GRADES 9-10

ELA

CLOSE READING
COHORT 1

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 Close Reading Lesson Title: The Raven
Author: Teresa Rush
Polytech School District
Content Area: English Language Arts
Grade Level: 9-10

Edgar Allen Poe, The Raven Lexile Score: 960

Public Domain [Link] (The Raven)

Goal for the Lesson: The goal of this exemplar is to use “The Raven” to understand the time period
and circumstances in which Edgar Allen Poe wrote the Raven based on language used in the text.
Through close reading, not only will students come to understand Poe and “The Raven”, but also
reading strategies and plot elements that help capture the poem’s meaning.

Connection to the CCSS:

[Link].9-10.4 Determine the meaning of words and phrases as they are used in the
text, including figurative and connotative meanings; analyze the cumulative impact of specific word
choices on meaning and tone.

[Link].9-10.5 Analyze how an author’s choices concerning how to structure a text,

order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such
effects as mystery, tension, or surprise.

[Link].9-10.10 By the end of grade 9, read and comprehend poetry.

Days for the Lesson: This lesson should take two days. Day One should consist of close reading
activities that build understanding of the text. Day Two should be the culminating writing activity.

The Raven by Edgar Allen Poe

Stanza # indicated below. Vocabulary1

Close Reading: Cohort 1 Page 2

 (Definitions for glossed words)

THE RAVEN.

1. Once upon a midnight dreary, while I pondered, weak and weary, Wondered
Over many a quaint and curious volume of forgotten lore — Unusual or different
While I nodded, nearly napping, suddenly there came a tapping,
As of some one gently rapping, rapping at my chamber door.
“ ’Tis some visiter,” I muttered, “tapping at my chamber door —
Only this and nothing more.”
 
2. Ah, distinctly I remember it was in the bleak December;
Nothing there, lonely
And each separate dying ember wrought its ghost upon the floor.
Eagerly I wished the morrow; — vainly I had sought to borrow In vain, with no success
From my books surcease of sorrow — sorrow for the lost Lenore — An ending
For the rare and radiant maiden whom the angels name Lenore —
Nameless here for evermore.
 
3. And the silken, sad, uncertain rustling of each purple curtain Smooth, soft, silky
Thrilled me — filled me with fantastic terrors never felt before;
So that now, to still the beating of my heart, I stood repeating
“ ’Tis some visiter entreating entrance at my chamber door —
Some late visiter entreating entrance at my chamber door; — To ask earnestly
This it is and nothing more.”
 
4. Presently my soul grew stronger; hesitating then no longer,
“Sir,” said I, “or Madam, truly your forgiveness I implore;
But the fact is I was napping, and so gently you came rapping,
And so faintly you came tapping, tapping at my chamber door,
That I scarce was sure I heard you” — here I opened wide the door; —
Darkness there and nothing more.
 
5. Deep into that darkness peering, long I stood there wondering,
fearing,
Doubting, dreaming dreams no mortal ever dared to dream before;
But the silence was unbroken, and the stillness gave no token,
And the only word there spoken was the whispered word, “Lenore?”
This I whispered, and an echo murmured back the word, “Lenore!” —
Merely this and nothing more.
 
6. Back into the chamber turning, all my soul within me burning,
Soon again I heard a tapping somewhat louder than before.
“Surely,” said I, “surely that is something at my window lattice;
Wooden/metal screen
Let me see, then, what thereat is, and this mystery explore — That place
Let my heart be still a moment and this mystery explore;—
‘Tis the wind and nothing more!”
 
Open here I flung the shutter, when, with many a flirt and flutter,
In there stepped a stately Raven of the saintly days of yore;

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Not the least obeisance made he; not a minute stopped or stayed he; The past
But, with mien of lord or lady, perched above my chamber door — Respect
Perched upon a bust of Pallas just above my chamber door — Manner
Statue of head/shoulders of
Perched, and sat, and nothing more. Athena (Greek Goddess)
 
7. Then this ebony bird beguiling my sad fancy into smiling,
By the grave and stern decorum of the countenance it wore, Sneaky or deceiving
“Though thy crest be shorn and shaven, thou,” I said, “art sure no craven, Appropriate behavior
Ghastly grim and ancient Raven wandering from the Nightly shore — Facial expression
Tell me what thy lordly name is on the Night’s Plutonian shore!”
Quoth the Raven “Nevermore.”
  Associated with the
8. Much I marvelled this ungainly fowl to hear discourse so plainly, underworld
Though its answer little meaning — little relevancy bore;
Wondered, Strange, bird
For we cannot help agreeing that no living human being
Formed
Ever yet was blessed with seeing bird above his chamber door —
Bird or beast upon the sculptured bust above his chamber door,
With such name as “Nevermore.”
 
9. But the Raven, sitting lonely on the placid bust, spoke only
That one word, as if his soul in that one word he did outpour.
Nothing farther then he uttered — not a feather then he fluttered —
Till I scarcely more than muttered “Other friends have flown before —
On the morrow he will leave me, as my Hopes have flown before.” Hardly
Then the bird said “Nevermore.”
 
10. Startled at the stillness broken by reply so aptly spoken,
Appropriately
“Doubtless,” said I, “what it utters is its only stock and store
Caught from some unhappy master whom unmerciful Disaster
Followed fast and followed faster till his songs one burden bore —
Till the dirges of his Hope that melancholy burden bore Song of grief, sad
Of ‘Never — nevermore’.”
 
11. But the Raven still beguiling my sad fancy into smiling, Sneaky or deceiving
Straight I wheeled a cushioned seat in front of bird, and bust and door;
Then, upon the velvet sinking, I betook myself to linking
Fancy unto fancy, thinking what this ominous bird of yore — Foretelling evil, the Past
What this grim, ungainly, ghastly, gaunt, and ominous bird of yore
Strange, frightening,
Meant in croaking “Nevermore.”
haggard
 
12. This I sat engaged in guessing, but no syllable expressing
To the fowl whose fiery eyes now burned into my bosom’s core;
This and more I sat divining, with my head at ease reclining
On the cushion’s velvet lining that the lamp-light gloated o’er,
But whose velvet-violet lining with the lamp-light gloating o’er, Speculating
She shall press, ah, nevermore!
 
[Link], methought, the air grew denser, perfumed from an unseen censer
Swung by seraphim whose foot-falls tinkled on the tufted floor.
Angel, decorated

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 “Wretch,” I cried, “thy God hath lent thee — by these angels he hath sent God has sent you relief and
thee forgetfulness of sorrow. Drink
this beverage that eases pain.
Respite — respite and nepenthe, from thy memories of Lenore;
Quaff, oh quaff this kind nepenthe and forget this lost Lenore!”
Quoth the Raven “Nevermore.”
  Whether the devil sent or a
violent storm carried.
13. “Prophet!” said I, “thing of evil! — prophet still, if bird or devil! —
Whether Tempter sent, or whether tempest tossed thee here ashore, Depressingly empty.
undaunted
Desolate yet all undaunted, on this desert land enchanted — Relief from suffering
On this home by Horror haunted — tell me truly, I implore —
Is there — is there balm in Gilead? — tell me — tell me, I implore!”
Quoth the Raven “Nevermore.”
 
14. “Prophet!” said I, “thing of evil! — prophet still, if bird or devil!
By that Heaven that bends above us — by that God we both adore — Heaven
Tell this soul with sorrow laden if, within the distant Aidenn,
It shall clasp a sainted maiden whom the angels name Lenore —
Clasp a rare and radiant maiden whom the angels name Lenore.”
Quoth the Raven “Nevermore.”
 
