Literary Analysis with "The Tell-Tale Heart"

Students will be introduced to the Investigative Reading strategy through the reading of Edgar Allen Poe's "The Tell-Tale Heart." They will then write an analytical piece that analyzes his use of an unreliable narrator.

By Ms. Olamit
October 23, 2012
8th Grade English
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Writing Prompt

The famous short story, “The Tell Tale Heart” by Edgar Allen Poe, is a disturbing and suspenseful tale. Poe creates this creepy tone through an unusual use of the narrator in the story. Write a 150-200 word analysis that explains how Poe’s use of an unreliable narrator helps to develop the tone in the story. Your analysis must include one citation from the story.
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8th Grade English Language Arts Standards

This lesson teaches the following grade level appropriate state literacy standards. The cubes provide an abbreviation of the standard name and reference number. Click Add to My Lesson Plans to make a copy of the lesson. Making a copy will allow you to update any information including the literacy standards.

11

Persuasive Text. Students analyze, make inferences and draw conclusions about persuasive text and provide evidence from text to support their analysis.

14

Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text.

17

Expository and Procedural Texts. Students write expository and procedural or work-related texts to communicate ideas and information to specific audiences for specific purposes.

18

Persuasive Texts. Students write persuasive texts to influence the attitudes or actions of a specific audience on specific issues.

19

Conventions. Students understand the function of and use the conventions of academic language when speaking and writing. Students will continue to apply earlier standards with greater complexity.

20

Handwriting, Capitalization, and Punctuation. Students write legibly and use appropriate capitalization and punctuation conventions in their compositions. Students will continue to apply earlier standards with greater complexity.

21

Spelling. Students spell correctly. Students are expected to spell correctly, including using various resources to determine and check correct spellings.

22

Research Plan. Students ask open-ended research questions and develop a plan for answering them.

23

Gathering Sources. Students determine, locate, and explore the full range of relevant sources addressing a research question and systematically record the information they gather.

24

Synthesizing Information. Students clarify research questions and evaluate and synthesize collected information.

25

Organizing and Presenting Ideas. Students organize and present their ideas and information according to the purpose of the research and their audience.

27

Speaking. Students speak clearly and to the point, using the conventions of language. Students will continue to apply earlier standards with greater complexity. Students are expected to advocate a position using anecdotes, analogies, and/or illustrations, and use eye contact, speaking rate, volume, enunciation, a variety of natural gestures, and conventions of language to communicate ideas effectively.

28

Teamwork. Students work productively with others in teams. Students will continue to apply earlier standards with greater complexity. Students are expected to participate productively in discussions, plan agendas with clear goals and deadlines, set time limits for speakers, take notes, and vote on key issues.

L1
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L2
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
RL1
Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
SL1
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacherled) with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
W1
Write arguments to support claims with clear reasons and relevant evidence.
W2
Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
W4
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)

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