# data[].attributes.attachment_link.title
Tell Tale Heart Trial Evidence Collection 

# data[].attributes.body
https://play.kahoot.it/#/k/965be829-300c-445b-aae4-67e4c41e20e7

# data[].attributes.body
No internet needed

# data[].attributes.body
ReadWriteThink resources on horror stories

# data[].attributes.attachment_link.readable_text
Grades

6 - 8

Lesson Plan Type

Unit

Estimated Time

Ten 60- to 90-minute sessions

Lesson Author

Publisher

Student Objectives Instruction and Activities Extensions Student Assessment/Reflections
STUDENT OBJECTIVES

Students will

Activate prior knowledge about scary stories by completing an anticipation guide and characteristics web

Develop an understanding of scary story elements and strengthen critical thinking skills by listening to a read-aloud and examining the story's setting, characters, plot, and ending

Recognize descriptive word choices and details that contribute to the effect of a scary story and apply those descriptive elements to the writing of their own scary story

Respond and make personal connections to a story by completing a written reader-response journal

Make reading and writing connections by demonstrating their understanding of scary story elements through the writing of their own scary story

Apply the writing process by brainstorming, prewriting, peer editing, revising, and publishing their scary story

back to top Introduction
Instruction and Activities

1. Distribute folders and the Goosebumps Anticipation Guide, and have students complete the before column with a partner, then share their responses with the class. At the end of the lesson, students will return to complete the after column. Have students place the anticipation guides in their folders. This is where they will keep all of their work during the lesson.

2. Activate prior knowledge by asking the class: "What scary stories have you read?" "Which were the scariest?" "Who are some authors of scary stories?" "Why do you like to read scary stories?" "What makes them scary?" Point out that scary stories also include mysteries, adventure stories, and survival stories.

3. Have students brainstorm the characteristics of a scary story while you write their responses on the Scary Story Characteristics Web you prepared earlier. Discuss why plot, setting, descriptive writing, characters, and suspense are important to a scary story.

Setting and descriptive words

Exploration of Story Structure

Each day read several chapters aloud from your selected Goosebumps book. As you read, stop intermittently and think aloud about how various story elements affect the scariness of the story. Refer to the Literature Guide Questions and encourage students to discuss and think critically about the setting, characters, plot, and mood of the book to determine what makes it scary.
Character description

1. Tell students that authors of scary stories often use setting and word choice to create a disturbing mood or atmosphere.

2. Set up a chart paper with two columns. As you come to words or phrases in the text that describe the setting, write "when" words (e.g., Halloween, midnight) on the left side and "where" words (e.g., basement, haunted house) on the right side. How are these words clues about the setting?

3. On a second sheet of chart paper, start a list of descriptive words and phrases that convey fear in the story. This list may include words and phrases that describe the sounds, places, things, or people in the story (e.g., a face in the window, a stormy night, creaky stairs, people wearing black). How do these words and phrases add to the mood of the story?

4. Continue reading aloud, stopping intermittently to identify key descriptive words or phrases that convey a scary setting or mood, and continue to model by thinking aloud how these words contribute to the scariness of the story.

Plot

1. Tell students that much of a scary story's suspense is conveyed through the characters' thoughts, words, actions, and reactions to events and other characters.

2. Continue modeling as you read the book, this time focusing on descriptive words about the characters. Have students draw conclusions about the main character and villain by using the thoughts, actions, and words of each character. Have students add these words to the ongoing descriptive words list.

3. Take the class to the computer lab or have students work at classroom computers. Have students use their completed Character Descriptions Organizers to help them compare and contrast the main character and villain using the interactive Venn Diagram. Remind students to print and place their Venn diagrams in their folders.

1. As you read aloud, have the class notice how the plot unfolds and how the author creates suspense.

2. Distribute The 5 Ws of Scary Story Writing and help students identify the story's details on an overhead transparency. Have students add the completed 5 Ws organizer to their folders.

3. Have students use The 5 Ws of Scary Story Writing to identify and describe the story elements (i.e., character, setting, conflict, resolution) and then type their responses into the interactive Story Map. Have students print and place the story maps in their folders.

4. Before reading the final chapters, have students predict what they think will happen.

Independent Reading and Journal Assignments
Once you have finished reading the scary story, lead the class in a discussion and review using the After Reading section of the Literature Guide Questions.
Writer's Workshop

1. Have students preview their books by examining the front and back covers. Ask them to make predictions about their books based on the preview.

