# ① The Lesson Of The Month Poem Analysis

Knowles adult learning theory Sonnets The sonnet has continued to engage the modern poet, many of whom also took up the sonnet Verticality In Godzilla, notably Rainer Maria RilkeRobert Lowelland John Berryman. Students will design, construct, The Lesson Of The Month Poem Analysis race a puff mobile. The students will make a drawing **The Lesson Of The Month Poem Analysis** lights up, while investigating **The Lesson Of The Month Poem Analysis** using copper tape, batteries and LEDs. Total views The Lesson Of The Month Poem Analysis, General Science. Then the **The Lesson Of The Month Poem Analysis** investigation will allow students to experiment with how the amount of light that each type allow effects the rate at **The Lesson Of The Month Poem Analysis** ice will melt. Bulletin Board Ideas.

How to Analyse Poetry

Stand tall, oh mighty oak, for all the world to see. Your strength and undying beauty forever amazes me. Though storm clouds hover above you, Your branches span the sky. This poem has greatly touched me. The poet has a firm faith in his father, which every son ought to have. A father is the center point for a son's life. To have faith in him and live the life Life is crazy And totally unpredictable It's going to push you over, Kick you while you're down,. Such a wonderful poem with precious advice! Most people seem to get inevitably entangled in the most peculiar behaviors so specifically characterized in homo sapiens: He gets tired of his In life there are people that will hurt us and cause us pain, but we must learn to forgive and forget and not hold grudges.

In life there are mistakes we will make,. I've been dealing with issues in my relationship with my husband. We have been married for 6 and a half years, we have 2 beautiful kids together, but come to find out he's been cheating on me Menu Search Login Loving. Keep me logged in. Inspirational Poems Email Share. Featured Shared Story. Pain Ends By Katy A. Related Categories. Students will research both photographic and textual resources in order to produce factual information about how students reacted to World Wars 1 and 2.

This lesson will culminate in a student-driven Socratic Seminar style discussion which will allow the students to verbally articulate their findings from the resources provided. In this lesson, students will be examining primary sources pertaining to differing viewpoints of America's involvement in World War I. The students will annotate the documents, looking for main ideas and supporting details. The students will then form graphic organizers separating two opposing viewpoints.

Finally, students will write a group expository essay using the data from the graphic organizer. Students will work together to complete a HyperSlides unit centering around animal adaptations for standards in grades Students will work creatively and collaboratively with a variety of Course of Study standards that engage students through using Google Slides and a Hyperlinks to assist in the understanding of animal adaptations. This project will take several class periods to complete. After an introduction to the Hyperslides, students are encouraged to work at their own pace, but Hyperslides can be assigned on a daily basis. James Reese Europe was an "accomplished orchestra conductor, bandleader, and composer of popular songs, marches and dance music during the early twentieth century Europe was an effective champion of African-American musical performers and composers and helped to gain acceptance for them in the United States and abroad.

Students will annotate a biography of James Reese Europe and analyze two photographs of the orchestra Reese led across France. Students will view a documentary film of Europe and his "Hellfighter" orchestra as they fought, performed, and received medals for their efforts during the war. As a culminating activity on the second day, students will write a eulogy for Europe detailing his role as a leader in Jazz and as an African American officer. This lesson will help students master Algebra I standard Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving equations [A-CED4]. In addition, this lesson will involve students creating a list of procedures to use when solving for a given variable.

At this time it is not necessary for students to know the formal names for the properties. It is important for students to understand the concepts and take part in creating a set of procedures for isolating a variable and solving equations. William Weatherford was a Creek leader during the Creek War of This lesson explores who William Weatherford was as a person, as a Creek leader, and his role in the Creek War of Students will view a PowerPoint, read an excerpt from an article about William Weatherford from the Encyclopedia of Alabama, share information with peers, and view the engraving of William Weatherford surrendering to Andrew Jackson.

