StudySync Lesson Plan The Raven Objectives Time 1. Students will read and listen to Edgar Allan Poe s The Raven. 2. Students will respond to the text through writing and discussion. 3. Practice and reinforce the following Grade 9-10 ELA Common Core Standards for reading literature, writing, speaking and listening, and language: READING LITERATURE RL.9-10.1-7, 9-10 WRITING W.9-10.1-10 SPEAKING AND LISTENING SL. 9-10.1-6 LANGUAGE L. 9-10.3, 5 155 minutes (with up to an additional 145 minutes of extension possibilities) Materials SyncTV Premium Lesson on Edgar Allan Poe s The Raven Overview The Raven, one of Edgar Allan Poe's most famous poems, tells of a man distraught with grief after the death of his love, and his apparent lapse into insanity. Written dramatically yet methodically, it opens the door to discussions regarding the content, tone, and author s word choice. Close examination of the text will prepare students to write thoughtful, informed, and textually-rooted responses, consistent with the ELA Common Core Standards for the high school grades. Page 1
Background (10 minutes) 1. Watch the Preview (SL.9-10.1-2). As a group, watch the video preview of the premium lesson. Use the following questions to spur discussion following the preview: a. Based on the preview, what is the overall tone of the poem? b. What image or images stand out for you and why? c. What words come to mind after seeing the images and listening to the music in the preview? d. What inferences can you make about the poem after seeing the preview? Extension (additional 20 minutes) e. Describe (ELL). Ask English Language Learners to write one word to describe each image in the preview or convey a feeling it produces. f. Write Creatively (W.9-10.3-6). Watch the preview again, this time pausing on one of the images. Ask students to use the image to inspire a short story or poem. Students can complete the assignment as a quick-write activity and then expand it through the writing process, if they wish. g. Share (SL.11-12.4). Ask for any students who would like to share their narratives to do so. If the students are reluctant to share, you might share your own to help break the ice. Engaging the Text (150 minutes) 2. Read the Text (30 minutes) a. Read and Annotate (RL.9-10.1-5,10). Have students read and annotate The Raven. If students are completing this as a homework assignment, ask them to write any questions they have into the annotation tool these questions are visible to you after the students submit their writing assignments or beforehand if you use the Mimic function to access the students accounts. b. Discuss (SL.9-10.1). Have students get into small groups or pairs and briefly discuss the questions and inferences they had while reading. As a class, discuss the following: i. How did the images in the preview affect your understanding of the text? ii. What other images came to mind as you read the excerpt? iii. What words were uncommon to you? What meanings did you infer? Extension (additional 45 minutes) c. Listen and Discuss (SL.9-10.1-2). As a class, listen to the audio reading of the text. Ask students to share how their understanding of the text changed after listening. What additional images came to mind? As a group, work to define any unclear terms or ideas. This also serves as a good model for how students should use the Page 2
audio supplement on their own in conjunction with note-taking strategies mentioned above d. Summarize (RL.9-10.2-3, 10; W.9-10.2, 4; SL.9-10.1). Have students work individually or in pairs to write a detailed summary of the poem. Discuss summaries as a class. What important information should be included? Which details are unnecessary? Consider collecting summaries to assess students understanding of the poem. e. Comprehend (RL.9-10.1-4). Have students complete the multiple-choice questions individually. Collect papers or discuss answers as a class. 3. Watch SyncTV (45 minutes) a. Watch. Either watch the SyncTV discussion associated with The Raven as a class or ask students to watch it on their individual computers. b. Focus (RL.9-10.2-3; SL.11-12.1-2). Flag the section of the SyncTV episode from 2:20 to 3:00 for further discussion of the speaker s use of the raven as a prophet. Does he invent the raven as a projection of his own despair and grief? c. Focus (RL.9-10.2-3; SL.11-12.1-2). Flag the section from 3:35 to 4:47 for a discussion of whether the speaker s grief has driven him to insanity. d. Focus (RL.9-10.2-3; SL.11-12.1-2). Flag the section from 5:40 to 6:40 for further discussion of whether the speaker wants to be reunited with the lost Lenore, or wants to forget her. e. Discuss (RL.9-10.2-3; SL.9-10.1-3). After watching the model discussion, have a conversation with the class about the ideas discussed in the SyncTV episode that stood out the most. What new thoughts do they have after hearing the students' discussion? Next, divide students into small groups (3-4 students). Move around the room monitoring the groups as students follow the SyncTV episode as a model to discuss some of the following questions: i. The SyncTV students discussed whether the raven was real or a figment of the narrator's imagination. Discuss your opinion, citing evidence from the poem for support. ii. What does the raven represent to the narrator? iii. How do the narrator's feelings change toward the raven? What brings about this change? iv. Why does the narrator continue to ask the raven questions if he knows the raven s answer? How does this relate to the internal conflict the narrator is going through? v. What are the overall themes of the poem? vi. What words does the author use to develop the mood of the poem? Extension (additional 15 minutes) f. Evaluate (SL.11-12.2-3, 5). Watch the SyncTV episode again (as a whole class if possible). Before watching, assign each of your students one of the students in the episode to follow. Have students examine each of the points that the students in the video make. Page 3
