Activity Overview
Themes, symbols, and motifs are valuable aspects of any literary work, and they add richness to stories. Part of the Common Core ELA standards is to introduce and explain these complex concepts. However, abstract ideas are often difficult for students to analyze without assistance. Using a storyboard, students can visually demonstrate their understanding of these concepts, and master analysis of literary elements. For best practices, see our supplementary article with specific lesson plan steps on setting up your classroom and activities to teach themes, symbols, and motifs.
In the classroom, students can track the rich symbolism that Poe uses throughout "The Raven".
Symbols to Look for and Discuss
The Raven
Typically ravens represent bad luck, and even death. In Greek mythology, ravens are seen as messengers. Perhaps this is why the speaker believes that it has come with a message from Lenore.
The Bust of Pallas
This refers to Athena, the goddess of wisdom and enlightenment. The statue shows that the narrator is a scholar. Hence his pondering of old texts.
Lenore
The name is possibly related to "Eleanor" or "Helen", deriving from the Greek for "light". This would imply she was the light of the narrator's life, and without her, there is darkness.
Template and Class Instructions
(These instructions are completely customizable. After clicking "Copy Activity", update the instructions on the Edit Tab of the assignment.)
Student Instructions
Create a storyboard that identifies recurring themes or symbols in "The Raven". Illustrate instances of each theme and write a short description below each cell.
- Click "Start Assignment".
- Identify the theme(s) or symbol(s) from "The Raven" you wish to include and replace the "Theme 1" text.
- Create an image for examples that represent each.
- Write a description of each of the examples.
Lesson Plan Reference
- [ELA-Literacy/RL/6/2] Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments
- [ELA-Literacy/W/6/6] Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting.
- [ELA-Literacy/W/6/9] Draw evidence from literary or informational texts to support analysis, reflection, and research.
Rubric
(You can also create your own on Quick Rubric.)
| Proficient | Emerging | Beginning | Needs Improvement | |
|---|---|---|---|---|
| Identification of Theme(s), Symbol(s), and/or Motif(s) | All themes are correctly identified as important recurring topics or messages in the story. Symbols are correctly identified as objects that represent something else at a higher level in the story. Motifs are correctly identified as important recurring features or ideas in the story. | Most themes are correctly identified, but others are missing or incomplete. Most symbols are correctly identified, but some objects are missing or incomplete. Some motifs are correctly identified, but others are missing or incomplete. | Most themes are missing, incomplete, or incorrect. Most symbols are missing, incomplete, or incorrect. Most motifs are missing, incomplete, or incorrect. | No themes, symbols, or motifs are correctly identified. |
| Examples and Descriptions | Quotes and examples are accurate to the theme(s), symbol(s), and/or motif(s) that are being identified. Descriptions accurately explain the theme(s), symbol(s), and/or motif(s) and highlight their significance to the story. | Most quotes and examples are accurate to the theme(s), symbol(s), and/or motifs that are being identified. Descriptions mostly accurately explain the theme(s), symbol(s), and/or motif(s), and highlight their significance to the story. | Most quotes and examples are minimal, incorrect, or unrelated to the theme(s), symbol(s), and/or motif(s) that are being identified. Descriptions contain inaccuracies in their explanations, or do not highlight their significance to the story. | Examples and descriptions are missing or too minimal to score. |
| Depiction | Depictions chosen for theme(s), symbol(s), and/or motif(s) are accurate to the story and reflect time, effort, thought, and care with regard to placement and creation of the scenes. | Depictions chosen for theme(s), symbol(s), and/or motif(s) are mostly accurate to the story. They reflect time and effort put into placement and creation of the scenes. | Depictions chosen for theme(s), symbol(s), and/or motif(s) are inaccurate to the story. The depictions may be rushed or show minimal effort, time, and care put into placement and creation of the scenes. | Most depictions are missing too many elements or are too minimal to score. Little time or effort has been put into placement and creation of the scenes. |
| English Conventions | There are no errors in spelling, grammar, or mechanics throughout the storyboard. All writing portions reflect careful proofreading and accuracy to the story. | There are a few errors in spelling, grammar, and mechanics throughout the storyboard. All writing portions show accuracy to the story and some proofreading. | There are several errors in spelling, grammar, and mechanics throughout the storyboard. Most writing portions do not reflect proofreading or accuracy to the story. | Errors in spelling, grammar, and mechanics in writing portions of the storyboard seriously interfere with communication. |
How To Compare Poems With Similar Themes Like “The Raven”
Choose Similar Poems
Pick poems that deal with similar topics to "The Raven," such as loss, sadness, hopelessness, or paranormal aspects. Students can choose from other authors or from Poe’s own collection. Allow the students to do their own research and pick their own poems for comparison. Ask the students to analyze their chosen poem and try to look for similarities and differences.
Examine Structure and Style
Encourage the students to examine the poems' respective structures and styles. Think about things like meter, rhyme system, length of stanza, and punctuation. What effect do these decisions have on how the topics are presented? Besides themes, what other elements are similar in the poems?
Utilize a T-Chart or Venn Diagram
Ask the students to graphically arrange the similarities and contrasts between the two poems using a Venn diagram or T-chart. Mark "Differences" on one side and "Similarities" on the other. Since the poems have similar themes, students can note them down as a similarity and look for some differences.
Promote Self-Reflections
Ask the students to consider how each poem has had an impact on them personally. How did they relate to the ideas on an intellectual or emotional level? Students can also share why they selected a specific poem for comparison and talk about similarities and differences on an emotional level such as how each poem changes the feelings of the readers.
Encourage Discussions
Ask the students to share their analysis with the rest of the class. The class can then discuss each analysis turn by turn. Students can share their own perspectives on different poems and discuss the themes and poem styles in general. The discussion will induce a collaborative and healthy learning environment.
Frequently Asked Questions About Themes, Symbols, or Motifs in "The Raven"
What are a few of the major themes in "The Raven"?
Key topics found in "The Raven" include the narrator’s sadness at his dear lover Lenore's passing, his hopelessness which is enhanced by his conversation with himself and the Raven, and the madness he experiences because of a major loss that forces him to make conversation with the Raven.
What is the significance of “Madness” in the poem?
The poem also addresses the motif of madness. The way the narrator interacts with the raven, how desperate he gets, and how hopeless he ends up feeling all point to a psychological issue. This theme of madness and psychological issues is a common topic that can be seen in Poe’s work.
Why is “Nevermore” repeated by the Raven throughout the poem?
The idea that grief is inevitable is furthered by the word "Nevermore" being played over and over. It implies that the storyteller's sorrow is eternal and that he will never be able to escape this state of mind.
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