At the end of the lesson, the students will draw a conclusion about William Weatherford and support it with evidence from the lesson. This lesson should be done in conjunction with studying the Creek War of so that his role in this historical event can be better understood. A brainstorming activity and class discussion will begin the lesson and provide the background knowledge students have regarding zoos and how the animals in zoos impact our environment. Students will select an animal for further research using an online survey created by the teacher to determine their research group.

Afterward, students will view an informational video pertaining to the origin and purpose of zoos, and complete an exit slip stating new learning that has been added to their background knowledge. The lesson will begin by reviewing the groups and animals assigned to each group. Students will begin working in their Zoo Booklets by discussing vocabulary that is associated with their animal. Students will use various types of text and other resources to find the information needed to learn more about their animal. Students will work cooperatively in groups to complete their animal research and complete their final project.

This is a multi-session interactive lesson plan about animal adaptations for kindergarten through second grade students. The goal of this interactive digital lesson plan is to guide students through activities that help them understand how characteristics such as body covering, body parts, and behaviors help animals survive. These lesson plans also build cooperation and communication skills for students. There are additional resources provided for the teacher to use before or after using the HyperDoc. This lesson is an introduction to Binomial Expansion and the Binomial Theorem. Students begin by expanding binomials using multiplication.

They will examine the expansions looking for patterns. These patterns will be used to develop the Binomial Theorem. Students will be guided through a review of the special angles on the unit circle in degree measures. Students will be introduced to the definition of a radian and will discover the number of radians in a circle as well as the measures of the special angles in radian measure. The students will find the formulas for converting degrees to radians and radians to degrees. They will then use these formulas to convert angles from degrees to radians and from radians to degrees. At the turn of the 20th century, illiteracy was common across the United States.

Rural Alabama suffered from a high illiteracy rate. Students will create a propaganda poster that asks citizens to do their part [ SS 6 3 ] in changing the culture of Alabama illiteracy and for teaching A labama soldiers that literacy is a powerful weapon [SS 6 1 ]. In this lesson, students are asked to provide a written description of both an exponential function and its inverse. They are then introduced to the logarithmic function and will practice writing exponential functions as logarithms and logarithms as exponential functions. Students will evaluate logarithmic expressions and will solve logarithmic equations. The lesson will introduce the concept of a matrix.

The matrix is labeled by its rows and columns. This lesson will teach the concept of adding, subtracting, scalar multiplication, and multiplication of matrices. This lesson will be a prerequisite for solving systems of equations with matrices. This lesson will use the process of inverse operations to solve formulas for a given variable. Some formulas will not be recognized by the student. The actual formula is not important, but the variables are. The lesson will develop knowledge for other bases besides base The lesson will investigate base 2, base 8, and base The student will write numbers using expanded notation. This lesson will allow students to gather evidence to better understand how plants and animals provide for themselves by altering the environment.

Students will observe plants and animals. Students will discuss their findings with group members. The students will write or draw about their findings. After writing with their group members, students will produce and present their knowledge to the class via Chatterpix. Students will discuss the effects of sunlight. Next, they will be introduced to the task of designing and constructing a device to reduce the effect of sunlight.

In groups, students will design and then construct a tent that will keep an ice cube from completely melting before the uncovered control ice cube melts. Students will test the effectiveness of their tents. This lesson is designed to teach the students that some quadratic equations will have imaginary solutions. The lesson will examine the concept of complex numbers in terms i. This lesson will include a study of several primary sources that detail the flu epidemic and how it affected a variety of people in Alabama ELA 6 Students will work in small groups to study different primary sources and will complete graphic organizers specific to the type of primary source. Groups will then share their information with the class and discuss how the flu affected different populations of Alabama.

The focus and outcomes of this lesson will meet the Social Studies standard SS 6 by allowing the students to describe civilian roles during WWI and recognizing the military bases in Alabama. In this lesson, students will examine the amount of annual and seasonal rainfall in four cities to compare decimals to the hundredths place. Students will add and round digits to the thousandths place.

