Poe Mini-Lesson: The Haunted Palace

Department of Education College of Arts, Letters and Education 312 Williamson Hall Cheney, WA   99004

TPA Lesson Plan #__1___

Course:

1. Teacher Candidate	Joel Crow	Date Taught	2/28
Cooperating Teacher	Sean Agriss	School/District	N/A
2. Subject	English	Field Supervisor
3. Lesson Title/Focus	Poe’s “The Haunted Palace”	5. Length of Lesson	20 min
4. Grade Level	11

6. Academic & Content Standards (Common Core/National)	CCSS.ELA-Literacy.RL.11-12.4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings, analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful.
7. Learning Objective(s)	TSWBAT analyze imagery in a poem as a method to discover hidden meaning by reproducing in a rough sketch the picture that the writer paints with words.
8. Academic Language demands (vocabulary, function, syntax, discourse)	Vocabulary: tenanted, monarch, dominion, seraph, pinion, ramparts, plumed, pallid, luminous, lute, Porphyrogene, echoes, red-litten, stanza Function: analyze, reproduce Discourse: the students will discuss in small groups an assigned stanza of the poem and then share their findings in a classroom discussion

9. Assessment

**Attach** all assessment tools for this lesson The Haunted Palace Imagery Worksheet The students will be asked to reproduce the imagery from the poem onto the frame provided and will draw conclusions about the implicit meaning of the poem from the image that results. This assesses the standard because the students will perceive the author’s word choice and rationale for the connotative meanings and implications.

10. Lesson Connections

This will be the second lesson of a 10-lesson unit on poetry. The students will be familiar with several different kinds of poems, the distinction between poetry and prose, and the purposes behind the form of poetry. This lesson will focus on the need to constantly search for implicit meaning in poetry, which skill they will be able to put into practice in the ensuing lessons. In I Read it, but I Don’t Get it, Tovani says that effective reading can be achieved by spending more time with more difficult texts. In this lesson, we will be putting this into practice by taking each stanza of the poem individually in order to glean as much meaning as possible from Poe’s word choice.

11. Instructional Strategies/Learning Tasks to Support Learning
Learning Tasks and Strategies Sequenced Instruction 1)    00-02 Introduction to “The Haunted Palace” 2)    03-08 Review of vocabulary 3)    09-13 Group work on assigned stanzas 4)    14-18 Class collaboration 5)    19-20 Final Analysis
Teacher’s Role: 1.a. Greet students, ask them to open their books to “The Haunted Palace” b. Pass out worksheets, drawing attention to the lesson objective as the rationale for the lesson 2.a. Ask students if there are any questions about any words in the poem, or if any words seemed strangely out of place. Explain Porphyrogene. b. Draw connections between words on the whiteboard: seraphs=angels, monarch=ruler, dominion=realm, luminous=litten 3.a. Asking students to follow along, demonstrate drawing an illustration of the first stanza under the document camera while reciting it. Refer again to the objective as the purpose for the exercise. b. Get students into five groups, assigning each group a remaining stanza and ask them to illustrate it, emphasizing that the final two stanzas are to be drawn on the back c. Briefly visit each group to make sure instructions are clear and being followed 4.a. Stanza-by-stanza, invite a member of each group up to reproduce on the class collaboration sheet what they drew in the group. b. As each part is being drawn, read the stanza aloud to the class 5.a. Picture completed, lead a class discussion, asking students what the final product looks like. What is Poe really describing? What is the change described in the final two stanzas? What is the meaning of the final line? b. Draw attention again to the objective and remind the students that they should be on the lookout for similar hidden meanings in the poems we’ll be reading this unit. Ask students to submit to me any songs they know with hidden meaning that we can analyze as a class.	Students’ Role 1.a. Open their books, or review a copy of “The Haunted Palace” on an electric device b. Receive worksheets, read the standard and predict what the connection between them is. 2.a. Ask about vocabulary that is unclear or out of place. Ask about Porphyrogene. b. Recognize synonyms as they occur in the poem 3.a. Follow along with the teacher on the worksheet to reproduce an illustration of what is described in the first stanza. Note how this relates to the objective. b. Get into a group and make sure they are on the right side of the worksheet for their assigned stanza, illustrating what is described there c. Interact with the teacher, settling any confusion and speculating about the poem’s purpose 4.a. Elect a member of the group to go in front of the document camera and reproduce the illustrations from the assigned stanza. b. Note the illustration being drawn in concert with the stanza being read. 5.a. Speculate about what Poe is really describing, what the “palace” looks like. Pay attention to color and form, in forming an analysis. Offer ideas about the hidden meaning, eventually understanding, by teacher or another student, that the poem is about the face of a woman who goes mad. b. Recall again the objective, and internalize that this is the process we must use in analyzing poetry. Consider any interesting songs that the class may benefit from analyzing as poems.
Student Voice to Gather While meeting with small groups, ask if they feel like they’re starting to get a better idea of what the poem is about, or if they know they’ve discovered Poe’s hidden meaning. In the final analysis, ask the class if they feel better equipped to analyze poetry for hidden meaning.

12. Differentiated Instruction

Plan Audio learners will be able to hear the poem read at least once aloud. Visual learners will benefit from seeing the illustrations that students make. Kinesthetic learners will benefit from the opportunity to create the illustrations. Students who may not grasp the poem’s meaning will benefit from working in groups. As long as a group seems to have a good idea of direction, I won’t spend much time with them so that I will be able to spend time with any group that is having difficulty with the task.

13. Resources and Materials

Plan A set of colored pencils or markers for the teacher (Ideally) a set of colored pencils or markers for each student The Haunted Palace worksheet A copy of “The Haunted Palace” at each students’ disposal (Ideally) some form of dictionary in each group for difficult words to be researched

14. Management and Safety Issues

Plan            The morbid humor as entertainment surrounding the concept of madness may be a sensitive issue to some students. It should be acknowledged as a constant theme in the works of Poe, but the teacher should be sure to not insensitively trivialize mental illness. Some students will be reluctant to illustrate on their own worksheet, but they should be encouraged to do so as much as possible so that they will be able to remember the activity and what it represents. Some students may be thrown off guard by all the difficult words in this relatively short poem, so the words and their contexts should be explained quite thoroughly by the teacher. Students working in groups can always cause strife, but these students in particular are all on good terms.

15. Parent & Community Connections

Plan A weekly bulletin will be emailed to parents, detailing what we’re planning to read or view and encouraging the parents to write back with any concerns or questions. After this lesson, the students may be able to apply the analysis to songs they’ve never looked at in that way before, finding meaning in surprising places and honing their poetry analysis skills without even intending to do so.