2. Allow students time to read their books independently. Adapt a timeframe to fit your students' needs and abilities. Ask students to read a minimum of 30 minutes each night. Also provide 10 to 15 minutes of independent reading in class each day so you can monitor their reading.

3. Distribute and explain the Journal Assignments Journal Rubric so that students will know how they will be evaluated before they complete the assignments. Students should complete one to two journal entries each night after they read, or work at their own pace to complete the journal assignments.

4. Each day, promote discussion through the use of cooperative groups. Allow students to talk about what they are reading and to share their journal responses with their groups. Ask volunteers to read excerpts from their books that support their responses.

back to top

1. Discuss how authors' ideas usually come from real life. Discuss interesting "what if" situations from your students' lives. What would be a good idea for a scary story that happened in real life?

2. Review the descriptive word charts that are displayed around the room and the graphic organizers that you completed during the read-aloud. Students should also review their individual journal assignments.

3. Distribute and discuss the How to Write Your Own Scary Story worksheet and the Writing Rubric so that students will know how they will be evaluated on this part of the lesson. Walk around the room and monitor students' progress as they brainstorm ideas for a story plot, choose a villain, and write a surprise ending.

4. Provide class time for students to write their own scary stories. Remind students daily to review the various charts and organizers from their previous work to aid in word choice and plot development. Help students as needed by providing feedback and suggestions for improvement.

5. After the peer-edit session, students should revise their work as necessary.

6. Ask student volunteers to read their scary stories to the class. Turn the lights down and play spooky music while students read aloud.

back to top
EXTENSIONS
back to top

Put students' scary stories into a class anthology and share them with other classes.

Have each student write a short review of the book he or she read during the lesson on an index card. Reviews should include the book title, a brief description of the story without revealing the ending, and the student's opinion of the book. Students can then share their reviews with their classmates.

STUDENT ASSESSMENT/REFLECTIONS

Have students complete the after column on the Goosebumps Anticipation Guide, and compare their before and after responses. Did any of their answers change? Go over the correct answers with the class. All answers are true, except #4 and #5.

Collect students' scary story folders to evaluate their graphic organizers, worksheets, and prewriting notes.

Use the Journal Rubric and Writing Rubric to assess students' work.

# data[].attributes.attachment_link.title
Thrills! Chills! Using Scary Stories to Motivate Students to Read - ReadWriteThink

# data[].attributes.attachment_link.description
Grades 6 - 8 Lesson Plan Type Unit Estimated Time Ten 60- to 90-minute sessions Lesson Author Publisher Student Objectives Instruction and Activities Extensions Student Assessment/Reflections Students will Activate prior knowledge about scary stories by completing an anticipation guide and characteristics web Develop an understanding of scary story elements and

# data[].attributes.body
A little deeper comprehension

# data[].attributes.body
Examines poetic form and some low level comprehension

# data[].attributes.body
Tic Tac Toe choice board from TPT unit (see above attached files)

# data[].attributes.body
Pt 2

# data[].attributes.attachment_link.title
2 - Poe Escape Room Resources for Student Packets

# data[].attributes.body
pt 1

# data[].attributes.body
https://www.youtube.com/watch?v=wDLLHTdVSgU

# data[].attributes.body
In text pg 89-98
Has comprehension questions and a test

# data[].attributes.body
Understanding part of the story and using text-evidence

# data[].attributes.body
Students will assess which mental health disorder the narrator has in Tell-Tale Heart to be presented in front of a mock jury
*Officer to come in and act as Bailiiff?*

# data[].attributes.body
Students could construct fake texts showing the man and his wife discussing the missing cat

# data[].attributes.body
Story traits for scary stories

# data[].attributes.body
https://prezi.com/1tpzwznfvsc6/edit/#6_30863873

# data[].attributes.body
Nonfiction piece pg 125-132
Has comprehension question and a test

# data[].attributes.body
See handout from Staci

# data[].attributes.body
Students in this class like to draw. May want to do the wanted poster with them as well as AP?

# data[].attributes.body
Officer from Beckley PD to come and discuss CSI.
See link for crime scene ideas

# data[].attributes.attachment_link.description
Originally posted October 17, 2012 Submitted by Tonya Wyatt, 8th Grade Center Here lies the body of the old man... So began our days of being detectives in the English classroom. We started reading the story, The Tell Tale Heart by Edgar Allan Poe and solving the crime scene of one of the ...