Students will utilize technology by navigating to a specific United States climate website to get relatively current and accurate data. Students will be exposed to an engineered solution to the current issue of excessive algae growth that is inhibiting the health of Staghorn and Elkhorn coral populations. Students will then use their knowledge, as well as conduct research, that would allow them to aid in the effort to protect this crucial living element to the oceanic environment.

Students will collaborate with their group to apply their knowledge and create an Animoto presentation that consists of at least five slides. This lesson is an introduction to the concept of light sources both natural and man-made , as well as levels of light bright, dim, dark, pitch black. Students conclude with a narrative writing assignment. This lesson can be divided and taught over the course of several days, or integrated into multiple subject areas reading, science, and writing blocks as time permits.

In this lesson, students will work in groups to design a ramp to increase the speed of a ball. The teacher will guide students' work through careful questioning. After creating different ramps, students will record and report their findings to the class. In this lesson, students will examine time lapse photos and videos to see the movement of stars during the night. Students will use star wheels to track the visibility of constellations throughout the year and graph the number of days a constellation is visible each month. Finally, students will draw a diagram and write an explanation of the apparent movement of stars using data from the graphs and class model.

This lesson will demonstrate that in order to find the coordinates of the special angles on the unit circle, students will need a knowledge of the first quadrant angles only. These values will then be reflected across the x- and y-axis to locate the coordinates in the remaining quadrants. Students will also convert the angle measurements from units in degrees to units in radians.

Students will compare and contrast similarities between the eight different human blood types and be able to explain how these differences affect blood transfusions. After the lesson, students will be assessed with an online quiz on Quizziz. Students will be exposed to three different scenarios. The scenarios will require that students hypothesize two solutions, test their hypotheses, document the results, and document the property that proved the effectiveness of the material chosen.

The lesson's total duration is about six days. Students will determine the difference between balanced and unbalanced forces through an experiment. The experiment consists of a student-created scaled snow sled model going down a teacher-created ramp. Students will plan to change one variable, collect data, and chart the data graphically. Students will change a variable such as: number of students riding the snow sled, size of the child children riding the snow sled, direction, position on the hill the snow sled is released, position of children on the sled sitting, standing, laying , friction caused by materials that makes up the sled, and air resistance caused by an object such as a parachute.

Students will collect and chart data of each experiment graphically in order to determine the longest snow sled ride. This lesson will lead students on a guided discovery to find the inverse of a function given the graph or a table of values. They will identify characteristics of functions whose inverses are also functions One-to-One Functions and will be introduced to the horizontal line test. Students will also apply their knowledge of a graph to a table of values to determine if the table represents a One-to-One Function. This lesson will lead students through a review of the proof of the Law of Sines.

This proof will remind them that they can use the right triangle relationship for Sine to find the height of a triangle. They will then apply this knowledge to find the area of a triangle when given two sides and an included angle. Finally, they will be asked to find the area when no values are given. This result should produce the Area Formula for a triangle given two sides and the included angle. In this lesson, students will research one Native American group from each of the six main biomes in North America. Students will use their developing technology and language arts skills to find reliable sources on the internet, evaluate and integrate information from these texts, select a suitable digital platform to share their findings, and create a cohesive presentation showcasing their mastery of the learning outcomes.

Students will discover the climate, landforms, water, and other natural resources available within each region and how they were used by the natives living there. Students will explore the relationships between the cultures found within each region and its resources. In this lesson, students will investigate how light rays reflect from the surface of an object and allow us to see the object by viewing several small items inside a black bag with and without the use of a light source. Students will work collaboratively on an online simulation to control the path of light in order to illuminate objects. Students will construct a model to describe how an object can be seen when light reflected from its surface enters the eye.

In this lesson, students will demonstrate an understanding of the transfer of matter energy in various ecosystems by constructing a model food chain. In the food chain, students must show how an ecosystem provides energy from a producer to the consumers and ending with a decomposer. The students will begin by working in groups to compete with their peers by sorting food chain picture cards producers, consumers, decomposers of an ecosystem in the correct order.

