and qualitative complexity for grades 9-10.
- Students will analyze and apply the analysis of “Canto CVI” of “In Memoriam” to A Christmas Carol.
SL.9-10.1: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups and teacher-led) with diverse partners on grades 9-10 topics, texts and issues, building on others’ ideas and expressing their own clearly and persuasively
- Students will spend extended time in small groups discussing annotations of “Canto CVI” of “In Memoriam” and how it impacts analysis of Dickens and A Christmas Carol.
W.9-10.1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
- Students will create a thesis based on evidence from the LOC piece and Stave 5 of A Christmas Carol.
W.9-10.1.a: Introduce precise claims, distinguish the claims from alternate or opposing claims and create an organization that establishes clear relationships among claims, counterclaims, reasons and evidence.
- Utilizing a thesis of their creation, students will create an in class timed writing piece using both the LOC document and Stave 5 of A Christmas Carol.
- Review poetic devices with students. This Poetic Devices handout is very helpful for students. Have students highlight those that are present in this particular poem, such as rhyme, tetrameter, personification, etc.
- Give students the background of the poem, letting them know that this is part of a much larger work, but that they will only be focusing on this canto.
- Distribute copies of “Canto CVI” to each student. Read this portion aloud with students. Give them time to annotate the piece for the poetic devices and meaning they can find on their own.
- Upon completion, have them share with their table groups on a larger copy of the poem.
- Project the poem on the board and have groups come forward to annotate the poem for the class. Discuss all of this in a large group format. Include a discussion of the tetrameter and the rhyme scheme as well as the figurative language.
- Once students have a solid grasp of the poem, begin a discussion of how this theme might transfer to that of Scrooge and Stave 5 of A Christmas Carol. Have students make a Venn diagram in their table groups with “In Memoriam” on one side and A Christmas Carol on the other. Have students use textual evidence from both pieces to support their selections.
- As a culminating activity ask students to complete a timed writing utilizing the evidence they have collected with their table group. The prompt might look like this: How does the plight of Ebeneezer Scrooge in Stave 5 of A Christmas Carol mirror the sentiment and theme found in “Canto CVI” of Tennyson’s “In Memoriam”?
- This poem could be challenged because it talks about death. If a student has recently had a death in the family, or the family prefers their student not talk about death, use one of the alternatives to still use a primary source from the LOC to discuss poetic devices.
Links to resources for approaching those topics
- Edutopia.com has some resources about teaching about death to younger students.
- The National Child Traumatic Stress Network also has a large variety of articles for working with children in difficult circumstances.
- For students who prefer not to read a poem about death, Tennyson’s poem “The Eagle” is also written in tetrameter, and makes a nice alternative with similar poetic devices for evaluation.
- Henry Wadsworth Longfellow was an American poet who was similar to Tennyson in writing style. His poem “The Song of Hiawatha” is written in trochaic tetrameter. Though it is rather long, if students are asked to study just one section of the poem, for instance “The Four Winds,” they will find similar poetic devices.
- Poetic Devices Handout
- This handout is full of poetic devices that are very helpful when introducing students to poetry or taking students to a higher level of study.
- Memory, Love, & Eternity in Tennyson’s “In Memoriam”
- This is a comprehensive explanation of Tennyson’s poem. For background information on the poem utilize this website.
- How Tennyson Grieves in Poetry
- This short video says a lot about how Tennyson wrote about his long lost friend, and how his poetry was often about the grieving process. It provides a lot of background information.