Alexis Brady

ED
7
th
Grade Literature Poetry Unit
Lesson: The Raven

I. Benchmark/Standards
a. CCSS.ELA-Literacy.RI.7.1 - Cite several pieces of textual evidence to support
analysis of what the text says explicitly as well as inferences drawn from the text.
b. CCSS.ELA-Literacy.RI.7.5 - Analyze the structure an author uses to organize a
text, including how the major sections contribute to the whole and to the
development of ideas.
c. CCSS.ELA-Literacy.RI.7.4 & 8.4 - Determine the meaning of words and phrases
as they are used in a text, including figurative, connotative, and technical
meanings; analyze the impact of a specific word choice on meaning and tone.
II. Behavioral Objective:
SIOP Objectives
Today we will learn about and review mood, tone, and figurative language in
The
Raven.
Today we will say and write examples of mood, tone, and figurative language
within each stanza of The Raven.

III. Anticipatory Set:
Students will enter the classroom, pick up a sticky note, and complete their
warm up, after reading the board and collecting required materials.
o Warm Up: How would you describe the mood of a cemetery at night?
Students will also see a projection on the board of a video clip they will watch
after their warm up.
IV. Objective/Purpose: Students will be able to demonstrate their understanding of the
mood, figurative language, and tone in the poem The Raven by creating a summary
of a chosen stanza to share with the class.

V. Input:
a. Task Analysis
a. Students will get a sticky note, answer the warm up question on the board
relating to mood, and wait until further instruction is provided.
b. Students will state and review the objective and purpose for the lesson,
and will be given the opportunity to think/pair/share using
see/think/wonder about the poem in front of them and the video clip on
screen prior to reading and watching.
c. Once students have discussed their predictions the teacher will direct their
attention to the front of the room and have students will follow along with
the poem while watching the video clip.
d. Afterwards students will be broken down into 5 groups for Chart Paper
Champs. Each group will be given 3 stanzas of the poem to analyze and
summarize on their chart paper in the form of words, symbols, thinking
maps, and/or pictures in which they will share later in the class. Students
will have 8 -10 minutes to do this with a visible countdown timer on the
board.
e. During this time teachers will circulate the room and observe to make sure
students stay on task and are available for questions or comments.
f. After students have been given time to work on their Chart Champs
creation they will choose a speaker to express 3 of the most important
ideas and summaries found on their paper as well as one example of
figurative language, mood, or tone from their stanzas.
g. Students will then clean up and sit back down and complete an Exit Slip
answering the question :What part of the lesson today was the most
unclear/foggy to you? and place it in one of the pockets numbered 1-4
relating back to how confident they feel about what they learned in class.

b. Thinking Levels:
a. Knowledge: Students will be able to recall academic vocabulary including
mood, figurative language, and tone.
b. Comprehension: Students will recall information they learned to explain
and summarize the stanzas they had.
c. Application: Students will draw pictures or write words related back to the
poem and explain it to the class
c. Learning Styles:
a. Auditory: Students will hear the verbal instructions, repeat directions,
share understanding in small groups and listen to the poem being read
aloud. Additionally, students will have an opportunity to explain
examples, ask questions, and conference with peers.
b. Visual: Students will have the opportunity to view the video clip that
corresponds with the poem.
c. Interpersonal: Students have the opportunity to work closely with a pair,
and later a group, and ask questions to better understand the content.
d. Accommodations: Students all have a copy of the poem in front of them to
refer back to and/or read along with while viewing the video.
d. Methods and materials:
a. Materials needed: paper, pen/pencil, sticky note, chart paper, classroom
set of copies of The Raven, and access to a projector and computer for
video viewing
VI. Modeling
a. I will model with my CT what my think/Pair/Share about See/Think/Wonder
would look like and sound like.
b. After watching the video I will model a stanza summary on chart paper with my
class to show them what is expected of them and to further explain what their
instructions are.
VII. Checking for Understanding:
a. Ask the students if they understand what they are about to do.
b. Ask students if they have any questions.
c. Walk around the room and observe.
d. Ask if any students need a repeat clarification on their Chart Paper Champs
activity
e. Have students complete exit slips
VIII. Guided Practice:
a. After watching the video we as a class with do an example of a stanza summary
on chart paper.
b. The teacher will circulate to help with difficulties or questions.
IX. Closure:
a. Exit Slip: 1 thing unclear or foggy to them in a folder that corresponded with their
understanding.

Resources:
Video:
http://www.teachertube.com/video/the-raventhe-simpsons-version-251203
Poem:
http://www.poetryfoundation.org/poem/178713












The Raven
BY EDGAR ALLAN POE
Once upon a midnight dreary, while I pondered, weak and weary,
Over many a quaint and curious volume of forgotten lore
While I nodded, nearly napping, suddenly there came a tapping,
As of some one gently rapping, rapping at my chamber door.
Tis some visiter, I muttered, tapping at my chamber door
Only this and nothing more.

Ah, distinctly I remember it was in the bleak December;
And each separate dying ember wrought its ghost upon the floor.
Eagerly I wished the morrow;vainly I had sought to borrow
From my books surcease of sorrowsorrow for the lost Lenore
For the rare and radiant maiden whom the angels name Lenore
Nameless here for evermore.

