1
The Life and Works of Edgar Allan
Poe
A unit plan by Lauren Caffee
2
Table of Contents
Introduction
Rationale
Sunshine State Standards
Learning Objectives
Unit Timeline
Lesson 1
Day 1
Day 2
Lesson 2
Day 2
Day 3
Lesson 3
Day 4
Day 5
Unit Assessment Description
Appendix
3
3
3
4
5
6
6
7
7
8
8
9
10
11
12
13
3
Introduction
Topic: Edgar Allan Poe
Subject: Language Arts
Grade Level: 7th
Rationale
Edgar Allan Poe was one of the great American authors. His writing had a profound
effect on the literary world, changing forever the genres of gothic horror and science
fiction, and inspiring the genre of mystery. Poe was a celebrity in his own time, lauded
for his literary genius and criticized for the scandals in which he was seemingly involved.
Exploring both Poe’s work and life gives students the opportunity not only to expand
their literary horizons, but to explore the relevance of historical works, recognizing which
aspects of Poe’s stories are products of the time in which he lived and which these are
still relevant today. Poe’s stories offer many varied and recurring themes that make
theme comparison possible and interesting.
Sunshine State Standards
LA.7.1.6.2
LA.7.1.7.1
LA7.1.7.3
LA.7.1.7.7
LA.7.2.1.1
LA.7.2.1.2
The student will listen to, read and discuss familiar and conceptually
challenging text.
The student will use background knowledge of subject and related
content areas, prereading strategies, graphic representations, and
knowledge of text structure to make and confirm complex predictions
of content, purpose, and organization of a reading selection
The student will determine the main idea or essential message in
grade-level or higher texts through inferring, paraphrasing,
summarizing, and identifying relevant details
The student will compare and contrast elements in multiple texts
The student will identify and analyze the characteristics of various
genres (e.g., poetry, fiction, short story, dramatic literature) as forms
with distinct characteristics and purposes
The student will locate and analyze elements of characterization,
4
LA.7.2.1.4
LA.7.2.1.5
LA.7.2.1.8
LA.7.5.2.1
setting, and plot, including rising action, conflict, resolution, theme
and other literary elements as appropriate in a variety of fiction
The student will identify and analyze recurring themes across a
variety of works
The student will develop an interpretation of a selection and support
through sustained use of examples and contextual evidence
The student will explain how ideas, values, and themes of a literary
work often reflect the historical period in which it was written
The student will use effective listening strategies for informal and
formal discussions, connecting to and building on the ideas of a
previous speaker and respecting the viewpoints of others when
identifying bias or faulty logic
Learning Objectives
1. Students will be introduced to relevant information about Poe’s life so that they can
more accurately understand and analyze the author’s purpose
2. Students will make predictions about Poe’s life based on what they have learned in
class, and confirm or dispute their ideas through research
3. Students will explain how events in Poe’s life and the historical period in which Poe
lived influenced the writing in The Black Cat
4. Students will identify and explain elements of the plot, including setting, conflict,
exposition, rising action, climax, falling action and resolution.
5. Students will identify and describe different types of characterization.
6. Students will explain the ways in which characters are presented in The Black Cat.
7. Identify gothic elements in literature and other forms of media
8. Manipulate gothic elements in order to set tone
9. Explain, with examples, how elements of gothic literature affect tone in Poe’s work
10. Compare and contrast gothic elements in two of Poe’s works
A Brief Word About the Classroom
This unit assumes a 7th grade class in a public middle school. The students sit in clusters
of four to five desks (depending on class size), which are their ‘small groups’. This desk
arrangement is only changed for tests.
5
Unit Timeline
Lesson
Monday
The Life of
Edgar Allan
Poe
Required *The Black Cat
Reading
Tuesday
Plot Structure and
Characterization
Wednesday
Plot Structure
and
Characterization
Thursday
Poe: Master of
Gothic
Literature
*The Black Cat
*The Black Cat
*The Cask of
Amontillado
*The Cask of
Amontillado
*The Black Cat
Friday
Analyzing
Theme in
Gothic
Literature
*The Cask
of
Amontillado
*The Black
Cat
6
Lesson One: The Life of Edgar Allan Poe
Lesson Objectives
1. Students will be introduced to relevant information about Poe’s life so that they can
more accurately understand and analyze the author’s purpose
2. Students will make predictions about Poe’s life based on what they have learned in
class, and confirm or dispute their ideas through research
3. Students will explain how events in Poe’s life and the historical period in which Poe
lived influenced the writing in The Black Cat
References
Binns, T. B. (2005). Edgar Allan Poe: Master of suspense. New York, NY: Scholastic
Publishing Company.