Students will be assessed at the conclusion of the lesson with a multiple choice exit ticket quiz. Students will explore how changes in rocks and land formations over time explain the large number of aquatic fossils that can be found across the state of Alabama. They will model volcanic eruptions and fossil formation through a hands-on activity using baking soda, vinegar, and playdough. Then they will read a news article to determine that Alabama was underwater at one time, which explains how aquatic fossils are found across the state. Finally, they will write and illustrate an explanation that shows how layers and fossils found in rock are evidence that these rocks changed over time.

Students will observe how potential and kinetic energy relate to the transfer of energy from one marble to another when they collide. Students will introduce different variables mass and height and investigate the transfer of potential and kinetic energy in a sled collision online simulation. Students will build a ramp, test it, and measure the distance their cars travel caused by the collision. Students will create a presentation to share their findings with the class. When we hear the words Civil Rights Movement, we have visions of Dr. Martin Luther King and a few others. Through pictures, students will identify ordinary leaders in the crowd. Students will have the opportunity to analyze those pictures by doing a picture walk.

Students will learn more about some of the people in the crowd, and how they made a difference in our beloved community. Students will use a Venn diagram to compare lightning and static electricity. Then, students will experiment with static electricity and read nonfiction passages about lightning and lightning rods. Finally, they will apply their learning to construct a model of a lightning rod system that protects a house from a lightning-induced fire.

This lesson will provide an introduction to finding the inverse of a function or a relation. Through a combination of teacher-led instruction and collaboration, students will discover a method for finding the inverse of a function or relation. The use of an online graphing calculator will aid students with their discovery. During this lesson, students will research the social, political, and economic impact of the Great Depression on the lives of Alabamians. Students will collaborate to create a presentation from the project-based learning activity and present it to the class. The lesson will begin with the teacher leading a discussion related to animal traits and the environment using a T-chart graphic organizer. Then, students will research a different animal to determine how its traits can be influenced by its environment using digital or print sources and take brief notes.

Lastly, students will develop an explanatory text in a claim-evidence-reasoning format that includes an illustration to help convey their scientific ideas clearly. Students will work in collaborative groups to analyze and interpret research information from their previous reading assignment on the social, political, and economic impact of the Great Depression on the lives of Alabamians. Next, students will use a graphic organizer to collect information needed to develop and write a five paragraph expository essay on the social, political, and economic impact of the Great Depression on the lives of Alabamians.

Finally, students will present their expository essay to the class. Students will discuss why objects look different in a dark room and graph their preferences for sleeping with a light on or off. At the conclusion of the lesson, students will use their experiences as evidence to explain that light is essential for sight. Students will be given the task to build a dam that will stand against water. Students will design and build a scaled model of a dam and test the model for the ability to reduce the impact of a flood.

Students will evaluate the efficacy of the dam they constructed and built. Students will contemplate what actions can be taken and materials that could be used in order to create a more effective dam in the future. In this lesson, students will research a variety of animals, plants, and habitats from Alabama. After researching animals, plants, and habitats from Alabama, small groups of students will be assigned a habitat to create.

After creating the habitat in small groups, the small groups of students will share their habitat with their classmates. In Math, students will draw a t-chart to represent dam and flood data obtained from their reading resource. Students will select the information they wish to use from the reading resource their opinions. Students will then use rulers marked with halves and fourths of an inch to measure lengths and construct a scale model of their own dam, which they can later construct in Science.

Students will represent data in a graph and use measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Students will test their scale dams and make changes as needed. This lesson will begin with students reviewing the steps of the scientific method, then applying the steps of the scientific method using an online interactive game. Next, students will utilize the steps of the scientific method to explore factors that caused the population of the peppered moth to change over time. The students will conduct an experiment to gather data regarding the factors that led to a population shift in the peppered moth species.

