Oh, you would have laughed to see how cunningly I thrust it in! I moved it slowly-very, very slowly, so that I might not disturb the old man's sleep. And every night, about midnight, I turned the latch of his door and opened it-oh so gently! And then, when I had made an opening sufficient for my head, I put in a dark lantern, all closed, closed, that no light shone out, and then I thrust in my head. You should have seen how wisely I proceeded-with what caution-with what foresight-with what dissimulation I went to work! I was never kinder to the old man than during the whole week before I killed him. Whenever it fell upon me, my blood ran cold and so by degrees-very gradually-I made up my mind to take the life of the old man, and thus rid myself of the eye forever. I think it was his eye! yes, it was this! He had the eye of a vulture-a pale blue eye, with a film over it. It is impossible to say how first the idea entered my brain but once conceived, it haunted me day and night. How, then, am I mad? Hearken! and observe how healthily-how calmly I can tell you the whole story. I heard all things in the heaven and in the earth. Above all was the sense of hearing acute. True!-nervous-very, very dreadfully nervous I had been and am but why will you say that I am mad? The disease had sharpened my senses-not destroyed-not dulled them. You should visit Browse Happy and update your internet browser today! Allow them time to reach their own conclusions and process the story with one another.Ĭollect the students' prediction response papers, and assess their participation in the lesson and their comprehension of the story.The embedded audio player requires a modern internet browser. Do not reveal questions until you have gotten to the designated place in the reading.Īt the conclusion of the story, have students discuss the story and also their responses to the prediction questions. Begin reading the story, stopping at the designated points to allow students to respond to the questions as you uncover them. Reveal the first question and have students write their predictions on their sheets of paper. There will be time later in the lesson to talk about the story. Remind students that there is no talking during the reading, no matter how badly they would like to discuss what is happening. Place the Prediction Questions for "The Tell-Tale Heart" on an overhead, covering up all questions at first. Have students take out paper to record their predictions. Tell students that this writing process will help them better comprehend the story while they are listening. As you read the story, you will be stopping periodically and asking students to write down their predictions in response to certain questions. Note: This vocabulary segment is intended only as a brief introduction, as these words are past most middle-level students' mastery skills.Įxplain to students that you are going to read a story by Poe called "The Tell-Tale Heart". This gives students a frame of reference when you read these words that they may not know in the story. Give the definition of the word and a clarifying example. Read each word aloud and have students repeat it. Distribute "The Tell-Tale Heart" Vocabulary Worksheet and put the overhead copy on display.
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