Burlingame, J. (2009). Edgar Allan Poe: "Deep into that darkness peering". Berkeley
Heights, NJ: Enslow Publishers, Inc.
Giordano, R. (2012). Biography of Edgar Allan Poe. Retrieved from
http://poestories.com/biography.php.
Giordano, R. (2012). An Exploration of Short Stories by Edgar Allan Poe. Retrieved from
http://poestories.com/index.php.
Maryland Public Television. (2002). Knowing Poe. Retrieved from
http://knowingpoe.thinkport.org.
Poe Museum. (2010). Poe’s Life. Retrieved from http://www.poemuseum.org/life.php
Schoell, W. (2004). Mystery and terror: The story of Edgar Allan Poe. Greensboro,
North Carolina: Morgan Reynolds Publishing, Inc.
Day One
Materials
 The Life of Edgar Allan Poe: a Powerpoint presentation (slides in appendix)
 Myths vs. Facts worksheet (appendix)
 Annotated copies of The Black Cat (may be found at PoeStories.com)
 The following bibliographic resources, or alternative resources that students can
use to look up information for the Myths vs. Facts activity:
o
4 copies of Edgar Allan Poe: Master of suspense by T. B. Binns
o
4 copies of Edgar Allan Poe: “Deep into that darkness peering” by J.
Burlingame
o
4 copies of Mystery and terror: The story of Edgar Allan Poe by W. Schoell
o
4 copies of the “Biography” page from PoeStories.com
7
Introduction
The teacher will present a short lecture about Poe’s life using a power point presentation.
As the teacher reviews the power point, students will take notes for their own reference.
Myth vs. Fact
Students are given the Myths vs. Facts worksheet (see appendix) and are asked to fill out
the predictions box for each question according to the instructions on the worksheet. In
small groups, students use the books on their desk to find evidence that confirms or
disconfirms each given statement. At the end of twenty minutes, each small group should
have evidence for at least three answers from the worksheet. Each group will share their
answers, and the teacher and students will go over the worksheet together.
The Black Cat
Students will be asked to begin reading The Black Cat, one of Edgar Allan Poe’s most
famous short stories. The teacher will direct students to think about the ways in which
the story might have been affected by Poe’s life experiences and the historical period in
which he lived. The story will be provided as an annotated handout, with unfamiliar
vocabulary words highlighted and defined in the margins.
Homework
The students will finish reading The Black Cat for homework.
Day Two (Part One)
Journal Entry
Students are instructed to take out their journals at the beginning of class and respond to
the following prompt, which is on the board:
“What is one way that The Black Cat may have been affected by the events in Poe’s life
or by the time period in which Poe lived? Why do you think that way? Give examples.”
Small Group Discussion
Students discuss their journal entry answers in their small groups. Each group must pick
two examples of ways the story may have been affected by events in Poe’s life or the
historical period in which he lived. After five minutes, each small group will give their
examples when called upon. The teacher will write the examples on the board. Then,
students and teacher will discuss the results as a class.
Lesson Two: Plot Structure and Characterization
Lesson Objectives
1. Students will identify and explain elements of the plot, including setting, conflict,
exposition, rising action, climax, falling action and resolution.
8
2. Students will identify and describe different types of characterization.
3. Students will explain the ways in which characters are presented in The Black Cat.
Day Two (Part Two)
Materials
 Plot structure handout (slides in appendix)
 Plot structure diagram (appendix)
References
Driskill, A. (2012). Identifying the Elements of Plot in a Short Story. Retrieved from
http://alex.state.al.us/lesson_view.php?id=6991.
Read Write Think (2012). Teaching Plot Structure Through Short Stories. Retrieved from
http://www.readwritethink.org/classroom-resources/lesson-plans/teaching-plotstructure-through-401.html?tab=1#tabs.