Then, students will read an article about the history of the peppered moth and play an online interactive game to further explore the factors that led to a change in this species's population. Lastly, students will develop a writing piece that includes a claim related to the change in the peppered moth's population and evidence that was gathered from the experiment, reading, and online activity. This lesson will begin with students brainstorming methods of communication using a web graphic organizer. Next, students will collaborate with a partner to create a basic cup phone set. Then, the teacher will lead students to develop a revised cup phone set using a variety of different materials.

Lastly, the students will design and construct a revised version of the cup phone and test its effectiveness as compared to the first cup phone set. In this lesson, students will explore how to increase the potential and kinetic energy of their toy cars by building ramps. Students will measure the distance the car travels and create a class line graph via the internet from the recorded data. Students will investigate potential and kinetic energy by introducing different variables such as mass, weight, and height during a ramp redesign, and measure the distance the cars travel using the variables. Students will create a presentation on Educreations to showcase their ramp redesign using their chosen variable.

Then, the teacher will introduce the three methods of heat transfer radiation, conduction, and convection utilizing an online video clip, and the students will take jot notes while viewing the video clip. Next, the students will perform an experiment to investigate radiation as a form of heat transfer by recording how the temperature of ice changes when exposed to an energy source solar energy or heat energy from a clamp lamp. Then, students will perform an experiment to investigate convection as a form of heat transfer using blue dyed ice cubes and warmed red food coloring, to create a convection cycle within a container filled with room-temperature water.

Students will design an experiment to relate the voltage difference and current in a circuit. They will collect data, then create and analyze a graph in order to arrive at Ohm's Law. They will create circuits and determine the voltage difference, current, and resistance in the circuit using Ohm's Law. This lesson will utilize the talking drawings strategy, in which students will begin the lesson by drawing a picture of a plant to illustrate how they think plants make their own food.

Then, the teacher will introduce the process of photosynthesis using an interactive presentation to explain photosynthesis in a pictorial format. As the teacher describes the process, the students will create a scientifically accurate drawing of a plant engaging in photosynthesis. Lastly, students will create a writing piece that will describe the process of photosynthesis and construct a scientifically accurate illustration of the process of photosynthesis. The lesson will begin with students comparing and contrasting the physical properties of ice and water using a Venn diagram graphic organizer.

Next, the students will describe the physical properties of ingredients needed for a microwave mug cake. The students will bake a chocolate microwave mug cake to demonstrate that some changes in matter caused by heating and cooling are irreversible. Lastly, the students will create a written and pictorial response comparing the water and ice to the microwave mug cake to provide evidence that some changes in matter can be reversed, while others can not.

In this lesson, students will define conflict as it relates to Native American land conflict during the early nineteenth century. Students will compare Native Americans' and settlers' perspectives on land. Students will read a description of the pine barrens by Basil Hall and analyze the text by using the strategy. Students will discuss the life and work of Basil Hall, including his travels and journaling in North America. They will observe how a camera lucida functions and debate whether using a camera lucida is "cheating" in art. Next, students will venture outside to create a sketch of their environment while appropriately utilizing materials. They will compare and contrast their products to the sketches of Basil Hall and critique each other's work.

In this lesson, students will define archaeology. Students will make inferences from observations by sorting through garbage to analyze clues about the people who left the garbage. Students will compare and contrast two artifacts looking for clues from the past. Students will write a narrative story of an artifact. This lesson introduces students to the world of primary sources. Students will analyze two photographs concerning Alabama's second governor, Thomas Bibb, in order to construct meaning.

Students will analyze a primary source from their past and present it to the class. Through this lesson, students will explore primary sources related to the buying and selling of human beings for the purpose of slavery. Students will analyze receipts from stores and discuss what they demonstrate about modern society. Students will then analyze the language and iconography used in bills of sale pertaining to the buying and selling of slaves in the 19th century. The students will write a paragraph to compare and contrast the items from both eras. This lesson looks at the natural resources that drew settlers to Alabama. Students will explore the letter from Joseph Noble to his friend, Samuel B.

