Lesson Plans for 11

th
grade, college prep English 27 students 48 minutes

DAY 1 LESSON 1
UNIVERSAL QUESTION
How do writers craft their work to make literature appealing to an audience?
ENDURING UNDERSTANDING
Students will understand that writers make intentional choices in the construction of their
craft, like incorporating suspense and foreshadowing and developing characters to make
their work appealing to an audience.
COMMON CORE STATE STANDARDS ADDRESSED
READING STANDARDS FOR LITERATURE (11-12 students)
1. Cite strong and thorough textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text, including determining where the text
leaves matters uncertain.
3. Analyze the impact of the authors choices, regarding how to develop and relate elements
of a story or drama (e.g., where a story is set, how the action is ordered, how the characters
are introduced and developed).
WRITING STANDARD (11-12 students)
3. Write routinely over shorter time frames (a single sitting) for a range of tasks, purposes,
and audiences.
SPEAKING AND LISTENING STANDARD (11-12 students)
1. Initiate and participate effectively in teacher-led discussions on grades 11-12 topics, texts
and issues, building on others ideas and expressing their own clearly and persuasively.
o d. Respond thoughtfully to diverse perspectives; synthesize comments, claims, and
evidence made on all sides of an issue; resolve contradictions when possible; and
determine what additional information or research is required to deepen the
investigation or complete the task.
LANGUAGE STANDARD (11-12 students)
6. Acquire and use accurately general academic and domain-specific words and phrases,
sufficient for reading, writing, speaking, and listening at the college and career readiness
level; demonstrate independence in gathering vocabulary knowledge when considering a
word or phrase important to comprehension or expression.
LEARNING OBJECTIVES
Students will be able to define the following literary elements: theme, symbolism,
characterization, inference, tone, foreshadowing, point-of-view, setting, atmosphere,
imagery, suspense, and irony.
Students will be able to summarize the plot of The Oblong Box from the beginning of the
story to the last paragraph on page four.
Students will be able to infer possible instances of foreshadowing, describe the atmosphere
created by the tone, and name plot elements that are creating suspense in the story.
INSTRUCTION
START-OF-CLASS PROCEDURES AND PRE-ACTIVITY (18 minutes)
Have copy of the pre-test at each students desk and instruct them to complete the
definitions when they get to the classroom.
Take attendance during announcements.
When more than half of the students have finished the pre-test, review timeline for the day
and unit:
o We will be reviewing several literary devices, so ask students to take out their list and
be ready to add to it when they have finished the assessment.
o Then we will read and discuss Edgar Allan Poes short story, The Oblong Box.
o To go along with our reading, we will do a fun writing project when we have finished
the text (probably tomorrow). Youll be given a handful of choices, like writing a letter
Lesson Plans for 11
th
grade, college prep English 27 students 48 minutes

from Poe to movie producers explaining why the story should be made into a movie
to a feature article from a newspaper in the time period it takes place.
As part of our ongoing study of Dark Romanticism in American literature, we will read Edgar
Allan Poes lesser-known work The Oblong Box.
o Ask students to name any Poe works theyve already read.
o Ask students to briefly explain how the stories and poems theyre familiar with
display the characteristics of Dark Romantic American literature.
Collect pre-tests.
Introduce new literary elements that will be useful in talking about the text by asking
volunteers to explain if they have an idea of what each means. Uncover definitions on the
board as we go along and instruct students to write the definitions on their list.
o setting: where the story takes place
o atmosphere: the emotional mood created by the tone of a literary work; shapes the
readers expectations about the plot
o imagery: sensory details that create a mental image for the reader
o suspense: the intense feeling the audience (a reader) goes through while waiting for
the outcome of certain events
o irony: the contrast between what is stated explicitly and what is really meant; the
contrast between reality and appearance
(if time allows) Review the definitions of theme, symbolism, characterization, inference, tone,
foreshadowing, and point-of-view by asking students to define them and/or give examples.
ACTIVITY/PRESENTATION (20 minutes)
Pass out notecards to volunteers with a word and definition written. Explain that they will be
in charge of reading the definition when we get to the word in the story.
o misanthropy: a dislike of human kind
o epoch: a period of time marked by notable events or particular characteristics
o pertinacity: persistent determination
o enigma: mysterious, puzzling, or difficult to understand
o nonce: the present or particular occasion
o amiable: friendly and pleasant manner
o acumen: the ability to make good judgments and quick decisions
o mystification: bewilderment
o equivocal: open to more than one interpretation
o coquet: flirt, or flirt with
o fastidious: concerned about accuracy and detail
The Oblong Box Graphic Organizer
o Explain that students will fill out the graphic organizer as we read the story together
in class.
Pass out The Oblong Box. 8-page printout and explain the directions. Tell them to circle
unfamiliar words if they dont have a chance to write them on the graphic organizer.
Introduce the story by explaining the background: This story by Edgar Allan Poe was first
published in 1844 in the Dollar Newspaper in Philadelphia and again a month later in
Godeys Magazine and Ladys Book. It isnt as popular as other works of Poe often studied,
but still a great story full of foreshadowing and suspense.
o Tell students to be thinking about how the story represents some of the
characteristics and common themes of Dark Romanticism.
o Ask students to name some of these characteristics and common themes, prompting
for creepy symbols, horrific/dark themes, and psychological decline into madness.
Read The Oblong Box aloud, stopping every so often to ask guiding questions and
facilitate classroom discussion. (anticipated to reach the last full paragraph on page 4)
Lesson Plans for 11
th
grade, college prep English 27 students 48 minutes