15. “Be that word our sign of parting, bird or fiend!” I shrieked, upstarting
—
“Get thee back into the tempest and the Night’s Plutonian shore!
Leave no black plume as a token of that lie thy soul hath spoken!
Leave my loneliness unbroken! — quit the bust above my door!
Take thy beak from out my heart, and take thy form from off my door!”
Quoth the Raven “Nevermore.”
 
16. And the Raven, never flitting, still is sitting, still is sitting
On the pallid bust of Pallas just above my chamber door;
And his eyes have all the seeming of a demon’s that is dreaming,
And the lamp-light o’er him streaming throws his shadow on the floor;
And my soul from out that shadow that lies floating on the floor
Shall be lifted — nevermore!

________________
1
Underline = words which cannot be discovered in context by students and should be glossed
(covered briefly). Their definitions are in the right column. Boldface words are tier 2 that can be
determined in context.

Close Reading Exemplar for The Raven by Edgar Allen Poe

Summary of Activities
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 1. Connect & Engage: Have students think-pair-share about a time when they lost someone or
something important to them. Have them share it with the class. (Approx. 3 min.)

2. Preview the text: Have students explore the text. Encourage them to look for repeated words,
character names, text structure clues, and interesting language and vocabulary (Approx. 5 min.)

3. Predict and Set a purpose for Reading: Have students turn and share what they believe the
poem may be about, besides the loss of someone. Show them Appendix A and have them write
their predictions using the language and images they see in the picture you are to show them as
they predict. Tells students “Lets read to find out what the Raven represents and how the
narrator reacts to a bizarre series of events.” (Approx. 5 min.)

4. Activate/Build Background Knowledge: Elicit information from students about what they know
about Edgar Allen Poe. Jot them down on a chart or on the board. Discuss with students that
many of Poe’s works had dark themes and sadness to them. Tell them that Poe lost many
people in his family, including his mother, foster mother, and foster father and these
experiences helped him write the poem they will soon read. As you give more information about
the author of the poem, jot down only the information that will help students understand more
about the poem based on the author’s style of writing and the mood he wishes to create in the
poem, because of his past experiences. This information should include the following: (Approx.
5-7 min.)

 Virginia, Poe’s love at the time, was dying of Tuberculosis and he was grieving during and after
this experience.

 The Raven was written in the 1800s, during a time that people enjoyed reading about personal
tragedies, mystery, love and loss.

 Poe’s belief when it came to poetry was that it was not the time to teach moral lessons but to
express truth, passion, beauty and torment.

5. Close Reading Activities: Have students pair read stanzas in “chunks” of stanzas as indicated
below. Have students jot any questions or misunderstandings they have about each chunk of
the poem in the Close Reading graphic organizer (Appendix B). After pair reading, clarify their
questions and have them answer the comprehension questions from Close Reading:
Comprehension Questions (Appendix C) that help them build understanding of the text.
Afterwards, review literary elements briefly so that students may complete the Close Reading:
Literary Elements worksheet (Appendix D). Answer Key: 1. Falling Action 2. Setting 3. Rising
Action 4. Resolution 5. Climax (Approx. 50 min.)

6. Argumentative Essay Assignment: Introduce the writing prompt to students and answer any
corresponding questions they may have about the writing task. (Approx. 30-45 min.)

7. Extension Activities: Introduce these optional activities to students once they’ve completed the
essay.

Close Reading: Cohort 1 Page 6

 Text under Discussion Directions for Teachers/Guiding Questions for Students
Close Reading Activities:
5. a. Model reading stanza one aloud and jotting down on the
board a question about the text such as, “What does ‘”quaint and
curious volume of forgotten lore”’ mean? Model jotting the
answer down underneath after clarifying that “quaint and
curious” refers to old and unusual and “lore” means knowledge.
Tell students they will benefit from the vocabulary and language
THE RAVEN. that have been clarified alongside the text, but will also use the
same process to question and clarify. Have the whole class read
1. Once upon a midnight dreary, while I pondered, weak and stanzas two and three silently, and then read the two stanzas with
weary, them. Hand out Appendix B worksheet. Prompt them to jot down
Over many a quaint and curious volume of forgotten lore —
questions and confusing language in the first box of the graphic
While I nodded, nearly napping, suddenly there came a tapping,
organizer titled Close Reading: Question & Clarify (Appendix B)
As of some one gently rapping, rapping at my chamber door.
and discuss them with a partner for clarification. Have a class
“ ’Tis some visiter,” I muttered, “tapping at my chamber door —
discussion in order to clarify any questions or confusing language
Only this and nothing more.”
that could not be clarified in pairs and have them write new
 
2. Ah, distinctly I remember it was in the bleak December; understandings in the same box.
And each separate dying ember wrought its ghost upon the floor. b. Have students pair read each chunk of stanzas by assigning a
Eagerly I wished the morrow; — vainly I had sought to borrow Student A and a Student B. All student A’s will be the reader
From my books surcease of sorrow — sorrow for the lost Lenore — while all Student B’s whisper read along with their partners. Have
For the rare and radiant maiden whom the angels name Lenore — them continue the pair read, question/clarify process. Make sure
Nameless here for evermore. they jot down at least three misunderstandings about each chunk
  of text as they read.
3. And the silken, sad, uncertain rustling of each purple curtain c. Have students complete the Close Reading Comprehension
Thrilled me — filled me with fantastic terrors never felt before; Questions (Appendix C) after clarifying their misunderstandings.
So that now, to still the beating of my heart, I stood repeating Discuss answers with the class.
“ ’Tis some visitor entreating entrance at my chamber door — d. Have students complete the Close Reading: Literary Elements
Some late visitor entreating entrance at my chamber door; — worksheet (Appendix D) after discussing the Close Reading
This it is and nothing more.” Comprehension Questions and reviewing literary elements with
  the class.

