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EMBED for wordpress. Want more? Advanced embedding details, examples, and help! It follows an unnamed narrator who insists on his sanity after murdering an old man with a "vulture eye". The murder is carefully calculated, and the murderer hides the body by cutting it into pieces and hiding it under the floorboards.
Ultimately the narrator's guilt manifests itself in the hallucination that the man's heart is still beating under the floorboards. For a whole hour I did not move a muscle, and in the meantime I did not hear him lie down.
The noises in the beginning help set the mood to the story. It is the beating! SD2: The ravens fly around the stage in a frenzy as the officers leap to their feet and rush toward the villain. Edgar Allan Poe — helped invent the horror genre. His stories are still popular today. Essential questions: What makes a story suspensful?
How can guilt affect our behavior? How do authors create mood? Optional: Pass out our Mood Words handout , which includes a bank of words to help students identify mood in any text. Brainstorm the answer as a class; make sure students understand that suspense is a feeling of nervousness or excitement caused by wondering what will happen.
Ask students to share examples of real-life situations that might be suspenseful such as watching the final 10 seconds of a close basketball game as well as examples of suspense from their favorite books, movies, and TV shows. Discuss the role that suspense plays in scary stories. What do people enjoy about suspenseful situations? How does suspense relate to fear? Students may say that suspense comes from not knowing something, and that the unknown can be much scarier than any ghost or zombie.
Distribute or project the Vocabulary Words and Definitions for students to refer to as they read. Highlighted words: agape, blathered, dissemble, keen, mortal, stifled, vexed.
Tell students to add any other unfamiliar words to the vocabulary list. Assign the vocabulary activity as homework. Close-Reading Questions. Critical-Thinking Questions. Break students into groups to complete the Mood Core Skill Activity available in a lower level. This activity will prepare them to respond to the writing prompt on page For alternative culminating tasks, see the boxes below.
In a well-organized paragraph, explain how the author creates a suspenseful mood in The Tell-Tale Heart. Support your ideas with text evidence. Choose one scene. Give examples from the text. One word that describes the mood of the play is suspenseful.
Think of another word that describes the mood and explain how the author creates that mood. The Hunger Games by Suzanne Collins novel. Contact Us. What You Get.
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Access this article and hundreds more like it with a subscription to Scope magazine. Drama ,. The Tell-Tale Heart. By Mack Lewis. From the September Issue. Learning Objective: to explore how the author creates a suspenseful mood. Complexity Factors Purpose. This classic story examines the distinction between rational and irrational thought.
The play is chronological but has a past-tense introduction that refers to Poe. Vocabulary: high academic words vexed, stifled, dissemble Figurative language: alliteration, rhetorical questions, irony, figures of speech, archaic constructions. Featured Skill: Mood ,. Common Core Standards Anchor Standards. Presentation View. See Student View. As You Read.
Think about what makes this story suspenseful. Choose the character you will play. SD1: A small light appears on a dark stage, casting long shadows. Raven 1: Long ago, the master of bloodcurdling tales was a man named Edgar Allan Poe. Raven 2: Poe wrote about murder and morgues. Raven 3: Gargoyles and graveyards. Raven 4: And this tale, about a man fallen into madness. SD1: A thin, pale man steps from the shadows. Villain: Madness? I am not mad. All Ravens: Caw! Villain: You do not believe me, I can tell.
I shall prove it to you. SD1: When the stage clears, the man is gone. Scene 1. SD2: An old man sits in a big wooden bed. SD1: A large raven is perched on the headboard.
Three others sit on the footboard. SD2: The old man is not, however, aware of the birds. It is as though they are invisible. Old Man weakly : Would you kindly bring me some tea?
Old Man kindly : Thank you very much. SD1: The villain walks in, carrying a tray. Old Man: You do not look well today. Villain: I am fine, old man. If anything, my senses are especially keen. Old Man: Is it a headache? Let me fix you something.
Villain: No, no. You just enjoy your tea. All Ravens: Such a kindhearted old man. SD2: The villain turns his head back toward the old man. Villain: So I made up my mind to kill him. All Ravens: He made up his mind! SD1: He runs from the room. The ravens follow. Scene 2. SD2: The stage is dark and silent, save for gentle snoring. Old Man snoring : Sssssnnnuuhhh.
All Ravens: Night after night, he shone a sliver of light upon the eye. All Ravens: His evil eye! Villain: On the eighth night— SD2: The villain accidentally bumps into the dresser. SD1: The villain freezes. Old Man groaning : Ohhhhhhh. All Ravens groaning : Ohhhhhhh. Villain: I shone my light upon the eye. And— All Ravens: It was open! Heart: Thump-thump, thump-thump, thump-thump. SD2: Eyes wide, mouth agape , the villain remains still. Villain: The heart beat faster and faster.
All Ravens: Louder and louder. Villain: My rage boiled! I could stand it no longer! I leapt. All Ravens: Ahhhhhh! Villain: Ahhhhhh! Old Man: Ahhhhhhhhhhhhhhh! SD1: The stage goes dark. A few seconds pass. SD2: Then a small light comes up on the villain. Heart: Thump-thump, thump-thump. Raven 1: It was over. Raven 2: The heart was still.
Raven 3: The eye was closed forever. Villain: The eye would trouble me no more. Why do we love scary stuff?
Scene 3. SD1: The lights come up to reveal a cozy parlor. SD2: There is a loud knock on the door. Villain: Good morning, gentlemen. Officer: There has been a complaint. Sergeant: Your neighbors.
Constable: They complained. Villain: Did they, now? Officer: A scream was heard.
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