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Activities guide students through a first read, structured discussion, evidence annotation, and text-dependent writing responses. Vocabulary support is provided with Tier Two and Tier Three word lists and prompts such as analyzing why italics are used for at least three purposes. Additional extension tasks connect nonfiction excerpts and an audio museum tour to Poe’s troubled life and writing challenges, emphasizing claims backed by quoted evidence.",{"@graph":69,"@context":123},[70,84,106],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":15,"@type":76,"position":81},"https://docshare.wps.com/document/literature/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/edgar-allan-poe-planning-for-writing-the-raven/364672/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/edgar-allan-poe-planning-for-writing-the-raven/364672.png","ImageObject",300,407,{"name":92,"@type":93},"Eliana","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/vnd.openxmlformats-officedocument.presentationml.presentation","2026-10-27","2026-09-23",true,{"@type":102,"interactionType":103,"userInteractionCount":105},"InteractionCounter",{"@type":104},"ViewAction",12,{"@type":107,"mainEntity":108},"FAQPage",[109,115,119],{"name":110,"@type":111,"acceptedAnswer":112},"What is the main writing-planning focus of the lesson about The Raven?","Question",{"text":113,"@type":114},"Students use evidence from both nonfiction excerpts and the text of The Raven to explain Poe’s philosophy regarding planning for writing The Raven, and they practice producing complete, multi-sentence, text-dependent responses.","Answer",{"name":116,"@type":111,"acceptedAnswer":117},"How are students expected to support answers in this lesson?",{"text":118,"@type":114},"Students annotate for evidence, mark the text with numbers tied to questions, and craft responses using quotations from the text as proof.",{"name":120,"@type":111,"acceptedAnswer":121},"What does the lesson ask students to analyze regarding formatting in The Raven?",{"text":122,"@type":114},"Students examine how the author uses italics for at least three different purposes and explain why, using specific evidence from the poem.","https://schema.org",{"og:url":83,"og:type":125,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":127,"canonical":83},"index,follow",{"doc_id":129,"site_id":62},364672,1790450476,{"code":4,"msg":5,"data":132},{"doc_id":129,"user_id":133,"nickname":92,"user_avatar":134,"doc_module":4,"category_id":14,"category_name":15,"doc_title":65,"doc_description":67,"doc_content":135,"file_id":136,"file_url":137,"file_type":138,"file_size":139,"view_count":105,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":140,"language":141,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":142,"faqs":143,"seo_title":144,"seo_description":67,"update_tm":145,"read_time":146},4398048949847,"https://ap-avatar.wpscdn.com/avatar/400002536579ef2da7f?_k=1778318612642679267","Edgar Allan Poe: Planning for Writing The Raven\nThe Raven and the Peak of Tragedy (excerpt)\nEdgar Allan Poe – a biography (excerpt)\nThe Raven\nTexts\nGain deep understanding of the text\nAnswering text-dependent questions\nFinding answers with evidence from the text\nResponding to the following question:\nUsing evidence from both nonfiction texts, explain Poe’s philosophy regarding planning for writing The Raven.\nWhy We’re Reading\nBold Words = Tier Two Vocabulary\nMark the Text – Follow Along\nFIRST Read – A Few WordsThe Raven and the Peak of Tragedy\nP4:  stanza –division of a poem arranged together\nP4: refrain – line or group of lines repeated, generally at the end of a stanza\nP4: monotone – having only one tone (or sound)\nP5: clamor – lots of noise\nTier 2 Words\nP5: ill-omen – sign of bad luck\nP6: bereaved – deprived of a relationship\nP6: conceivable – believable\nP7: rote - memorized\nTier 2 Words\nPallas – Athena, the Goddess of Wisdom\nanalytical faculty – ability to be logical or critical\nTier 3 Words\nFollow along as I read the text.\nDiscussion points are marked with asterisks.\nSECOND – Read & Discuss\nAnnotate your text for evidence that will support your answer for each question.