Running Head: DIRECTED READING LESSON PLAN
Directed Reading Lesson Plan
Maria Gagliano
University of Montevallo
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DIRECTED READING LESSON PLAN
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“The Tell-Tale Heart”
COS
Standards
AL-ALEX-2007.ELA.8.1
AL-ALEX-2007.ELA.8.1.1
AL-ALEX-2007.ELA.8.1.2
AL-ALEX-2007.ELA.8.2
AL-ALEX-2007.ELA.8.6
Apply strategies, including making inferences to determine
theme, confirming or refuting predictions, and using specific
context clues, to comprehend eighth-grade recreational
reading materials.
Applying self-monitoring strategies for text understanding
Distinguishing fact from fiction to enhance understanding
Evaluate the impact of setting, mood, and characterization on
theme in specific literary selections.
Analyze works of literature for character motivation, mood,
tone, theme, similarities across texts, and literary devices.
Concurrent skills/Competency Focus:
Vocabulary, Context clues, Main idea, Supporting detail, Figurative language, Conclusions, Note
taking, Translation, Following directions, Listening
Lesson Objectives:
TSW comprehend and interpret the short story, “The Tell-Tall Heart.”
TSW apply previous knowledge of literary terms to the short story.
TSW develop inferences during the pre-reading, concurrent reading, and post-reading stages of
textual analysis by completing an anticipation guide and guided questions.
TSW use context clues to make predictions while reading.
TSW demonstrate their understanding of “The Tell-Tale Heart” by creating a news story which
emphasizes the who, what, when, where, and why of the story.
INSTRUCTIONAL PROCEDURES:
Directed Reading Lesson
Grade Level: 8th grade
Unit Topic: Short Stories
Selected Passage: “The Tell-Tale Heart” (see attached)
Phase I. Pre-Reading
SET: TTW distribute the anticipation guide (see attached) and instruct the students to complete
the “before reading” section.
TTW engage students on a discussion about their answer choices to the anticipation guide and
learn why the students chose what they did. TTW use the following questions to prompt
discussion:
 What were some of your choices and why?
 What are the reasons behind your choices? Explain any specific examples you
have.
TTW then engage students vocally in a discussion of examples of what they expect to find in
scary stories.
DIRECTED READING LESSON PLAN
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TTW explain that a review of previously learned literary terms, from the beginning of the short
story unit, is necessary before the students begin reading.
TTW then distribute “The Tell-Tale Heart” Review of Literary Terms worksheet (see attached)
TTW use the ELMO to project “The Tell-Tale Heart” Review of Literary Terms worksheet so
that students can follow along for the review.
Phase II. Concurrent Reading
TTW explain that the students should revisit the anticipation guide once they have finished
reading the text and complete the “after reading” column. TTW also explain that Part II of the
anticipation guide will be completed after reading as well.
TTW distribute copies of “The Tell-Tale Heart” Study Questions worksheet (see attached) and
instruct students that this worksheet is meant to be used as a guide to their note taking. TTW
explain that it will not be taken for a grade, nor do they have to fill it in during their first time
reading the story. TTW explain that this worksheet is meant to help them as a study guide for
this story as well as for the test that will be given at the end of the short story unit.
TTW distribute copies of “The Tell-Tale Heart” (see attached) and instruct the students to begin
reading.
TTW walk around the room to answer any question that may arise during reading.
Phase III. Post Reading
TTW again ask the students to explain their choices and reason for their answers to the
anticipation guide questions. TTW prompt students with the following questions:
 Did your opinions change?
 How did they change?
 Why do you think they changed?
 What happened in the story that influenced your choices?
 Did your opinions stay the same? Why?
TTW use “The Tell-Tale Heart” Study Questions worksheet to guide their discussion on the
story. TTW clear up any misconceptions or comprehension problems about the story.
TTW also prompt students with the following questions for discussion:
 Why do you think Poe chose to write this story?
 What do you think this story is a reflection of?
 How would you write this story?
TTW also use Review of Literary Terms worksheet to check for student understanding of the
terms and how well the students applied this story to the terms.
CLOSURE: TTW explain that the purpose behind this lesson was to engage students in critical
thinking. TTW explain that the anticipation guide, study questions, and literary terms worksheets
were all used to help enforce their reading comprehension of “The Tell-Tale Heart.” If time
allows the teacher will show a YouTube video of a reading of the story (7:48 min.) (see
attached). If necessary, this will be moved to the following day.
TTW then distribute the Writing a News Story worksheet (see attached) and instruct students that
this is to be completed for homework and that it is due in two days time.

Materials and Resources
Copies of “The Tell-Tale Heart”
DIRECTED READING LESSON PLAN
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Poe, E.A. (2010). The tell-tale heart. Richmond, VA: Poe Museum. Retrieved from
http://www.poemuseum.org/works-telltale.php
“The Tell Tale Heart” Anticipation Guide
Holzer. (n.d.). The tell-tale heart handouts. Retrieved from
../tell_tale_heart_handouts.doc
“The Tell- Tale Heart” Review of Literary Terms worksheet (self-generated)
“The Tell-Tale Heart” Study Questions worksheet
Holzer. (n.d.). The tell-tale heart handouts. Retrieved from
../tell_tale_heart_handouts.doc
Writing a News Story worksheet
Holzer. (n.d.). The tell-tale heart handouts. Retrieved from
../tell_tale_heart_handouts.doc
News Story Rubric (self-generated)
YouTube video
Jmcusack. (2006, October 6). Tell tale heart animation. Retrieved March 14, 2012, from
http://youtu.be/W4s9V8aQu4c
Assessment (of Objectives)
TTW continuously check for student comprehension of the short story by asking students
questions. Completion and discussion of the anticipation guide and study questions will
demonstrate students’ abilities to engage in textual analysis and make inferences. Students’ news
stories will demonstrate their understanding of the text as well as their ability to apply it.