# data[].attributes.body
Read story - Printable found in TPT Purchased Unit

# data[].attributes.body
In groups, use Keynote to create a biography of Edgar Allan Poe. They will present in class.

# data[].attributes.body
Describe the character's traits etc what kind of story would the narrator make up for why the character is gone

# data[].attributes.body
Students will write Poe's obituary
-Realistic fiction (chose one of the ways Poe may have died)

# data[].attributes.body
Charts to be completed for Black Cat through TPT Poe unit purchase (see above link)

# data[].attributes.body
Refer to TPT purchase for task cards. #1 & #2 must be done prior to reading story. Others are during or post-reading

# data[].attributes.body
see pg 37

# data[].attributes.body
Interesting role playing for students

# data[].attributes.body
Pit & Pendulum specific

# data[].attributes.attachment_link.readable_text
ReadWriteThink couldn't publish all of this great content without literacy experts to write and review for us. If you've got lessons plans, videos, activities, or other ideas you'd like to contribute, we'd love to hear from you.

Find the latest in professional publications, learn new techniques and strategies, and find out how you can connect with other literacy professionals.

Teacher Resources by Grade

More

Home › Classroom Resources › Lesson Plans

Lesson Plan

Grades

9 - 12

Lesson Plan Type

Standard Lesson

Estimated Time

Five 60-minute sessions

Lesson Author

Publisher

Materials and Technology Student Interactives Preparation
MATERIALS AND TECHNOLOGY
back to top
STUDENT INTERACTIVES

Persuasion Map
Grades 3 - 12 | Student Interactive | Organizing & Summarizing
back to top back to top back to top
The Persuasion Map is an interactive graphic organizer that enables students to map out their arguments for a persuasive essay or debate.
back to top
PRINTOUTS

WEBSITES

PREPARATION

1.

Obtain and familiarize yourself with Edgar Allan Poe's original short story "The Pit and the Pendulum" and the 1961 film adaptation The Pit and the Pendulum directed by Roger Corman. Make copies of the short story for every student in your class.

2.

For background information about Edgar Allan Poe, visit the Poe Museum website.

3.

Highlight the opening passage from the short story and screen the film's opening scenes as described in Session 1 (Step 9). Note that this lesson assumes students will screen the film during two separate class sessions. Session lengths, however, can be flexible to accommodate your classroom schedule-as such, you will want to determine the best stopping point for the first screening based on your ideal session length. The film runs for approximately 120 minutes.

4.

If your classroom does not have computers with Internet access, reserve Session 5 in your school's computer lab. Bookmark and familiarize yourself with the online Persuasion Map graphic organizer. Check to make sure that computers have the most recent version of the Flash plug-in (which can be downloaded for free from the ReadWriteThink.org Site Tools page). You may wish to print a sample persuasion map for reference. Alternatively, you can print a blank Persuasion Map and make photocopies for class distribution.

# data[].attributes.attachment_link.title
Comparing a Literary Work to Its Film Interpretation - ReadWriteThink

# data[].attributes.attachment_link.description
ReadWriteThink couldn't publish all of this great content without literacy experts to write and review for us. If you've got lessons plans, videos, activities, or other ideas you'd like to contribute, we'd love to hear from you. Find the latest in professional publications, learn new techniques and strategies, and find out how you can connect with other literacy professionals.

# data[].attributes.body
Students type poems, and age paper to be hung on the bulletin board in the room

# data[].attributes.attachment_link.readable_text
I saw Martha "antique" paper a few years ago, and although I don't remember her technique, I do remember that it was complicated. I played around with the general idea, though, and came up with an easy way to get the same aged look.
What You'll Need

A piece of paper you want to age. (I used regular 24lb laser paper. Of course, print your poem, passage of writing, and etc. to the page before you attempt to antique it.)

1/4 cup of hot, black coffee. (Although I've only used coffee, I'm sure tea would work.)

A teaspoon or so of instant coffee. (I haven't used fresh ground coffee or tea leaves, but they might work too.)

A baking sheet larger than the piece of paper you want to antique.

Sponge brush, or soft bristle brush.

Paper towels.

An oven.

How To Do It
1. Pre-heat oven to lowest setting. For me it was 200 degrees.

2. Crumple up your piece of paper into a ball, then smooth it out and place in your baking sheet.

3. Pour hot coffee over your paper. Spread coffee over/around your paper with a sponge brush. (I puddled a little too much in the lower left corner in the picture below.)