Bidgood, describing the town at Tuscaloosa Falls. Students will explain ideas within this historical text based on specific information presented in this primary source. During this lesson, students will recount a Paul Bunyan tall tale, an entertaining way to identify bodies of water and landforms in the United States. Although Paul Bunyan's Tales did not focus on Alabama, students will create their own narratives after viewing photographs of major mountain ranges, rivers, and lakes throughout Alabama ACOS 3.

This lesson will utilize ol der maps of the United States and Alabama, which are used to remind us that this folk tale was handed down orally until the early s when a newspaper printed several accounts of the tall tale. The disruption would be solved through negotiation. The negotiating Creek Indians did not obtain full restoration of their land, however, they did accept a compromise. Students will explore two NCSS Notable Trade Books and a newspaper advertisement to develop an understanding of what life was like for slaves in the nineteenth century.

Students will use their understanding to write a narrative story about being a slave in the nineteenth century. Students will use the website MyStorybook to create and publish their stories. This lesson looks at the natural resources that drew businesses to Alabama. Students will explore an article about education in the early nineteenth century and a newspaper article from to determine what education was like in the early nineteenth century.

Students will investigate the documents and find text evidence to find out what schools were like in the early nineteenth century. Students will use their findings to write a story. In this lesson, students will explore the invention of the steamboat and the role it played in the economy, transportation, and culture of the lifestyles of plantation owners, yeoman farmers, slaves, and townspeople of early nineteenth-century Alabama. Students will compare and contrast steamboats, wagons, and stagecoaches as different modes of transportation for goods as well as people. Students will create a steamboat advertisement to illustrate the importance of the invention of the steamboat in Alabama. Students will analyze a primary document and read a secondary source about the Marquis de Lafayette's Grand Tour of the United States in The Marquis and his entourage toured lower Alabama for a few days in April.

Students will create an annotated timeline detailing his days and the events that occurred in Alabama as the country prepared to celebrate America's 50th birthday. The timeline will include dates and descriptions of the people, places, and events in informative summaries as well as appropriate illustrations. Students will use primary sources to gain information about Hernando de Soto, his route, and his interactions with Native Americans in Alabama. Students will read two articles in order to identify information about Hernando de Soto and his journey through Alabama.

Students will also learn about the impact of European Exploration on the Native Americans who were in Alabama in the s. In this lesson, students will learn about the executive branch of government at the state level, especially related to the first governors of the state of Alabama. Their impact on the development of Alabama and Alabama's role in the United States will be discussed.

Students will use research and note taking skills to gather information on an early governor. Then students will participate in jigsaw groups to share their information, discuss the importance of each governor, similarities, and impact. Finally, students will discuss the role of governor and how governors have an impact on the state and the impact these men had in Alabama and in other states. In this lesson, students will be able to describe cultural aspects of early nineteenth century townspeople by reading a newspaper article describing the opening of a new school.

Students will also be able to discuss, infer, and write from a variety of perspectives when explaining the roles of various people mentioned in the article. This lesson will provide students with two primary documents, a drawing of a postal stagecoach and a newspaper article outlining the difficulties of mail delivery. Students will complete a graphic organizer to provide evidence that details a specific perspective described in the documents. Students will examine the cultural and economic aspects of the early nineteenth century and will refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences. Students will be able to explain how an author uses reasons and evidence to support particular points of view.

In this lesson, students will work in small groups to examine a letter describing the environment of Alabama and identify reasons which might have encouraged settlers to move to Alabama in the early nineteenth century. Students will choose an interesting attraction of Alabama mentioned in the letter and design a postage stamp around that attraction. Students will read from an Alabama newspaper about President James Monroe's surprise visit to Huntsville. The article discusses the purposes of the visit, the locals who welcomed and entertained the President, and his discussion of current events.