Close Reading: Cohort 1 Page 7

 4. Presently my soul grew stronger; hesitating then no longer,
“Sir,” said I, “or Madam, truly your forgiveness I implore; 1. What about the setting and events so far seem to be bothering the speaker
But the fact is I was napping, and so gently you came rapping, of the poem? (Stanzas 1-3)
And so faintly you came tapping, tapping at my chamber door,
That I scarce was sure I heard you” — here I opened wide the door; The first lines shows the speaker is awake in the middle of a gloomy night and
— has chosen to pass the time with a strange book of ancient knowledge. The
Darkness there and nothing more. speaker is “weak,” and “weary” which shows he cannot sleep and this has
  caused his weakness. He begins to doze off when suddenly he hears “napping,”
5. Deep into that darkness peering, long I stood there wondering, “tapping,” and “rapping”. He explains the source of the tapping as being a
fearing, “visitor” and responds to this with “only this and nothing more”. This shows he
is trying to calm himself down. He continues to describe the setting by saying it
Doubting, dreaming dreams no mortal ever dared to dream before;
was December, winter, a time of long nights. The reader gets a sense that he
But the silence was unbroken, and the stillness gave no token,
may think the nights are too long, especially because he has established his
And the only word there spoken was the whispered word, “Lenore?” difficulty with falling asleep. He continues by describing the fire as it goes out,
This I whispered, and an echo murmured back the word, “Lenore!” creating an eerie mood in the reader. He uses mysterious and depressing words
— like “bleak,” “dying,” and “ghost” to describe the setting and describes the
Merely this and nothing more. sorrow he feels for his deceased Lenore. He then reveals that reading was in
  “vain” and that it has not subsided his sorrow for his lost love Lenore. He
6. Back into the chamber turning, all my soul within me burning, continues to feel sorrow and even more terror as he describes the mysterious
Soon again I heard a tapping somewhat louder than before. “rustling curtain” and the visitor still waiting at the chamber door.
“Surely,” said I, “surely that is something at my window lattice;
Let me see, then, what thereat is, and this mystery explore —
Let my heart be still a moment and this mystery explore;—
‘Tis the wind and nothing more!” 2. Describe what happened when the narrator opened the chamber door.
  (Stanzas 4-6)
7. Open here I flung the shutter, when, with many a flirt and
flutter, The speaker overcomes his fear and calls out to the “visitor”. But when he opens
In there stepped a stately Raven of the saintly days of yore; the door he finds only “darkness there and nothing more.” The speaker looks
Not the least obeisance made he; not a minute stopped or stayed he; outside into the “darkness,” the “silence,” and the “stillness” while he imagines
But, with mien of lord or lady, perched above my chamber door — what could be out there. He whispers the name of his deceased lover, “Lenore,”
and hears it echoed back to him in the night. The speaker is still frightened, as
Perched upon a bust of Pallas just above my chamber door —
shown by the image he gives the reader when saying “my soul within me
Perched, and sat, and nothing more. burning.” He returns to his room, but the tapping sound continues, even louder.
  Still frightened, he investigates the sound and justifies the noises of the night by
8. Then this ebony bird beguiling my sad fancy into smiling, saying “tis the wind and nothing more”.
By the grave and stern decorum of the countenance it wore,
“Though thy crest be shorn and shaven, thou,” I said, “art sure no
craven,

Close Reading: Cohort 1 Page 8

 Ghastly grim and ancient Raven wandering from the Nightly shore 3. Who or what is the new visitor and how does the speaker react to this
— visitior? (Stanzas 7-9)
Tell me what thy lordly name is on the Night’s Plutonian shore!”
Quoth the Raven “Nevermore.” The speaker finally opens the window and in flies a Raven. The Raven sits on top
  of the speaker’s “bust of Pallas.” The Raven, perched on a high statue, is actually
9. Much I marvelled this ungainly fowl to hear discourse so perched on a “Pallas” which represents the Greek Goddess of Wisdom. The
Raven which represents death, now sits above this bust which represents wisdom.
plainly,
This represents the power death has over wisdom. The speaker begins to forget
Though its answer little meaning — little relevancy bore; his fear and sadness by finding the bird humorous and worth understanding. He
For we cannot help agreeing that no living human being compares the bird to a lord that represents royalty and dignity, showing the
Ever yet was blessed with seeing bird above his chamber door — respect he has for the bird. He also states that the bird has come from the
Bird or beast upon the sculptured bust above his chamber door, “Plutonian shore,” a reference to the myth of Pluto, the God of the Underworld,
With such name as “Nevermore.” the land of the dead in Greek mythology. This shows the speaker considers the
  Raven to be a creature of the dead. This thought and the Raven’s only word,
10. But the Raven, sitting lonely on the placid bust, spoke only “Nevermore,” begin the speaker’s self-torture. The speaker thinks “nevermore”
may be the bird’s name when this is its only response to him.
That one word, as if his soul in that one word he did outpour.
Nothing farther then he uttered — not a feather then he fluttered —
4. What is the author trying to figure out about the bird? What evidence
Till I scarcely more than muttered “Other friends have flown before
shows this? (Stanzas 10-12)
—
On the morrow he will leave me, as my Hopes have flown before.”
The speaker is trying to figure out how “Nevermore” became the only word the
Then the bird said “Nevermore.” Raven knows. He starts to believe the bird has learned his one word from living
  with a person who used the word in response to his own bad luck. Growing even
11. Startled at the stillness broken by reply so aptly spoken, more curious, the author sits in a chair to figure out what this bird meant by
“Doubtless,” said I, “what it utters is its only stock and store “Nevermore”. The speaker shows he is even amused by the bird by smiling and
Caught from some unhappy master whom unmerciful Disaster calling it “grim”, “ghastly” , and “ominous” which show that he’s concerned
Followed fast and followed faster till his songs one burden bore — about this unpleasant mystery that has imposed itself on his night.
Till the dirges of his Hope that melancholy burden bore
Of ‘Never — nevermore’.” 5. What meaning do you think “Nevermore” takes on, based on evidence
  from the text? How does the speaker react to this word? (Stanzas 13-15)
12. But the Raven still beguiling my sad fancy into smiling,
“Nevermore” represents a rejection of the speaker’s happiness, especially as it
Straight I wheeled a cushioned seat in front of bird, and bust and
pertains to Lenore. The speaker and the bird remain silent. The speaker describes
door; a frightening image of the bird with “fiery eyes” that “burned into” the speaker’s
Then, upon the velvet sinking, I betook myself to linking heart. The speaker begins to become depressed again over his lost love Lenore
Fancy unto fancy, thinking what this ominous bird of yore — and disturbed by the bird’s presence. The speaker is still seated in the spot where
What this grim, ungainly, ghastly, gaunt, and ominous bird of yore Lenore had been and this makes the speaker think of her and how she’ll never get
to do that again. This make him imagine he smells the incense of angels and the

Close Reading: Cohort 1 Page 9

Meant in croaking “Nevermore.”
  scent of Lenore’s perfume from the times she sat there before her death. He
13. This I sat engaged in guessing, but no syllable expressing believes her scent is a gift from God and a way for him to forget his sadness. He
To the fowl whose fiery eyes now burned into my bosom’s core; hopes that God will help him forget and overcome his grief. “Nevermore” is the
This and more I sat divining, with my head at ease reclining bird’s response to all of this. The speaker’s perception of the bird’s one word
statement is that he will never have peace or emotional relief from Lenore’s
On the cushion’s velvet lining that the lamp-light gloated o’er, death. His reaction to this is to call the bird names like “Prophet”, “devil”, and
But whose velvet-violet lining with the lamp-light gloating o’er, “evil”. The speaker doesn’t know if the bird is the devil or just a violent storm
She shall press, ah, nevermore! that has come to torment him. The speaker admits to being alone but still hopeful
  that he will experience relief from his suffering. “Is there balm in Gilead?” is
14. Then, methought, the air grew denser, perfumed from an unseen associated with the fact that Gilead was known for healing plants. He asks the
censer bird directly about this, to which the bird replies “Nevermore.” The speaker will
Swung by seraphim whose foot-falls tinkled on the tufted floor. likely fall even deeper into a state of despair.
“Wretch,” I cried, “thy God hath lent thee — by these angels he hath
sent thee 6. Where is the Raven at the end of the poem? What does the Raven’s
Respite — respite and nepenthe, from thy memories of Lenore; presence mean for the speaker of the poem and his grief? Use evidence to
explain. (Stanzas 16-18)
Quaff, oh quaff this kind nepenthe and forget this lost Lenore!”
Quoth the Raven “Nevermore.”
The speaker continues to communicate with the Raven, calling it a “devil”,
  “evil”, and a “prohet” like before. It remains perched on the chamber door. The
15. “Prophet!” said I, “thing of evil! — prophet still, if bird or speaker asks if he will be reunited with Lenore after he himself dies, in an
devil! — afterlife he calls “the distant Aidenn.” The speaker describes himself as a “soul
Whether Tempter sent, or whether tempest tossed thee here ashore, with sorrow laden” and his description of Lenore as a “sainted” and “rare and
undaunted radiant maiden” shows how inaccessible and far away Lenore has become and
Desolate yet all undaunted, on this desert land enchanted — how depressed he has become. The Raven’s presence represents the speaker’s
On this home by Horror haunted — tell me truly, I implore — everlasting sorrow and pain over his lost Lenore. To this, he tells the Raven to
leave because it is lying. His yelling shows he wishes to be alone again. “Leave
Is there — is there balm in Gilead? — tell me — tell me, I implore!”
loneliness unbroken” also shows his request. In his misery, he uses imagery to
Quoth the Raven “Nevermore.” describe the Raven by calling it evil words such as, “fiend,” “tempest,” “night’s
  Plutonian shore,” “black plume,” “lie”. Still, the bird remains perched on the
16. “Prophet!” said I, “thing of evil! — prophet still, if bird or “pallid bust of Pallas” above the chamber door. He calls the bird evil and
devil! describes how he “shall be lifted --- nevermore!” from his own personal hell. The
By that Heaven that bends above us — by that God we both adore — forces of evil (the Raven) have overcome wisdom (the speaker’s mind) and the
Tell this soul with sorrow laden if, within the distant Aidenn, speaker has no escape from his loss of rationality and more importantly, his loss
It shall clasp a sainted maiden whom the angels name Lenore — of happiness.
Clasp a rare and radiant maiden whom the angels name Lenore.”
Quoth the Raven “Nevermore.”
 
