Summary
In this lesson, students use sketching to help them analyze the mood and elements of the author's style of Edgar Allan Poe's "The Tell-Tale Heart."
Essential Question(s)
How does an author convey mood? How does understanding the elements of an author's style contribute to your understanding of the work?
Snapshot
Engage
Students enter a classroom with lighting and sound effects that create a mood similar to that in “The Tell-Tale Heart.” Students complete an I Notice, I Wonder activity in which they discuss the mood of the classroom.
Explore
Students listen to an audio version of “The Tell-Tale Heart” and complete a sketching activity.
Explain
Students record the definitions of different literary devices and discuss how they saw these devices used in “The Tell-Tale Heart.”
Extend
Students read “The Tell-Tale Heart” and identify the use of literary devices in the text.
Evaluate
Students participate in a Gallery Walk in which they review their classmates’ notes on “The Tell-Tale Heart.”
Materials
"The Tell-Tale Heart" text (linked, one per student)
Slow Soothing Heartbeat Sound YouTube video (linked)
"The Tell-Tale Heart" dramatic reading YouTube video (linked)
Literary Devices Chart handout (attached, one per student)
Plain white paper (one per student)
Markers/colored pencils/crayons
Sticky notes (two per student)
Whiteboard/document camera
Chart paper (optional)
Low lighting (candles, lamps, holiday lights, etc.)
Engage
15 Minute(s)
Display slide 5 to show the instructions for the I Notice, I Wonder Activity. Instruct students to write on one sticky note one thing they notice that is different about the classroom. Then, ask students to write on a different sticky note one thing the new environment makes them wonder. Start the 2-minute timer and allow students time to complete the activity.
Once time is up, ask students to bring their sticky notes to the I Notice, I Wonder T-chart and place each note under the corresponding category.
Review some of the sticky note responses. Display slide 6 and read the questions aloud. Ask students to identify words that describe the feeling of the room and ask them to discuss which elements of the room contributed to these feelings.
Transition to the next activity by telling students that an author establishes specific feelings in writing through the use of literary elements, much like the feeling that was established in the classroom through the use of low lighting and sound effects.
Explore
25 Minute(s)
Display slide 7 and review directions for the Sketchnotes strategy. Explain to students that they will take visual notes as they listen to a dramatic reading of “The Tell-Tale Heart.” Invite students to use pencil, markers, or other writing utensils to create their notes.
Begin the audio and walk around the room to observe students as they work.
After the reading is over and students have completed their sketches, display slide 8. Instruct students to write a paragraph on the back of their sketch notes describing what they sketched and why. Begin the 5-minute timer.
Once time is up, move to slide 9 and review the instructions for the Think-Pair-Share activity. Begin the 5-minute timer and observe students participating in the activity.
When the timer ends, come together as a whole class and ask students to share out the responses from their Think-Pair-Share activity.
Then, review the plot of the story and clear up any misconceptions.
Explain
25 Minute(s)
Display slide 10. Use the questions to encourage students to review their sketchnotes. Encourage them to consider the feelings present in their notes, and invite students to share out any observations.
Pass out a Literary Devices Chart handout to each student. Tell students they will be taking notes over the following slides on this handout.
Move to slide 11. Discuss the literary term “mood.” Mention the feelings students previously discussed in their notes and relate those feelings to the mood an author creates in writing. Allow students time to take notes on their handouts.
Display slide 12 and discuss the literary term “author’s style.” Explain that this is an overarching concept that will cover the many literary devices on their handouts. Allow students time to record the definition on their handouts.
Instruct students to flip their handout over to display the chart for literary devices. Review the definitions for the terms “simile,” “metaphor,” “repetition,” and “imagery” using slide 13 through slide 16. Allow students enough time to record the definition for each term. Emphasize that simile, metaphor, repetition, and imagery are components of an author’s style and are used to create a mood.
Extend
30 Minute(s)
Pass out a copy of the text of “The Tell-Tale Heart” to each student. Display slide 17 and instruct students to use the Why-Lighting strategy to identify literary devices in the text while the audio plays.
Begin the audio again and observe students as they work. Occasionally stop the audio to point out examples of literary devices or clarify sections of the plot. Allow plenty of time for this portion of this lesson to ensure student comprehension.
After the reading is complete, start the ten-minute timer and instruct students to use the information they have highlighted to complete the remaining sections on their Literary Devices Chart handout.
Once time is up, lead a whole class discussion in which you ask students to review their responses and connect how authors use specific literary elements to create a mood.
Evaluate
15 Minute(s)
Collect the students’ sketchnotes and place them in a random order around the room. Display slide 18 and explain that students will be participating in a Gallery Walk to view their classmates’ interpretations.
Begin the ten-minute timer on the slide and walk around the room to observe student participation in the Gallery Walk.
Transition to slide 19 and explain the instructions for the reflection portion of the lesson. Allow students time to answer the questions in two complete paragraphs. Collect student responses.
Resources
crysknife007. (2015, October 2). Slow soothing heartbeat sound (1 hour of ASMR). YouTube. https://www.youtube.com/watch?v=dyzuWGDvkkQ
K20 Center. (n.d.). Gallery Walk/Carousel. Strategies. https://learn.k20center.ou.edu/strategy/118
K20 Center. (n.d.). I Notice, I Wonder. Strategies. https://learn.k20center.ou.edu/strategy/180
K20 Center. (n.d.). Think-pair-share. Strategies. https://learn.k20center.ou.edu/strategy/139
K20 Center. (2021, September 21). K20 Center 2 minute timer. [Video]. YouTube. https://youtu.be/qYSXuBEdEds
K20 Center. (2021, September 21). K20 Center 10 minute timer. [Video]. YouTube. https://youtu.be/9gy-1Z2Sa-c?feature=shared
K20 Center. (2021, September 21). K20 Center 5 minute timer. [Video]. YouTube. https://youtu.be/EVS_yYQoLJg?si=kTaJ334s_kIiqut4
Poe, E. A. (1843). The tell-tale heart. POE Museum. https://www.poemuseum.org/the-tell-tale-heart
The Tale Master. (2017, January 14). “The tell-tale heart” by Edgar Allan Poe (dramatic reading) | read by G.M. Danielson. YouTube. https://www.youtube.com/watch?v=KnHFMAxACnM