Tell-Tale Heart PDF

English
Putting It All Together—Tone Analysis

“The Tell-Tale Heart”
Foundation Lesson—Middle School
About this Lesson

Ideally, most lessons in an English classroom using Pre-AP strategies would be like this one,
blending the skills of close reading, grammar, composition, and thinking. Focusing on a rich text,
however brief, analyzing the use of language in it, and using those language techniques to enrich
the writer’s own technique—these activities inform and reinforce students’ abilities to form
connections among all the aspects of language study. Any short, complex text can form the basis
of this kind of lesson.
In this lesson, each of the major ELA strands is covered separately. Teachers can use all or parts
of the lesson, depending on the needs of their classes. It’s very important, though, that students
are not asked to complete the lesson on their own. The lesson is intended as a guide for teachers
to lead students to more complex, higher levels of thinking.
Passages for LTF lessons are selected to challenge students, while lessons and activities make
texts accessible. Guided practice with challenging texts allows students to gain the proficiency
T E A C H E R
necessary to read independently at or above grade level.
This lesson is included in Module 17: Connecting Pre-AP Lessons to AP Assessments.
Objectives
Students will
 analyze the importance of point of view in a text.
 determine how a writer uses diction, detail, imagery, and figurative language to create
tone and mood.
 demonstrate understanding of pronouns and how they are used.
 demonstrate understanding of prepositional and infinitive phrases and how they are used.
 use specific diction and syntax to create tone in an original narrative.
 use peer-revision techniques to strengthen their own writing.
Level
Grades Six through Eight
Connection to Common Core Standards for English Language Arts

LTF Foundation Lessons are designed to be used across grade levels and therefore are aligned to
the CCSS Anchor Standards. Teachers should consult their own grade-level-specific Standards.
The activities in this lesson allow teachers to address the following Common Core Standards:
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Teacher Overview—Putting It All Together—Tone Analysis
Explicitly addressed in this lesson

Code Standard Level of Depth of
Thinking Knowledge
R.1 Read closely to determine what the text says Understand III
explicitly and to make logical inferences from it.
Cite specific textual evidence when writing or
speaking to support conclusions drawn from the
text.
R.2 Determine central ideas or themes of a text and Analyze III
analyze their development; summarize the key
supporting details and ideas.
R.3 Analyze how and why individuals, events, and ideas Analyze III
develop and interact over the course of a text.
R.4 Interpret words and phrases as they are used in a Analyze III
text, including determining technical, connotative,
and figurative meanings, and analyze how specific
word choices shape meaning or tone.
R.10 Read and comprehend complex literary and Understand II
informational texts independently and proficiently.
L.1 Demonstrate command of the conventions of Understand I
standard English grammar and usage when writing
T E A C H E R
or speaking.
L.2 Demonstrate command of the conventions of Understand I
standard English capitalization, punctuation, and
spelling when writing.
L.5 Demonstrate understanding of word relationships Understand II
and nuances in word meanings.
W.2 Write informative/explanatory texts to examine and Create III
convey complex ideas and information clearly and
accurately through the effective selection,
organization, and analysis of content.
W.3 Write narratives to develop real or imagined Create IV
experiences or events using effective technique,
well-chosen details, and well-structured event
sequences.
W.4 Produce clear and coherent writing in which the Create III
development, organization, and style are appropriate
to task, purpose, and audience.
W.5 Develop and strengthen writing as needed by Evaluate III
planning, revising, editing, rewriting, or trying a
new approach
W.9 Draw evidence from literary or informational texts Analyze III
to support analysis, reflection, and research.
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Implicitly addressed in this lesson

Code Standard Level of Depth of
Thinking Knowledge
R.6 Assess how point of view or purpose shapes the Analyze III
content and style of a text.
L.3 Apply knowledge of language to understand how Understand II
language functions in different contexts, to make
effective choices for meaning or style, and to
comprehend more fully when reading or listening.
W.1 Write arguments to support claims in an analysis of Create IV
substantive topics or texts, using valid reasoning and
relevant and sufficient evidence.
LTF Skill Focus

