Type the name of the lesson here



“The Raven” and “Annabel Lee”

|Name: |Ryan Salisbury |Section Time: |ADO594 | #: | |

| | | |11:00-2:30 | | |

|Educational Task: In this lesson, students will read and listen to two poems by Edgar Allan Poe. An audio version will be played of both “The Raven” and |

|Annabel Lee” while the students read along. The purpose of this activity is to introduce students to the field of comparative literature. Using an audio |

|recording of the poems will help students retain the meaning of the poem while providing a fun way to engage a literary text. After listening to these |

|recordings, students will watch a version of “The Raven” performed on The Simpsons. The aim of this approach is to provide a fun, relatable version of the poem|

|to aid in student comprehension as well as assist learners who are more visual. Upon completion of the initial readings, students will break up into groups and|

|complete a Venn diagram in which they demonstrate their understanding of the similarities and differences among two of Poe’s most cherished poems. |

|Grade Level, approximate number of students, types of students: |

|Eighth Grade, Approximately twenty-five students, both blocks represent a cross-section of ability levels. |

|Materials and Sources: |

|-Each student will need a copy of “The Raven” and “Annabel Lee” |

|-Each student will need a blank Venn diagram to be filled in after their readings |

|-An audio recording of both “The Raven” and “Annabel Lee” |

|-Copy of The Simpson version of “The Raven.” |

|NYS Performance Indicator(s): |

|ELA Standard 1: Students will read, write, listen, and speak for information and understanding |

|ELA1.I.SW2C Students organize information according to an identifiable structure, such as compare/contrast or general to specific. |

|ELA Standard 2: Students will read, write, listen, and speak for literary response and expression |

|ELA2.I.LR1B Students understand and identify the distinguishing features of the major genres and use them to aid their interpretation and discussion of |

|literature. |

|ELA2.I.LR1C Students identify significant literary elements and use those elements to interpret the work. |

|ELA2.I.SW2A Students present responses to and interpretations of literature, making references to the literary elements found in the text and connections with |

|their personal knowledge and experience. |

|ELA Standard 3: Students will read, write, listen and speak for critical analysis and evaluation |

|ELA3.I.LR1B Students assess the quality of texts and presentations, using criteria related to the genre, the subject area, and purpose. |

|ELA3.I.SW2A Students present clear analyses of issues, ideas, texts, and experiences, supporting their positions with well-developed arguments. |

|ELA Standard 4: Students will read, write, listen, and speak for social interaction |

|ELA4.1.RW2B Students use appropriate language and style for the situation and the audience and take into account the ideas and interests expressed by the person|

|receiving the message. |

|Performance Objectives: |

|-Students will demonstrate the ability to compare and contrast two works of literature by filling in a Venn diagram |

|-Given a list of six literary elements relevant to their reading, students will be able to define each with examples with eighty percent accuracy |

|-Students will express an appreciation for literary expression by discussing two poems in small groups and using their discussion to complete a Venn diagram |

|Safety Precautions: N/A |

|Part of Lesson |Teacher and Student Actions |Questions. These can repeat for different parts of the |

| | |lesson if appropriate. Include both lower order and higher |

| | |order questions for each lesson. Include questions that |

| | |indicate you have checked for understanding for both |

| | |procedures and content. |

|Launch/Anticipatory Set/Before |Teacher Actions: Teacher begins by distributing a |Is anyone familiar with these literary elements? |

|State prior knowledge needed, then |non-evaluative assessment of student’s knowledge of six |-Rhyme (Internal and End Rhyme)? |

|explain how you will access prior |literary elements. Teacher explains that this quiz is meant |-Alliteration? |

|knowledge and draw the students into |only to get an idea of what the students know about these |-Repetition? |

|this particular lesson. |elements. Teacher explains that these elements are all |-Setting? |

| |included in the poems they will read. Once quizzes are | |

|Also explain how you will launch the |complete, teacher introduces “The Raven” and “Annabel Lee”. |Has anyone ever heard of either of these two poems? |

|“problem” the students will solve |Teacher explains that while students are listening to the |Can someone explain to a neighbor the basic plot of either of|

|during the explore. Some problems |poems, they should be reading along and taking notes in the |these poems? |

|need more extensive launches than |margins. Teacher then models note-taking strategies. The | |

|others. |teacher stresses the importance of taking brief notes, | |

| |underlining important passages, and circling any instances of| |

| |literary elements they find. The quiz and the introduction | |

| |should take no more than twelve minutes. | |

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| |Student Actions: Students are given five to seven minutes to| |

| |complete as much of the quiz as possible. At this point, | |

| |students have copies of both poems in front of them. While | |

| |teacher models note-taking strategies, students follow along | |

| |by underlining and circling what the teacher demonstrates. | |

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| | |Can anyone identify any of the literary elements we have |

