![]() Teacher’s NoteĪs you walk around the room observing students, mention abstract vs. Play audio and walk the room as students draw. the story is short, so they don't have time yet to comment on each other's work. They are to focus on only their own page. Move to slide 5 and tell students that they will be listening to an audio performance of "The Tell-Tale Heart."īefore playing audio of the story, instruct students to only use images to draw what comes to mind as they listen. Segue into next activity by telling students that, much like the mood was established in the room by the low lighting and sound effects, an author has to create mood with words only. (They will probably talk about stories that are "scary" or "mysterious.") Lead them to a discussion about what they expect to see in stories that match the mood of the classroom and what they would call stories like that. Go over answers with the class and talk about the mood that was created in the room. ![]() The first stickies should be placed under "I Notice" and their second stickies, the question, should be placed under "I Wonder." Instructions for the activity are on slide 4.Īfter 2 minutes, have them bring their sticky notes to an I Notice/I Wonder chart that has been drawn a whiteboard/chalk board/anchor chart. On a second sticky note, they can ask a question about what is going on. Encourage them to be specific, recording their answers on a sticky note. Put a sticky note on each desk, as well as blank paper and markers, or have students come get them as they enter the room.Īfter the bell rings, ask students to write about the changes they notice in the room. Turn off the lights and have electric candles/low lamps/holiday lights on. A YouTube video containing a heartbeat noise is embedded below, but you can use anything that gives off a realistic heartbeat sound. Prepare class ahead of time by having heartbeat sound playing. Use the attached Lesson Slides to provide a visual aid for students as you proceed through the lesson. Then, they each write a reflection to analyze their own drawing and make connections to how an author/illustrator conveys a mood, giving examples from Poe as well as their own work. Students go on a Gallery Walk of other students' drawings and leave sticky note comments, reflecting on the artist's rendering of Poe's style. Students write connections about how their examples illuminate Poe's style. On a handout, students gather evidence for Poe's use of each element as they listen to the story a second time. Students are now ready for a close reading to explore Poe's use of literary elements to create his unique style. Then, the whole class comes together to define style, mood, imagery, simile, and metaphor. Next, students write to explain their drawings and share with a partner. Students listen to an audio version of "The Tell-Tale Heart." While they listen, they complete a drawing activity. On the board, students complete a collaborative I Notice/I Wonder activity about the mood that was generated in the class and also about what they expect to see in stories that are "scary" or "mysterious." Students enter the classroom that is lowly lit, and there is a heartbeat sound playing in the background, establishing a "mood" that is similar to the story.
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