Plot Structure Handout
The teacher and students go over the information in the plot structure handout together.
As practice, the students and teacher will identify the key elements of plot structure for
The Three Little Pigs. First, students and teacher will make a flow chart of the major
events in the story, in the order that they occur. Then, students will identify the type of
timeline that the story follows. Students will also identify the setting of the story.
Students and teacher will place each event along the plot diagram, with explanations of
why the events belong where they are placed. Finally, students and teacher will identify
the conflict that occurs in the story.
Plot Structure in The Black Cat
Students will complete a plot diagram for The Black Cat. Students may work in pairs to
do this. A few minutes before the end of class, the students and teacher will go over the
answers together.
Homework: Journal Entry
In their journals, students will make a list of the characters in The Black Cat and what
actions they took in the story. The student will also list two words that describe each
character.
Day Three
Materials
Characterization handout (slides in appendix)
Character chart (appendix)
Blank computer or drawing paper
9
Annotated copies of The Cask of Amontillado (may be found at PoeStories.com)
References
Steele, K. (2007). Characterization. Retrieved from
http://www.kimskorner4teachertalk.com/readingliterature/literary_elements_devic
es/characterization.htm.
Yarborough, P. (2012). Character Traits. Retrieved from
http://betterlesson.com/lesson/28563/elements-of-plot-3#/lesson/28586/.
Concept Map
Students and teacher will draw a concept map of traits that describe the main character of
The Black Cat on the board. For each trait, students and teacher will also give a
supporting detail from the text as an example of something that makes the character
deserve that trait.
Characterization Handout
Students and teacher go over the characterization handout. After the handout has been
reviewed, the teacher will ask the students to help her classify Superman according to the
different characterization traits listed on the handout, writing answers on the board.
Character Chart
Students work together in their small groups to classify each character as a
protagonist/antagonist, dynamic/static, main character/supporting character, as instructed
on the handout.
Characters and Conflict
Students will draw a picture or diagram depicting the conflict that one character in the
story goes through. Students will then discuss what they have drawn and why in their
small groups while the teacher observes.
Homework
Students will read The Cask of Amontillado and draw a plot diagram that includes the
major events of the story. Students will also fill in a character chart for the Montressor
and Fortunato.
Lesson Three: Poe, the Master of Gothic Literature
Lesson Objectives
1. Identify gothic elements in literature and other forms of media
2. Manipulate gothic elements in order to set tone
10
3. Explain, with examples, how elements of gothic literature affect tone in Poe’s work
4. Compare and contrast gothic elements in two of Poe’s works
Day Four
Materials
 Introduction to Gothic Literature power point (slides in appendix)
 Young Frankenstein video clip
 The Phantom of the Opera video clip
 Sheets of blank paper for student drawings
 Guided gothic element analysis worksheet (appendix)
References
Harris, R. (2011 November 22). Elements of the Gothic Novel. Retrieved from
http://www.virtualsalt.com/gothic.htm.
Young Frankenstein – Dramatic Home. (2012). Retrieved from
http://www.youtube.com/watch?v=TwBJIhcfmMA. (video clip)
The Mirror/Angel of Music. (2012). Retrieved from
http://www.youtube.com/watch?v=JIhdWPUJr3I. (video clip)
Introduction
Students will view a power point presentation that discusses Gothic Literature and Edgar
Allan Poe. The power point has three main sections: What is Gothic Literature?, Poe and
Gothic Literature and Common Themes in Gothic Literature.
Examples
The students will be shown two video clips that contain elements of gothic literature: a
short clip from Young Frankenstein and a longer clip from Phantom of the Opera.
Before watching each clip, the students will be told to pay attention and look for the
elements of gothic literature that they just learned about. After the Young Frankenstein
clip, the teacher will point out some gothic elements that appear in the scene. While
viewing the second clip, students will be encouraged to write down gothic elements that
they notice. After the clip is over, the teacher will ask students to give examples of
gothic elements from the clip, and will also point out those examples that students don’t
notice.
Gothic Elements in The Black Cat
In their small groups, students will be asked to come up with three gothic elements that
appear in The Black Cat. Students will be allowed to reference the story. After a few
minutes, the teacher will call on groups to list the gothic elements that they noticed in the
story. The teacher will then go over gothic elements that were missed if applicable.