4. Sprinkle instant coffee over your paper.

5. Let stand for a few minutes, letting the coffee crystals "blossom."

6. Using a couple of paper towels, dab the coffee up so none is pooled on the baking sheet or paper.

7. Slide sheet into oven. Keep a watch on your project just in case of flame ups.

8. "Bake" sheet for about five minutes or until paper is dry. You can tell it's drying when the edges of the paper start to curl up.

What To Do With It
Frame your antiqued poem or passage for a great-looking piece of cheap art; or use it to make your sweetie a heart-felt Valentine. Antiqued paper also looks great as a backdrop for photographs, serving as recessed matting. (I'd only use copies of treasured photos for archival reasons, however.)

Speaking of paper... have you seen this fun oak leaf garland tutorial?

# data[].attributes.attachment_link.description
I saw Martha "antique" paper a few years ago, and although I don't remember her technique, I do remember that it was complicated. I played around with the general idea, though, and came up with an easy way to get the same aged look. What You'll Need A piece of paper you want to age.

# data[].attributes.body
AP 11 Work

# data[].attributes.body
Students seemed excited to write Poe-esque poetry. Be sure to include this to reach certain students.

# data[].attributes.attachment_link.readable_text
By Dusty Grein and Evan Mantyk

"The Raven" by Edgar Allan Poe remains one of the English language's most popular and influential poems since it was written in 1845. Much of this was Poe's own doing, as he performed it quite frequently, and wrote many essays and commentaries on it in the press. It has cemented itself in the modern era, and has been the subject of many portrayals, from Vincent Price in the 1960s to the Simpson's rendition in the 1990s.

One of the keys to its incredible appeal is its brilliant rhyme pattern and rhythm. While the language may be somewhat difficult to understand or relate to, people keep returning to it for Poe's enchanting classical meter.

We are going to explore this poem's rhythmic genius in depth, give some examples of other poems that "Raven" fans might like, take a look at the poem itself, and discuss using this poetic framework to build a poem of our own.

Poems Similar to "The Raven"

Many people list "The Raven" as their favorite poem, and their interest in poetry ends there. They hear or read some free verse, which lacks clear rhyming or rhythm, and sadly for some, the attraction to poetry is over.

If you like "The Raven," but don't really care for free verse poetry, don't lose hope! There are many other poems that have similar classical meter. In particular, the following poems have a rhythm very similar to that of "The Raven":
Recent Poetry A Reincarnation of the Raven
Older Poetry Ode to a Soldier's Wife The Poem
Portrait of a God
Song of Hiawatha by Henry Wadsworth Longfellow
The Bells by Edgar Allan Poe
Tyger, Tyger by William Blake

In an early draft of the poem, Poe actually had a parrot instead of a raven. This gives us some basic idea of what is going on throughout this poem. A man is sitting in his study late at night when he hears knocking. He opens the door, but no one is there. After more knocking, he opens the window and a Raven flies in, seeking shelter from the stormy night. It then begins repeating the same word over and over again: "nevermore."

In an otherwise realistic poem, this slight supernatural flourish creates just the right amount of mystery to push the story along as we learn about the narrator's lost love, Lenore, who will return "nevermore." The bird's echoed mutterings to the questions he asks make him feel even worse in his melancholy.
Useful vocabulary when reading the poem:
Not exactly a brilliant plot filled with divine insight, but a study in deep emotion and a vehicle for vigorous language. It poignantly and beautifully depicts the haunting feeling of longing one has for a love which is distant or lost.
{This version is a direct reprint, retaining the original spelling, approved by Poe himself}THE RAVEN.
Here is his masterpiece in its beautiful entirety, as reprinted in the Richmond Weekly Examiner, September 25, 1849 (by permission of Poe himself):
Quick review from "Basics of Classical Poetry": a trochee is a two-syllable foot, comprised of a hard syllable followed by a soft one-the opposite of an iamb-and trochaic lines are built from these trochees. A tetrameter is a set of four poetic feet, and an octameter is eight poetic feet.
-Pallas: Another name for Athena, Greek goddess of wisdom and war
-Plutonian: Derived from Pluto: Another name for Hades, which refers to both the Kingdom of the Dead and the god of the Dead.
-Seraphim: six-winged angel
-Nepenthe: an ancient medicine for relieving sorrow originating from Egypt
-Balm in Gilead: a rare medicinal perfume mentioned in the Bible that has come to represent a cure-all
-Aidenn: The Garden of Eden ; paradise in a general sense

Deciphering The Raven's Meter

Poe was a skilled craftsman of the English language. His mastery of difficult poetry is evident here in the use of trochaic octameter. He himself published an essay, "The Philosophy of Composition," regarding the methodical process he used to create his poem. In it, he explains, step-by-step, how "The Raven" came to be, and the logic behind each image and emotion.