TTW utilize a rubric to grade the students’ new stories (see attached).
Assignment
TTW remind the students that the study questions will not be taken for a grade, but rather, they
are there to help them with their comprehension of the reading.
TSW complete a homework assignment on “The Tell-Tale Heart” by writing a news story
demonstrating their understanding of the story.
Accommodations
TTW allow tape recorders for ELL students and students with disabilities.
TTW provide students with disabilities the assignment ahead of time.
TTW provide ELL students with the worksheets in their native language.
Technology Integration
ELMO
DIRECTED READING LESSON PLAN
Name:______________________________
5
Date:____________
Class:_______
“The Tell-Tale Heart”
Part I. Directions: Read the following statements and decide whether you agree or disagree
with them. Place an X in the correct column. After reading the story, go back and decide if your
thoughts have changed.
STATMENTS
BEFORE
READING
AFTER
READING
Agree Disagree Agree Disagree
1. People who are insane always know that they are insane.
2. Everyone has a conscience.
3. If you commit a major crime, sooner or later you will be
caught.
4. All people feel guilt or remorse after committing a crime.
5. All people share the same fears.
6. It is never right, under any circumstances, to kill another
person.
Part 2. Once you complete the “after reading” column answer the following in complete sentences—Did
your opinions change? How did they change? Why do you think they changed? Explain specific events
from the story that you think affected the changing of your opinions. If your opinions did not change,
then explain why they stayed the same. What impacted your decisions in the “before reading” column?
DIRECTED READING LESSON PLAN
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“The Tell-Tale Heart” Study Questions
Answer the following questions as you read. These will not be taken for a grade but will serve as a study
guide for you when we take a test at the end of this short story unit. Think of these as a guide for your
note taking! So, think and answer carefully! Use the back of this worksheet if you need more room.
1. Describe the narrator in detail. What is your first impression of him?
2. How does the opening paragraph foreshadow the events of the story?
3. What specifically is it about the old man that troubles the narrator? Why does it trouble him?
4. What does the narrator do every night? Why?
5. To whom might the narrator be telling his story? Where do you think he is as he tells it?
6. How does the narrator feel after he commits the murder? Is he worried about being caught?
7. The narrator tries desperately to convince his listener that he is sane. What evidence does he
give? How do his arguments actually demonstrate his madness?
8. What is your explanation for the “heartbeat” noise that drives the narrator to confess? Draw on
evidence from the text to support your opinion.
9. In your opinion, why is this story called “The Tell-Tale Heart”? Can you think of more than one
meaning for the title?
10. Name 3 details, descriptions, or actions that Poe uses to create an eerie and chilling mood.
DIRECTED READING LESSON PLAN
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WRITING a NEWS STORY
News reporters use this guide when writing a story. Use this chart to fill in the facts in “The Tell-Tale
Heart.” Then write a paragraph that could be submitted as a news story. Make up your own headline for
the story.
What happened?
Who was there?
Why did it happen?
When did it happen?
Where did it happen?
HEADLINE:
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“The Tell-Tale Heart.”
Review of literary terms
Imagery: the use of vivid language to represent objects, actions or ideas
Point of view: the vantage point from which an author presents a story.
Symbol: a word or object that stands for another word or object. The
object or word can be seen with the eye or not visible.
Mood: the atmosphere that pervades a literary work with the intention of
evoking a certain emotion or feeling from the audience
Tone: prevailing mood or atmosphere in a literary work
Personification: figure of speech where animals, ideas or inorganic
objects are given human characteristics
Simile: A type of figurative language that makes a comparison between
two otherwise unalike objects or ideas by connecting them with the
words "like" or "as."
Irony: saying the opposite of what is meant; result or ending that is the
opposite of what is expected
Protagonist: central character in a literary work
Antagonist: a character that is opposite to or challenges the protagonist.
DIRECTED READING LESSON PLAN
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Name:_______________________
News Story Rubric
10-8
9-7
6-4
3-1
Ideas
The news story
accurately
reflects events in
the story
The news story
mostly reflects
events in the
story.
The news story
reflects some
events in the
story.
The news story is
complete, but
does not reflect
the events of the
story.
Conventions
There are no
spelling,
punctuation, or
grammar errors.
There are less
than five
spelling,
punctuation, and
grammar errors.
There are more
than six spelling,
punctuation, or
grammar errors.
Numerous
spelling,
grammar, and
punctuations
errors make the
writing hard to
read.
Word Choice
Words are
carefully chosen
to reflect events
in the story.
Most words are
carefully chosen
to reflect events
in the story.
A couple of
words are
carefully chosen
to reflect the
story, but many
of the words
used are not
descriptive.
Words are not
carefully chose
and they do not
reflect the events
presented in the
story.
Total _______/30