Investigating Poe and Remixing The Raven
1 The Hook - Why is Poe Important?
I project Shmoop - Edgar Allan Poe on the board and read it and discuss with the class why Poe is still important to American Literature. Once everyone understands that Poe invented the detective story, created new genres and that his writing was dark and scary, we go on to a small group activity.
2 Group Inquiry
In small groups students continue to search Shmoop to evaluate life events that may have influenced Poe's writing. Students read Shmoop and cite information from the site to support their theories. The small group presentation should represent Poe's entire life, his ups and downs and students should use the information cited to infer how his life events affected his behavior and work. Group presentations should include citedd evidence, student written analysis and illustrations.
3 Presentation of Findings
Students present and discuss with the class their findings and analysis of Poe.
4 Examining The Raven
After students understand something about Poe, I show The Simpson's version of The Raven. The class discusses the meaning of the poem based on the video. We discuss what they think is going on with the character in the poem. After watching the video, students then read the poem on Teacher's First Interactive Raven. The Interactive Raven places emphasis on vocabulary and the literary devices used by Poe. While reading, students are to collect 30 of the "cool" vocabulary in the poem (not common language).
5 Remixing The Raven
Once students have their 30 words, they are to remix The Raven into their own unique poem. They can add their own words, but they must also correctly use the vocabulary they selected from The Raven. Students will illustrate their poem on a single slide of slideshow software (whatever you have access to, Google Presentation, Keynote or PowerPoint, this can also be done with word processing software). It's nice if the text of the poem can be placed on the image or artfully arranged with an image. Students take a screen shot of the poem and publish. It's nice if the teacher provides an online place to publish or share student work, such as a course management system. This allows students to browse through the poems and comment or "like" them.
Key Standards Supported
|RI.9-10: Craft and Structure|
|RI.9-10.5||Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).|
|RI.9-10.6||Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.|
|Integration of Knowledge and Ideas|
|RI.9-10.8||Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.|
|Key Ideas and Details|
|RI.9-10.1||Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.|
|RI.9-10.2||Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.|
|RI.9-10.3||Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.|
|RL.9-10: Craft and Structure|
|RL.9-10.6||Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature.|
|Integration of Knowledge and Ideas|
|RL.9-10.9||Analyze how an author draws on and transforms source material in a specific work (e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare).|