o after first three paragraphs:
What point-of-view is the story being told from?
What do we know about the narrator?
How does he react to seeing a familiar name and the amount of
rooms his friend has requested?
How might the point-of-view effect what details of the story are revealed to
us?
Do you think the narrator is trustworthy?
Why?
o after last full paragraph on page 2
Why didnt the Independence set sail on time?
Why would Poe include this minor detail in the story?
What is the narrator surprised by when he meets Wyatts wife?
What does the narrator think is in the box?
Do you agree with him?
o after last full paragraph on page 3
Describe the oblong box.
What is peculiar about it?
How are the people in the Wyatt party acting? Specifically Mr. Wyatt, his wife,
and the sisters.
Why do you think Poe describes the weather?
How is Mrs. Wyatt perceived by the passengers and crew on the boat?
o last full paragraph on page 4
How does the narrator explain Mr. Wyatts gloom?
Do you agree with him?
What happens when the narrator implies that he knows whats in the box?
What does the narrator think is happening to Mr. Wyatt?
Do you agree?
POST-ACTIVITY/APPLICATION (8 minutes)
Pass out 3x5 notecards
(Directions above definitions on the whiteboard). Instruct students to:
o 1. name one thing in the story that you think is foreshadowing upcoming events
(make an educated guess),
o 2. describe the atmosphere of the story,
o 3. and explain the parts of the plot that are creating suspense
Instruct students to look up definitions for the words theyre unfamiliar with in the story that
they circled and/or noted on their graphic organizer.
CLOSURE (2 minutes)
Summarize what weve read so far.
Ask the class whats making them feel suspenseful.
Collect exit slips before the bell rings.
INFORMAL ASSESSMENTS
discussion responses to questions about literary elements, plot details, and
inferences/predictions note misconceptions on daily class list chart with space for notes
on class behavior
graphic organizer note if students arent filling it out as we go along, not collected until Day
2
exit slip identifying foreshadowing, describing atmosphere, analyzing plot details that
create suspense
FORMAL ASSESSMENTS
Lesson Plans for 11
th
grade, college prep English 27 students 48 minutes