4. Think (10 minutes) a. Respond (W.11-12.1-2, 4, 6). Ask students to read the Think questions, watch the corresponding video clips, and respond to the questions. 5. Write (45 minutes) a. Discuss (SL.9-10.1). Read the prompt you have chosen for students, and then solicit questions regarding the prompt or the assignment expectations. Whichever prompt you have chosen, make sure you are clear about the assignment expectations and the rubric by which you and the other students will be evaluating them. b. Organize (RL.9-10.1-5; W.9-10.1-2, 5). Ask students to go back and annotate the text with the prompt in mind. They should be organizing their thoughts and the points they ll address in their writing as they make annotations. If you ve worked on outlining or other organizational tools for writing, this is a good place to apply them. c. Write (W.9-10.1-2, 4-6, 9 & 10). Have students go through the writing process of planning, revising, editing, and publishing their writing responses. Extension (additional 45 minutes) d. Write (W.9-10.1-2, 4-6, 9-10). For homework, have students write an essay using one of the prompts you did not chose to do in class. Students should publish their responses online. e. Write Creatively (W.9-10.3-5, 10). Ask students to imagine they are counseling psychologists, and the narrator is their patient. Have students write patient notes which include an analysis of the patient and recommended advice and treatment. 6. Review (15 minutes) a. Peer Review (W.9-10.4-6). Use the StudySync Review feature to have students complete one to two evaluations of their peers work based on your chosen review rubric. Have the students look at and reflect upon the peer evaluations of their own writing. What might you do differently in a revision? How might you strengthen the writing and the ideas? Extension (additional 20 minutes) b. Self-Assess (W.9-10.4-6). Use the StudySync assignment creation tool to create a Writing assignment that asks students to address the following prompt: Reread your essay and the reviews of your essay on The Raven. After reading these reviews, what do you believe were the biggest strengths of your essay? What could you do better next time? If you were to go back and write this essay again, what would you change about your writing process? How has writing this essay made you a better writer? Page 4
SUPPLEMENTARY MATERIALS Key Vocabulary 1. surcease (n.) an ending 2. beguiling (v.) influencing through charm or trickery 3. craven (n.) a coward 4. ungainly (adj.) awkward, clumsy 5. discourse (n.) communication of thought by words; talk 6. wretch (n.) a deplorably unfortunate or unhappy person 7. respite (n.) - an interval of relief from anything distressing 8. nepenthe (n.) - a drink having the power to bring forgetfulness of sorrow 9. quaff (v.) - to drink deeply 10. obeisance (n.) a motion that demonstrates respect 11. entreating (v.) asking earnestly; begging 12. mien (n.) appearance; aspect or look 13. decorum (n.) dignified manner; politeness 14. countenance (n.) appearance, expression, especially of the face 15. undaunted (adj.) unafraid; courageous Reading Comprehension Questions 1. What does the narrator first think of the raven? a. He is scared. b. He is intrigued. c. He is angry that it won't leave. d. He is happy that it takes his mind off Lenore. 2. What does the reader know is true about the narrator? a. He is insane. b. He was once engaged to Lenore. c. He is afraid of ghosts. d. He has had friends leave him. 3. What does the narrator order the raven to do in the second-to-last stanza? a. leave b. speak c. stay d. bring Lenore back 4. Which of the following does the narrator ask the raven? a. Will you leave me tomorrow? Page 5
b. Who sent you? c. Will I be reunited with Lenore? d. Are you a bird or devil? 5. What is the narrator doing to forget his sorrows over losing Lenore? a. napping b. reading c. drinking d. nothing 6. How does the narrator first explain how the raven can talk? a. The raven must be a spirit. b. The raven is a prophet. c. He must have misunderstood the raven. d. A previous owner taught it to speak. 7. The phrase the lamplight gloated o er is an example of what kind of figurative language? a. personification b. metaphor c. hyperbole d. simile 8. Which of the following statements best expresses the central idea of The Raven? a. The raven will never leave the chamber. b. The poet will grieve Lenore s death forever. c. The poet will never sleep again. d. A talking raven is a symbol of madness. 9. The first line of each stanza a. rhymes with the last line of the stanza. b. rhymes with the third line of the stanza. c. contains a rhyme with the last word of the line. d. always ends with the word nevermore. 10. What happened to the narrator's love, Lenore? a. She was killed. b. She left him. c. She committed suicide. d. She died of unknown causes. Answer Key 1. B 2. D 3. A 4. C 5. B 6. D 7. A 8. B 9. C 10. D Page 6
Further Assignments 1. Have students write and/or present a comparison between The Raven to another of Edgar Allan Poe s poems (e.g. Annabel Lee, Lenore ). Students should focus on both the content of the poems (characters, settings, conflicts) and the word choices and styles. Ask students to then draw conclusions about Edgar Allan Poe based on his poems. What does his writing say about him? (RL.9-10.1-5, 9-10, W.9-10.1-2, 4, 9-10; SL.9-10.2-4) 2. Have students work in pairs or small groups to create a video or live interpretation of The Raven. For possible examples you might pre-screen these videos: http://www.youtube.com/watch?v=onseh1fkjca or http://www.youtube.com/watch?v=ywvp2xvs6i0. Encourage students to be creative, designing animated graphics or real life props. Allow students time to share final products with the class. (RL.9-10.2-5, W.9-10.10, SL.9-10.2, 4-6) 3. The Raven was popular in the 1800s when people favored exaggerated emotions in drama and poetry. Is that kind of exaggerated entertainment popular today, or have we changed? Are we cooler now? In a discussion, have students cite specific examples from contemporary culture to support their ideas. (SL.9-10.1-3) 4. Have students find examples of internal rhyme and alliteration in the poem. Have them analyze how the author s choice of words creates a tone and related images. (RL.9-10.4, L.9-10.3, 5) 5. Have students read The Raven aloud, identifying the most important words in each stanza and using inflection to reflect the tone of the poem. If possible, allow students to record and listen to their reading. (ELL) 6. Edgar Allan Poe is considered an author of dark romanticism. Have students compare his writing in The Raven to the writing of another author of dark romanticism (e.g. Herman Melville, Mary Shelley). How do the writings compare? What makes them both works of this genre? (RL.10.1-5, 9-10) Page 7