The Raven Annotation Lesson

Teacher: Chmelik Class: English 11 Period:
Overarching Goals for the 3-5 Lesson Learning Segment
Central Focus of the entire 3-5 Lesson Learning Segment: ANALYZE
Language Function: Students will analyze the poetic language within “The Raven” and how Edgar
Allen Poe uses literary devices to create emotion and strong imagery.
Vocabulary words students need to understand/use as they learn to “do” this language
function (and any other academic work in the learning segment): personification, simile,
metaphor, literary devices, stanza, infer, imagery, allusion, connect, mood, tone, emotion
ELA discourse or syntax students need to understand/use in order to “do” this language
function (and any other academic work in the learning segment): contributing to the group
discussion, annotating, note-taking, group work, independent reading, active listening,
paraphrasing, summarizing, inferring, connecting, imagining, creating
Lesson: “The Raven” Mentor Text Study Date: 10/27/21
Objectives and Demands for This Lesson
Standard(s) Addressed Today:

11.4.1.1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as
inferences drawn from the text, including determining where the text leaves matters uncertain.
11.4.3.3 Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or
drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).
11.4.4.4 Determine the meaning of words and phrases as they are used in the text, including figurative and
connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with
multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as
other authors.)
11.4.6.6 Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from
what is really meant (e.g., satire, sarcasm, irony, or understatement).
11.5.1.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as
inferences drawn from the text, including determining where the text leaves matters uncertain.
11.5.3.3 Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events
interact and develop over the course of the text.
11.5.4.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative,
and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the
course of a text
11.5.6.6 Determine an author’s point of view or purpose in a text in which the rhetoric is particularly effective,
analyzing how style and content contribute to the power, persuasiveness, or beauty of the text.
11.7.2.2 Write informative/explanatory texts to examine and convey complex ideas, concepts, and information
clearly and accurately through the effective selection, organization, and analysis of content.
c. Use appropriate and varied transitions and syntax to link the major sections of the text, create cohesion, and
clarify the relationships among complex ideas and concepts.
d. Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to
manage the complexity of the topic.
Today’s Learning Target:

Students will be able to infer and analyze the complex language within “The Raven” and how Edgar Allen
Poe’s life contributed to the mood within the poem.
Informal and Formal Assessments:

Independent annotating “The Raven” text - identifying literary and poetic devices within the text
Create a visual depiction of a stanza within the poem - understanding of imagery and descriptive
language within the poem
Group discussion of what was notable in the read-throughs - sharing what stood out to the individual,
how each student understands the text is different
Materials:
“The Raven” text (physical and digital copies)
“The Raven” audio version
Life of Edgar Allen Poe
Paper and coloring tools for drawings
Lesson Plan Details
Connection to prior lessons:
The day before this lesson, we would have done a lesson on the life and history of Edgar Allen Poe.
Students know who Poe is, his historical influences, when he lived, when he died, some of his other
works. Students also have had a brief introduction into what Poe’s works are like- what they are inspired
by, etc.
Lesson Introduction - “At the Beginning”: (2 min)
Yesterday, we discussed the life and history of Edgar Allen Poe. Today we will be looking at one of his
most famous works, “The Raven”. Ask students what they remember about our lesson from yesterday-
what were some of Edgar Allen Poe’s inspirations for writing?
Today we are going to look at “The Raven”, as you are reading, listening to, and annotating the text, I
want you to note anything that jumps out to you. What might Poe have used as inspiration for this poem?
What characteristic(s) of Romanticism do you think he is highlighting in this poem? What are some of the
contributing factors to the mood or emotion within the poem? After we listen to and discuss the poem, you
guys will be making a storyboard of events from the poem. So note imagery and descriptive language
within the poem that helps you to imagine the stanza.
Learning Activities - “During”:
Students will start by either picking up a physical copy of “The Raven” or pulling up an editable document
on their devices. Students will read through “The Raven” first, annotating anything they notice on their
first read-through (10 min). Then, I will play an audio reading of “The Raven” (10 min), as the audio plays,
students will annotate and note anything which sticks out to them during the professional reading. Since
they are listening to an audio version, I will ask them to include notes about the tone and inflection of the
reader.
After the professional recording is done, I will ask students to share what they found with the class. I will
have a digital copy of “The Raven” on the board and we will annotate the text together. Making notes of
what students noted on their own copies. We may reference back to moments within the text or within the
professional recording. I will ask questions about what sorts of literary and poetic devices are used, what
students think the mood of the poem is, how the professional reading varied from their independent first
read. I will ask students what charcatertsitc of Roamntcism they think the poem highlights- it is an interest
in the supernatural. (10-15 min)
After concluding our group annotating, we will move on to our project. We will be creating a storyboard
panel for a stanza in “The Raven”. Students will move into 12 groups (with 2-3 people each depending on
the class size) each benign assigned a stanza of the poem. I have already created the storyboard image
for the first stanza. Students will use the imagery, descriptive language, and what they know about life
during Edgar Allen Poe’s life to create what they think is happening during their assigned stanza. As
students are working, I will be going around the room, answering questions that students may have.
Helping some students to identify some events or imagery within their stanza if they are stuck or have a
difficult stanza. Once finished, students will come up to the board, explain their groups storyboard image
and add it in the correct order on the board. (15-20 min)
Closure - “At the End”: (2 min)
Today we annotated and discussed how emotion and mood are infleuneced by an author’s life. We also
worked to analyze and infer personification and imagery found within poetry. You can use our work today
to help you better understand one of the characteristics found within Romanticism Era texts. We will do
something similar to this mentor text study with a few more mentor texts.
If students are struggling with the concepts of emotion, annotating, and analyzing understanding I would
continue to work with those students with possibly simpler texts and work our way back up to complex
poetry. The storyboard assignment is meant to check understanding and comprehension of events and
details within the poem.
Connection to future lessons:
We will continue to annotate other Romanticism texts in a similar way but this is the last students will
work directly with “The Raven”. Students may refer back to this exercise when writing their final short
story or poem for inspiration.

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Teacher: Chmelik Class: English 11 Period:

Overarching Goals for the 3-5 Lesson Learning Segment

Central Focus of the entire 3-5 Lesson Learning Segment: ANALYZE

Lesson: “The Raven” Mentor Text Study Date: 10/27/21

Objectives and Demands for This Lesson

Standard(s) Addressed Today:

Today’s Learning Target:

Informal and Formal Assessments:

Lesson Plan Details

Connection to prior lessons:

Lesson Introduction - “At the Beginning”: (2 min)

Learning Activities - “During”:

Closure - “At the End”: (2 min)

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