17. “Be that word our sign of parting, bird or fiend!” I shrieked,

Close Reading: Cohort 1 Page 10

 upstarting —
“Get thee back into the tempest and the Night’s Plutonian shore!
Leave no black plume as a token of that lie thy soul hath spoken!
Leave my loneliness unbroken! — quit the bust above my door!
Take thy beak from out my heart, and take thy form from off my
door!”
Quoth the Raven “Nevermore.”
 
18. And the Raven, never flitting, still is sitting, still is sitting
On the pallid bust of Pallas just above my chamber door;
And his eyes have all the seeming of a demon’s that is dreaming,
And the lamp-light o’er him streaming throws his shadow on the
floor;
And my soul from out that shadow that lies floating on the floor
Shall be lifted — nevermore!

Close Reading: Cohort 1 Page 11

 Directions for Teachers/Guiding Questions for Students

6. Argumentative Essay Assignment:

Instructions: Ask students to respond to Edgar Allen Poe’s The Raven by answering the
following writing prompt in an argumentative essay:

Writing Prompt: Is the Raven in Edgar Allen Poe’s The Raven real or imaginary? Use
evidence from the text and your own thinking to support your response.

This essay should focus on the speaker’s life circumstances at the time, particularly the
death of his true love, Lenore, and the sense of doom conveyed throughout the poem by
the Raven. It should address how the Raven created a sense of doom and if the doom was
created by the speaker himself, who contributed the most to his own misery, or a literal
creature that tormented him. This essay should explore how the different elements of the
poem, i.e the setting, mood, imagery, symbolism (the Raven) and speaker’s word choice
all contribute to the existance or nonexistance of the Raven.

 [Link]-Literacy.W.9-10.1Write arguments to support claims in an analysis of

substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
 [Link]-Literacy.W.9-10.1a Introduce precise claim(s), distinguish the claim(s) from
alternate or opposing claims, and create an organization that establishes clear relationships
among claim(s), counterclaims, reasons, and evidence.
 [Link]-Literacy.W.9-10.1b Develop claim(s) and counterclaims fairly, supplying
evidence for each while pointing out the strengths and limitations of both in a manner that
anticipates the audience’s knowledge level and concerns.
 [Link]-Literacy.W.9-10.1c Use words, phrases, and clauses to link the major sections
of the text, create cohesion, and clarify the relationships between claim(s) and reasons,
between reasons and evidence, and between claim(s) and counterclaims.
 [Link]-Literacy.W.9-10.1d Establish and maintain a formal style and objective tone
while attending to the norms and conventions of the discipline in which they are writing.
 [Link]-Literacy.W.9-10.1e Provide a concluding statement or section that follows
from and supports the argument presented.

Note: Teachers should share with students the Argumentative Writing Rubric for grades 9-
10 before allowing students to begin this prompt.

Close Reading: Cohort 1 Page 12

7. Extension Activities:

1. Poe is also famous for using allusions in his writing. Define allusion and record
examples from “The Raven” where allusion techniques were used. For each example,
write down the type of allusion it is (literary, mythological, biblical, etc.) and
evidence from the text that shows allusion was used by the author.

2. How would you describe the mood created by the setting? Which images in the
beginning of the poem create this mood? Why did Edgar Allen Poe choose this
setting for this poem? If he had chosen a carnival or a circus, how would the mood
and events of the story be different? Be sure to include the speaker’s word choices
and evidence from the text in your response.

3. Write an alternate ending to “The Raven” using Edgar’s Allen Poe’s poetic style of
writing, rhyme scheme, and the refrain “Nevermore”.

Appendix A

Close Reading: Cohort 1 Page 13

Directions: Based on the images and language used in the picture below, predict
what Edgar Allen’s poem “The Raven” will be about. Begin with “I predict the
poem will be about…”

Prediction: I predict “The Raven” will be about:

Appendix B

Close Reading: Cohort 1 Page 14

 Close Reading: Question & Clarify
Name: Date:

Directions: Read and jot down any questions or confusing language you have about the text.
Then write a summary for the whole text individually using your comprehension questions
and clarifications.

Text: _______________________________________________________________________________

Author: _____________________________________________________________________________

Questions/Clarifications for stanzas 1-3:

Questions/Clarifications for stanzas 4-6:

Questions/Clarifications for stanzas 7-9:

Questions/Clarifications for stanzas 10-12:

Questions/Clarifications for stanzas 13-15:

Questions/Clarifications for stanzas 16-18:

Summary of entire poem:

Close Reading: Cohort 1 Page 15

Appendix C

Close Reading: Comprehension Questions

Name: Date:

Directions: Answer the questions that correspond to each stanza as you read.

1. What about the setting and events so far seem to be bothering the speaker of the poem? (Stanzas 1-
3)

2. Describe what happened when the narrator opened the chamber door. (Stanzas 4-6)

3. Who or what is the new visitor and how does the speaker react to this visitior? (Stanzas 7-9)

4. What is the author trying to figure out about the bird? What evidence shows this? (Stanzas 10-12)

5. What meaning do you think “Nevermore” takes on, based on evidence from the text? How does the
speaker react to this word? (Stanzas 13-15)

6. Where is the Raven at the end of the poem? What does the Raven’s presence mean for the speaker of
the poem and his grief? Use evidence to explain. (Stanzas 16-18)

Close Reading: Cohort 1 Page 1

 Appendix D

Close Reading: The Raven (Literary Elements)

Name: Date:

Directions: Label each stanza with the following plot events: Exposition, Rising Action,
Climax, Falling Action, or Resolution.

Prophet!' said I, `thing of evil! - prophet still, if bird or devil! –, 1. ______________________

On the pallid bust of Pallas just above my chamber door;
Whether tempter sent, or whether tempest tossed thee here ashore, Desolate
yet all undaunted, on this desert land enchanted -
On this home by horror haunted - tell me truly, I implore -
Is there - is there balm in Gilead? - tell me - tell me, I implore!' Quoth the
raven, `Nevermore.'

