Skip to Main Content

Park View Middle School: Mrs. Marro- The Mysterious Death of Edgar Allan Poe

Every book a reader, every reader a book.


The Mysterious Death of Edgar Allan Poe


Essential Question:  What is most important in this text? How can I tell? What questions should I ask about the text?

Enduring Understanding:  Accomplished researchers employ strategies to help them research information.

START HERE - Each team leader will copy this doc to their Google Drive. Then SHARE your doc with your team members so everyone may continue working, even if someone is absent. 

Clue Set One

  • Read the Poe Intro then record your initial hypothesis on the Poe Evidence Analysis Page adding your (initials, ex: H.M.) in parenthesis so that everyone in your group can tell who has added what.
  • Sample of how the note taking sheet will look.
  • Watch the video below and fill in any additional details you'd like to add to your Poe Evidence Analysis Page.

The Mysterious Death of Edgar Allan Poe... -

SafeShare.TV is currently experiencing technical difficulties. We are working on fixing it ASAP. Apologies for the inconveniences.

Clue Set Two

Divide and Conquer: Assign an article from Clue Set 2 to each member of your group for them to read and add evidence that is given for each possible theory to the Poe Evidence Analysis Page.

Clue Set Three

  • As a class, we will read this final recent article from the New York Times: Poe's Death Rewritten
  • Assess any additional evidence and add to your evidence sheet. 
  • Work as a group to come to a consensus. How do you come to a consensus? Consensus means each member of the group can honestly support the decision even if it is not their first choice; all members can agree. To prepare for a discussion to reach a consensus, Enter your top two theories in preparation for your group consensus. In your group, share your observations, stating what theory/theories from the Clue Sets were best supported by credible evidence. Have a consensus building discussion with your group. Your group will choose two theories to present on a POEster. ‚Äč

RI Department of Ed Cross Curriculum Proficiencies

The Cross Curricular Proficiencies aligned to this activity include:

  • Collaboration
  • Communication
  • Problem Solving
  • Research
  • Reflection and Evaluation

Create your POEster

  • POEsters must include a title, names of the group members, an introduction paragraph, and list your 2 theories with convincing evidence that supports each theory (from the clue sets).
  • We will complete a gallery walk at the end of the project in which you will look at the other group's work and add sticky notes. 
  • Questions to think about during the Gallery Walk:
    • At each POEster discuss the following questions:
  • How does this group’s ranking of the top two theories compare with your groups findings.
  • Were the theories supported by compelling, credible evidence?
  • What new evidence did you notice?
  • What pattern of ideas/theories/evidence do you notice? Are any ideas repeated?
  • What if anything has caused you to change your own hypothesis?




Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.


Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.


Draw evidence from literary or informational texts to support analysis, reflection, and research.


Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not.


Come to discussions prepared, having read or studied required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.

AASL Standards

Learners gather information appropriate to the task by: 1. Seeking a variety of sources. 

Learners adapt, communicate, and exchange learning products with others in a cycle that includes: 1. Interacting with content presented by others. 2. Providing constructive feedback. 3. Acting on feedback to improve. 4. Sharing products.

Learners develop and satisfy personal curiosity by: 1. Reading widely and deeply in multiple formats and write and create for a variety of purposes.

Learners identify collaborative opportunities by: 1. Demonstrating their desire to broaden and deepen understandings. 2. Developing new understandings through engagement in a learning group. 3. Deciding to solve problems informed by group interaction.

Thank You!

Original amazing Hyperdoc created by Heather Marshall

All modifications made by Mrs. Marro and Mrs. Mills