“The Raven” and “Annabel Lee”
Name:
Ryan Salisbury
Section ADO594
Time: 11:00-2:30
#:
Educational Task: In this lesson, students will read and listen to two poems by Edgar Allan Poe. An audio
version will be played of both “The Raven” and Annabel Lee” while the students read along. The purpose of this
activity is to introduce students to the field of comparative literature. Using an audio recording of the poems will help
students retain the meaning of the poem while providing a fun way to engage a literary text. After listening to these
recordings, students will watch a version of “The Raven” performed on The Simpsons. The aim of this approach is to
provide a fun, relatable version of the poem to aid in student comprehension as well as assist learners who are more
visual. Upon completion of the initial readings, students will break up into groups and complete a Venn diagram in
which they demonstrate their understanding of the similarities and differences among two of Poe’s most cherished
poems.
Grade Level, approximate number of students, types of students:
Eighth Grade, Approximately twenty-five students, both blocks represent a cross-section of ability levels.
Materials and Sources:
-Each student will need a copy of “The Raven” and “Annabel Lee”
-Each student will need a blank Venn diagram to be filled in after their readings
-An audio recording of both “The Raven” and “Annabel Lee”
-Copy of The Simpson version of “The Raven.”
NYS Performance Indicator(s):
ELA Standard 1: Students will read, write, listen, and speak for information and understanding
 ELA1.I.SW2C Students organize information according to an identifiable structure, such as compare/contrast
or general to specific.
ELA Standard 2: Students will read, write, listen, and speak for literary response and expression
 ELA2.I.LR1B Students understand and identify the distinguishing features of the major genres and use them to
aid their interpretation and discussion of literature.
 ELA2.I.LR1C Students identify significant literary elements and use those elements to interpret the work.
 ELA2.I.SW2A Students present responses to and interpretations of literature, making references to the literary
elements found in the text and connections with their personal knowledge and experience.
ELA Standard 3: Students will read, write, listen and speak for critical analysis and evaluation
 ELA3.I.LR1B Students assess the quality of texts and presentations, using criteria related to the genre, the
subject area, and purpose.
 ELA3.I.SW2A Students present clear analyses of issues, ideas, texts, and experiences, supporting their
positions with well-developed arguments.
ELA Standard 4: Students will read, write, listen, and speak for social interaction
 ELA4.1.RW2B Students use appropriate language and style for the situation and the audience and take into
account the ideas and interests expressed by the person receiving the message.
Performance Objectives:
-Students will demonstrate the ability to compare and contrast two works of literature by filling in a Venn diagram
-Given a list of six literary elements relevant to their reading, students will be able to define each with examples with
eighty percent accuracy
-Students will express an appreciation for literary expression by discussing two poems in small groups and using their
discussion to complete a Venn diagram
Safety Precautions: N/A
Part of Lesson
Teacher and Student Actions
Questions. These can repeat for
different parts of the lesson if
appropriate. Include both lower
order and higher order questions for
each lesson. Include questions that
indicate you have checked for
understanding for both procedures
and content.
Launch/Anticipatory
Set/Before
State prior knowledge
needed, then explain how
you will access prior
knowledge and draw the
students into this
particular lesson.
Teacher Actions: Teacher begins by
Is anyone familiar with these literary
elements?
-Rhyme (Internal and End Rhyme)?
-Alliteration?
-Repetition?
-Setting?
Also explain how you will
launch the “problem” the
students will solve during
the explore. Some
problems need more
extensive launches than
others.
distributing a non-evaluative assessment of
student’s knowledge of six literary
elements. Teacher explains that this quiz is
meant only to get an idea of what the
students know about these elements.
Teacher explains that these elements are all
included in the poems they will read. Once
quizzes are complete, teacher introduces
“The Raven” and “Annabel Lee”. Teacher
explains that while students are listening to
the poems, they should be reading along
and taking notes in the margins. Teacher
then models note-taking strategies. The
teacher stresses the importance of taking
brief notes, underlining important passages,
and circling any instances of literary
elements they find. The quiz and the
introduction should take no more than
twelve minutes.
Has anyone ever heard of either of these
two poems?
Can someone explain to a neighbor the
basic plot of either of these poems?
Student Actions: Students are given five
to seven minutes to complete as much of
the quiz as possible. At this point, students
have copies of both poems in front of them.
While teacher models note-taking
strategies, students follow along by
underlining and circling what the teacher
demonstrates.
Can anyone identify any of the literary
elements we have discussed in the first few
lines of “The Raven”?