11
Applying Gothic Elements
Students will be asked to write a paragraph or draw a picture that contains at least two
gothic elements. The teacher will present examples so that the students know what to
look for. Students must label and explain how the use of the gothic elements affects the
overall mood of their work. After fifteen minutes, students will be asked to present and
explain what they have drawn or written.
Homework
Students will complete the guided gothic element worksheet for both The Black Cat and
The Cask of Amontillado.
Day Five
Materials
 Brochure instructions, template and rubric (appendix)
 Art supplies (markers, colored pencils, glue, etc.)
 Construction or computer paper
References
Harris, R. (2011 November 22). Elements of the Gothic Novel. Retrieved from
http://www.virtualsalt.com/gothic.htm.
Homework Review
Discuss student answers to guided gothic element worksheet.
Think-Pair-Share/Journal Entry
Students will divide into pairs. Students will be asked to write down one similarity
between The Cask of Amontillado and The Black Cat in their journals. After a few
minutes, students will discuss their answers with their partner. Each partner will write
down the other’s similarity (a detailed description is not required, just the gist of the
observation). Then, each pair will share their answers with the class.
Venn Diagram
The teacher will draw a large Venn Diagram on the board, and will instruct students to
copy the Venn Diagram on a sheet of notebook paper as she fills in the Venn Diagram on
the board. Students and teacher will use the Venn diagram to compare and contrast what
gothic elements appear in The Black Cat and The Cask of Amontillado. The class will
then compare and contrast themes that appear in each story in the Venn Diagram.
Brochure Project
Students will be given the Brochure template and rubric. Students will be asked to pick
one gothic element or theme that was found in both The Black Cat and The Cask of
Amontillado and create a brochure that contains the following elements:
12







The element or theme being examined
An explanation of what the element or theme is with examples of how it appears
in both stories
An explanation of how the element or theme affects the tone of the story
An explanation of the effect that the element or theme has on the plot of the story
(Does it drive the plot forward? Is it relevant to the plot? In what part of the plot
does it appear?)
A short explanation of how this element or theme is reflective of Poe’s time
period OR an explanation of how it is still relevant today
One way in which the element or theme was used that was similar in both stories
One way in which the element or theme is used differently in both stories
Unit Assessment
The brochure project will serve as the assessment for the Edgar Allan Poe unit. In this
project, students will demonstrate their understanding of the topics included in this unit:
themes and elements in Poe’s work, tone, comparison and contrast, and plot. The grading
methods for this assessment are described in the appendix.
13
Appendix
Unless otherwise noted, all materials that appear in this appendix were created by the
author of this unit plan.
14
The Life of Edgar Allan Poe: A Power Point Presentation
15
16
Myths vs. Facts
Instructions: Now that you know a little more about Poe, you may be able to make some
reasonable guesses about other things that occurred in his life. Below are several
statements that are either facts or common myths about Poe’s life. In the “Prediction”
column, write whether you think the given statement is true or false. Then, use the
resources at your table look up information that verifies or disputes the statements. In the
“Final Answer” column, write whether the statement is really true or false, and give
evidence from the text that supports your answer. Be sure to identify the resource in
which you found the information. The first column is filled out as an example.
Statement
Poe managed a newspaper.
When Poe died, he was
drunk and in a gutter.
Poe was a sergeant major in
the U. S. Army.
Poe’s biographer was his
close and personal friend.
Prediction
False. Poe was a writer,
not a journalist.
Final Answer
True. Poe was the
editor for the Southern
Literary Messenger in
1835. (Found in
PoeStories.com
biography sheet.)
17
Poe married his young
cousin, Virginia, when she
was only 13.
Edgar’s guardian gave him
little money to attend
college because he couldn’t
afford to send more.
Poe was expelled from
West Point.
The scandal that followed
Poe’s death caused people
to dismiss his literary works
for many years.
