“Do Not Go Gentle into That Good Night” Analysis and Lesson Plan on Poetic Form

Dylan Thomas’s “Do Not Go Gentle into that Good Night” is one of the most oft read poems in the English language. A YouTube search alone produces a myriad of readings.

In fact, here’s Dylan Thomas himself reading his poem.

 

“Do Not Go Gentle Into That Good Night” By Dylan Thomas

Do not go gentle into that good night, (A)
Old age should burn and rave at close of day; (B)
Rage, rage against the dying of the light. (A)

Though wise men at their end know dark is right, (A)
Because their words had forked no lightning they (B)
Do not go gentle into that good night. (A)

Good men, the last wave by, crying how bright (A)
Their frail deeds might have danced in a green bay, (B)
Rage, rage against the dying of the light. (A)

Wild men who caught and sang the sun in flight, (A)
And learn, too late, they grieved it on its way, (B)
Do not go gentle into that good night. (A)

Grave men, near death, who see with blinding sight (A)
Blind eyes could blaze like meteors and be gay, (B)
Rage, rage against the dying of the light. (A)

And you, my father, there on the sad height, (A)
Curse, bless, me now with your fierce tears, I pray. (B)
Do not go gentle into that good night. (A)
Rage, rage against the dying of the light. (A)

Poetic Form

“Do Not Go Gentle into That Good Night” is a villanelle. For those of you who don’t know what a villanelle is, I’ll kindly tell Do Not Go Gentle into That Good Night Lesson Planyou. A villanelle is a 19-line poem with five tercets (3-line stanzas) followed by a sixth stanza of four lines. A villanelle contains two refrains, which alternate.

In the case of “Do Not Go Gentle into That Good Night,” the two refrains are “Do not go gentle into that good night,” and “Rage against the dying of the light.” Each of the first 5 stanzas end with one of these two lines. The sixth and final stanza ends with both.

“Do Not Go Gentle Into That Good Night Lesson Plan: Form Reflects Content.

Simply identifying a form is suitable primarily for English professors at the local university talking about poetry using the accent of one who is constipated.

In order to make this knowledge applicable to a high school student and non-college-professor types, there must be engagement and higher level thinking involved.

So if you’re interested in teaching form, start by asking this question: Why did Thomas choose this form?

Chances are you’ll get a lot of blank stares outside of your most advanced high school English classes. In fact, if you’re like me, you may have joined in on the blank stare when you first heard this question.

Teaching this requires scaffolding—in some cases it requires outright modeling the answer. I’ll do both here.

Teaching the Significance of Form with Dylan Thomas’s “Do Not Go Gentle into That Good Night.”Do Not Go Gentle into That Good Night Lesson Plan

  1. Before you do anything, have students annotate the poem. Here’s an effective lesson to accomplish this. During this portion of the lesson, students should recognize the rhyme pattern, the number of lines per stanza, the additional line in the last stanza, the two oft repeated phrases at the end of each stanza (epistrophe), and the emotion of the speaker. Students should arrive at one of the poem’s major themes: mortality, struggles of life and death, wisdom, old age family, what happens at death, etc.
  2. Discuss the poem. If you wish to focus on form, just make sure to discuss that aspect of it. As your class annotates the poem on the board (you did look at the lesson on the link, didn’t you?), someone will hopefully make a note about the poem’s form or even ask why the form is significance. If not, you can write the question next to the poem. At the very least, you’ll get students thinking about it. At best, someone will actually come up with an answer during the annotation phase.
  3. Discuss form. You may want to use this form in poetry handout (Poetry Form Handout) for further scaffolding. Much of this depends on how well your class is grasping the concept. Here’s the handout:  And in case you were wondering, the handout is part of the popular poems for high school lesson plans.

I’m going to jot down my thoughts on the poem and how the poem’s form reflects the poem’s content and theme. These are just my ideas and they may serve as a launching point for class discussion. Or you may find them inane and imbecilic, in which case, ignore them and think of your own.

  1. Popular Poems for High School Lesson Plans