Once upon a midnight dreary, while I pondered weak and weary, 2. _______________________
Over many a quaint and curious volume of forgotten lore,
While I nodded, nearly napping, suddenly there came a tapping, As of
someone gently rapping, rapping at my chamber door.
`'Tis some visitor,' I muttered, `tapping at my chamber door - Only this,
and nothing more.'

Presently my heart grew stronger; hesitating then no longer, 3. _____________________

`Sir,' said I, `or Madam, truly your forgiveness I implore;
But the fact is I was napping, and so gently you came rapping, And so
faintly you came tapping, tapping at my chamber door,
That I scarce was sure I heard you' - here I opened wide the door; - Darkness
there, and nothing more.

And the raven, never flitting, still is sitting, still is sitting 4 . _____________________
On the pallid bust of Pallas just above my chamber door;
And his eyes have all the seeming of a demon's that is dreaming,
And the lamp-light o'er him streaming throws his shadow on the floor; And my
soul from out that shadow that lies floating on the floor
Shall be lifted - nevermore!`

`Be that word our sign of parting, bird or fiend!' I shrieked upstarting – , 5. _____________________

`Get thee back into the tempest and the Night's Plutonian shore! Leave no black plume as a token of
that lie thy soul hath spoken! Leave my loneliness unbroken! - quit the bust above my door!

Take thy beak from out my heart, and take thy form from off my door!' Quoth the
raven, `Nevermor
Close Reading: Cohort 1 Page 2
 Student #1
October 21, 2013
“The Raven”
Argumentative Essay

The Raven is real, but the events surrounding it are imagined by the speaker. Although he heard
the Raven, speaking with a raven cannot be supported by facts. The speaker was anxious for answers
about Lenore and his grief, and made up the Raven to get closure. Conversely, he finds the opposite when
the Raven says, “Nevermore”. This is because the Raven reflects how the speaker feels inside.
It is possible that a raven did fly into the speaker's chamber and perch above his chamber door. To
imagine these strange happenings, the speaker's mind needed something to be the subject of it-such as a
raven. However, the speaker imagined the Raven to be a divine sign and called it a prophet, because he
was so depressed. For example he says in the text, “'Prophet!' said I, 'thing of evil!-prophet still, if bird or
devil-'”...”'Is there-is there balm in Gilead?-tell me-tell me, I implore!'” The speaker is so desperate for
answers, and he believes the bird to have them. He demands the bird to answer his questions, if he will
ever see Lenore again, or even be happy. Everyone longs for closure after the death of a loved one. The
speaker wants the Raven to tell him that he will be happy again, and that one day he will again see
Lenore. Yet, he imagines the Raven saying “Nevermore” every time, because that is how he feels-as if he
will never be happy again. Edgar Allen Poe used the Raven as a symbol of the grief that he believed would
never leave him, or the speaker.
Some may believe that the Raven was completely imaginary and the speaker was delusional. This
is a false assumption because everything has symbolism in this poem. There is no way that the speaker's
mind merely made up this entire scene, because when one imagines things, he needs something to focus
on and create symbolism out of. In the text, the speaker was depressed and a raven flew in his window.
He was desperate for answers, so imagined the Raven talking to him. I do agree that the Raven was
completely imaginary after that night, when the speaker says the Raven has never left his chamber door.
The Raven did leave, as all birds must, but it says in the text the speaker still saw him every day, in his
imagination, because just like the Raven, the grief has never left him.
A raven flying into the speaker's chamber allowed his distraught mind to imagine events that
reflected how he felt at that time. The speaker was depressed because of the loss of Lenore, the love of
his life. He wanted to know if his suffering would ever end, and asked this bird, the only living thing
around at the time. The speaker knew deep inside that his suffering would never end, just as Poe felt
when he was writing this poem. And so, the actual Raven was imagined in a prophetic way to answer
“Nevermore”.
 Argumentation/Opinion Text-Based Writing Rubric
Grades 9–10

Student #1

Score of 4 Score of 3 Score of 2 Score of 1

The writing – The writing – The writing – The writing –
Reading/Research 2 ×

 makes effective use of available  makes adequate use of available  makes limited use of available  makes inadequate use of available
resources resources resources resources
___ = ___

 skillfully/effectively supports an  supports an opinion with relevant and  inconsistently supports an opinion  fails to support an opinion with
opinion with relevant and sufficient sufficient facts and details from with relevant and sufficient facts and relevant and sufficient facts and
facts and details from resources with resources with accuracy details from resources with accuracy details from resources with accuracy
accuracy  uses credible sources*  inconsistently uses credible sources*  attempts to use credible sources*
 uses credible sources*
The writing – The writing – The writing – The writing –
Development 3 × ___ = ___

 addresses all aspects of the writing  addresses the writing task with a  addresses the writing task with an  attempts to address the writing task
task with a tightly focused response focused response inconsistent focus but lacks focus
 skillfully develops the claim(s) and  develops the claim(s) and  inconsistently develops the claim(s)  attempts to establish a claim or
counterclaims fairly, supplying counterclaims fairly, supplying and counterclaims fairly, supplying proposal
sufficient and relevant evidence for sufficient and relevant evidence for sufficient and relevant evidence for  supports claim(s) using evidence that
each while pointing out the strengths each while pointing out the strengths each while pointing out the strengths is insufficient and/or irrelevant
and limitations of both in a manner and limitations of both in a manner and limitations of both in a manner
that anticipates the audience’s that anticipates the audience’s that anticipates the audience’s
knowledge level and concerns knowledge level and concerns knowledge level and concerns
The writing – The writing – The writing – The writing –
 effectively introduces precise  introduces precise  introduces the claim(s);  identifies the claim(s)
claim(s); distinguishes the claim(s); distinguishes however, may fail to  has little or no evidence of
claim(s) from alternate or the claim(s) from distinguish the claim(s) from purposeful organization
opposing claims alternate or opposing alternate or opposing claim(s)
 effectively creates an claims  has a progression of ideas that
organization that establishes  creates an organization that may lack cohesion (ideas may
clear relationships among establishes clear relationships be rambling and/or repetitive)
claim(s), counterclaim(s), among claim(s),  inconsistently uses words,
reasons, and evidence counterclaim(s), reasons, and phrases, and/or clauses to
 skillfully uses words, phrases, evidence link the major sections of the
and/or clauses to link the major  uses words, phrases, and/or text, create cohesion, and
sections of the text, create clauses to link the major clarify the relationships
cohesion, and clarify the sections of the text, create between claim(s) and
relationships between claim(s) cohesion, and clarify the reasons, between reasons
and reasons, between reasons relationships between claim(s) and evidence, and between
and evidence, and between and reasons, between claim(s) and counterclaims
claim(s) and counterclaims reasons and evidence, and  provides a sense of closure
 provides an effective between claim(s) and
concluding statement or counterclaims
 Score of 4 Score of 3 Score of 2 Score of 1
The writing – The writing – The writing – The writing –
Language/Conventions 1 × ___ = ___

 demonstrates an exemplary  demonstrates a command of  demonstrates a limited and/or  demonstrates a weak

command of standard English standard English conventions; inconsistent command of command of standard English
conventions errors do not interfere with standard English conventions; conventions; errors interfere
 skillfully employs language and understanding errors may interfere with with understanding
tone appropriate to audience  employs language and tone understanding  employs language and tone
and purpose appropriate to audience and  inconsistently employs language that are inappropriate to
 has sentences that are skillfully purpose and tone appropriate to audience audience and purpose
constructed with appropriate  has sentences that are and purpose  has frequent and severe
variety in length and structure generally complete with  has some sentence formation sentence formation errors
 follows standard format for sufficient variety in length and errors and/or a lack of sentence and/or a lack of sentence
citation with few errors* structure variety variety
 follows standard format for  follows standard format for  follows standard format for
citation with few errors* citation with several errors* citation with significant
errors*