Instead of focusing on these creative decisions and the philosophy that is expressed through the process, I would like to discuss the mechanics behind the poetic architecture of the piece. It is the one area that Poe only lightly touches on, and this structure-if followed closely-will help the aspiring poet to build a narrative poem, based on whatever subject he or she desires, with a melodic cadence and flow.

The poem itself was created in trochaic syllable pairs, instead of iambic ones, and each stanza is comprised of eleven tetrameters. These are welded together into five octameter lines, followed by the final refrain-like tetrameter line, the Raven's immortal quote and that ominous long "OR" sound.

He also used the subtle trick of omitting the final syllable on lines two, four, five and six, which all rhyme. This method is called catalectic ( headless), and emphasizes these lines by letting the final syllable stand alone.

Finally, the poem was built using a very strict rhyming pattern as follows:

Adding to the difficulty of this masterpiece, is the fact that the same refrain rhyme syllable ( the B in the pattern) is used in all eighteen stanzas of the poem.

To clarify, let's look at the structure of the poem (x means that no rhyme is needed):

[ A A] Once upon a midnight dreary, while I pondered, weak and weary,

[ C C] While I nodded, nearly napping, suddenly there came a tapping,

[x B] "'Tis some visiter," I muttered, "tapping at my chamber door -

If you read just the italicized words-the fourth trochee in each tetrametered half-line-you will see the inherent flow of the piece.

Creating a Poem, Following This Pattern

Building a poem on this frame presents us with some challenges. First let's break down the number of rhyming words:
An Example
"A" words - We need at least two of these rhyming words, that must end with a trochee (two syllables, with the first one stressed). I myself like the challenge of finding three of these words that rhyme, and using the third one in line #2, in place of the "x" word, treating it like the "C" words in lines #3 and #4.

"C" words - We need three of these. Like the "A" words, these three rhyming words must end in a trochee, and are easiest to do with two syllable words.

"B" words - Here is the true challenge. We need four rhyming words, of a single stressed syllable. These will replace the eighth trochee at the end of lines #2, #4, #5 and the fourth at the end of line #6.

"x" words - Here for use in line #5 (and #2 if you desire) is our connecting trochee, as the fourth of eight in the line. This trochee does not have to rhyme, although I like to make the one in line #2 an "A" rhyme. Poe sometimes does this, and other times does not.

This style of poem lends itself quite well to stories that are supernatural or terrifying, although it could express emotions in any genre. For the purposes of this exercise, I will create an example using fear to create a mood.

I once saw an image of several bodies floating in the air above an old weed-covered yard, and it is the image I will convey through the example stanza.

Following Poe's framework, I will use 3 "A" words, 3"C" words, and 4"B" words. I will use a single "x" tie in trochee for line #5.

Here then are the words I selected, chosen for rhyme, and mood:

3 "A" words - wander, ponder, yonder *( Note that these are all trochees)

3 "C" words - tighten, whiten, frighten(ed) *( Again, all trochees)

4 "B" words - see, flee, free, me *( These are all single hard syllables)

Using the pattern, we will now write out the framework of our piece, using | for the hard syllables, and-for the soft ones with each trochee, and inserting our selected words:

| - | - | - wander | - | - | - ponder ____(total syllables: 16)

| - | - | - yonder | - | - | - see _______(total syllables: 15)
The Result
| - | - | - tighten | - | - | - whiten _____(total syllables: 16)

| - | - | - frightened | - | - | - flee _____(total syllables: 15)

| - | - | - | - | - | - | - free __________(total syllables: 15)

| - | - | - me___________________(total syllables: 7)
A 52 year old grandfather, Dusty has just recently become a professional author. He lives in Newberg, Oregon, where a dog named Naked, and his youngest daughter Jazzmyn keep him busy. Evan Mantyk teaches literature and history in the Hudson Valley region of New York.
Here is where creativity and imagination as a poet truly express themselves. Keeping the meter in mind, we build the lines, by inserting three trochees in front of each previously selected word, and a single tie-in trochee in line #5.