18
Plot Structure Notes
19
20
21
22
Plot Diagram
Name:
Date:
Class Period:
23
Climax:
Setting:
Rising Action:
Falling Action:
Resolution:
Exposition:
24
Characterization Handout
25
26
27
28
Character Chart
Instructions: Write the name of each character in the story in a “Character” box. For
each character, check the boxes to indicate whether they are a protagonist or antagonist,
dynamic or static, a main character or a supporting character. In the “Explain” column,
give evidence to support your decision.
Character
Am I…
 a protagonist
 an antagonist
 dynamic
 static
 a main character
 a supporting
character
 a protagonist
 an antagonist
 dynamic
 static
 a main character
 a supporting
character
 a protagonist
 an antagonist
 dynamic
 static
Explain
29
 a main character
 a supporting
character
 a protagonist
 an antagonist
 dynamic
 static
 a main character
 a supporting
character
 a protagonist
 an antagonist
 dynamic
 static
 a main character
 a supporting
character
 a protagonist
 an antagonist
 dynamic
 static
 a main character
 a supporting
character
30
Introduction to Gothic Literature
31
32
33
34
35
36
37
38
39
40
41
Guided Gothic Element Analysis
Instructions: Identify two gothic elements in The Black Cat and two gothic elements in
The Cask of Amontillado. Complete the following questions for each element in your
journal. Your answers for each question should be at least two sentences long.
1.
2.
3.
4.
Identify and explain one gothic element from the story.
How does this device affect the plot of the story?
How does the way this device is used affect the overall feel (tone) of the story?
Why might the author have chosen to include this gothic element in the story?
42
Brochure Instructions and Template
For this project, you will make a brochure that explains either one gothic element, theme
or central conflict that occurs in both The Black Cat and The Cask of Amontillado. Pick
one element, theme or conflict that occurs in both stories. Your brochure should contain
the following sections:
A. Title
This should indicate the element, theme or conflict that your brochure describes.
B. What is it?
Explain what your element, theme or conflict is and how it appears in both stories. Give
examples.
C. Tone
Explain how your element, theme or conflict affects the overall tone of each story
D. Plot
Explain the effect that your element, theme or conflict has on the plot of the story. Does it
drive the plot forward? Is it relevant to the plot? In what part of the plot does it appear?
E. Historical Relevance
Explain how this element, theme or conflict is reflective of Poe’s time period OR how it is
still relevant today
F. Similarities Among Poe’s Works
Give one way in which the element, theme or conflict that was used is similar in both
stories
G. Differences Among Poe’s Works
Give one way in which the element, theme or conflict is used differently in both stories
A sample template is provided below.
43
Template
What is it?
Element
in the
Work of
Edgar Allan
Poe
Similarities
Historical
Relevance
Plot
Differences
Name
Class Period
Front Cover
Tone
Flap 1
Middle
Flap 2
Grading Rubric
Organization
Graphics
Spelling/Grammar
4
The brochure
has a clear
organization,
with sections
labeled.
The brochure
contains several
graphics that
support the
content and add
to the overall
appeal of the
project.
There are very
few to no
3
The brochure is
organized into
sections.
2
Some
organization has
been attempted,
but sections are
not clearly
defined.
The brochure
The brochure
contains several contains some
graphics that are graphics, but
relevant to the
they are not
topic.
always relevant.
1
The brochure
is not
organized
into sections.
There are a few
spelling or
The brochure
is difficult to
There are many
spelling or
The brochure
does not
contain
graphics.
44
Quality of Ideas
Clarity of Writing
spelling or
grammatical
errors in the
brochure.
grammatical
errors in the
brochure.
grammatical
errors in the
brochure.
Explanations
demonstrate
higher
understanding of
the topic and
contains welldeveloped,
relevant
examples.
Writing is clear
and concise.
Paragraphs are
well-developed
with logical
sequence and
transitions.
Explanations
demonstrate
understanding
of the topic, and
examples are
included.
Explanations
show some
understanding
of the topic.
There are few
examples.
Writing is clear.
Paragraphs have
a logical
sequence, and
transitions are
used.
Writing is clear
most of the
time.
Paragraphs have
a sequence, but
transitions are
not often used
or make little
sense.
read because
of the number
of spelling or
grammatical
errors.
Explanations
do not show
understanding
of the topic or
no examples
are included.
Writing is
mostly
unclear or
vague.
Paragraphs
lack a clear
sequence.