\nTHIRD – Read & Write\nUse the following numbers to mark evidence:\n1: Question #1\n2: Question #2\n3: Question #3\n4: Question #4\nMark the Text\nAfter marking your text for evidence, craft complete, multi-sentence answers.\nWe’ll do the first one together.\nTHIRD – Read & Write\nBegin with: The author uses italics to…\nQuestion #1: Throughout the text, the author uses italics for at least three different purposes.  Why?  Explain using evidence from the text.\nWhy is this a “text-dependent” answer?\nFOURTH - Discuss\nUse complete sentences.\nUse evidence (use quotations from the text).\nContinue Work on Questions 2 - 4\nWith your partner, dive into the text.\nFind the section of the text that best answers the question.  Mark it with the “#2.”\nTogether, create a draft of a possible complete answer.\nQuestion 2:  Group Effort\nRead question #3.\nFind evidence in the text.\nMark the text.\nWrite an answer with complete sentences.\nQuestion 3:  Group Effort\nRead question #4.\nFind evidence in the text.\nMark the text.\nWrite an answer with complete sentences.\nQuestion 4:  Group Effort\n- Read\n- Mark vocabulary\n- Dig in with text-dependent questions\nEdgar Allan Poe – a biography (excerpt)\nP1:  perversity – deliberate departure from something reasonable\nP1: ungainly - clumsy\nP1: ludicrously - laughable\nP1: anguish - suffering\nTier 2 Words\nP2:  conceived - created\nP3: indispensible - necessary\nP5: aesthetic - appealing\nTier 2 Words\nP1:  lore - knowledge\nP1: bemusedly – lost in thought\nP1: injunction – order\nP4: denouement - outcome\nTier 3 Words\nP4: wrought – elaborated\nP5 – circumscription - limitation\nTier 3 Words\n1) http://www.poemuseum.org/audio/tour/Poe-Audio-Tour-Chapter-01.mp3\n2) Listen to an introduction to Poe provided by the Edgar Allan Poe museum.\n3) After listening to the audio, how would you describe Poe’s troubled life?\nExtension Activities\n4) Write your answer to the following question:\nHow do the self-guided audio tour, nonfiction texts, and reading of The Raven add to Poe’s persona (identity; character; image)?\nExplain using evidence from the texts.\nExtension Activities\n5) http://www.poemuseum.org/audio/tour/Poe-Audio-Tour-Chapter-17.mp3\n6)   Discuss, then write your answer to the following question:\nToday, Poe is celebrated as a writer; however, how did the audio selection suggest Poe struggled in his writing career?\nExtension Activities\nhttp://www.audiobooktreasury.com/free-audiobooks/horror/edgar-allan-poe/  (free audio downloads of Poe’s works)\nhttp://www.houseofusher.net/songs.html  (detailed list of music inspired by Poe)  Be sure to preview the music before playing for students.\nAdditional Resources\nThat's all, folks!","cbCaioJiZJwmpek8","https://ap.wps.com/l/cbCaioJiZJwmpek8","pptx",379917,27,"English","# Why We’re Reading\n# Bold Words = Tier Two Vocabulary\n# Mark the Text – Follow Along\n## FIRST Read – A Few Words\n## SECOND – Read & Discuss\n## THIRD – Read & Write\n# The Raven and the Peak of Tragedy\n## P4: stanza, refrain, monotone\n## P5: clamor, ill-omen\n## P6: bereaved, conceivable\n## P7: rote, Pallas, analytical faculty\n## Tier 3 Words\n# Discussion and Writing Prompts\n## Question 1: Italics Purposes\n## Why is this a “text-dependent” answer?\n## Questions 2–4: Evidence Marking and Drafting\n# Edgar Allan Poe – a biography (excerpt)\n# Extension Activities\n## Question 4: Audio tour and nonfiction add to Poe’s persona\n## Question 5–6: Celebrated today—audio suggests career struggles\n# Additional Resources","[{\"question\":\"What is the main writing-planning focus of the lesson about The Raven?\",\"answer\":\"Students use evidence from both nonfiction excerpts and the text of The Raven to explain Poe’s philosophy regarding planning for writing The Raven, and they practice producing complete, multi-sentence, text-dependent responses.\"},{\"question\":\"How are students expected to support answers in this lesson?\",\"answer\":\"Students annotate for evidence, mark the text with numbers tied to questions, and craft responses using quotations from the text as proof.\"},{\"question\":\"What does the lesson ask students to analyze regarding formatting in The Raven?\",\"answer\":\"Students examine how the author uses italics for at least three different purposes and explain why, using specific evidence from the poem.\"}]","Edgar Allan Poe: Planning for Writing The Raven | PPTX",1790158707,42]