introduce writing assignment not officially assigned until the end of Day 2
pre-test
INSTRUCTIONAL STRATEGIES AND LEARNING TASKS THAT SUPPORT DIVERSE
STUDENT NEEDS
Graphic Organizer allows plot to be represented pictorially or in words and phrases
Reading Aloud to support struggling readers
Definitions on Notecards for vocabulary comprehension read when word appears in text
Varied Class Discussion Questions: describing/explaining details (lower-level),
inferring/analyzing/predicting (higher-level)
Exit Slip: to evaluate understanding of literary elements and application to textual details
from the reading
Students on IEPs
o student A: extended time for exit slip if needed, dont call on unexpectedly in
discussion (only if hand raised), seat near front with left ear closer to front, reading
aloud and stopping to summarize and analyze through discussion to assist reading
comprehension
o student B: verbal cues about expectations for conduct, sensitivity in feedback,
allowed to take work to self-contained classroom when student advocates
o student C: extended time for exit slip if needed, discrete feedback about behavior if
necessary, reading aloud and stopping to summarize and analyze through
discussion to assist reading comprehension
o student D: extended time for exit slip if needed, graphic organizer for reading
comprehension, verbal clarification of written directions, reading aloud and stopping
to summarize and analyze through discussion to assist reading comprehension
o student E: reading aloud and stopping to summarize and analyze through discussion
to assist reading comprehension, previewing upcoming story elements through
classmates predictions based on instances of foreshadowing
o student F: close monitoring, allowed to take work to self-contained classroom when
student advocates
Other Learning Needs
o student G: close monitoring, verbal cues when off-task
o student H: close monitoring, verbal cues when off-task, extended wait-time to answer
questions during group discussion
INSTRUCTIONAL RESOURCES AND MATERIALS
definitions of new literary elements and directions for exit slip on the whiteboard (see
Instruction section Pre-Activity and Post-Activity above)
definitions of unfamiliar words from the text on 3x5 notecards (see in Activity above)
The Oblong Box by Edgar Allan Poe
The Oblong Box Graphic Organizer
Literary Elements/Dark Romanticism Characteristics pre-test
3x5 notecards cards for exit slip
daily list of names with space for notes







Lesson Plans for 11
th
grade, college prep English 27 students 48 minutes

DAY 2 LESSON 2
UNIVERSAL QUESTION
How do writers craft their work to make literature appealing to an audience?
ENDURING UNDERSTANDING
Students will understand that writers make intentional choices in the construction of their
craft, like incorporating suspense and foreshadowing and developing characters to make
their work appealing to an audience.
COMMON CORE STATE STANDARDS ADDRESSED
READING STANDARDS FOR LITERATURE (11-12 students)
1. Cite strong and thorough textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text, including determining where the text
leaves matters uncertain.
3. Analyze the impact of the authors choices, regarding how to develop and relate elements
of a story or drama (e.g., where a story is set, how the action is ordered, how the characters
are introduced and developed).
WRITING STANDARD (11-12 students)
3. Write routinely over shorter time frames (a single sitting) for a range of tasks, purposes,
and audiences.
SPEAKING AND LISTENING STANDARD (11-12 students)
1. Initiate and participate effectively in teacher-led discussions on grades 11-12 topics, texts
and issues, building on others ideas and expressing their own clearly and persuasively.
o d. Respond thoughtfully to diverse perspectives; synthesize comments, claims, and
evidence made on all sides of an issue; resolve contradictions when possible; and
determine what additional information or research is required to deepen the
investigation or complete the task.
LANGUAGE STANDARD (11-12 students)
6. Acquire and use accurately general academic and domain-specific words and phrases,
sufficient for reading, writing, speaking, and listening at the college and career readiness
level; demonstrate independence in gathering vocabulary knowledge when considering a
word or phrase important to comprehension or expression.
LEARNING OBJECTIVES
Students will be able to summarize the plot of The Oblong Box through dialogue and in
writing, through words and phrases or pictorially.
Students will be able to define the literary elements that were most missed on the pretest
through dialogue.
Students will be able to identify two instances of foreshadowing in The Oblong Box.
Students will be able to accurately describe the atmosphere of The Oblong Box.
Students will be able to explain two details within the plot of The Oblong Box that Poe uses
to create suspense.
INSTRUCTION
START-OF-CLASS PROCEDURES (7 minutes)
Take attendance during announcements.
Review timeline for the day.
o Ask students to take out their Graphic Organizers and their copy of the story from the
previous day.
o We will finish reading The Oblong Box today, stopping to discuss as we go along.
o Ask for a summary of what weve read so far, up until the last full paragraph on page
4.
Who is narrating the story?
What is he curious about?
Lesson Plans for 11
th
grade, college prep English 27 students 48 minutes