Here is a stanza I created, built onto this framework:

Cautiously at night I wander through the moonlight, there to ponder
On the shapes that hang but yonder, at the edge of what I see.
Fearfully my muscles tighten and my face begins to whiten;
Though I try not to be frightened, 'tis a battle not to flee.
In the darkness something flutters, struggling, trying to get free -
In the dark, calling to me.

There you go. The creation of a single stanza of a narrative poem, written in structured catalectic trochaic octameter. Sounds a lot more complicated than it really is. Edgar Allen wrote his epic poem using 18 stanzas, 108 lines, to tell the story of "The Raven"- but then he was a true master.

Featured Image: A portrait of Poe done by Samuel Stillman Osgood (1808-1885) right around the time that "The Raven" was written.

# data[].attributes.attachment_link.title
How to Write a Poem Like Edgar Allan Poe's 'The Raven'

# data[].attributes.attachment_link.description
By Dusty Grein and Evan Mantyk "The Raven" by Edgar Allan Poe remains one of the English language's most popular and influential poems since it was written in 1845. Much of this was Poe's own doing, as he performed it quite frequently, and wrote many essays and commentaries on it in the press.

# data[].attributes.body
Narrator's status updates as the story goes on?

Black Cat - The man updates his status through the story

# data[].attributes.attachment_link.title
Fakebook - create a fictional social medial profile

# data[].attributes.attachment_link.description
Create a spoof social media profile for a person, theme, place or object being studied

# data[].attributes.body
Students create posters (see handout from Staci)

# data[].attributes.attachment_link.title
Edgar Allan Poe's "The Raven" by Aaron Quinn

# data[].attributes.body
To be completed after reading/discussing one of his poems?

# data[].attributes.body
-Tell-Tale Heart
-Raven
-Pit and Pendulum
-Internet Scavenger Hunt

# data[].attributes.attachment_link.description
Edgar Allan Poe COMPLETE Unit for middle and high school This Edgar Allan Poe unit is designed to keep students exciting, intrigued, and interactive throughout the entire study. The four stories/poems that are read include: The Tell-Tale Heart, The Black Cat, The Pit and the Pendulum, and The Raven.

# data[].attributes.attachment_link.readable_text
The summer of YouTube movies based on short stories is sadly coming to an end.

I searched for "The Pit and the Pendulum" movie, and came across an assortment of films, most of them totally inappropriate for classroom use.

This is the best "Pit and the Pendulum" movie for classroom use.

It's claymation at its finest!

The 1961 "Pit and the Pendulum" would probably not cause you to get fired, but I discourage the showing of entire full length feature films. Here, however, are some clips you might find interesting.

The first is a trailer of the 1961 movie, starring Vincent Price.

The opening is pretty awesome. The entire clip is a good source of unintentional comedy.

This next clip is shows the descent of a pendulum. You'll find it very disappointing, yet instructive for the lesson plan that follows.

This next clip has little to do with "The Pit and the Pendulum," but there is a taste of "The Cask of Amontillado" to it.

No need to lie about in the pits of despair because you don't have a lesson plan.

Download this and make copies: Literary Interpretation T-Chart.

Just write one of these objectives on the board.

RL.9-10.7 - Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment.

RL.11-12.7 - Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text.

Share This:

# data[].attributes.attachment_link.description
The summer of YouTube movies based on short stories is sadly coming to an end. I searched for "The Pit and the Pendulum" movie, and came across an assortment of films, most of them totally inappropriate for classroom use. This is the best "Pit and the Pendulum" movie for classroom use.

# data[].attributes.body
**Need FLASH so library day?*
Bio Cube- Use to research Poe's life.

# data[].attributes.attachment_link.readable_text
The Bio Cube interactive has been changed to this format: the Cube Creator.

Summarizing information is an important postreading and prewriting activity that helps students synthesize what they have learned. The interactive Cube Creator offers four options:

Bio Cube: This option allows students to develop an outline of a person whose biography or autobiography they have just read; it can also be used before students write their own autobiography. Specific prompts ask students to describe a person's significance, background, and personality.

Mystery Cube: Use this option to help your students sort out the clues in their favorite mysteries or develop outlines for their own stories. Among its multiple applications, the Mystery Cube helps students identify mystery elements, practice using vocabulary from this popular genre, and sort and summarize information. Specific prompts ask students to describe the setting, clues, crime or mystery, victim, detective, and solution.

