ENGLISH 8
The Trial of “The Tell-Tale Heart’s” Narrator
We will be holding a trial for the narrator of Poe’s “The Tell-Tale Heart” to determine whether or not he is criminally
insane and should receive a lesser sentence. You will be put into groups and your group will be given a side (defense or
prosecution).
If you are part of the defense, your job is to prove that the narrator is in fact criminally insane and does not deserve a
life sentence or the death penalty. If you are part of the prosecution, then your job is to prove that the narrator is not
insane and should receive the full extent of the law.
Objectives:









To synthesize information from multiple texts and form conclusions and inferences
To actively listen to a field expert and take notes
To make opinions based on facts
To pair related fiction and nonfiction
To work collaboratively with peers
To evaluate and conduct research on a focused topic
To form a persuasive argument based on concrete evidence
To present this argument to the class in a persuasive, logical manner
To reflect on individual and group performance
Before the trial your group must:






Sift through the documents on criminal insanity (links below).
Do your own research as needed.
Assign roles that may include the following: lawyers, witnesses (this may be someone from the story), field
experts in the area of criminal insanity, etc. Your witnesses should be knowledgeable and believable.
Write out your argument (this will not be collected, but is for your own preparation). Be sure to include parts
for all group members. You may read directly from this during the debate. Your argument must include:
 at least 2 direct reference to the documents you received
 at least 2 allusions to “The Tell-Tale Heart”
To help convince the judge and jury, you must create some type of visual aid that supports your argument. This
may be a poster, a power point, a video, a prezi, brochure, etc. You will present this during your argument.
Your group argument cannot exceed 5 minutes. I strongly recommend you rehearse; you will lose points if your
argument is longer than 5 minutes.
During the trial your group must:





Present your argument in front of the class in a persuasive manner
Share your visual aid
Ensure that every group member speaks
Not exceed 5 minutes in presentation
Listen to the opposition, take notes, and prepare and deliver a 2-minute rebuttal
After the trial your group must submit:

Your visual aid

Each group member must complete an individual reflection describing what he/she learned and whether all
group members participated equally. This reflection will be online as a Google Doc and will be graded
individually.
Each defense team will be paired with an opposing prosecution team. Each pair will be rivaling against each other in the
“trial.” At the end of each “trial,” the class (jury) and teacher (judge) will determine which side gave the better
argument and is the winner. Winning teams will get a treat!
TIMELINE:
DAY 1: Learn about assignment;
 Form groups; brainstorm ideas; start sifting through research packet
DAY 2: Work on argument / presentation (Media Center)
 Begin writing out argument; begin working on visual aid
DAY 3: Work on argument / presentation (Media Center)
 Continue writing out argument; continue working on visual aid
DAY 4: Work on argument / presentation (Media Center)
 Finish writing out argument; finish visual aid; rehearse
DAY 5: Final preparation in classroom
 Final rehearsal
DAYS 6-7: TRIALS!
TRIAL RUBRIC
PLEASE BRING THIS RUBRIC TO THE TRIAL!
(In addition to an overall group grade, each student will get an individual classwork grade of 10 points based on his/her
performance during workdays. This grade will be based on: staying on task, helping the group as needed, following
through with commitments, etc.)
GROUP MEMBERS:
CONTENT (20
POINTS)
PRESENTATION (20
POINTS)
EXCEEDS EXPECTATIONS
(18-20)
Argument is developed
logically. At least 2
references to the research
documents, and at least 2
references to the story are
presented; evidence
supports argument;
opposition is considered and
refuted
MEETS EXPECTATIONS (15-17)
Consistent eye contact,
voice projection at
appropriate levels, students
demonstrate vocal inflection
and confidence; seamless
transitions; obvious
collaboration between
group members; group
didn’t go over 5 minutes;
visual aid supports
argument and shows
thought
Efforts are made to have eye
contact. Message is audible.
Students demonstrate some
vocal inflection and moments
of the delivery show
confidence; some transitions;
some collaboration between
members; group may have
gone over 5 minutes; visual
aid at times supports
argument and shows thought
Argument is mostly logical.
Evidence somewhat supports
argument. Opposition is
somewhat considered; some
references to research and
story, but not enough
OVERALL GROUP GRADE FOR PROJECT (out of 40 points): ___________________
COMMENTS:
DID GROUP WIN? YES
NO
DOES NOT MEET
EXPECTATIONS (14 or less)
Argument is not logical. No
references to story or
research; evidence does not
support argument.
No effort to make eye
contact. Message is barely
audible. Students are
monotone and the delivery
of argument lacked
confidence. Little, if any,
collaboration between
members; group may have
gone over 5 minutes; no
visual aid or visual aid lacks
thought or insight
RESEARCH DOCUMENTS:
Document A: About.com: Crime and Punishment http://crime.about.com/od/issues/a/insanity.htm
Document B: “The Insanity Defense: A Closer Look” http://www.washingtonpost.com/wpsrv/local/longterm/aron/qa227.htm
Document C: “The John Hinckley Trial and Its Effect on the Insanity Defense”
http://law2.umkc.edu/faculty/projects/ftrials/hinckley/hinckleyinsanity.htm
Document D: “634 Insanity Defense Reform Act of 1984”
http://www.justice.gov/usao/eousa/foia_reading_room/usam/title9/crm00634.htm
Document E: “The Insanity Defense: History and Background” http://criminal.findlaw.com/criminal-procedure/theinsanity-defense-history-and-background.html