What has happened to make him so curious?
o Introduce the review of literary devices we defined yesterday.
Ask students to volunteer a definition for the literary elements most missed on
the pre-test (To Be Determined).
PRE-ACTIVITY (5 minutes)
Think, Pair, Share What do you think is in the oblong box?
o Instruct students to jot down their answer on the back of the graphic organizer.
o After 1-2 minutes, ask them to discuss their prediction with a partner.
o After 1-2 minutes of pair discussions, ask for volunteers to share their predictions.
Build off of responses by asking if students/pairs agree with previous
predictions, prompting them to explain why they agree or disagree.
Call on students/pairs randomly to get a consensus.
ACTIVITY/PRESENTATION (25 minutes)
Pass out notecards to volunteers. Each notecard has a word and definition written on it.
Explain that they will be in charge of reading the definition when we get to the word in the
story.
o import: the meaning or significance of something, especially when not directly stated
o reef: take in sails (have to bundle sails in bad weather)
o shipping: to take in (water)
o prodigious: remarkably or impressively great in extent, size, or degree
o vociferate: shout, complain, or argue loudly or vehemently
o implore: beg someone earnestly or desperately to do something
o lee: the side (of a ship) or area that is sheltered from the wind
o simoom: a hot, dry, dust-laden wind blowing in the desert
o matter of course: a natural or logical outcome; inevitable result
o pseudo: not genuine; pretended; not actually, but having the appearance of
o ascertain: find something out for certain; make sure of
Instruct students to continue to fill out their graphic organizer as we read and discuss. Tell
them to jot down words theyre unfamiliar with or circle them in the text.
Read The Oblong Box aloud, stopping every so often to ask guiding questions and
facilitate classroom discussion. (anticipate finishing story assign as homework if not
finished).
o last paragraph on page 4 to second, full paragraph on page 5
What does the narrator notice about the Wyatts sleeping arrangement?
How does the narrator explain what he sees at night?
Think about his previous explanation for Mr. Wyatts gloominess.
What does Mr. Wyatt do after he sends his wife to the other room?
What noises does the narrator describe?
o What literary element is the narrator using with the
descriptions of those sounds?
Do you believe the narrators theory about the Wyatts and the contents of the
oblong box?
Why?
Have you changed your mind about the narrators theory since
starting the story?
Is the narrator trustworthy?
o Why or why not?
o after third-to-last paragraph on page 6
What has happened to the ship?
Lesson Plans for 11
th
grade, college prep English 27 students 48 minutes

How does Poes description and function of the weather fit in with Dark
Romanticism characteristics
How is Poes weather different from the Transcendentalism and
Romantic descriptions of weather?
What does Mr. Wyatt want the Captain to do after theyre in the life-boat?
Do you think the Captain will allow this?
What do you think will happen next?
What do you think is in the box?
o after second paragraph on page 7
What did Mr. Wyatt do?
What is happening to the lifeboat while Wyatt is back on the boat?
What do you think will happen?
o after fourth-to-last paragraph on page 7
What happened to Mr. Wyatt?
What is one thing we know is in the box?
What else do you think is in the box?
o end on page 8
What was actually in the box?
Who was the woman pretending to be Mr. Wyatts wife?
Why was it necessary to hide the truth about the contents of the oblong box
from the rest of the passengers?
Looking back, what are some instances of foreshadowing?
How did Poe create suspense for readers?
POST-ACTIVITY/APPLICATION (8 minutes)
Instruct students to fill out anything they have left on their graphic organizer and look up the
meaning of any words they circled or noted because they didnt know the meaning.
Pass out writing assignment prompts and explain the task.
Students will have to choose one writing task and use it to talk about the effectiveness of
Poes use of literary elements like foreshadowing, point-of-view, characterization,
atmosphere, etc.
CLOSURE (3 minutes)
Instruct students to decide on a writing prompt before the beginning of class Monday and
come to class with at least some work done (might be: an outline, notes, some writing,
decision of what literary elements theyre going to discuss). Theyll use the work theyve
done as an entrance slip. Tell the class to meet in the computer lab in the library on Monday
to have a workday for this writing task. Let them know they will only have one day to
complete the prompt and it will be due on Tuesday at the beginning of class.
INFORMAL ASSESSMENTS
Think, Pair, Share participation
discussion responses to questions about plot details, analysis of story,
inferences/predictions note misconceptions on daily class list chart with space for notes on
class behavior
graphic organizer as exit slip note any misconceptions in the notes taken on the graphic
organizer
FORMAL ASSESSMENTS
writing assignment introduced but not due until after Day 3
INSTRUCTIONAL STRATEGIES AND LEARNING TASKS THAT SUPPORT DIVERSE
STUDENT NEEDS
Graphic Organizer allows plot to be represented pictorially or in words and phrases
Reading Aloud to support struggling readers
Lesson Plans for 11
th
grade, college prep English 27 students 48 minutes