Students will analyze a primary document that details items purchased to celebrate the Marquis de Lafayette's tour of Alabama in April Students will include details from the secondary source, as well as the primary document, to include on the invitation. The event will be explained utilizing the format of the invitation. In the Constitutional Convention met in Huntsville, Alabama in order to write our state's constitution. In this lesson, students will learn what a preamble is, as well as, read both the United States' Preamble to the Constitution and the preamble to Alabama's Constitution. Students will examine similarities between both preambles and discuss possible reasons for such similarities. Fifth-grade teachers could also utilize this lesson to examine and compare both preambles and their purposes.

Students will create a Google Doc utilizing their school based account or the class created account provided by the teacher. Students will electronically journal their thinking throughout the process of the hands-on group science activity about designing and evaluating a dam to reduce the impact of a flood. Students will compile journal entries to create a sequential writing appropriate to the task. Students will then create a presentation of their journaling with Google Slides, Prezi, Animoto or a similar electronic presentation tool. In this lesson, students will explore and construct forest habitats of plants and animals native to Alabama. In the beginning, students will activate their prior knowledge by reviewing the definition of a habitat and discussing what they know about forests to create a KWL chart.

Next, the book A Forest Habitat by Bobbie Kalman is used to further the students learning of the components that comprise a forest habitat and how those components interact with one another. The students will demonstrate their learning through animal sorts, habitat construction, and informational writing using the conventions of Standard English such as capitalization and punctuation. For the conclusion, the students will peer edit their writing using the provided writing anchor chart before presenting their learning to others. Students will interpret various primary sources for reconstructing the past, including documents and photographs about dam designs. Students will gain skills necessary for researching by locating credible and original sources, determining if the sources are primary or secondary.

Students will use technology to create a presentation, highlighting primary and secondary sources. Students will discuss the definition of cause and effect, and the teacher will explicitly explain the definition of cause and effect as well as introduce keywords used in determining cause and effect. Students will be introduced to an informational text about dams. The teacher will model determining a cause and effect relationship found in the text. Next, the students will practice determining cause and effect in the same text.

She writhed her hands till her fingers were wet with sweat or blood! They stretched and strained in the darkness, and the hours crawled by like years, Till, now, on the stroke of midnight, Cold, on the stroke of midnight, The tip of one finger touched it! The trigger at least was hers! The tip of one finger touched it; She strove no more for the rest! Up, she stood up to attention, with the barrel beneath her breast, She would not risk their hearing; she would not strive again; For the road lay bare in the moonlight; Blank and bare in the moonlight; And the blood of her veins in the moonlight throbbed to her love's refrain.

Tlot-tlot; tlot-tlot! Had they heard it? The horse-hoofs ringing clear; Tlot-tlot, tlot-tlot , in the distance? Were they deaf that they did not hear? Down the ribbon of moonlight, over the brow of the hill, The highwayman came riding, Riding, riding! The red-coats looked to their priming! She stood up, straight and still! Tlot-tlot , in the frosty silence! Tlot-tlot , in the echoing night! Nearer he came and nearer! Her face was like a light! Her eyes grew wide for a moment; she drew one last deep breath, Then her finger moved in the moonlight, Her musket shattered the moonlight, Shattered her breast in the moonlight and warned him—with her death.

He turned; he spurred to the West; he did not know who stood Bowed, with her head o'er the musket, drenched with her own red blood! Not till the dawn he heard it, his face grew gray to hear How Bess, the landlord's daughter, The landlord's black-eyed daughter, Had watched for her love in the moonlight, and died in the darkness there. Back, he spurred like a madman, shrieking a curse to the sky, With the white road smoking behind him and his rapier brandished high! Blood-red were his spurs i' the golden noon; wine-red was his velvet coat, When they shot him down on the highway, Down like a dog on the highway, And he lay in his blood on the highway, with the bunch of lace at his throat.

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**The Lesson Of The Month Poem Analysis**was Jordan The Chicken Squad Analysis she often called me up at this hour because the uncertainty of her own movements between hotels

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**The Lesson Of The Month Poem Analysis**Gatsby finally reunite in Chapter 5, the book's mid-point.