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K–12 teaching and learning · from the UNC School of Education

The Life and Works of Edgar Allan Poe

Students will evaluate a sampling of literary selections by Edgar Allan Poe and assess the influence of Poe's life on his works.

A lesson plan for grade 8 English Language Arts

By Peggy Stanley

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Learning outcomes

Students will:

  • define characteristics of various genre such as short story, poem, and novel and identify examples for each.
  • learn the following literary terms: setting, characterization, plot, conflict, mood, theme, symbolism, author’s style, figurative language.
  • relate any known social problems in Poe’s day to issues in present-day society. (Example: alcoholism)

Teacher planning

Time required for lesson

8 hours

Materials/resources

  • The Tell-Tale Heart by Edgar Allan Poe
  • A & E Biography series: Edgar Allan Poe video or another suitable biography of Edgar Allan Poe
  • Bibliography of Edgar Allan Poe’s literary works and access to copies of a sampling of these works

Technology resources

Internet access
HyperStudio Program optional

Pre-activities

  • Categorize according to literary genre selections previously read.
  • Assess students’ understanding of literary terms.
  • Assess students’ prior knowledge of Edgar Allan Poe’s life and works.

Activities

Begin with the reflection question:

What patterns or relationships do you see emerging in his literary selections?

  1. View the video Edgar Allan Poe from the A&E Biography series or another biographical video on Poe; share student responses to Poe’s experiences. Research additional biographical details through Reader’s Guide to Periodical Literature, a sampling of newspaper articles, and/or Internet websites.
  2. As a class, brainstorm a list of influences and events from his life which had a major impact and which might be reflected in his works.
  3. 3. Discuss student knowledge of criminal investigations and terminology. Read The Tell-Tale Heart using a student/teacher constructed crime sheet as a guide. On this crime sheet, include such topics as: motive for the crime, premeditation by the murderer (how he plans ahead), commitment of the crime step-by-step, diagram showing how the murderer disposes of the body, and on-the-scene description of the murderer’s confession by one of the policemen. Analyze the story for any evidence of the possible influence of Poe’s own life experiences.
  4. Divide into small groups. Read an assigned story/poem by Edgar Allan Poe, other than The Tell-Tale Heart. Analyze the literary work in terms of the influence of Poe’s life experiences. Suggested questions for discussion include:
    • What literary techniques did the author use in the selection?
    • What is the author’s attitude toward the sanity of the main character and/or toward the actions of this character?
    • Would you have predicted the conclusion of this story/poem based upon Poe’s biographical details?
    • What did you like/dislike about this story?
    • Were you surprised by the actions of the character(s)?
    • How did the author want you to feel about the effect of the mood?
    • How is The Tell-Tale Heart both similar to and different from the selection read by your group?

    What generalizations can you make about the effect of Poe’s life on the selection read by your group? Summarize and be prepared to share with the class.

  5. Groups share generalizations.
  6. Students will write an obituary which might have appeared after Poe’s death in a newspaper from one of the cities in which he lived.
  7. The class will create a chart summarizing conclusions of entire class as to influence of Poe’s life on his literary works

Post Activities

  1. Pose the discussion questions:
    • What generalizations can you make about the biographical influences of other authors on their literary works?
    • Draw a conclusion about the literary elements characteristic of Poe’s short stories. Place special emphasis on the mood/atmosphere.
    • What are related conclusions you might draw about the social problems facing people in Poe’s era as compared with the problems facing people today?
  2. Students will research the life of another author. Read a sampling of works by this author. Present the conclusions and generalizations that you make about the correlations of the author’s life to his/her works. Suggested authors include:
    • William Sydney Porter
    • Sir Arthur Conan Doyle
    • Beatrix Potter
    • Roald Dahl
    • Emily Dickinson
  3. Students will create a short story using characteristics of Poe’s literary style. Be sure to consider all elements of a short story as well as the use of figurative language.
  4. Assess the personal/social problems evident in Poe’s times as observed in the study of his biography and literary works. Conclude as to which of these same problems are still faced by people today. Research local/regional sources which might provide help in enabling individuals to cope with these problems.
  5. Students may choose one of the following presentation vehicles:
    • role-playing
    • musical interpretation
    • art exhibit
    • short video or HyperStudio stack
  6. Students will hand in a completed story (Consider the publication on-line of the more successful stories.)
  7. Hold a panel presentation with question/answer session included at end.