Story Cube: In this cube option, students can summarize the key elements in a story, including character, setting, conflict, resolution, and theme. Students can even identify their favorite part of the story. This can be used as an alternative to the Story Map interactive.

Create-Your-Own Cube: Working on a science unit? Doing some research on volcanoes? The Create-Your-Own Cube is your answer. This version allows teachers and students to generate their own questions or topics. Teachers can type in the questions, lock them from editing using the padlock icon, and save the file using the Save tab at the top of the screen. The saved file can then be shared with students to enter in their responses. Students can also customize cubes on topics of their choosing.

Students can save their draft cubes to revise later. See the 5-minute video tutorial Saving Work With the Student Interactives for more information on have to save, e-mail, and open a file in any of the ReadWriteThink Student Interactives. The finished cube can also be saved, printed, and folded into a fun cube shape that can be used for future reference.

# data[].attributes.attachment_link.description
The Bio Cube interactive has been changed to this format: the Cube Creator. Summarizing information is an important postreading and prewriting activity that helps students synthesize what they have learned. The interactive Cube Creator offers four options: Bio Cube: This option allows students to develop an outline of a person whose biography or autobiography they have just read; it can also be used before students write their own autobiography.

# data[].attributes.body
Final Activity of the unit

# data[].attributes.attachment_link.readable_text
What a fun poem of darkness and madness. Maybe those should not go together, but I do find this tale of a midnight dreary has high engagement, in spite of the length and language. There are a lot of activities to do with "The Raven" by Edgar Allan Poe to help students dig into the text.
Activities for the Raven:
Prepare for the poem by defining challenging words and allusions first. One great way to do this is to create a list of vocab terms and phrases in order of the text for students to refer to while they are reading. Like a make-your-own annotated version.

Guiding students with reading and inference questions is a useful way to make sure they are engaged and processing. Good questions can also help draw their attention to certain parts of the poem to review and think about.

Watch a video version of the poem or listen to an audio version for some differentiation. The Simpsons did a version of The Raven, once, which gets student's attention. It's the Simpson's, but it's accurate to the text and includes images to help with understanding- and discuss if students agree with Bart's commentary. Or read the poem dramatically for students to help them hear the increasing madness (bonus for really getting into it!)

Tweet the poem! My students really enjoyed the " Raven Tweets" activity where they had to retell the poem in short 'tweets', like on Twitter. Then we discussed (or wrote, depending on the class) how that format affected the mood. It was part of ongoing discussion of media and literature. (This activity was so well-liked, I made a generic version to use with other texts.)

Analyze the poetic devices in the poem by putting them on sticky notes on the board. There are a number of literary devices used, giving lots of choices for sharing. Can also lead to discussion about the use of those devices.

Write a literary essay examining whether the author wants to remember or to forget Lenore. Can also be a class discussion. Why does the narrator only ask questions about Lenore or the Raven?

Looking for Culminating Projects to wrap up a study of "The Raven?" Read more here.

The Raven is a great poem to use in many thematic units. It can fit into Creepy Stories for Halloween or for stories of Love Lost, for example.

Struggle teaching poetry? Read about ideas to help teachers and students with poetry.

# data[].attributes.attachment_link.description
What a fun poem of darkness and madness. Maybe those should not go together, but I do find this tale of a midnight dreary has high engagement, in spite of the length and language. There are a lot of activities to do with "The Raven" by Edgar Allan Poe to help students dig into the text.

# data[].attributes.attachment_link.title
THE RAVEN, BY EDGAR ALLAN POE POETRY LITERATURE GUIDE FLIP BOOK

# data[].attributes.attachment_link.description
Interactive reading flip book for The Raven, by Edgar Allan Poe Each "flap" is ready for you to easily line up by using the directions on how to assemble the activity book. Includes: Writing Prompts and answer key Comprehension questions and answer key Poetry Literary devices and answer

# data[].attributes.body
Could be used for a bell ringer - what do they notice about the way Poe ends his stories? How might that connect to his life/be caused by it?

# data[].attributes.attachment_link.title
All The Edgar Allen Poe Deaths In One Diagram

# data[].attributes.attachment_link.description
This is one grizzly room. I'd like to see this kind of thing for more books. (via guardian.co.uk).

# data[].attributes.attachment_link.description
This product includes 10 bell ringers to spark discussion about Edgar Allan Poe's intriguing life! If you like this product, you may also like: Edgar