How to Create an Edgar Allan Poe Unit for the Classroom

Students are naturally drawn to the works of Edgar Allan Poe, both to the rhythmic, melodic sound of his poetry and to the mysterious darkness of his short stories. Much of Poe’s work is approachable to older students, although it may be necessary to assist students with the difficult language and provide them with background information before they tackle reading on their own. This unit features the use of visuals (colors, drawings, posters and others) to enhance the students’ experience.

Things You'll Need

• Books with Poe short stories and poetry
• Unlined paper
• Construction paper: one sheet each of blue, purple, green, orange, white, violet, black
• Poster board for each pair or group
• Colored markers

Instructions

1. Begin the unit by telling students, in your own words, the beginning of the story “The Cask of Amontillado.” The first few pages of the story are difficult reading, but once the basic plot elements are in place and the students understand both the setting and the conflict between the characters, they will eagerly read the end of the story to see what happens. In lieu of written work, ask students to divide a sheet of unlined paper into cartoon frames and, using stick figures, show Montressor walling up Fortunato, brick by brick.

2. Use sheets of blue, purple, green, orange, white, violet and black construction paper which you have taped on the wall to introduce the story “Masque of the Red Death.” Talk about the plague, Prince Prospero and the peasants. Then assign the story and ask students to be able to explain the significance of the colored papers when they finish. When discussing the story, make sure to bring up the symbolism of the musicians ceasing their playing periodically throughout the ball, comparing their pauses to those of people stopping briefly to consider mortality and then resuming their lives.

3. Ask students to read “The Fall of the House of Usher” on their own after providing them with some background information. After students have finished reading, pair or group them into production companies which will be “producing” a film based on the short story. All they will actually be doing is writing following assignments: writing a press release for the film (in which they cast actors for each part and tell the basic plot elements), preparing a poster advertising the film, and coming up with a set description explaining where the movie would be made and what set components would be needed.

4. Spend one class period discussing biographical information on Poe before tackling his poetry. Ask students to brainstorm what elements of Poe’s life may be reflected in his short stories. Keep the brainstorming list visible while you read through various poems and ask students to continue to contribute to the list as you do so.

5. Read “The Raven” aloud, asking students to join in on the refrain of “Nevermore.” Discuss the importance of melodic devices in Poe’s work, including onomatopoeia, alliteration, assonance and repetition. To illustrate these, you might present the following poems: “Annabel Lee,” “The Bells,” “The City in the Sea,” “Ulalume” and “Lenore.”

Tips & Warnings

• Present your Poe unit just before Halloween, if possible, for some naturally occurring motivation.

• Make sure that all the material you are presenting is curriculum approved for your school district.

Resources

• Source for additional ideas and information