Turn to your neighbor and explain any one
of the literary elements discussed so far.
Explore/During
Describe what the
teacher will do and how
the students will be
engaged in the
lesson/activity.
Teacher Actions: At this point,
approximately sixty-eight minutes should
be left in the block. Students have their
copies of “The Raven” and the teacher
begins the audio recording of the poem.
Teacher explains that students are to read
along and take notes whenever appropriate.
The recording of “The Raven” lasts for
about nine minutes, but teacher will
interrupt several times to inquire about
setting, plot, and to gauge student
comprehension. After completion of the
listening portion, teacher will play The
Simpsons version of the text. Teacher
explains that this is another way to help
students visualize the setting and aid in
comprehension. Teacher explains that
students should not be writing notes but
should be thinking of ways that this version
differs from the one they have just read.
This portion of the lesson should take about
fifteen minutes. After The Simpsons
version, students will shift gears and
prepare to read and listen to “Annabel Lee.”
Teacher will emphasize the importance of
reading along and paying attention to
similarities and differences among the two
texts. Listening and discussing “Annabel
Lee” should take about ten minutes.
What is the setting of this poem?
What does Poe mean by lore?
Can anyone help analyze the rhyme pattern
thus far?
Has anyone noticed any instances of
alliteration or repetition?
Several kinds of birds can mimic human
speech. Why do you think Poe used a
Raven? Can you expand on what you just
said?
Can anyone identify moments when this
version of the poem differed from the
original text?
In what ways was it similar?
Did you find watching this version helpful
in understanding the meaning of the poem?
How so?
Did anyone find examples of similarities
between the two poems?
Does anyone want to discuss any
differences between the two?
Student Actions: Students should be
listening and reading along with their copy
of the text. They will take notes in the
margin of the text to prepare them for the
Venn diagram. After students have listened
to the audio recording, they will watch the
cartoon version. At this point they should
sit quietly without taking notes but prepare
to answer questions about the similarities
and differences between the two versions of
text. Students will again be asked to read
along with the audio recording and take
note of any instances of similarities and
differences between “The Raven” and
“Annabel Lee.” Like with “The Raven,”
students will be asked to take note of any
literary elements they discover.
Can anyone identify any of the literary
elements in “Annabel Lee?”
What is the setting in this poem?
Can you identify moments of repetition?
Why do you think Poe used this device in
both of these poems?
Do you think that the use of repetition was
effective? Why or why not?
Summary/Closure/After
Describe how you will
summarize the lesson.
This is a most important
part of a problem solving
lesson where the
students share their
strategies. The teacher
should facilitate the
discussion and the
students should be
actively engaged.
Teacher Actions: To summarize this lesson,
students will be asked to work in groups to
fill in a Venn diagram. Teacher will model
the components of the diagram, explaining
what each section of the circles signifies.
Teacher models the correct way to label the
diagram and includes one example to get
the students started. Students should have
thirteen minutes to complete as much of the
diagram as possible. Teacher will circulate
around the room focusing attention and
providing assistance whenever necessary.
A successful diagram consists of at least
four examples in each section. Whatever is
not finished will be homework.
Is anyone familiar with a Venn diagram?
Could you please explain the components
of the diagram to your neighbor?
What do we mean when we say compare?
What do we mean when we say contrast?
Student Actions: Students will already be
arranged in groups of four and will have
thirteen minutes to discuss and complete as
much of the Venn diagram as possible.
Each member of the group will have a copy
of the diagram.
Assessment
Clearly describe how the
teacher will know if the
students met the
objective. Assessment
should be embedded
within the activities. The
assessment may include
a separate independent
component.
The assessment for this activity will be the Venn diagram. A successful diagram will
consist of at least four instances of differences and similarities. The diagram must include
some of the literary elements covered throughout the lesson. For instance, in the compare
section of the diagram, students can point out that both poems use repetition. The
compare/contrast will be based on similarities and differences among “The Raven” and
“Annabel Lee.” If students do not have at least four examples in each section at the end of
the class period, they may finish it for homework.
Modification for
Advanced Learners
Advanced learners will have the opportunity to perform a rhyme scheme analysis for
homework. Students will take each poem and break down their lines into the correct
rhyme scheme. For example, ABAB CDCD EFEF GG.
Modifications for two
types of disabilitiesstate the name of the
disability here. You
may include a
modification for ELL.
The implementation of audio technology will benefit students with any visual impairment
as well as provide double encoding for overall comprehension.
Students with problems with written expression may use computer software to complete
the Venn diagram