Edgar Allan Poe Reading Unit

Ms. Jahnke
Summary: In this unit, students will be able to analyze themes of poems and short stories, increase vocabulary knowledge,
compare/contrast stories with multimedia versions, and understand historical contexts and author biographies and how those relate to the
texts. Students will work individually, in partners, small groups, and as a whole class for answering bell work questions, completing exit
tickets, and using creative kinesthetic strategies such as role-play activities.
Content: Reading
Course: English Language Arts
Grade: 7th Grade
Length: 15 Days
Unit Number/Sequence: 2 of 6
Stage 1 Desired Results
ESTABLISHED GOALS
Cite several pieces of textual evidence to
support analysis of what the text says
explicitly as well as inferences drawn
from the text. (7.RL.1) (7.RI.1)
Determine a theme or central idea of a
text and analyze its development over
the course of the text; provide an
objective summary of the text. (7.RL.2)
Determine the meaning of words and
phrases as they are used in a text,
including figurative and connotative
meanings; analyze the impact of rhymes
and other repetitions of sounds (e.g.,
alliteration) on a specific verse or stanza
of a poem or section of a story or drama.
(7.RL.4)
Determine an authors point of view or
purpose in a text and analyze how the
author distinguishes his or her position

Transfer
Students will be able to independently use their learning to
Read closely to determine what the text says explicitly and to make logical inferences from
it; cite specific textual evidence when writing or speaking to support conclusions drawn
from the text.
Determine central ideas or themes of a text and analyze their development; summarize the
key supporting details and ideas
Interpret words and phrases as they are used in a text, including determining technical,
connotative, and figurative meanings, and analyze how specific word choices shape
meaning or tone.
Assess how point of view or purpose shapes the content and style of a text.
Integrate and evaluate content presented in diverse media and formats, including visually
and quantitatively, as well as in words
Meaning
UNDERSTANDINGS
ESSENTIAL QUESTIONS
Students will understand that
What is the difference between a theme
The events in a story are always subjective to
and a motif?
the narrators point of view
Why do you think the author wrote with
Themes are not motifs they are the central
such dark themes?
topic in a text
What do you remember from recent
Words can have different meanings and
lessons and how can you connect that to
connotations depending on how they are used
what we learned today?
The same piece of work can be displayed in
What is a credible source?
countless ways through different eyes that
How do I know if this source is credible?

from that of others.(7.RI.6)

interpret it

Compare and contrast a written story,

drama, or poem to its audio, filmed,
staged, or multimedia version, analyzing
the effects of techniques unique to each
medium (e.g., lighting, sound, color, or
camera focus and angles in a film).
(7.RL.7).

Evaluative Criteria
Read closely to determine what the text
says explicitly and to make logical
inferences from it; cite specific textual
evidence when writing or speaking to
support conclusions drawn from the
text.
Determine central ideas or themes of a
text and analyze their development;
summarize the key supporting details

What is a recurring theme in this

subject?
What does the author mean?
What does the author want me to think?
Why did the author write this this way?
Does this word have the same meaning it
does today? Why or why not?
Is real life anything like this fictional
story or was it when it was written?
Acquisition
Students will know
Students will be skilled at
How do I know this source is credible?
Identifying credible sources
What is a theme?
Knowing the definition of a theme in a
Where are examples of themes in this story?
story
What is the difference in meanings of words in Finding explicit and implicit examples of
one text compared to another?
themes in stories
Whos point of view is this written in and how The differences in word meanings over
reliable is the narrator?
time and through different connotations
How are these stories/poems interpreted
How different points of view affect the
differently through multimedia?
outcomes of stories
How literature can be portrayed
differently through different media
outlets
Stage 2 - Evidence
Assessment Evidence
PERFORMANCE TASK(S):
Students can take pieces from the text and use them as evidence in a paragraph to support
an idea drawn from the text on an exit ticket
Students can define what a theme is and list multiple themes that occur in the stories being
read with one to two sentences explaining why they believe those themes exist in the
story.
Students can write a paragraph summarizing the text including specific key events that
occurred on an exit ticket
Students can write down words from the text that they claim to not know well, then write

and ideas
Interpret words and phrases as they are
used in a text, including determining
technical, connotative, and figurative

meanings, and analyze how specific

word choices shape meaning or tone.

Assess how point of view or purpose

shapes the content and style of a text.
Integrate and evaluate content presented
in diverse media and formats, including
visually and quantitatively, as well as in
words

what they think the word means based on the context of the story on an exit ticket
Students can state the mood or tone of the story and pull specific words from the text to
support their claim on an exit ticket
Students can write down whos point of view the story is being told from on an exit ticket
Students can list reasons why he/she may think the author is reliable or unreliable
depending on the text on an exit ticket
Students can write down other points of view from the story and show how other
characters may have experienced the events in the story differently on an exit ticket
Students can write down how different interpretations of the story played through
multimedia outlets can differ by writing similarities and differences between the versions
Students can decide whether a source is credible or not by looking at background
information and other points of view
Students can define the difference between a theme and motif by listing examples of both
throughout the stories
Students can rewrite words or phrases they are unfamiliar with and reenact them in front of
the class so more students can understand what is going on
Students can summarize the text by remembering the scenes from peers role play
scenarios on an exit ticket
Stage 3 Learning Plan
Summary of Key Learning Events and Instruction
The events that will help students practice and get feedback in transfer include:
Exit ticket rewrites (if students do not respond to the exit ticket fully or correctly, they can rewrite their answer and receive full credit
as long as the rewrite is complete before the unit test)
Test corrections (if students answer questions on tests incorrectly, they can correct their incorrect answers by explaining why they
were incorrect the first time and why their new answer is the correct reason for half credit back for each question missed)
Varied group work (by allowing students to choose groups to work in but making sure the groups are different every time allows
students in different skill levels to work with other students in the classroom and experiment with time needed to complete group work
tasks such as new versions of the story role play skits)
Sharing of answers to class when completing bell work or exit ticket assignments (allows students to listen to others ideas or keep
writing if they need more time, as well as boosts spirits of students who would like to share their work with the class)
The activities that will permit students to make meaning include:
Working in groups or partners (Students may have the answers in their heads but need that safety net of having someone guide them
along the way. Through small group or partner work, students can be eased into the idea of making inferences and generalizations on
their own.)

Non-stop writing (This is something that can be implemented especially during bell work to help get the creative mind thinking.
Through this method, students can come to these ideas and reasoning on their own just by pushing themselves to keep writing)
Review Game (The class will participate in a review game before the final exam where students will be able to use their bell works and
exit tickets as resources during the game to help them. By giving students this incentive, they are more inclined to write down their
knowledge at the time of learning instead of cramming before the test, making the new information store in long term memory instead
of having students cram before the exam)
The learning experiences that will enable student acquisition of knowledge and skill include:
Listing overall objective & Step by Step instruction on the board every day & on all major assignment papers (it is important to list
both big picture goals and step by step instructions to accommodate all learning types)
Be specific so students know what you are asking, but leave room for creativity (give specific instructions for assignments, but always
say that students can do something else if they would like with your approval)
Understanding by Design. 2012 Grant Wiggins and Jay McTighe.