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Edgar Allen Poe's "The Tell-Tale Heart": A Character Analysis
Edgar Allen Poe's "The Tell-Tale Heart": A Character Analysis
EDTP 600
UMUC
Course: Language Arts
Grade Level: 8th
Unit Title: Edgar Allen Poes The Tell-Tale Heart: A Character Analysis
Time Allotted: Three (3) 60 minute lessons
RELEVANCE AND RATIONALE
The goal of this unit is to explore the work of Edgar Allen Poe. Poe, thought to be the
father of the modern American short story, is known for his vivid and suspenseful
narratives. Middle school students will likely enjoy his tales of terror and find his
characters intriguing. While many authors succeed in crafting the short story, Poe may
be of particular interest and relevance to Maryland students because he resided in
Baltimore. His house, located at 203 N. Amity Street, is now the Poe Museum.
During the three days of lessons, the students will explore The Tell-Tale Heart in
accordance with the standards that follow. Through activities, small groups, and whole
class discussions, we primarily will explore Poes use of character. The students will rely
on evidence in the text. The plans will focus on 1) discovering who Edgar Allen Poe was
and how it influenced his writing; 2) a close reading with particular attention to the
character, as well as other pertinent literary elements; and 3) plot and preparing for a
summative assessment during which students will examine the main character from a
different point of view.
STANDARDS
READING: LITERATURE
Key Ideas and Details
CCSS.ELA-LITERACY.RL.8.1
Cite the textual evidence that most strongly supports an analysis of what the text says
explicitly as well as inferences drawn from the text.
CCSS.ELA-LITERACY.RL.8.2
Determine a theme or central idea of a text and analyze its development over the
course of the text, including its relationship to the characters, setting, and plot; provide
an objective summary of the text.
CCSS.ELA-LITERACY.RL.8.3
Analyze how particular lines of dialogue or incidents in a story or drama propel the
action, reveal aspects of a character, or provoke a decision.
Craft and Structure
CCSS.ELA-LITERACY.RI.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 specific word
choices on meaning and tone, including analogies or allusions to other texts.
WRITING
Text Types and Purposes
CCSS.ELA-LITERACY.W.8.1
Write arguments to support claims with clear reasons and relevant evidence
CCSS.ELA-LITERACY.W.8.1.A
Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing
claims, and organize the reasons and evidence logically.
CCSS.ELA-LITERACY.W.8.1.B
Support claim(s) with logical reasoning and relevant evidence, using accurate, credible
sources and demonstrating an understanding of the topic or text.
CCSS.ELA-LITERACY.W.8.3
Write narratives to develop real or imagined experiences or events using effective
technique, relevant descriptive details, and well-structured event sequences.
CCSS.ELA-LITERACY.W.8.3.A
Engage and orient the reader by establishing a context and point of view and
introducing a narrator and/or characters; organize an event sequence that unfolds
naturally and logically.
Production and Distribution of Writing
CCSS.ELA-LITERACY.W.8.4
Produce clear and coherent writing in which the development, organization, and style
are appropriate to task, purpose, and audience.
LANGUAGE
Conventions of Standard English:
CCSS.ELA-LITERACY.L.8.1
Demonstrate command of the conventions of standard English grammar and usage
when writing or speaking.
CCSS.ELA-LITERACY.L.8.2
Demonstrate command of the conventions of standard English capitalization,
punctuation, and spelling when writing.
DAY 1: INTRODUCTION
TIME ALLOCATED: 60 minutes
STANDARDS
CCSS.ELA-LITERACY.RL.8.1
Cite the textual evidence that most strongly supports an analysis of what the text
says explicitly as well as inferences drawn from the text.
CCSS.ELA-LITERACY.W.8.1
Write arguments to support claims with clear reasons and relevant evidence
OBJECTIVE
Students will be able to list ten facts about Edgar Allen Poe.
Students will be able to describe, in three sentences, how Poes life might have
influenced his work.
MATERIALS
SmartBoard; 10 8.5x11 laminated sheets of Poe facts for Gallery Walk; 1 fact
worksheet; 1 exit ticket; copies of The Tell-Tale Heart.
CONTENT
Bell ringer:
Have a picture of the Baltimore Ravens mascot, Poe, on the SmartBoard. Ask
the students if they have seen the Ravens mascot before and what his name is.
Planned beginning/motivator (8 min):
Explain that Poe, the Ravens mascot, was named for American author, Edgar
Allen Poe. Poe lived in Baltimore and eventually died there.
Show picture of his house: http://www.poeinbaltimore.org/poe-house/
Play video, The Raven by Poe, from the Simpsons show:
https://www.youtube.com/watch?v=bLiXjaPqSyY
Developmental (42 min):
Provide students with a sheet of 10 questions about Poes life.
Take students on a Gallery Walk in the hallway, where they will answer the
questions.
Check for understanding: Return and discuss the findings as a whole
class. Students will also hand in the sheets.
Talk about how authors use their own experiences and the experiences of people
they know when crafting stories.
Check for understanding: Ask the students to apply this to their own life.