And the silken, sad, uncertain rustling of each purple curtain
Thrilled mefilled me with fantastic terrors never felt before;
So that now, to still the beating of my heart, I stood repeating
Tis some visiter entreating entrance at my chamber door
Some late visiter entreating entrance at my chamber door;
This it is and nothing more.

Presently my soul grew stronger; hesitating then no longer,
Sir, said I, or Madam, truly your forgiveness I implore;
But the fact is I was napping, and so gently you came rapping,
And so faintly you came tapping, tapping at my chamber door,
That I scarce was sure I heard youhere I opened wide the door;
Darkness there and nothing more.

Deep into that darkness peering, long I stood there wondering, fearing,
Doubting, dreaming dreams no mortal ever dared to dream before;
But the silence was unbroken, and the stillness gave no token,
And the only word there spoken was the whispered word, Lenore?
This I whispered, and an echo murmured back the word, Lenore!
Merely this and nothing more.

Back into the chamber turning, all my soul within me burning,
Soon again I heard a tapping somewhat louder than before.
Surely, said I, surely that is something at my window lattice;
Let me see, then, what thereat is, and this mystery explore
Let my heart be still a moment and this mystery explore;
Tis the wind and nothing more!

Open here I flung the shutter, when, with many a flirt and flutter,
In there stepped a stately Raven of the saintly days of yore;
Not the least obeisance made he; not a minute stopped or stayed he;
But, with mien of lord or lady, perched above my chamber door
Perched upon a bust of Pallas just above my chamber door
Perched, and sat, and nothing more.

Then this ebony bird beguiling my sad fancy into smiling,
By the grave and stern decorum of the countenance it wore,
Though thy crest be shorn and shaven, thou, I said, art sure no craven,
Ghastly grim and ancient Raven wandering from the Nightly shore
Tell me what thy lordly name is on the Nights Plutonian shore!
Quoth the Raven Nevermore.

Much I marvelled this ungainly fowl to hear discourse so plainly,
Though its answer little meaninglittle relevancy bore;
For we cannot help agreeing that no living human being
Ever yet was blessed with seeing bird above his chamber door
Bird or beast upon the sculptured bust above his chamber door,
With such name as Nevermore.

But the Raven, sitting lonely on the placid bust, spoke only
That one word, as if his soul in that one word he did outpour.
Nothing farther then he utterednot a feather then he fluttered
Till I scarcely more than muttered Other friends have flown before
On the morrow he will leave me, as my Hopes have flown before.
Then the bird said Nevermore.

Startled at the stillness broken by reply so aptly spoken,
Doubtless, said I, what it utters is its only stock and store
Caught from some unhappy master whom unmerciful Disaster
Followed fast and followed faster till his songs one burden bore
Till the dirges of his Hope that melancholy burden bore
Of Nevernevermore.

But the Raven still beguiling all my fancy into smiling,
Straight I wheeled a cushioned seat in front of bird, and bust and door;
Then, upon the velvet sinking, I betook myself to linking
Fancy unto fancy, thinking what this ominous bird of yore
What this grim, ungainly, ghastly, gaunt, and ominous bird of yore
Meant in croaking Nevermore.

This I sat engaged in guessing, but no syllable expressing
To the fowl whose fiery eyes now burned into my bosoms core;
This and more I sat divining, with my head at ease reclining
On the cushions velvet lining that the lamp-light gloated oer,
But whose velvet-violet lining with the lamp-light gloating oer,
She shall press, ah, nevermore!

Then, methought, the air grew denser, perfumed from an unseen censer
Swung by Seraphim whose foot-falls tinkled on the tufted floor.
Wretch, I cried, thy God hath lent theeby these angels he hath sent thee
Respiterespite and nepenthe from thy memories of Lenore;
Quaff, oh quaff this kind nepenthe and forget this lost Lenore!
Quoth the Raven Nevermore.

Prophet! said I, thing of evil!prophet still, if bird or devil!
Whether Tempter sent, or whether tempest tossed thee here ashore,
Desolate yet all undaunted, on this desert land enchanted
On this home by Horror hauntedtell me truly, I implore
Is thereis there balm in Gilead?tell metell me, I implore!
Quoth the Raven Nevermore.


Prophet! said I, thing of evil!prophet still, if bird or devil!
By that Heaven that bends above usby that God we both adore
Tell this soul with sorrow laden if, within the distant Aidenn,
It shall clasp a sainted maiden whom the angels name Lenore
Clasp a rare and radiant maiden whom the angels name Lenore.
Quoth the Raven Nevermore.

Be that word our sign of parting, bird or fiend! I shrieked, upstarting
Get thee back into the tempest and the Nights Plutonian shore!
Leave no black plume as a token of that lie thy soul hath spoken!
Leave my loneliness unbroken!quit the bust above my door!
Take thy beak from out my heart, and take thy form from off my door!
Quoth the Raven Nevermore.

And the Raven, never flitting, still is sitting, still is sitting
On the pallid bust of Pallas just above my chamber door;
And his eyes have all the seeming of a demons that is dreaming,
And the lamp-light oer him streaming throws his shadow on the floor;
And my soul from out that shadow that lies floating on the floor
Shall be liftednevermore!