Definitions of Notecards for vocabulary comprehension read when words appear in text
Varied Class Discussion Questions: describing/explaining detail (lower-level),
inferring/analyzing/predicting (higher-level)
Students on IEPs
o student A: extended time for graphic organizer if needed, dont call on unexpectedly
in discussion (only if hand raised), seat near front with left ear closer to front, reading
aloud and stopping to summarize and analyze through discussion to assist reading
comprehension
o student B: verbal cues about expectations for conduct, sensitivity in feedback,
allowed to take work to self-contained classroom when student advocates
o student C: extended time for graphic organizer if needed, discrete feedback about
behavior if necessary, reading aloud and stopping to summarize and analyze
through discussion to assist reading comprehension
o student D: extended time for graphic organizer if needed, graphic organizer for
reading comprehension, verbal clarification of written directions, reading aloud and
stopping to summarize and analyze through discussion to assist reading
comprehension
o student E: reading aloud and stopping to summarize and analyze through discussion
to assist reading comprehension, previewing upcoming story elements through
classmates predictions based on instances of foreshadowing
o student F: close monitoring, allowed to take work to self-contained classroom when
student advocates
Other Learning Needs
o student G: close monitoring, verbal cues when off-task
o student H: close monitoring, verbal cues when off-task, extended wait-time to answer
questions during group discussions
INSTRUCTIONAL RESOURCES AND MATERIALS
definitions of unfamiliar words from the text on 3x5 notecards (see in Activity above)
The Oblong Box by Edgar Allan Poe
The Oblong Box Graphic Organizer
The Oblong Box Writing Prompts
daily list of names with space for notes
















Lesson Plans for 11
th
grade, college prep English 27 students 48 minutes


DAY 3 LESSON 3
UNIVERSAL QUESTION
How do writers craft their work to make literature appealing to an audience?
ENDURING UNDERSTANDING
Students will understand that writers make intentional choices in the construction of their
craft, like incorporating suspense and foreshadowing and developing characters to make
their work appealing to an audience.
COMMON CORE STATE STANDARDS ADDRESSED
READING STANDARDS FOR LITERATURE (11-12 students)
1. Cite strong and thorough textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text, including determining where the text
leaves matters uncertain.
3. Analyze the impact of the authors choices, regarding how to develop and relate elements
of a story or drama (e.g., where a story is set, how the action is ordered, how the characters
are introduced and developed).
WRITING STANDARD (11-12 students)
1. Write arguments to support claims in an analysis of substantive topics or texts, using valid
reasoning and relevant and sufficient evidence.
o d. Establish and maintain a formal style and objective tone while attending to the
norms and conventions of the discipline in which they are writing.
4. Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audiences.
10. Write routinely over extended time frames for a range of tasks, purposes, and
audiences.
LANGUAGE STANDARD (11-12 students)
6. Acquire and use accurately general academic and domain-specific words and phrases,
sufficient for reading, writing, speaking, and listening at the college and career readiness
level; demonstrate independence in gathering vocabulary knowledge when considering a
word or phrase important to comprehension or expression.
LEARNING OBJECTIVE
Students will demonstrate their understanding of the plot of The Oblong Box and analyze
the effectiveness of two literary devices utilized by Poe through a prompt that asks them to
write from an authentic perspective relating to a career (ex. marketer for book company).
INSTRUCTION
START-OF-CLASS PROCEDURES (5 minutes)
Have students form a line as they are coming into class in the computer lab. As an entrance
slip, they should be able to name what prompt theyve picked for the writing assignment and
have some sort of outline or notes to show. Use the daily class chart of names to note each
students prompt choice and preliminary writing, and identify 4 students that appear to need
an individual writing conference.
Take attendance while students are signing onto computers during morning
announcements.
Ask students to turn in their current event (copy of article with publishing information and
summary), which they know is due every Monday. Usually we have three students present
what theyve found in their nonfiction news articles, but we will skip that today so students
have plenty of time for their writing and I have enough time to meet briefly for individual
conferences.
PRE-ACTIVITY (10 minutes)
Lesson Plans for 11
th
grade, college prep English 27 students 48 minutes