* If applicable

Notes: Student #1 pulled several pieces of evidence from The Raven and used them to support a very well developed claim. The essay offers an
argumentative interpretation of the text and presents an insightful analysis concerning the relationship between the text’s ideas and the literary

techniques Poe uses to convey meaning. The essay rationally explains her views and how significant evidence from the text supports her views. This
student demonstrates consistent and effective control over the elements of writing. Her essay is skillfully organized and shows an ability to structure
sentences and paragraphs concisely and effectively. She engages the reader through mature, sophisticated language that effectively persuades the
reader.
 Student # 2
October 21, 2013
The Raven
Argumentative Essay

The raven’s appearance is an imaginary occurrence because the speaker of the poem was on the
brink of insanity and was never fully aware of reality or what was going on around him. At the time of the
encounter with the raven, the speaker was tired and about to fall asleep. He is also in a deep depression
and is very unstable throughout the events of the poem. The speaker also suffered from additional
hallucinations during his encounter with the raven, thus making the actual events including the raven is
highly unlikely.
At the beginning of the poem the speaker emphasizes how tired he as at the time of night. While
he was reading books in his bedroom and dozing off he hears a strange knock at his door. In the text the
speaker says, “Upon a midnight dreary, while I pondered weak and weary…” Since the author was so
tired he could have been disoriented at the time of visiting. Second, he is further in position to be because
of his depression for his lost love, Lenore. He is still in the grieving process, and especially weak because
of this. He had stated that he had unsuccessfully tried to move on, and forget about Lenore. Imagining the
raven and its speaking of the word “never more” is likely a word that represents the speaker’s
understanding that he will never be able to move on. Finally, this entire experience is based on deep
hallucination. While he was conversing with the raven, he described an experience where he could smell
and see Lenore as an angel. This experience seems highly unusual and a result of his positive memories
he has of Lenore. In the text he says, “Then methought, the air grew denser, perfumed from an unseen
censer: Swung by seraphim whose foot-falls tinkled on the tufted floor…” “… By these angles he hath
sent.” This means he sees and smells Lenore as an angel and this is surely because of the encouraging
memories that are now rushing back to him. The raven was a figure of his sub-conscious trying to tell him
that he will never be free from his pain. This result is shown at the end of the poem where the speaker hits
the bottom of his depression and he sees no point in going on. But the raven still sits at his door while he
comes to his final realization that what the raven “says” is true.
Some people would argue that the raven as real because of the knocking at the door and that it
could have been a message from Lenore. In the text is says, “And the only word there spoken was the
whispered word ‘Lenore?’ The raven’s actions were described from a point of view in the poem that
would point to the raven being real. The speaker also believes his experience with the angel was real. This
further supports the fact that the raven symbolizes Lenore’s message. But this is wrong because the
speaker noted the peculiarity of the ravens visit. The speaker had said that no one had been “blessed” with
encountering a bird above their door. The speaker was disoriented and did not have a full grasp on what
was reality. This was further amplified by his weariness. Him seeing and smelling Lenore and the events
surrounding the raven’s visit and conversation were all driven by his mental instability and weakness at
that point.
 Student # 2
October 21, 2013
The Raven
Argumentative Essay

The text clearly supports that the raven would imaginary and not a real creature. This is shown through the
speaker’s depression and sense of loss at his love appearing as this raven telling him that he will never
move on. The speaker was nearly asleep at the time of this occurrence and was never fully aware or
concise of his surroundings. It was also his fatigued and weary state that contributed to seeing this raven
and Lenore. Finally, his illusive and tired state was enhanced by additional hallucinations, occurring while
he is speaking to this bird. Seeing and smelling Lenore was a result of memories, loss and deep depression
being expressed in his mind through an encounter with an imaginary raven. This raven represents his mind
telling him the truth about his already broken state and that he can never rise from this pain until he sees no
point in living. As said at the end of the poem, his soul is never to rise again.
Argumentation/Opinion Text-Based Writing Rubric Grades 9–10
Student #2

Score of 4 Score of 3 Score of 2 Score of 1

The writing – The writing – The writing – The writing –
Reading/Research 2 ×

 makes effective use of available  makes adequate use of available  makes limited use of available  makes inadequate use of available
resources resources resources resources
___ = ___

 skillfully/effectively supports an  supports an opinion with relevant and  inconsistently supports an opinion  fails to support an opinion with
opinion with relevant and sufficient sufficient facts and details from with relevant and sufficient facts and relevant and sufficient facts and
facts and details from resources with resources with accuracy details from resources with accuracy details from resources with accuracy
accuracy  uses credible sources*  inconsistently uses credible sources*  attempts to use credible sources*
 uses credible sources*
The writing – The writing – The writing – The writing –
Development 3 × ___ = ___

 addresses all aspects of the writing  addresses the writing task with a  addresses the writing task with an  attempts to address the writing task
task with a tightly focused response focused response inconsistent focus but lacks focus
 skillfully develops the claim(s) and  develops the claim(s) and  inconsistently develops the claim(s)  attempts to establish a claim or
counterclaims fairly, supplying counterclaims fairly, supplying and counterclaims fairly, supplying proposal
sufficient and relevant evidence for sufficient and relevant evidence for sufficient and relevant evidence for  supports claim(s) using evidence that
each while pointing out the strengths each while pointing out the strengths each while pointing out the strengths is insufficient and/or irrelevant
and limitations of both in a manner and limitations of both in a manner and limitations of both in a manner
that anticipates the audience’s that anticipates the audience’s that anticipates the audience’s
knowledge level and concerns knowledge level and concerns knowledge level and concerns
The writing – The writing – The writing – The writing –
 effectively introduces precise  introduces precise  introduces the claim(s);  identifies the claim(s)
claim(s); distinguishes the claim(s); distinguishes however, may fail to  has little or no evidence of
claim(s) from alternate or the claim(s) from distinguish the claim(s) from purposeful organization
opposing claims alternate or opposing alternate or opposing claim(s)
 effectively creates an claims  has a progression of ideas that
organization that establishes  creates an organization that may lack cohesion (ideas may
clear relationships among establishes clear relationships be rambling and/or repetitive)
claim(s), counterclaim(s), among claim(s),  inconsistently uses words,
reasons, and evidence counterclaim(s), reasons, and phrases, and/or clauses to
 skillfully uses words, phrases, evidence link the major sections of the
and/or clauses to link the major  uses words, phrases, and/or text, create cohesion, and
sections of the text, create clauses to link the major clarify the relationships
cohesion, and clarify the sections of the text, create between claim(s) and
relationships between claim(s) cohesion, and clarify the reasons, between reasons
and reasons, between reasons relationships between claim(s) and evidence, and between
and evidence, and between and reasons, between claim(s) and counterclaims
claim(s) and counterclaims reasons and evidence, and  provides a sense of closure
 provides an effective between claim(s) and
concluding statement or counterclaims
 Score of 4 Score of 3 Score of 2 Score of 1
The writing – The writing – The writing – The writing –
Language/Conventions 1 × ___ = ___

 demonstrates an exemplary  demonstrates a command of  demonstrates a limited and/or  demonstrates a weak

command of standard English standard English conventions; inconsistent command of command of standard English
conventions errors do not interfere with standard English conventions; conventions; errors interfere
 skillfully employs language and understanding errors may interfere with with understanding
tone appropriate to audience  employs language and tone understanding  employs language and tone
and purpose appropriate to audience and  inconsistently employs language that are inappropriate to
 has sentences that are skillfully purpose and tone appropriate to audience audience and purpose
constructed with appropriate  has sentences that are and purpose  has frequent and severe
variety in length and structure generally complete with  has some sentence formation sentence formation errors
 follows standard format for sufficient variety in length and errors and/or a lack of sentence and/or a lack of sentence
citation with few errors* structure variety variety
 follows standard format for  follows standard format for  follows standard format for
citation with few errors* citation with several errors* citation with significant
errors*

