The Glory of the Day was in her Face

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The Glory of the Day was in her Face
By James Weldon Johnson

• From Fifty Years Other Poems
• The Cornhill Company, 1917

Presented by Ameelya Kuhl and Hannah Forester
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Reasons to Keep this Poem

• Students are able to understand and identify with
  this poem.
• It has an easily recognized rhyme scheme and
  rhythm.
• It is full of literary devices, all of which are
  effortlessly found by students.

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Rhyme Scheme

• The glory of the day was in her face, A
• The beauty of the night was in her eyes. B
• And over all her loveliness, the grace A
• Of Morning blushing in the early skies. B
• Rhyme Scheme is effortlessly established as
  ABABCDCDEFEF.

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Rhythm

• And in her voice, the calling of the dove
• Like music of a sweet, melodious part.

• Rhythm is iambic pentameter, which is easily
  found by students.

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Personification

• Of Morning blushing in the early skies.
• This line is personification because it is giving
  morning the human ability to blush.
• Students are able to understand the mechanics of
  personification with such a bold example.

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Metaphor

• And in her voice, the calling of the dove
• This metaphor is comparing her voice to the
  sweetness of a doves soft call.
• And in her smile, the breaking light of love
• This metaphor is comparing her smile to the
  miracle of the beginning of a new love.
• The students would recognize this because its not
  hard to understand the feelings of new love.

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Imagery

• The glory of the day was in her face,
• The beauty of the night was in her eyes.
• This particular literary device speaks to the
  brain and forms an image in the students mind.

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Simile

• And in her voice, the calling of the dove
• Like music of a sweet, melodious part.
• This is comparing her sweet dove-like voice to
  beautiful music.
• It is quite easy to understand just by knowing
  the definition of a simile.

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Alliteration

• The birds that signal to their mates at dawn,
• To my dull ears, to my tear-blinded sight
• The poet repeats initial consonants sounds in
  lines 11 and 12.
• The sound of repeating consonants is felt by
  students as they read the poem.

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Consonance

• Are one with all the dead, since she is gone.
• The repeating of consonants is strongly felt when
  you read the poem.
• Students should be able to attain the repetition
  of sounds within this particular poem.

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Why keep this poem?

• Students are able to easily understand and
  identify with this poem.
• It has a definite rhyme scheme and rhythm that is
  easily recognized.
• It is full of many literary elements like
  personification, imagery, and consonance.