Have them think of an interesting or unique experience of their own that
could be used in a story. Choose a few students to share and direct them
to tell the class briefly what is it and why would they would use it.
Students will complete the first question on the exit ticket as a group. Question:
How do you think Poes personal life may have influenced his work?
Check for understanding: Ask 4 students for their answers.
STANDARDS
CCSS.ELA-LITERACY.RL.8.1
Cite the textual evidence that most strongly supports an analysis of what the text
says explicitly as well as inferences drawn from the text.
CCSS.ELA-LITERACY.RL.8.2
Determine a theme or central idea of a text and analyze its development over the
course of the text, including its relationship to the characters, setting, and plot;
provide an objective summary of the text.
CCSS.ELA-LITERACY.RL.8.3
Analyze how particular lines of dialogue or incidents in a story or drama propel
the action, reveal aspects of a character, or provoke a decision.
CCSS.ELA-LITERACY.RI.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
specific word choices on meaning and tone, including analogies or allusions to
other texts.
CCSS.ELA-LITERACY.W.8.1
Write arguments to support claims with clear reasons and relevant evidence
CCSS.ELA-LITERACY.W.8.1.A
Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or
opposing claims, and organize the reasons and evidence logically.
CCSS.ELA-LITERACY.W.8.1.B
Support claim(s) with logical reasoning and relevant evidence, using accurate,
credible sources and demonstrating an understanding of the topic or text.
OBJECTIVES
Students will be able to identify literary elements, such as character, setting, and theme,
in The Tell-Tale Heart.
Students will evaluate the narrator in The Tell-Tale Heart and provide three reasons for
their decision.
MATERIALS
Smartboard; copies of The Tell-Tale Heart; highlighters; 2 graphic organizers;
character map for homework.
CONTENT
Bell ringer (5 minutes):
As the students enter, direct them to look at the Smartboard and discuss this
question: What made the narrator in our story take the life of the old man? (The
old mans vulture eye). Do you think it was the real reason? If not, what else
might it have been? Is there ever a good reason?
REFLECTION
The biggest challenge I faced with this lesson was choosing which activities to do.
There were so many different things I wanted to include but couldnt because of time
management. The ones I chose were picked because 1) I felt they best helped our goal
of analyzing the main character and 2) they access the higher levels of thinking on the
Blooms taxonomy (e.g., evaluating his sanity or insanity and defending the choice). The
graphic organizer will help to organize the literary elements, which are important to
understanding the overall story and contribute to understanding the narrator. I would
have loved to do part of a lesson on vocabulary, but time did not permit, so I addressed
that during Day 1s adaptations. The opinion organizer and activity should allow for a
lively discussion and debate, as well as provide some movement. The video is shown to
enhance the students understanding of the story and aid audio/visual learners or those
that struggle with reading. The homework will build on what was discussed in class. It
will also be helpful in completing the summative assessment.
ADAPTATIONS
Students with ADHD are given chances for movement (e.g., passing out papers,
doing an errand, etc.).
ELLs are placed in groups with a stronger English-speaking student and
struggling readers are paired or placed in a group with a stronger reader.
More time is given to complete the opinion organizer, if necessary, or in
accordance with IEPs.
The video is shown for audio and visual learners.
DAY 3: PLOT AND PROJECT PREPARATION
TIME ALLOCATED: 60 minutes
STANDARDS
CCSS.ELA-LITERACY.W.8.3
Write narratives to develop real or imagined experiences or events using
effective technique, relevant descriptive details, and well-structured event
sequences.
CCSS.ELA-LITERACY.W.8.3.A
Engage and orient the reader by establishing a context and point of view and
introducing a narrator and/or characters; organize an event sequence that
unfolds naturally and logically.
CCSS.ELA-LITERACY.W.8.4
Produce clear and coherent writing in which the development, organization, and
style are appropriate to task, purpose, and audience.
CCSS.ELA-LITERACY.L.8.1
Demonstrate command of the conventions of standard English grammar and
usage when writing or speaking.
CCSS.ELA-LITERACY.L.8.2
Demonstrate command of the conventions of standard English capitalization,
punctuation, and spelling when writing.
OBJECTIVES
Students will be able to distinguish five key events related to plot in The Tell-Tale
Heart.
Students will be able to create, in seven to ten sentences, a new perspective of the
narrator and events in The Tell-Tale Heart.
MATERIALS
Smartboard; notebook paper; chart paper; plot graphic organizer; summative
assessment instructions.
CONTENT
Bell ringer (10 minutes):
Think-pair-share writing prompt: In a few sentences, summarize The Tell-Tale
Heart. They will share during the developmental portion.
Planned beginning/motivator (5 minutes):
Ask students to recall other horror stories they have read. Compare and contrast. How
are they similar? Different?
narrator. How did he act? What did he say? What happened after his confession, if he
indeed gave one?
Your project will be graded based on the attached rubric. Be sure to use the rubric as a
guideline when writing your paragraph and creating your illustration.
RUBRIC
http://rubistar.4teachers.org/index.php?screen=ShowRubric&rubric_id=2636547&
(Please let me know if this link does not work. Thanks!)