The foundation for LTF English lessons is the Skill Progression Chart that identifies key skills
for each domain, beginning with grade 6 and adding more complex skills at each subsequent
grade level while reinforcing skills introduced at previous grade levels. The Skill Focus for each
individual lesson identifies the skills actually addressed in that lesson.
Levels of Thinking
Remember Understand Apply Analyze Evaluate Create
T E A C H E R
Close Reading Grammar Composition
written, spoken, and visual purposeful use of language written, spoken, and visual
texts for effect products
Reading Strategies Parts of Speech Types (modes)
Inference Usage Descriptive
Summary Pronoun/Antecedent Expository
Literary Elements Agreement analytical
Detail Phrases Multiple Mode
Diction Infinitive Personal
Imagery Prepositional The Process of Composition
Point of View Clauses Revision of Multiple Drafts
Theme Dependent/Subordinate precise diction
Tone Independent sentence variety
tone determined through Syntax Techniques Editing
diction, imagery, detail Repetition sentence structure
Figures of Speech anaphora usage
(Figurative Language) Analysis of a Text choosing vivid verbs
Metaphor Meaning and Effect related Style/Voice
Personification to parts of speech, Conscious Manipulation of
Literary Techniques phrases, clauses, Sentence Patterns
Characterization sentences, and, syntax Coordination/Subordination
Literary Forms Imitation of Stylistic Models
Fiction (beyond sentences)
Selection of Detail
Selection of Vocabulary
Use of Literary Elements
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Connections to AP*
Analysis of tone and the literary and rhetorical devices that create tone is a task that is required
of students in both the free response and multiple choice sections of AP English Literature and
AP English Language exams.
*Advanced Placement and AP are registered trademarks of the College Entrance Examination Board. The College
Board was not involved in the production of this product.
Materials and Resources

 ―The Tell-Tale Heart‖ by Edgar Allan Poe
 PAT lesson student activity pages
Assessments
The following kinds of formative assessments are embedded in this lesson:
 guided questions
 graphic organizers
 writing assignments
 revision activities
Teaching Suggestions
As an alternative to simply having students mark text on question numbers 7–9, teachers may
T E A C H E R
create an activity that includes manipulatives.
Have students write their examples of diction, imagery, and detail on notecards. On the board or
a flipchart, have them place their examples under these labels (diction, imagery, and detail).
Have students brainstorm the patterns they see and then group the cards by those patterns. For
example, they might see sounds (groan, crying, chuckled) or actions (spring, stalked, enveloped).
This will help students answer questions 10–12.
Answers
Answers for this lesson are subjective and will vary. To obtain the maximum benefit of the
lesson, ask students to go beyond the expected responses.
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English
Putting it All Together—Tone Analysis

Foundation Lesson—Middle School
Read the following excerpt from Edgar Allan Poe’s short story ―The Tell-Tale Heart.‖ Then
follow the steps in the handout to analyze the passage.
I had my head in, and was about to open the lantern, when my thumb slipped upon the tin
fastening, and the old man sprang up in the bed, crying out—―Who’s there?‖
I kept quite still and said nothing. For a whole hour I did not move a muscle, and in the
meantime I did not hear him lie down. He was still sitting upon the bed, listening;—just as I have
done, night after night, hearkening to the death watches* in the wall.
Presently I heard a slight groan, and I knew it was the groan of mortal terror. It was not a
groan of pain or of grief—oh, no!—it was the low stifled sound that arises from the bottom of
the soul when overcharged with awe. I knew the sound well. Many a night, just at midnight,
when all the world slept, it has welled up from my own bosom, deepening, with its dreadful
echo, the terrors that distracted me. I say I knew it well. I knew what the old man felt, and pitied
him, although I chuckled at heart. I knew that he had been lying awake ever since the first slight
noise, when he had turned in the bed. His fears had been ever since growing upon him. He had
been trying to fancy them causeless, but could not. He had been saying to himself—―it is nothing
but the wind in the chimney—it is only a mouse crossing the floor,‖ or ―it is merely a cricket
which has made a single chirp.‖ Yes, he had been trying to comfort himself with these
suppositions: but he had found all in vain. All in vain; because Death, in approaching him, had
stalked with his black shadow before him, and enveloped the victim. And it was the mournful
influence of the unperceived shadow that caused him to feel—although he neither saw nor
heard—to feel the presence of my head within the room.
*Death watches are beetles that bore into wood, especially of old houses and furniture. Some superstitious people
believe that these insects’ ticking sounds foretell death.
CLOSE READING:
Levels of Thinking: Remember, Understand
1. Summarize what happens in the passage.
2. Are the narrator’s intentions good or bad? What evidence in the text supports your answer?
Copyright © 2011 Laying the Foundation®, Inc., Dallas, TX. All rights reserved. Visit us online at www.ltftraining.org
1
Student Activity—Tone Analysis
Levels of Thinking: Remember, Understand, Apply
What is First Person Point of View?

