Lesson Plan of Death Be Not Proud

Lesson Plan of Death Be Not Proud

Lesson Plan of My Papa’s Waltz


  1. Pre-reading Activity:
  1. Making relevance: Play the song—Tennessee Waltz

1) How do you feel when you hear the waltz music?

2) Did you ever dance with anyone to waltz? How did you like it?

3) Did you ever have a chance to dance with your parents? How did you feel

about that?

  1. Predictive writing:

Have students write down what might happen when a little child dancing with an adult. (Ex. Stepping other’s feet, dragged around, etc.)

  1. Vocabulary teaching: finding a partner

Divide the class into two groups. Give each student of the first group a piece of paper with one new word on it. Give each student of the second group a piece of paper with the meaning of a new word on it. Have students to walk around and ask each other questions to find out his or her partner. After they find out their partners, have each pair tell the class the meaning of every new word.

dizzy / having an unpleasant feeling that things are going round and round
romp / to play noisily and roughly with a lot of running and jumping
countenance / to give support or approval; permit; allow
batter / beating hard and repeatedly
knuckle / a finger joint
scrape / to remove from a surface by pulling or pushing an edge firmly across it repeatedly
buckle / a metal fastener used for joining the ends of two leather bands
cling / to hold tightly; refuse to let go; stick firmly


  1. Lead-in questioning

According to the topic, answer the following questions.

a. Who were dancing?

b. How did the author feel about his father?

  1. Work with the language

a. Have students circle the words describing actions.

b. Explain the meaning of the poem and then have students answer

comprehension questions between stanzas.

Stanza 1: 1) How did the Father smell?

2) Did the little boy dance easily? Why not?

Stanza 2: 1) How was their dancing style?

2) Did the Mother feel happy to see them dancing around? Why


Stanza 3: How did they dance? (Have a pair of students perform.)

Stanza 4: 1) How did the Father beat time?

2) How did the dancing end? (Have a pair of students perform.)

c. Jigsaw Reading: Two in a group reorder the simplified translation of the

paraphrase of the poem.

( )Your smell of liquor could make a little boy drunk, but I still refused to

let go.

( )Your hand with a battered knuckle held my wrist, and when you missed

one step, my right ear would scratch the buckle on your belt.

( ) Your dirty hand beat time on my head and then you put me on the bed

but I still stick to your shirt.

( ) We jumped around roughly and noisily so that the pans slid from the

shelf. Mother wasn’t quite happy about it.

  1. Group Discussion

Work in groups of three. Discuss the following questions with your partners.

a. How did the little boy like dancing with his papa?

b. Was the author’s father a white-collar or blue-collar? What lines did you

view as supporting evidence?

c. Did the author like to dance with his papa? How can you tell?


  1. Listening

Listen to thetwo versions of reading. Ask students which one they like better.

  1. Reading aloud

Have students to work in pairs practicing reading the poem and then have them perform in front of the class.

  1. Compare two versions of translation

Give students two versions of translation and then ask them which one they prefer.

IV.Follow-up Activities


Divide the class into groups of three. Have them write a short play about the little boy dancing with his papa and telling his papa some secrets.

  1. Debate:

Do you think it’s good for a drunkard Father to dance with his little boy? Is it possible that the Father is setting a bad example? Or you think that having fun with dear children is something that is really touching and can establish good relationship. Divide the class into two groups to debate.