 If applicable

Notes: Student #2 skillfully developed and organized his essay with evidence that clearly supported his claim and addressed both his claim and
opposing views thoroughly. The essay provides a convincing interpretation of the text after highlighting words and phrases that help to build
significant meaning in The Raven. He offers a reasonable explanation of why the raven isn’t real and how Poe’s use of language supports his
views. This student’s writing is clear and fully persuasive. It demonstrates good control over language usage and composition, and is
organized to help the reader understand his argument. Grammatical errors do not interfere with the reader’s understanding of the essay. This
essay is well developed and very thoughtful.
 Student #3
The Raven
By: Edger Allen Poe
Argumentative Essay

The events in the Raven were all a dream and as for the Raven, it could have been anything tapping
at the narrator’s door. The narrator was dreaming or imagining the events of the poem but the raven itself
was real and a part of a dream. The narrator went to sleep and before he went to sleep he was mourning
from the death of his love Lanore, so he had a restless nap.
In the text, it says “While I nodded nearly napping suddenly their came a tapping”. The narrator
actually heard something tapping on his chamber door and it could have been a bird or maybe even the
wind. The narrator fell asleep with the curiosity and fear of not knowing who or what was tapping at his
chamber door. The narrator was already weak and weary, in the text it say’s “while I pondered weak and
weary,”. The narrator in his dream was thinking of Lanore and how he had many unanswered questions
about Lanore’s death. So when he was dreaming whenever he asked a question all the bird said was
nevermore, the bird answered nevermore because the narrator doesn’t know the answer to the questions
and neither did the raven in his dream. I think the Bird was a Raven because in the poem the narrator
described the bird as blending in with the darkness of his chamber so he didn’t have specific detail to the
bird’s appearance. While the narrator was dreaming he was having a nightmare because he went to sleep
up set and weary so he was dreaming the way he felt. Sense a raven symbolizes death that’s the bird he
dreamt of.
A typical reader may think The Raven is real because the author wrought the story making the bird
have human like descriptions that almost made it believable that the raven was actually talking because of
the detail. Someone might even think the Raven could have been Lanore reincarnated as a bird telling the
narrator to move on and his suffering would be never more. Sense in the poem it says “And the only word
there spoken was the whisper word, “Lenore?” This I whispered and an echo murmured back the word
Lenore!” That gives you a clue that the bird was Lanore sense that’s what was said before the raven flew
into the narrator’s chamber. But they would be wrong because the raven was making the narrator suffer
and why would his love Lanore make him go through that. The narrator also mentioned how Lanore
probably went to heaven because she was such an angel, and the narrator mentioned that the where ever
the Raven came from was from somewhere of evil. Sense the raven was evil and Lanore was in heaven
the raven could not have been Lanore.
The Raven itself in “The Raven” was not real and the events that happen in the poem were all a
dream. The words nevermore were still going through the narrators head when he woke up. Towards the
end of the poem in the text it says “And my soul from out that shadow lies floating on the floor shall be
lifted – nevermore!” That was being said by the narrator so he began to believe what was going on in his
dream so he made it a reality and would be miserable forever.
 Argumentation/Opinion Text-Based Writing Rubric
Grades 9–10

Student #3

Score of 4 Score of 3 Score of 2 Score of 1

The writing – The writing – The writing – The writing –
Reading/Research 2 ×

 makes effective use of available  makes adequate use of available  makes limited use of available  makes inadequate use of available
resources resources resources resources
___ = ___

 skillfully/effectively supports an  supports an opinion with relevant and  inconsistently supports an opinion  fails to support an opinion with
opinion with relevant and sufficient sufficient facts and details from with relevant and sufficient facts and relevant and sufficient facts and
facts and details from resources with resources with accuracy details from resources with accuracy details from resources with accuracy
accuracy  uses credible sources*  inconsistently uses credible sources*  attempts to use credible sources*
 uses credible sources*
The writing – The writing – The writing – The writing –
Development 3 × ___ = ___

 addresses all aspects of the writing  addresses the writing task with a  addresses the writing task with an  attempts to address the writing task
task with a tightly focused response focused response inconsistent focus but lacks focus
 skillfully develops the claim(s) and  develops the claim(s) and  inconsistently develops the claim(s)  attempts to establish a claim or
counterclaims fairly, supplying counterclaims fairly, supplying and counterclaims fairly, supplying proposal
sufficient and relevant evidence for sufficient and relevant evidence for sufficient and relevant evidence for  supports claim(s) using evidence that
each while pointing out the strengths each while pointing out the strengths each while pointing out the strengths is insufficient and/or irrelevant
and limitations of both in a manner and limitations of both in a manner and limitations of both in a manner
that anticipates the audience’s that anticipates the audience’s that anticipates the audience’s
knowledge level and concerns knowledge level and concerns knowledge level and concerns
The writing – The writing – The writing – The writing –
 effectively introduces precise  introduces precise  introduces the claim(s);  identifies the claim(s)
claim(s); distinguishes the claim(s); distinguishes however, may fail to  has little or no evidence of
claim(s) from alternate or the claim(s) from distinguish the claim(s) from purposeful organization
opposing claims alternate or opposing alternate or opposing claim(s)
 effectively creates an claims  has a progression of ideas that
organization that establishes  creates an organization that may lack cohesion (ideas may
clear relationships among establishes clear relationships be rambling and/or repetitive)
claim(s), counterclaim(s), among claim(s),  inconsistently uses words,
reasons, and evidence counterclaim(s), reasons, and phrases, and/or clauses to
 skillfully uses words, phrases, evidence link the major sections of the
and/or clauses to link the major  uses words, phrases, and/or text, create cohesion, and
sections of the text, create clauses to link the major clarify the relationships
cohesion, and clarify the sections of the text, create between claim(s) and
relationships between claim(s) cohesion, and clarify the reasons, between reasons
and reasons, between reasons relationships between claim(s) and evidence, and between
and evidence, and between and reasons, between claim(s) and counterclaims
claim(s) and counterclaims reasons and evidence, and  provides a sense of closure
 provides an effective between claim(s) and
concluding statement or counterclaims
 Score of 4 Score of 3 Score of 2 Score of 1
The writing – The writing – The writing – The writing –
Language/Conventions 1 × ___ = ___

 demonstrates an exemplary  demonstrates a command of  demonstrates a limited and/or  demonstrates a weak

command of standard English standard English conventions; inconsistent command of command of standard English
conventions errors do not interfere with standard English conventions; conventions; errors interfere
 skillfully employs language and understanding errors may interfere with with understanding
tone appropriate to audience  employs language and tone understanding  employs language and tone
and purpose appropriate to audience and  inconsistently employs language that are inappropriate to
 has sentences that are skillfully purpose and tone appropriate to audience audience and purpose
constructed with appropriate  has sentences that are and purpose  has frequent and severe
variety in length and structure generally complete with  has some sentence formation sentence formation errors
 follows standard format for sufficient variety in length and errors and/or a lack of sentence and/or a lack of sentence
citation with few errors* structure variety variety
 follows standard format for  follows standard format for  follows standard format for
citation with few errors* citation with several errors* citation with significant
errors*