When an author chooses to use first person point of view, he or she tells the story as though the
narrator were speaking directly to the reader. The narrator uses the pronoun ―I‖ as a subject and
tells the story using only what he or she, the narrator, would know personally about it. This point
of view has both advantages and limitations—it is an intimate way of telling a story that involves
readers personally, but the narrator is limited to ―knowing‖ only what goes on in the mind of one
character—all other characters’ thought and feelings must be suggested by the events of the plot
and the narrator’s observations of them.
In order to fully understand the meaning of the story, the reader must make some educated
guesses about the person who is telling the story and his/her situation. The speaker, or narrator,
of the story may differ from the author—who usually creates a persona, a made-up character for
that particular story.
When you read fiction, you should consider the point of view and the persona of the narrator.
3. Fill out the chart below in order to better understand the persona of the narrator.
Something the narrator does What does this suggest about Explain your assertion.
or says the narrator? That he. . .
“For a whole hour I did not does not want to get caught Only someone with a great
move a muscle” (l. 3). deal of fear that he will be
heard could stand that still
for an hour.
4. Looking at the details you provided in the chart, what conclusion can you reach about the
narrator?
2
The tone of a passage is the writer’s or speaker’s attitude toward a subject, character, or
audience. It is conveyed primarily through the author’s choice of diction, imagery, details,
figures of speech, and syntax.
One word to describe the tone of this passage is “menacing.”

Something menacing is a possible source of danger or has a threatening quality.
5. How does the narrator’s persona contribute to the tone of the passage?
6. Look at the graphic below. Fill in the lines with words that might contribute to a sense of
menace.
Sense of
Menace
7. Reread the passage and circle the nouns in the passage that seem particularly vivid and that
help establish the tone.
3
8. Put a box around the verbs that create a sense of menace.
9. Underline examples of imagery and detail that help create the tone.
Levels of Thinking: Understand, Analyze

10. What pattern do you see in Poe’s use of vivid verbs (can you categorize these verbs)? How
does this pattern create a sense of menace?
11. What pattern do you see in Poe’s use of specific nouns (can you categorize these nouns)?
How does this pattern create a sense of menace?
12. What pattern do you see in Poe’s use of auditory imagery (can you categorize these sounds)?
How does this pattern create a sense of menace?
Levels of Thinking: Remember, Understand, Apply, Analyze

Read the sentences below. Identify the literary devices and techniques the author uses. Then fill
in the blanks to discuss the effect of the use of the device.
13. ―All in vain; because Death, in approaching him, had stalked with his black shadow
before him, and enveloped the victim‖ (ll. 16–17).
 What kind of figurative language (figure of speech) does the author use?
 The author compares death to a in order to increase

the feeling of menace by suggesting that death
.
4
14. ―I knew what the old man felt, and pitied him, although I chuckled at heart‖ (ll. 10–11).
 What is contrasted in this sentence?
 What literary technique is used to highlight this contrast?
 The author reveals that the narrator feels both and .

This portrays the narrator as which increases the feeling
of menace because
15. ―Many a night, just at midnight, when all the world slept, it [a groan similar to that uttered
by the old man] has welled up from my own bosom, deepening, with its dreadful echo, the
terrors that distracted me‖ (ll. 8–10).
*well—to rise or flow to the surface from inside the ground or the body
 What other things might be described as ―welling‖?
 The author uses the verb ―welled‖ in order to compare the way the groan comes out of
the man to
 This type of comparison is called a because it is not

direct, but implied.
 The comparison contributes to the sense of menace because
Levels of Thinking: Create

