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Anticipatory Set Notes: V 0K6-wO94-6I

Students will compare and contrast the experiences of independently reading, listening to a teacher read, and watching a video of "The Raven" students will Discuss the role of learning styles in connection with the different literary experiences. Students may create a Raven experience of their own. Song, rap, skit, letter, drawing, speech i.e. "If you were to present this poem to someone's never read it before, which experience would you choose?"

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122 views9 pages

Anticipatory Set Notes: V 0K6-wO94-6I

Students will compare and contrast the experiences of independently reading, listening to a teacher read, and watching a video of "The Raven" students will Discuss the role of learning styles in connection with the different literary experiences. Students may create a Raven experience of their own. Song, rap, skit, letter, drawing, speech i.e. "If you were to present this poem to someone's never read it before, which experience would you choose?"

Uploaded by

api-299976291
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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Topic: The Raven by Edgar Allan Poe

Grade: 7

Objectives: Students will compare and contrast the experiences of independently reading, listening to a teacher
read, and watching a video of Edgar Allan Poes The Raven.
Standard: New York Common Core Curriculum: Reading Standards for Literature 6.7 (RL 6.7)
Compare and contrast the experiences of reading a story, drama or poem to listening to or viewing an audio,
video, or live version of the text, including contrasting what they see and hear when reading the text to
what they perceive when they listen or watch.

ANTICIPATORY SET
Teaching model used: Team Teaching

Responsibility Teacher 1

Responsibility Teacher 2

Activate prior knowledge


and deliver background
information on E.A.P and
The Raven.

Vocabulary. Teacher 2 will


pass out The Raven and
vocab list. She will lead
students in reading aloud
the words and definitions
and highlighting the words
in the poem.

(anticipatory set notes)

(poem, vocab list)


PROCEDURES

Station 1: Independent
reading

Station 2: Teacher reads


aloud

Students will read


independently. Students
who finish early may reread.

Teacher 1 will use the


discussion guidelines as a
loose guideline for
discussion.

Teaching model used: Station Teaching


*STATION 3: Students watch a video of
The Raven https://www.youtube.com/watch?
v=0K6-wO94-6I

And complete the video response sheet

ADAPTATIONS or UDL connections

Teacher 1 will use the


discussion guidelines as a
loose guideline for
discussion.
UDL: captions for the video.
Poems with large print
Discuss the role of learning
styles in connection with the
different literary
experiences.

CLOSURE:
Teaching model used: Team Teaching

At the end of the activity,


students will return to a
whole group setting. The
teachers will ask relevant
questions to student learning
and experience. Similar to
the small group questions.

Extension: students may


create a Raven experience
of their own. Song, rap,
skit, letter, drawing, speech

i.e. How were your


experiences
similar/different?
Which matched your
learning style the best/the
worst?
If you were to present this
poem to someone whos
never read it before, which
experience would you
choose?
Teachers take turns asking
questions and offering
statements based on their
own experiences in the
activity.
ASSESSMENT of STUDENT
LEARNING:
Teaching model used: Station Teaching
MATERIALS:

Each teacher will be


responsible for completing
the (assessment checklist)
for every student who visits
their station.

TECHNOLOGY:

anticipatory set notes


poems and vocab
sheets for all students
video response sheets
discussion guidelines

The Raven video


representation. Computers.
YouTube.
https://www.youtube.com/watch?
v=0K6-wO94-6I

anticipatory set notes


Background Notes Compiled by Michael J. Cummings.. 2004
Setting: The chamber of a house at midnight. Poe uses the word chamber rather than bedroom because chamber has a dark and
mysterious connotation.
First-Person Narrator (Persona) A man who has lost his beloved, a woman named Lenore. He is depressed, lonely,
and possibly mentally unstable as a result of his bereavement.
Date of Publication Jan. 29, 1845, in The New York Mirrorfrom a copy prepared for The American Review.