Assessment

Using the original class KWL chart, ask students to complete the “L” column with additional knowledge gained from the study of Edgar Allan Poe.

Critique a Poe selection which was not previously used in group work; judge this selection according to the criteria used during the group work in reference to biographical influences and author’s style.

Supplemental information

Bibliography of Poe’s literary works
Assessment Handbook (rubrics for assessing student work/products) Prentice Hall World Explorer

Related websites

http://www.nps.gov/edal/brochure.htm
http://www.nps.gov/edal/litsites.htm

Comments

It would be beneficial before beginning this unit for students to have a basic understanding of short story elements, figurative language, and characteristics of the mystery/horror story.

North Carolina Curriculum Alignment

English Language Arts (2004)

Grade 8

  • Goal 2: The learner will use and evaluate information from a variety of sources.
    • Objective 2.01: Analyze and evaluate informational materials that are read, heard, and/or viewed by:
      • monitoring comprehension for understanding of what is read, heard and/or viewed.
      • recognizing the characteristics of informational materials.
      • summarizing information.
      • determining the importance of information.
      • making connections to related topics/information.
      • drawing inferences.
      • generating questions.
      • extending ideas.
  • Goal 4: The learner will continue to refine critical thinking skills and create criteria to evaluate print and non-print materials.
    • Objective 4.01: Analyze the purpose of the author or creator and the impact of that purpose by:
      • monitoring comprehension for understanding of what is read, heard, and/or viewed.
      • evaluating any bias, apparent or hidden messages, emotional factors, and/or propaganda techniques.
      • evaluating the underlying assumptions of the author/creator.
      • evaluate the effects of the author's craft on the reader/viewer/listener.
    • Objective 4.02: Analyze and develop (with limited assistance) and apply appropriate criteria to evaluate the quality of the communication by:
      • using knowledge of language structure and literary or media techniques.
      • drawing conclusions based on evidence, reasons, or relevant information.
      • considering the implications, consequences, or impact of those conclusions.
    • Objective 4.03: Use the stance of a critic to:
      • consider alternative points of view or reasons.
      • remain fair-minded and open to other interpretations.
      • construct a critical response/review of a work/topic.
  • Goal 5: The learner will respond to various literary genres using interpretive and evaluative processes.
    • Objective 5.01: Increase fluency, comprehension, and insight through a meaningful and comprehensive literacy program by:
      • using effective reading strategies to match type of text.
      • reading self-selected literature and other materials of interest to the individual.
      • reading literature and other materials selected by the teacher.
      • assuming a leadership role in student-teacher reading conferences.
      • leading small group discussions.
      • taking an active role in whole class seminars.
      • analyzing the effects of elements such as plot, theme, charaterization, style, mood, and tone.
      • discussing the effects of such literary devices as figurative language, dialogue, flashback, allusion, irony, and symbolism.
      • analyzing and evaluating themes and central ideas in literature and other texts in relation to personal and societal issues.
      • extending understanding by creating products for different purposes, different audiences, and within various contexts.
      • analyzing and evaluating the relationships between and among characters, ideas, concepts, and/or experiences.
    • Objective 5.02: Study the characteristics of literary genres (fiction, nonfiction, drama, and poetry) through:
      • reading a variety of literature and other text (e.g., young adult novels, short stories, biographies, plays, free verse, narrative poems).
      • evaluating what impact genre-specific characteristics have on the meaning of the text.
      • evaluating how the author's choice and use of a genre shapes the meaning of the literary work.
      • evaluating what impact literary elements have on the meaning of the text.