16. Review your close reading analysis from above and then fill in the blanks below to describe
how the author’s technique creates the tone of the passage.
Poe’s use of diction, imagery, and figurative language

create the tone of menace in the passage because these words and images remind readers of
5
GRAMMAR
A pronoun is a part of speech that replaces (or stands in for) nouns. An antecedent is the
word or group of words to which a pronoun refers. We use pronouns to avoid being
repetitive.
17. In the chart below, supply a noun that identifies the person or thing to which the italicized
pronouns refer in the following excerpts from the passage.
Pronouns Antecedent
―I had my head in . . . when my thumb slipped upon the tin fastening
. . .‖ (l. 1).
―For a whole hour I did not move a muscle, and in the meantime I
did not hear him lie down‖ (ll. 3–4).
―Many a night, just at midnight, when all the world slept, it has
welled up from my own bosom, deepening, with its dreadful echo,
the terrors that distracted me‖ (ll. 8–10).
―He had been trying to fancy them causeless; but could not‖ (l1.
12–13).
―He had been saying to himself—It is nothing but the wind in the
chimney—it is only a mouse crossing the floor . . .‖ (ll. 13–14).
―All in vain; because Death, in approaching him, had stalked with
his black shadow before him, and enveloped the victim‖ (ll. 16–17).
18. How does the author’s use of pronouns instead of specific nouns help reinforce the tone of
the passage?
Levels of Thinking: Remember, Understand, Evaluate, Create
What is a Dependent (Subordinate) Clause?

A dependent or subordinate clause is a group of words that has both a subject and a verb but does
not express a complete thought. Simply put, a dependent clause is an independent clause that is
preceded by a subordinating conjunction (such as because, when, after, since, unless, until,
before, although, as, if). The addition of the subordinating conjunction creates questions in the
mind of the reader that cannot be answered without the addition of the independent clause.
The bell rang. (independent clause)
Until the bell rang. . . (dependent clause)

After the bell rang. . . (dependent clause)
Because the bell rang. . . (dependent clause)
6
19. The sentence in line 8 (―Many a night, just at midnight, when all the world slept, it has
welled up from my own bosom, deepening, with its dreadful echo, the terrors that distracted
me‖) contains two dependent clauses, one of which is a ―when‖ clause.
 Why is this clause a dependent one?
 There is a second dependent clause in this sentence. Rewrite ―that distracted me‖ as an
independent clause. Be sure it makes sense following the first part of the sentence.
 Which version do you like better, yours or Poe’s? Why?
Levels of Thinking: Remember, Understand, Evaluate
Is it a prepositional phrase or an infinitive phrase?

A prepositional phrase is a preposition plus its object and any modifiers—the word ―to‖ is a
preposition. An infinitive phrase is the word ―to‖ plus a verb and any modifiers. The easy way to
tell the difference between a prepositional phrase and an infinitive is to determine if the phrase
contains a noun or a verb. If the word is a noun, then ―to‖ is acting as a preposition; if the word is
a verb, then ―to‖ creates an infinitive.
20. Read the sentences from the passage. Determine if the underlined phrases are prepositional or
infinitive.
 I had my head in, and was about to open the lantern, when my thumb slipped upon the tin
fastening, and the old man sprang up in the bed, crying out—―Who’s there?‖
 He was still sitting upon the bed, listening;—just as I have done, night after night,
hearkening to the death watches in the wall.
 He had been saying to himself—―it is nothing but the wind in the chimney—it is only a
mouse crossing the floor,‖ or ―it is merely a cricket which has made a single chirp.‖
 Yes, he had been trying to comfort himself with these suppositions: but he had found all
in vain.
 And it was the mournful influence of the unperceived shadow that caused him to feel—
although he neither saw nor heard—to feel the presence of my head within the room.
21. What do the infinitive phrases add to the sentences? What do the prepositional phrases add?
22. Which of the two kinds of phrases contributes most to the tone of the passage?
7
Levels of Thinking: Remember, Understand, Analyze
What is Syntax?
Syntax is the arrangement of words and the order of grammatical components in a
sentence. Effective syntax draws attention to elements that the writer wants to emphasize.
Repetition, one of the most often used and most effective syntactical devices, involves using
words, sounds, or ideas more than once.
Anaphora is a specific type of repetition in which words, phrases, or clauses are repeated at
the beginning of successive grammatical units.
Read the following sentences from the passage. Then answer the questions and fill in the blanks
to analyze the effect of the syntax on the tone of the passage.
23. ―I knew what the old man felt, and pitied him, although I chuckled at heart. I knew that he
had been lying awake ever since the first slight noise, when he had turned in the bed‖ (ll.
10–12).
 What is repeated in these sentences?
 What is this kind of repetition called?
 What is being emphasized through this repetition?
By repeating , the author emphasizes