Source of Inspiration The raven in Charles Dickens' 1841 novel, Barnaby Rudge, a historical novel about anti-Catholic riots in
London in 1780 in which a mentally retarded person (Barnaby) is falsely accused of participating. Barnaby owns a pet raven, Grip,
which can speak. In the fifth chapter of the novel, Grip taps at a shutter (asin Poe's poem). The model for Grip was Dickens' own
talking raven, which was the delight of his children. It was the first of three ravens owned by Dickens, all named Grip. After the first
Grip died, it was stuffed and mounted. An admirer of Poe's works acquired the mounted the bird and donated it to the Free Library of
Philadelphia, where it is on display today.
Raven, a Glorified Crow A raven, which can be up to two feet long, is a type of crow. Ravens eat small animals, carrion, fruit, and
seeds. They often appear in legend and literature as sinister omens.
Theme The death of a beautiful woman, as lamented by her bereaved lover.
Word Choice As in his short stories, Poe is careful to use primarily words that contribute to the overall atmosphere and tone of the
poem. These words include weary, dreary, bleak, dying, sorrow, sad, darkness, stillness, mystery, ebony, grave, stern, lonely, grim,
ghastly, and gaunt.
Sound and Rhythm The melancholy tone of "The Raven" relies as much on its musical sound and rhythmic pattern as on the
meaning of the words. To achieve his musical effect, Poe uses rhyming words in the same line (internal rhyme), a word at the end of
one line that rhymes with a word at the end of another line (end rhyme), alliteration (a figure of speech that repeats a consonant
sound), and a regular pattern of accented and unaccented syllables. This pattern uses a stressed syllable followed by an unstressed
syllable, with a total of sixteen syllables in each line. Here is an example (the first line of the poem):
.......ONCE u PON a MID night DREAR y, WHILE i POND ered WEAK and WEAR y
In this line, the capitalized letters represent the stressed syllables and the lower-cased letters, the unstressed ones. Notice that the line
has sixteen syllables in all. Notice, too, that the line has internal rhyme (dreary and weary) and alliteration (while, weak, weary).

SAVE FOLLLOWING FOR GROUP DISCUSSION AFTER READING


Who Is Lenore? It is possible that Lenore, the idealized deceased woman in the poem, represents Poes beloved wife, Virginia, who
was in poor health when Poe wrote "The Raven." She died two years after the publication of the poem, when she was only in her midtwenties.
Criticism Some reviewers in Poes day, including poet Walt Whitman, criticized The Raven for its sing-song, highly emotional
quality. The poem is still criticized todayand often parodiedfor the same reason. However, the consensus of critics and ordinary
readers appears to be that the poem is a meticulously crafted work of genius and fully deserves its standing as one of the most popular
poems in American literature. It is indeed a great work.
Summary It is midnight on a cold evening in December in the 1840s. In a dark and shadowy bedroom, wood burns in the fireplace as
a man laments the death of Lenore, a woman he deeply loved. To occupy his mind, he reads a book of ancient stories. But a tapping
noise disturbs him. When he opens the door to the bedroom, he sees nothingonly darkness. When the tapping persists, he opens the
shutter of the window and discovers a raven, which flies into the room and lands above the door on a bust of Athena (Pallas in the
poem), the goddess of wisdom and war in Greek mythology. It says Nevermore to all his thoughts and longings. The raven, a
symbol of death, tells the man he will never again ("nevermore") see his beloved, never again hold hereven in heaven.

vocab list

video response sheet

The Raven: Analysis Questions


1. What point of view is used in this poem?

2. Characterize the narrators state of mindfind 2 pieces of evidence to support this


claim

3. Find 5 descriptive words about the Raven from the poem.

4. Based on descriptions of the bird, what can the Raven symbolize?

5. Why does Poe choose to use a Raven in this poem and not a Sparrow or a Parrot?

6. What is the TONE of the poem?


a. How does Poe create the tone? (diction, imagery, figurative language) and
give 2 examples.
7. MOOD is how YOU feel while reading the poem: What is the MOOD of this poem?
b. How does Poe create the mood?
8. Some people claim that the narrator of the poem has dreamed this entire episode.
What evidence can you find of this?

9. Some people claim that the narrator of the poem has gone mentally insane. What
evidence can you find of this?
10.
What do you think? Is the narrator dreaming, mentally unstable or just filled
with grief?

discussion guidelines
1. As you were reading (or as I was reading) what imagery stuck out to you?
Reference specific lines/stanzas in the poem.
2. As you were reading (or as I was reading) what did you hear?
Reference specific lines/stanzas in the poem.
3. How did (specific stanza) make you feel when you read (or heard) it?
4. How was this experience different than your experience in the other station(s)? Why?
5. How was it similar? Why?
6. Were you able to learn/see/hear anything new in this station as opposed to the others?
7. Which experience did you prefer? Why?

assessment checklist
Student Name

++ Student response exceeds basic reflection. Includes creativity, extended response, connections.
+ Student response is reflective of literary experiences at the different stations
- Student attempts response
0 Student does not provide a response

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