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The classes, with the exception to the group that has been chosen to
participate in the alternate Action Research Project instruction, will
effectively use web-based resources to complete information about
the life of Edgar Allan Poe. All students will become acquainted with
Poe's work and understand his importance in American canon.
ESSENTIAL QUESTION
How do we as a literary community decide what belongs in our
traditional canon?
Grade/Level
Time Allotment
Assessment of Prior Knowledge
Instructional Materials
Grade 8
2 class periods. 1.25 Hrs. per class.
Students will be given a Poe pre-test that assesses their prior
experience with Edgar Allan Poe and his work.
Resources
Summary
Students will participate in a short journey into Edgar Allan Poe's life
and writing. This will include using an interactive timeline with the
exception of the Action Research group and analyzing "The Tell-Tale
Heart" in order to meet state and national standards. Following the
timeline activity, students will complete their own timeline
presentations that act as a part of their post-test.
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presentation.
Students will retell events of "The Tell-Tale Heart" by creating an
alternate text from the point-of-view of secondary characters.
Students will either justify or critique Poe's position in American
literary canon.
Affective objectives
Students will discover an appreciation for 20th century literature.
Students will integrate discussion of literature into daily life.
Teaching / Activities
Day One:
1. Students will complete a daily writing prompt and volunteering
students will share their answers to the prompt.
2. Students will be given a five-question pretest that assesses
students' prior knowledge of Edgar Allan Poe and his work; given that
students haven't had a "run-in" with Poe in the state curriculum, they
will not know much outside of their own special interests.
3a. One group of students will use computers to explore the
interactive Know Poe website. They will complete an organizer that
requires noteworthy information about Poe's life. Following the
completion of the organizer, students will complete critical thinking
questions that explore Poe's writing.
3b. The other group of students will be given the same information
directly from the instructor with a Prezi presentation; they will also
have to complete an organizer and critical thinking questions.
4. ALL students will be assigned their own timeline assignment that
must include 15 events from Poe's life (assignment attached) and
then present their timelines to their classmates.
Day Two: "The Tell-Tale Heart"
1. We will define an author's voice as a class; students will use a
voice organizer that includes examples of diction, imagery, figurative
language, and syntax. Students must find examples of each in our
class reading of "The Tell-Tale Heart."
2. Students will read "The Tell-Tale Heart."
3. As a class, we will discuss students' opinions on Poe's voice in the
story; each student will have time to justify their answers given the
examples they found.
4. Students will retell the events of "The Tell-Tale Heart" by creating
an alternate storyline from the point-of-view of one of the secondary
characters from the story (the Old Man or police officers).
5. Students will present their timelines orally.
6. Students will be given a restructured Know Poe post test.
Closure
Differentiated Instruction
ASSESSMENT / EVALUATION
Assessment/Rubrics