Ariana Sandoval

EDU 220
Professor Wyckoff
November 11, 2023
Subject: Reading
Grade Level: 8
Topic: The Raven by Edgar Allan Poe
Standards:
RL.8.4: Determine the meaning of words and phrases as they are used in a text, including figurative and
connotative meanings; analyze the impact of specific word choices on meaning and tone, including
analogies or allusions to other texts.
Objective:
The eighth-grade students will be able to analyze figurative language and poetic devices in Edgar Allan
Poe's The Raven through collaborative group discussion and the creation of an expressive One Pager
Project achieving a proficiency level of 90%.
Materials:

 Copies of The Raven for each student to Annotate

 4 Highlighter Colors per student
 The Raven by Edgar Allan Poe One Pager Project assignment rubric (TPT)
 Blank Paper
 Pencils
 Markers
 Colored Pencils
Procedure:
Orient:

 Students will learn:

o How to analyze specific word choices, figurative language, and poetic devices within the
context of The Raven by Edgar Allen Poe.
o Comprehensive understanding of key literary terms, including imagery, symbolism,
rhyme scheme, and other poetic devices.
o Critical thinking about the impact of word choices on the tone and meaning of literary
work, which will help foster comprehension.
 Key Vocabulary:
o Gothic Literature
 Writing that employs dark and picturesque scenery, startling and melodramatic
narrative devices, and an overall atmosphere of exoticism, mystery, fear, and
dread.
o Imagery
  The use of vivid and descriptive language that appeals to the senses, creating
mental images for the reader.
o Symbolism
 The use of symbols to represent ideas, qualities, or concepts beyond their literal
meaning.
o Rhyme Scheme
 The pattern of rhymes used in a poem, typically represented with letters to denote
corresponding rhyming lines.
o Figurative
 Language that goes beyond the literal meaning of words to create a more vivid
and expressive impact, including metaphors, similes, and personification.
o Alliteration
 Alliteration occurs when a series of words in a sentence or phrase have the same
beginning consonant sound.
o Simile
 A simile is a figure of speech that compares two different things using the words
"like" or "as." It adds vividness and helps readers better understand a concept.
o Metaphor
 A metaphor is a figure of speech that directly compares two unrelated things,
suggesting that they are the same. It goes beyond a simile by stating that one
thing is another.
o Onomatopoeia
 Onomatopoeia refers to words that imitate the sound they describe. These words
create a sense of action or evoke sensory experiences.
Prerequisites/Review

 Refresh student memory on:

o Poetic Devices
 simile, metaphor, alliteration, and onomatopoeia.
o How specific word choices can impact the meaning and tone of a text.
o The importance of reflecting on personal interpretations of literary works
Day 1:
Anticipatory Set/ Introduce
Greetings, brave souls! Today, we step into the shadowy realm of Edgar Allan Poe's The Raven, a tale
that unravels like a chilling melody in the dead of night. Before we plunge into the abyss of poetic
mystery, let's briefly summon the spirits of poetry basics. As we embark on this eerie journey, brace
yourselves for a slow descent into the haunted verses of The Raven. The air will thicken with anticipation,
pauses echoing like the distant caw of a raven. Visuals will paint the gloomy scenes, and each break will
be a moment to catch your breath in the ethereal mist. The Raven is no ordinary poem; it's a Gothic
masterpiece, where darkness dances with words, and every stanza conceals a secret. We will all explore
the cryptic corridors of Poe's creation, where the line between fear and fascination blurs, and the raven's
ominous wings cast shadows upon the pages of our literary adventure.
Teach & Model

 Reading and introduction of the text

 o The educator will introduce Edgar Allen Poe and gothic literature and how The Raven is
a great example of it.
o The teacher will begin by handing out copies of The Raven.
o The teacher will set the scene with thematic haunting music and will read The Raven to
the class, being sure to pause often to gage student understanding.
 Annotating Text
o Explain to students they will be annotating these copies, highlighting examples of
alliteration, simile, onomatopoeia, and metaphor.
o Review once again examples of alliteration, simile, onomatopoeia, and metaphor.
o Model to students how to write a short summary of a stanza, doing the first stanza with
students.
o Review rhyming schemes and give model how to label rhyme schemes in The Raven.
Check for Understanding

