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Edgar Allen Poe's The Raven

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A lesson that I have observed of is a literature lesson on “The Raven” by Edgar Allen Poe. The lesson began the day before with a brief introduction of Edgar Allen Poe as a person and a poet. She gave students background information on the poem then instructed them to read and highlight any passages that were difficult for them to understand for homework. She instructed students to pay attention to the rhythm, stanzas, and the mood while previewing the poem. She wanted the students to begin thinking about the plot, setting, characters and perspective. On the day that I was there observing the teacher began the lesson by going over the objective of the lesson. Which was to summarize the story’s elements, identify the emotions shown in the poem and to write a narrative of a personal experience that reveals similar emotions. As an introduction students watched a video of “The Raven” on YouTube. Next the teacher led the class in reading and discussing the poem. At the end of each stanza they would stop and discuss the meaning, plot setting, narrator’s emotions and his perspective. The teacher pointed out the …show more content…

Before reading, they discussed Edgar Allen Poe and background knowledge on the poem. They also watched the video of the poem. During reading, the teacher conducted a whole class discussion while she wrote important points on the board for students to refer to later. After reading, students formed their literature circles where they discussed the text and how it relates to their own experiences. She made a good point of engaging students in a sustained, substantial discussion about the poem’s ideas “...” and about the forces that shape their identities and ways of thinking about and viewing the world (Burke, 2013, p. 161). They engaged in authentic discussions as a whole class and in small

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In the **** I could have added a visual for them to look back at. Choosing a character all students were familiar with would have helped them understand how to use the given information to understand the characters viewpoint. Referring to a book the students have recently read and only focusing on the main character would have been a *** example. Starting by going over what occurred in the book, and reflecting about the characters viewpoint through the story. By only focusing on the characters viewpoint would have helped the two students understand what to look for.

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The modern version of the book I chose for this assignment, Edgar Allan Poe’s Tales and The Raven, was more easily accessible than the older copy. After locating it in McKeldin, I noticed that it has had a hard life as a library book. While the cover is cloth, the corners have been smashed and the boards are loose, but not yet in any danger of detaching. The green cover is plain without being ugly. The book is physically larger than can be comfortably held in the hand for long periods of time and would, therefore, be best read at a desk or while seated.

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As we can see in the case of the narrator in the “Roast Possum”, he points out how the possum plays dead in order to gain an opportunity of surviving. Hughes poem “Theme for English b” softly commends on racial tension. The poet expresses the isolation felt by a student. The professor, had to in turn prove to him on his paper, stating how there are things we can learn a thing or two from one another. Circumstances such as these create an awkward situation that forces changes on the party involved.

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In many stories, insanity serves as a deciding factor in the outcome of the story. Though this was common in many of the works during the Romantic period, few authors were able to illustrate insanity like Edgar Allan Poe. Insanity appears to be a recurring theme in many of Poe's works, especially the poem "The Raven" and the short story "The Black Cat." In "The Raven" Poe conveys the power the loss of a loved one can have on someone's sanity.

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Mr. Keating not only taught his students the English curriculum he also taught his students how to think for themselves. For his first lesson he had the students rip out pages from the textbook, these pages consisted of instructions for the “right” way to evaluate a poem. Ripping out these pages demonstrated that

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Some of the literary devices used is repetition which adds more of an impact to the reader and draw them into the speaker’s thoughts and feelings. Symbolism by using the Raven as a symbol for death, sorrow and a constant reminder that his love is gone which connects the reader with the speaker on a more visual and emotional level. He also uses alliteration to add emphasis and importance to the speaker’s which the reader gets excited, scared or at least anxious for what will happen next. “The Raven” became one of the best known piece of literature because of the many literary devices, especially repetition,symbolism, and alliteration, to impact the reader on many levels of

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Performing the Raven Ms.Short always prepares her class every single year to perform the “Raven “ by Edgar Allan Poe. This project required me to memorize my a stanza, a segment in the poem. I also needed to comprehend what I was reading and not just read off the script . In the end, I read aloud my stanza along with the rest of my class to multiple groups of people. The project I completed was unlike anything I've ever done this before within this class!

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The reading lesson for this particular day was poetry. The teachers were explaining the parts of a poem to the students. They were labeling the stanzas, lines, and rhymes throughout a poem. Mrs. Moore’s classroom was set up with all of her students in groups of four.

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“…We are invited to see this significance in the perspective of the poem … but through our own perspective…” (Simecek, 504). The techniques of explaining your perspective can prove to be a rather challenging task. The authors William Shakespeare and Anne Bradstreet do just this. With the use of multiple literary devices, the poets used emotions and feelings to make you understand the connections between the author and subject. The perfect examples being the two titles, “Sonnet 18” and “The Author to Her Book”.

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INSTRUCTIONAL APPROACH KEY CONCEPTS TO BE DEVELOPED Students will develop the skills to analyze a poet’s central theme through the use of diction and narrative elements. Students will then apply this knowledge to create an original poem around a central theme using narrative elements and strong diction that creates images and meaning or the reader. Students will draft, revise, and write a final version of their narrative poems. Students will practice speaking and listening skills and assess self and peer work using a rubric. PEDAGOGICAL CONSIDERATIONS Students build knowledge of effective creative writing practices through analysis of various narrative poems.

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The first lesson will focus on CCSS.ELA-LITERACY.RL.5.2 where we create annotations and gist statements to help us begin to understand how to find theme and to help us summarize the text. Standard CCSS.ELA-LITERACY.RL.5.4 will be addressed by having students complete a graphic organizer to help them understand how the poet uses metaphors in the poem. Standard CCSS.ELA-LITERACY.RL.5.7, while not the focus of this lesson, will be introduced through thinking about how the video that goes along with the poem compliments and extends the figurative language in the poem. Finally, students will have an opportunity to experience CCSS.ELA-LITERACY.W.5.3.D when they write their own spoken word poetry, focusing on how they can use words to convey

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I initially had trouble finding a way to explain to the reader what I found to be the author’s intended meaning when I was first writing this essay. This struggle came in the form of drafting faulty theses that didn’t really serve its purpose in grounding the essay on a single argument. After asking a couple questions during office hours, as well as visiting the center of writing, I feel that I have found a suitable thesis to fit the nature of the paper, though I still think it could be built upon, maybe to expand on what type of new perspective the reader should find. I do feel like the poem did not offer a surplus of things to analyze, but again, I first thought the poem didn’t offer much at all. I would be describe the process in which I

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The setting of the poem is the dream and the time duration could be the stormy night or sunny morning time. The location of this poem he considers imaginary utopia as a comfort place that gives him the power to escape the reality and he never wanted them to end because when he awoke from his dream he would have to confront the misery of the world and its surroundings. The setting is significant because “According to Poe” ("But a waking dream of life and light have left me broken hearted") states that Poe wishes he could live in his dreams forever and not face reality and he love to live in his imaginary world because in dreams he don't have to feel the enormous pain and all the hardship he has experienced in life due to major changes that had

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A literary piece brought to the attention of students is not an end in itself but a means of beginning a creative

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