| | |discussed in the first few lines of “The Raven”? |

| | |Turn to your neighbor and explain any one of the literary |

| | |elements discussed so far. |

|Explore/During |Teacher Actions: At this point, approximately sixty-eight |What is the setting of this poem? |

|Describe what the teacher will do and|minutes should be left in the block. Students have their |What does Poe mean by lore? |

|how the students will be engaged in |copies of “The Raven” and the teacher begins the audio | |

|the lesson/activity. |recording of the poem. Teacher explains that students are to| |

| |read along and take notes whenever appropriate. The |Can anyone help analyze the rhyme pattern thus far? |

| |recording of “The Raven” lasts for about nine minutes, but | |

| |teacher will interrupt several times to inquire about |Has anyone noticed any instances of alliteration or |

| |setting, plot, and to gauge student comprehension. After |repetition? |

| |completion of the listening portion, teacher will play The | |

| |Simpsons version of the text. Teacher explains that this is |Several kinds of birds can mimic human speech. Why do you |

| |another way to help students visualize the setting and aid in|think Poe used a Raven? Can you expand on what you just said?|

| |comprehension. Teacher explains that students should not be | |

| |writing notes but should be thinking of ways that this | |

| |version differs from the one they have just read. This | |

| |portion of the lesson should take about fifteen minutes. | |

| |After The Simpsons version, students will shift gears and |Can anyone identify moments when this version of the poem |

| |prepare to read and listen to “Annabel Lee.” Teacher will |differed from the original text? |

| |emphasize the importance of reading along and paying | |

| |attention to similarities and differences among the two |In what ways was it similar? |

| |texts. Listening and discussing “Annabel Lee” should take | |

| |about ten minutes. |Did you find watching this version helpful in understanding |

| | |the meaning of the poem? How so? |

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| | |Did anyone find examples of similarities between the two |

| | |poems? |

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| | |Does anyone want to discuss any differences between the two? |

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| |Student Actions: Students should be listening and reading |Can anyone identify any of the literary elements in “Annabel |

| |along with their copy of the text. They will take notes in |Lee?” |

| |the margin of the text to prepare them for the Venn diagram. | |

| |After students have listened to the audio recording, they |What is the setting in this poem? |

| |will watch the cartoon version. At this point they should | |

| |sit quietly without taking notes but prepare to answer |Can you identify moments of repetition? |

| |questions about the similarities and differences between the |Why do you think Poe used this device in both of these poems?|

| |two versions of text. Students will again be asked to read | |

| |along with the audio recording and take note of any instances|Do you think that the use of repetition was effective? Why or|

| |of similarities and differences between “The Raven” and |why not? |

| |“Annabel Lee.” Like with “The Raven,” students will be asked | |

| |to take note of any literary elements they discover. | |

|Summary/Closure/After |Teacher Actions: To summarize this lesson, students will be |Is anyone familiar with a Venn diagram? |

|Describe how you will summarize the |asked to work in groups to fill in a Venn diagram. Teacher |Could you please explain the components of the diagram to |

|lesson. This is a most important |will model the components of the diagram, explaining what |your neighbor? |

|part of a problem solving lesson |each section of the circles signifies. Teacher models the | |

|where the students share their |correct way to label the diagram and includes one example to |What do we mean when we say compare? |

|strategies. The teacher should |get the students started. Students should have thirteen | |

|facilitate the discussion and the |minutes to complete as much of the diagram as possible. |What do we mean when we say contrast? |

|students should be actively engaged. |Teacher will circulate around the room focusing attention and| |

| |providing assistance whenever necessary. A successful | |

| |diagram consists of at least four examples in each section. | |

| |Whatever is not finished will be homework. | |

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| |Student Actions: Students will already be arranged in groups| |

| |of four and will have thirteen minutes to discuss and | |

| |complete as much of the Venn diagram as possible. Each | |

| |member of the group will have a copy of the diagram. | |

|Assessment |The assessment for this activity will be the Venn diagram. A successful diagram will consist of at least four instances |

|Clearly describe how the teacher will|of differences and similarities. The diagram must include some of the literary elements covered throughout the lesson. |

|know if the students met the |For instance, in the compare section of the diagram, students can point out that both poems use repetition. The |

|objective. Assessment should be |compare/contrast will be based on similarities and differences among “The Raven” and “Annabel Lee.” If students do not |

|embedded within the activities. The |have at least four examples in each section at the end of the class period, they may finish it for homework. |

|assessment may include a separate | |

|independent component. | |

|Modification for Advanced Learners |Advanced learners will have the opportunity to perform a rhyme scheme analysis for homework. Students will take each poem|

| |and break down their lines into the correct rhyme scheme. For example, ABAB CDCD EFEF GG. |

|Modifications for two types of |The implementation of audio technology will benefit students with any visual impairment as well as provide double encoding|

|disabilities-state the name of the |for overall comprehension. |

|disability here. You may include a | |

|modification for ELL. |Students with problems with written expression may use computer software to complete the Venn diagram |

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