, increasing the menacing quality of the
narrator because
24. ―And it was the mournful influence of the unperceived shadow that caused him to feel—
although he neither saw nor heard—to feel the presence of my head within the room‖ (ll.
17–19).
 What is repeated in these sentences?
 What is being emphasized through this repetition?
By repeating , the author emphasizes

, enhancing the sense of menace because
8
COMPOSITION
Levels of Thinking: Remember, Understand, Create
Writing Workshop Prompts

 What enables you to overcome your fears?
 Can an insane person also be brilliant?
 Are there times when fear could be a good thing?
 Agree or disagree with this statement: All rational people feel fear at some point in their
lives.
Writing Assignment 1
Review questions 10–15, thinking about how Poe creates a sense of menace in the story without
ever using the word ―menace.‖
The following is a selection of tone words. If you don’t know the definition of a word, look it up.
fearful solemn grim mournful sad
Think about a time when you experienced one of these emotions, then write a paragraph about
that time. Do not use the word in the paragraph. Express this tone through your selection of
diction, imagery, details, and figurative language.
Writing Assignment 2
Read carefully the passage from Poe’s short story ―The Tell-Tale Heart.‖ Then write an essay in
which you analyze how the author’s techniques create a menacing tone. You might consider
elements such as diction, imagery, point-of-view, and figurative language.
Revision Workshop—Peer Editing and Revising
1. Mark all of the verbs in your essay. If any of them are linking verbs, help your partner to
restructure the sentences so that action verbs replace the linking verbs in most cases. Choose
exciting, vivid, specific action verbs.
2. Read your partner’s essay carefully to determine whether he or she tends to use many short,
simple sentences. If so, help him or her to combine some sentences using coordinating or
subordinating conjunctions.
3. Help your partner add one sentence containing imagery that emphasizes the tone of his or her
essay.
4. Help your partner practice using repetition for emphasis. Try to include one example of
anaphora.

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English

Putting It All Together—Tone Analysis

About this Lesson

This lesson is included in Module 17: Connecting Pre-AP Lessons to AP Assessments.

Connection to Common Core Standards for English Language Arts

Explicitly addressed in this lesson

Implicitly addressed in this lesson

LTF Skill Focus

Materials and Resources

Putting it All Together—Tone Analysis

1. Summarize what happens in the passage.

Levels of Thinking: Remember, Understand, Apply

What is First Person Point of View?

Levels of Thinking: Remember, Understand, Apply

One word to describe the tone of this passage is “menacing.”

8. Put a box around the verbs that create a sense of menace.

Levels of Thinking: Understand, Analyze

Levels of Thinking: Remember, Understand, Apply, Analyze

 The author compares death to a in order to increase

 What is contrasted in this sentence?

 What literary technique is used to highlight this contrast?

 The author reveals that the narrator feels both and .

 What other things might be described as ―welling‖?

 This type of comparison is called a because it is not

 The comparison contributes to the sense of menace because

Levels of Thinking: Create

Poe’s use of diction, imagery, and figurative language

Levels of Thinking: Remember, Understand, Evaluate, Create

What is a Dependent (Subordinate) Clause?

The bell rang. (independent clause)

Until the bell rang. . . (dependent clause)

 Why is this clause a dependent one?

 Which version do you like better, yours or Poe’s? Why?

Levels of Thinking: Remember, Understand, Evaluate

Is it a prepositional phrase or an infinitive phrase?

Levels of Thinking: Remember, Understand, Analyze

 What is this kind of repetition called?

 What is being emphasized through this repetition?

By repeating , the author emphasizes

 What is being emphasized through this repetition?

By repeating , the author emphasizes

Writing Workshop Prompts

fearful solemn grim mournful sad

Revision Workshop—Peer Editing and Revising

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