Grade:  9^th Grade

Course:  English Literature

Unit:  Understanding Poetry

Lesson: “The Raven” by Edgar Allan Poe

Objectives:

a.       General:  Given a list of 15 defined vocabulary words, the students will be able to understand the word as it is used in the context of the poem.

b.      Given the poem, “The Raven” by Edgar Allan Poe, the students will be able to discuss the use of tone, style, and imagery.

c.       After studying the elements of style in poetry, the students will be able to analyze and discuss in small groups the use of at least three poetic elements in “The Raven.”

d.      After reading the poem, “The Raven,” the students will be able to summarize the events of the poem.

e.       Specific:  After studying the poem, “The Raven” the students will compose a 300-word essay, describing a time when they felt alone or sad.

f.        After listening to the audio clip of “The Raven,” the students will be able to determine the tone of the poem. 

g.       After reading “The Raven,” each student will comment on one stanza that they found unclear.

h.       After reading the list of twelve words form the board, and describing the feelings that come to mind after reading them, the students will speculate about the setting and atmosphere of the poem.

i.         After reading a list of twelve words from the board, the students will describe the feelings that come to mind after reading them. 

j.        After reading “The Raven,” the students will be asked to get into groups and analyze the tone, style, and imagery in the poem. 

Materials needed: Copies of Edgar Allan Poe’s poem “The Raven,” copies of the vocabulary sheet, copies of the discussion questions for the group activity, transparencies of the poem (as a backup), Powerpoint presentation including the audio clip of Basil Rathbone reading “The Raven,” white construction paper, rulers, and markers.

Activities: 50-minute class period

1. Attention Getter:  Introduce the students to the poetic elements of tone, style, and imagery.  Provide the students with background information on the author of the poem, Edgar Allan Poe.  (3 minutes)
2. Have the students describe the feelings that come to mind after reading list of key words (on the Powerpoint Presentation).  Tell the students that the key words are from the poem they are about to listen to. (5 minutes)
3. Pass out a copy of “The Raven,” and the vocabulary sheet (large print copies are for Jim).  Let the students know that all of the words on the vocabulary sheet appear in the poem, and there will be a quiz on the vocabulary words in one week.
4. Listen to first 7 stanzas of the poem from the audio clip of Basil Rathbone reading “The Raven,” (4 minutes); have the students follow along on their sheet and as they are listening to the reading of the poem they must:
   1. Circle the words in the poem that reinforce the feelings of bleakness and hopelessness, along with words that are not familiar (refer to the vocabulary sheet, many key words are listed here).
   2. Note the use of tone, style, and imagery in the poem.
5. Alternate Plan: Read the first stanza of the poem, using a slow, dramatic tone.  Have the students each read a stanza, attempting to use a similar tone.  (10 minutes)
6. Group Work:  Have the students get into groups and discuss the questions on the worksheet (discussion questions worksheet)
   1. Questions for discussion: 

                                                               i.      Discuss the poem’s tone, style, and imagery

                                                             ii.      What do you think the setting of the poem might be?

                                                            iii.      What time of day might it be?

                                                           iv.      What time of year?

                                                             v.      What is the author feeling?

                                                           vi.      Is he alone or with other people?

                                                          vii.      Ask each groups which words they circled, define any words they do not understand.

                                                        viii.      What do you think Poe wants the reader to believe has happened to the author of the poem before the night that is the setting for the poem?

                                                           ix.      Why do you think Poe used a raven instead of another bird as the major symbol of this work?

(10-15 minutes)

7. Finish listening to the audio clip of the poem. Have the students continue to follow along on their sheet and continue to circle any words that reinforce the feelings of bleakness and hopelessness, along with words that are not familiar. 
   1. Ask the students to share any words that they circled, have the students speculate on the meaning of the words based on the context in which they are used in the poem.
   2. Refer to the vocabulary sheet, which was passed out earlier in class.  Read over the list of words and definitions with the students.  Ask the students if they have any questions. Tell the students that they will need the vocabulary sheet to study for the quiz that will be given in one week. 
   3. Comments by teacher:

                                                               i.      The universal appeal of the poem comes from its expression of the feeling of loneliness we are all subject to at some time in our lives due to separation from friends and/or family.  These feelings, although at the time they may feel as inescapable as the hopelessness that seems to envelop the author, will pass and be replaced again by happiness and hope.

(20 minutes)

8. Assignments:  Inform the students that they must compose a 300-word essay, describing a time that they felt alone or sad.  The students can expand on this idea by adding how they overcame their sadness.  The essay is due in two days.  Answer any questions.  (3 minutes)
9. Conclusion – Ask the students to describe the “chamber” suggested by Poe’s poem.  The students will spend the last 10 minutes of class either composing a written description of the chamber or draw a picture of the chamber.
   (10 minutes)

Assignment:  After studying the poem, “The Raven” the students will be asked to provide their opinion of the poem in a minimum150-word essay response.

Evaluation: 

a.       Progress toward objectives:  After this lesson, the students should be able to complete all objectives.  They will have listened to the poem being read, analyzed the tone, style and imagery in the poem, have discussed any parts of the poem they did not understand with their classmates, be given an assignment on analysis, and finally will have created their own interpretation of the chamber described in the poem. 

b.      Self-evaluation:  Students will be more confident with this poem and will learn more about the elements of poetry.  Students will be able to identify key words in poem that indicate the mood or tone. 

Accommodation for a challenged student:  Jim Gordon has vision problems, and he frequently forgets his glasses; therefore, I have placed his desk in the front of the classroom so that he can see the board more clearly.  I will also give him an enlarged handout of all of the projects so that he can read them to himself if he cannot see them clearly on the board.  Also, I assigned Jim Shaffer as his partner because he is very patient and understanding with Jim, and he makes sure that Jim is getting his work done.  When going over the elements of poetry, I will make sure that Jim understands the task, and is participating in the group discussion.  I am providing these accommodations because I want Jim to be in a comfortable and effective learning environment. 

(c) Laura Miller, Fall Semester 2001, All Rights Reserved.

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