 Class Discussion:
o Open the floor for a whole class discussion. Encouraging students to share their
reflections, emphasizing different interpretations and perspectives.
o Pose questions about specific stanzas, characters, or poetic devices to ensure engagement.
Assign Group Practice (Think, Pair, Share)

 Students will begin by re-reading The Raven on independently and will begin to highlight their
worksheets in modeled previously
 Students will then work in small groups of 3-4 to work on their annotations and discuss what they
have highlighted.
 Students will then complete the work as a group while the teacher walks around, making sure that
every student is participating, asking questions to ensure engagement and understanding.
Modifications for Gifted Students

 Independent Research Project:

o Students will be allowed to delve deeper into the life of Edgar Allan Poe or the historical
context of The Raven. Students can create a presentation or write a short paper.
Modifications for Learning Disabled Students:

 Support:
o These students will be grouped with students who have a deep understanding of the
material in order to provide peer assisted learning.
Modifications for English Language Learners (ELL)

 Multilingual Resources:
o Provide translated versions of The Raven And key terms and students Native language.
 Pairing:
o Group ELL students with fluent English speakers or bilingual speakers during group
activities to encourage language development through interaction.
Closure
  Annotation of The Raven worksheet will be reviewed as a class allowing one group at a time to
share their annotations of a particular stanza and allowing the class to respond and ask questions
regarding the stanzas.
Day 2:
Anticipatory Set/ Introduce

 Greetings, intrepid explorers! As we continue our journey into the realm of Edgar Allan Poe's The
Raven, today promises a hands-on exploration of poetic artistry. Like alchemists deciphering
hidden codes, we shall transform our interpretations into a visual tapestry of understanding. This
is where your creative spirits will soar, and the Raven's shadowy whispers will find expression on
the canvas of your one-pager projects. Before we delve into the craft, let's unravel the artistry of
the one-pager project. You hold the power to encapsulate the essence of The Raven in a single
page—a creative endeavor that will transcend the ordinary. I'll lay out the components: quotes,
illustrations, themes, figurative language, and more. Your task is to infuse life into these
elements, crafting a masterpiece that tells the tale of the Raven's visitation. I'll provide a roadmap,
but the journey is uniquely yours. After the creative storm, each one of you will unveil their one-
pagers to the class. As you present, share the story your page tells, the choices you made, and the
mysteries you unraveled. Prepare to witness a gallery of Raven's tales, each as unique as the souls
who crafted them.
Teach & Model

 Introduction of the One Pager Project

o The educator will begin by giving a project overview of the one pager project and
detailing the rubric for the project.
o The teacher will emphasize the artistic freedom in merging words and visuals.
o Encourage students to utilize their annotations sheets
 Components Overview
o The teacher will break down the key components: quote selection, illustrations, theme
exploration, mood depiction.
o Teacher will model how to select a quote for the one pager project by choosing a stanza
and selecting a quote that captures the essence.
 Provide an Example
o Demonstrate how the example incorporates visuals that complement the quote and
convey the poem's mood.
 Theme Exploration
o Engage students in a discussion about potential themes and how they can be portrayed
visually.
Check for Understanding:

 Discussion
o Post questions about the significance of visuals and conveying literary themes, and how
the One Pager merges analysis with creativity.
 Clarification Opportunities
o Offer an open floor for any questions or uncertainties, ensuring that students feel
comfortable seeking clarification on project expectations.
Assign Group Practice (Class Presentation)

 Students will do a short presentation of their One-Pager Project in which the class will be able to
ask questions.
Modifications for Gifted Students

 Choice of Medium:
o Encourage students to use different mediums to create their One-Pager Project. (Ex:
paintings, digital art)
Modifications for Learning Disabled Students:

 Structured Templates:
o Provide structured templates with labeled sections to guide students in organizing their
thoughts and creations systematically.
Modifications for English Language Learners (ELL)

 Multilingual Resources:
o Provide translated versions of The Raven And key terms and students Native language.
 Pairing:
o Group ELL students with fluent English speakers or bilingual speakers during group
activities to encourage language development through interaction.
Closure

 Students will present their one-pagers individually to the class. This provides an opportunity for
each student to express their understanding and creative choices.
Assessment

 Performance Feedback for One-Pager Project:

o Use a detailed rubric that outlines specific expectations for each component of the one-
pager. Providing transparency in the evaluation process and offering targeted feedback.