by Grace Chua
We've identified these texts as great options for text pairings based on similar themes, literary devices, topic, or writing style. Supplement your lesson with one or more of these options and challenge students to compare and contrast the texts. To assign a paired text, click on the text to go to its page and click the "Assign Text" button there.
Do Not Go Gentle Into That Good Night
- Dylan Thomas
Dylan Thomas' most famous poem, written for his dying father, in which he urges him to "rage, rage against the dying of the light."Pair "ICU" with "Do Not Go Gentle Into That Good Night" and have students compare and contrast the styles, tones, and structures of these two poems. How does the speaker in Chua's poem perceive death in comparison to the way the speaker in Thomas' poem perceives death?
The Tempest 4.1.156-8
- Gary Soto
Gary Soto begins this poem with a line from Shakespeare’s The Tempest to delve into the harsh reality of death and how it is dealt with.Pair “ICU” with “The Tempest 4.1.156-8" and have students compare and contrast the styles and tones of these two poems. How does the speaker in Chua's poem perceive death in comparison to the way the speaker in Soto's poem perceives death?
Years After the Funeral
- Mikala Rempe
In Mikala Rempe’s poem “Years After the Funeral,” a speaker describes an individual’s struggle with schizophrenia.Pair “ICU” with “Years After the Funeral” and ask students how the two poems explore processing death. How do the speakers respond to losing someone? How does the structure of the two poems develop this experience?
- Teri Ellen Cross Davis
In the poem “Mercy,” a speaker describes their memories of tragic experiences in hospitals.Pair “Mercy” with “ICU” and ask students to compare the tone of the two poems. How do the speakers of both poems face the potential death of loved ones? How do both speakers deal with uncertainty around why tragedies occur, and what could happen to their loved ones after death?