I will ask students to give their attention to me instead of the computers while we do a very
quick mini-lesson on deciding what and how to write.
o I would start by deciding if I want to praise the story or be critical of it based on my
reactions.
o Then I would jot down some of the things I really liked or disliked.
o Next I would look at my list of literary elements and compare them to my likes or
dislikes list to see if I could talk about the likes/dislikes by examining the
effectiveness of at least two literary techniques.
For example, I could say that the foreshadowing was too obvious and I
predicted the outcome of the story from the very beginning or the
foreshadowing was effective because I had a feeling something more was
going on than the narrator initially realized.
o After coming up with at least two literary elements to examine, I would locate specific
quotes and passages from the story that support my judgments.
o I would then write from the perspective of the prompt I chose (either Poe, a movie
producer, a book marketer, a bookstore owner, or a review writer).
I would conclude the mini-lesson by asking if there are students who go about the writing
process in a different way. I would call on volunteers and ask them to break down the steps
they take in their pre-writing.
Before telling students that they may continue with their writing, we will quickly review the
punctuation of in-text citations, and then I will inform them that they will be handing in the
work they came with and the writing they complete during this class before the bell rings at
the end of the period.
ACTIVITY/PRESENTATION (30 minutes)
Individually conference with 15 students. Have 8 conferences pre-determined, 4
conferences based on noticed misconceptions or difficulties from entrance slips and class
discussion, and save 2 conferences for those that arise during their writing time.
o I go through the following list of predetermined students and ones I identified through
the entrance slip and any discussion occurring during the mini-lesson and ask if they
have a specific question or difficulty I might be able to assist with. If she/he doesnt
have a question I will prompt her/him to explain and show me where she/he is in the
writing process. I will ask her/him what her/his next steps are to move the writing
along. I will take notes on the daily list of names chart.
Braden
Allie
Chase
Rachel
Hallee
J essie
Tyler
Troy
POST-ACTIVITY/APLICATION/CLOSURE (3 minutes)
Have students get to a stopping and saving point in their writing, print out their work for the
day, and turn in the work they came with (entrance slip) and the work they did today (exit
slip). Collect finished assignments and remind students that they are due at the beginning of
class tomorrow (Tuesday).
INFORMAL ASSESSMENTS
entrance slip - a copy of the work they brought to class
exit slip a copy of the work they did in-class
class discussion about alternate steps in the writing process
Lesson Plans for 11
th
grade, college prep English 27 students 48 minutes

FORMAL ASSESSMENTS
writing assignment collect finished products at the end of class, collect the rest at the
beginning of class the next day (Tuesday)
INSTRUCTIONAL STRATEGIES AND LEARNING TASKS THAT SUPPORT DIVERSE
STUDENT NEEDS
Besides students on IEPs, 504s, or identified as having Other Learning Needs, I chose
one additional student to individually conference with based on anticipated difficulty in
focusing on the writing assignment.
modeling the writing process in mini-lesson
getting other perspectives and approaches on the writing process during whole-class
discussion in mini-lesson
allow students to listen to headphones to help stay on-task during writing
Students on IEPs
o student A: close monitoring through individual writing conference, extended time for
writing assignment if needed, allowed to take work to resource room when student
advocates
o student B: close monitoring through individual writing conference, verbal cues about
expectations for conduct, sensitivity in feedback, allowed to take work to self-
contained classroom when student advocates, extended time for writing assignment
if needed
o student C: close monitoring through individual writing conference, extended time for
writing assignment if needed, discrete feedback about behavior if necessary
o student D: close monitoring through individual writing conference, extended time for
writing assignment if needed, verbal clarification of written directions,
o student E: close monitoring through individual writing conference
o student F: close monitoring through individual writing conference, allowed to take
work to self-contained classroom when student advocates
Other Learning Needs
o student G: close monitoring through individual writing conference, verbal cues when
off-task
o student H: verbal cues when off-task, extended wait-time to answer questions during
group discussions
INSTRUCTIONAL RESOURCES AND MATERIALS
daily list of names with space for notes
extra copies of The Oblong Box Writing Prompts
extra copies of The Oblong Box by Edgar Allan Poe