 If applicable

Notes: This student’s writing is organized in a way that allows the reader to understand her view and opposing views. However, it is unfocused
at times. At times, she addresses what was at the chamber door and then addresses the likelihood of it being an actual raven in the claim
paragraph. She retells events in the poem without actually using that evidence to support her claim as effectively as she could have. No
sophisticated or fully persuasive language is used. Her essay is unfocused regardless of the frequent use of evidence from the text she uses. She
doesn’t use the evidence as effectively as she could. Her essay lacks sentence structural variety, concision, and grammar used by skilled
English language users. At times, misspelled words, grammatically incorrect sentences, and misused words make it difficult to understand her
essay.
 Student #4
October 21, 2013
“The Raven”
Argumentative Essay

The Raven is imaginary because Raven’s aren’t speaking birds and in the text the Raven held conversations with
the speaker of the poem. The bird continuously said “Nevermore.” Every time the author said something the bird
said “Nevermore.” One of their conversations was, “Other friends have flown before – On the morrow he will
leave me, as my Hopes have flown before.” Then the bird said “Nevermore.”

The Raven is imaginary because Raven’s can’t talk. Ravens’ aren’t like parrots, which are speaking birds. In
the text, it said the speaker was feeling weary and tired before anything happened. So before anything happened,
the reader could believe that the speaker was sleep. In his dream, the raven knocked on the door and when he
opened it the raven flew in. Also, when the raven was in his house he was keeping conversations with the
speaker. So I believe that all of this was just been a dream.

Somebody could think otherwise, meaning The Raven could be real. They could think this because in the
story it says the speaker was about ready to go to sleep when he heard something knocking on his door. He got
up to check who was at the door and nobody was there. He thought it was just the wind until a bird flew in his
house. It had thrilled him. He was shocked and didn’t know what to do. Later in the story, the speaker seemed to
believe that this bird was a symbol of Lenore, his ex-girlfriend who passed. The reader could believe that the
speaker was feeling a connection between him and the bird.

The text supports that The Raven is imaginary because Raven’s aren’t speaking birds. The text said the
Raven was keeping conversations with the speaker of the poem. The bird kept saying “Nevermore,” but the Raven
can’t be true because Raven’s can’t talk.
 Argumentation/Opinion Text-Based Writing Rubric
Grades 9–10

Student #4

Score of 4 Score of 3 Score of 2 Score of 1

The writing – The writing – The writing – The writing –
Reading/Research 2 ×

 makes effective use of available  makes adequate use of available  makes limited use of available  makes inadequate use of available
resources resources resources resources
___ = ___

 skillfully/effectively supports an  supports an opinion with relevant and  inconsistently supports an opinion  fails to support an opinion with
opinion with relevant and sufficient sufficient facts and details from with relevant and sufficient facts and relevant and sufficient facts and
facts and details from resources with resources with accuracy details from resources with accuracy details from resources with accuracy
accuracy  uses credible sources*  inconsistently uses credible sources*  attempts to use credible sources*
 uses credible sources*
The writing – The writing – The writing – The writing –
Development 3 × ___ = ___

 addresses all aspects of the writing  addresses the writing task with a  addresses the writing task with an  attempts to address the writing task
task with a tightly focused response focused response inconsistent focus but lacks focus
 skillfully develops the claim(s) and  develops the claim(s) and  inconsistently develops the claim(s)  attempts to establish a claim or
counterclaims fairly, supplying counterclaims fairly, supplying and counterclaims fairly, supplying proposal
sufficient and relevant evidence for sufficient and relevant evidence for sufficient and relevant evidence for  supports claim(s) using evidence that
each while pointing out the strengths each while pointing out the strengths each while pointing out the strengths is insufficient and/or irrelevant
and limitations of both in a manner and limitations of both in a manner and limitations of both in a manner
that anticipates the audience’s that anticipates the audience’s that anticipates the audience’s
knowledge level and concerns knowledge level and concerns knowledge level and concerns
The writing – The writing – The writing – The writing –
 effectively introduces precise  introduces precise  introduces the claim(s);  identifies the claim(s)
claim(s); distinguishes the claim(s); distinguishes however, may fail to  has little or no evidence of
claim(s) from alternate or the claim(s) from distinguish the claim(s) from purposeful organization
opposing claims alternate or opposing alternate or opposing claim(s)
 effectively creates an claims  has a progression of ideas that
organization that establishes  creates an organization that may lack cohesion (ideas may
clear relationships among establishes clear relationships be rambling and/or repetitive)
claim(s), counterclaim(s), among claim(s),  inconsistently uses words,
reasons, and evidence counterclaim(s), reasons, and phrases, and/or clauses to
 skillfully uses words, phrases, evidence link the major sections of the
and/or clauses to link the major  uses words, phrases, and/or text, create cohesion, and
sections of the text, create clauses to link the major clarify the relationships
cohesion, and clarify the sections of the text, create between claim(s) and
relationships between claim(s) cohesion, and clarify the reasons, between reasons
and reasons, between reasons relationships between claim(s) and evidence, and between
and evidence, and between and reasons, between claim(s) and counterclaims
claim(s) and counterclaims reasons and evidence, and  provides a sense of closure
 provides an effective between claim(s) and
concluding statement or counterclaims
 Score of 4 Score of 3 Score of 2 Score of 1
The writing – The writing – The writing – The writing –
Language/Conventions 1 × ___ = ___

 demonstrates an exemplary  demonstrates a command of  demonstrates a limited and/or  demonstrates a weak

command of standard English standard English conventions; inconsistent command of command of standard English
conventions errors do not interfere with standard English conventions; conventions; errors interfere
 skillfully employs language and understanding errors may interfere with with understanding
tone appropriate to audience  employs language and tone understanding  employs language and tone
and purpose appropriate to audience and  inconsistently employs language that are inappropriate to
 has sentences that are skillfully purpose and tone appropriate to audience audience and purpose
constructed with appropriate  has sentences that are and purpose  has frequent and severe
variety in length and structure generally complete with  has some sentence formation sentence formation errors
 follows standard format for sufficient variety in length and errors and/or a lack of sentence and/or a lack of sentence
citation with few errors* structure variety variety
 follows standard format for  follows standard format for  follows standard format for
citation with few errors* citation with several errors* citation with significant
errors*

 If applicable

Notes: Student #4’s essay fails to offer a fully developed interpretation of the poem and presents merely a superficial analysis of the plot events
Poe uses to convey meaning. The student fails to synthesize the evidence from the text after including it in her essay in an effort to support her
reasoning. Therefore, both her claim and counterclaim are not well developed. She paraphrases and summarizes the text as if she has a basic
understanding of the events in the poem, but she fails to use even that to her advantage to effectively support her claim and counterclaim.
Additionally, her essay lacks sentence structural variety and grammar used by skilled English language users. Her conclusion is very weak.