Are you looking for Critical Thinking Questions for The Cask of Amontillado by Edgar Allan Poe? If you are a middle or high school teacher, you probably are! This classic piece of American Literature was the first Poe short story I ever taught to my ninth-grade English students. It tells the tale of a man, Montresor, bent on revenge. We don’t know why he wants revenge specifically, yet we most eagerly join him on his journey to achieve vengeance against a man named Fortunato.
Because of the twisted plot and ironic resolution, students will love this story! There are so many ways you can approach this story. You can focus on citing evidence, theme, characterization, word analysis, irony, structure, literary analysis writing, etc. It really is up to you! Below are 7 questions you can ask your students as you read this fun, albeit morbidly, fascinating tale!
Keep reading for 7 Critical Thinking Questions for The Cask of Amontillado!
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7 Critical Thinking Questions for The Cask of Amontillado
TEACHING CENTRAL IDEA QUESTIONS FOR THE CASK OF AMONTILLADO
If you are teaching the Common Core standards (or general state standards) let’s check out what the central idea standard requires when asking questions for The Cask of Amontillado:
CCSS.ELA-LITERACY.RL.9-10.2
Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
- Determine a theme OR central idea
- Analyze how the theme/central idea develops throughout the text
- Examine how details shape and refine the theme/central idea
- Provide a summary of the text
After reading the text and standard, you will want to use the central idea and/ or main idea questions for The Cask of Amontillado!
1. What is a summary of this short story?
Now, this question seems simple, but you can teach this standard in so many ways! You could focus on the beginning, middle, or end, a specific chunk, or the entire story?
Perhaps, you could teach How To Write a ONE-SENTENCE Summary!
The Cask of Amontillado Summary Activity Pack helps students focus on writing ONE-SENTENCE summaries for chunks within the short story. By breaking down the story into chunks, we can make comprehension MUCH easier for our students!
Click below to get a BUNDLE of activities and questions for The Cask of Amontillado!
2. What is the central idea of the short story?
This question might seem almost too easy for your students; however, most struggle to capture what the short story is truly about. Or they confuse it with theme (the message of a text).
TIP: Make sure to encourage your students to always cite evidence! Without evidence, the foundation for our response simply breaks down.
Need help with teaching Citing Evidence? Check out How To Cite Textual Evidence: Direct Quotes!
3. Which theme could be true based on the short story?
Check out these 6 possible themes from “The Cask of Amontillado” that may or may NOT be true!
- Outside appearances do not always correspond to what people intend.
- Too much drinking will ultimately lead to death.
- Revenge takes careful planning and hard work.
- Lying is an important part of friendship.
- People take time to become enemies.
- Families determine life outcomes.
Have your students discuss the options and why each could or could not be a theme for this short story!
Want to make this standard a piece of cake? Check out this Digital Quiz below that includes questions for The Cask of Amontillado!
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TEACHING WORDS AND PHRASES QUESTIONS FOR THE CASK OF AMONTILLADO
Here is one of the standards that asks students to analyze words and phrases, in this case figurative language.
CCSS.ELA-LITERACY.L.9-10.5
Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
4. How does Poe use irony to contribute to the meaning of the text?
Check out the PRINT & TEACH pack below!
You also might want to focus on TONE! As a part of the standard, students are asked to analyze the impact of diction on tone.
CCSS.ELA-LITERACY.RL.9-10.4
Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).
This standard has so many parts:
- Determine the meaning of words and phrases as used in the text
- Note both figurative and connotative meanings of words/phrases
- analyze the overall impact of diction on meaning AND tone
5. What is Montresor’s tone towards Fortunato in the journey through the catacombs?
TEACHING CITING EVIDENCE QUESTIONS FOR THE CASK OF AMONTILLADO
For every answer, students should be able to support their responses to the questions for The Cask of Amontillado with evidence! Too often, a student will guess. We don’t want that; we want them to be sure. One way to bolster students’ confidence is to teach them how to cite evidence!
Here is the standard for citing evidence:
CCSS.ELA-LITERACY.RL.9-10.1
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
Let’s break it down. Students must do the following:
- Cite evidence that is both strong and thorough
- Use the evidence to support what the text says explicitly and implicitly
- Make inferences
This is a tough standard for any teacher, which is why we need to consistently ask our students for the evidence!
Below are 2 questions for The Cask of Amontillado that help students understand the connection between characterization and evidence.
6. Which word or phrase from the text best characterizes Montresor? Choose 1 or 2 words and explain why these words best represent him.
7. Which sentence demonstrates Montresor is enjoying Fortunato’s response?
1) I had scarcely laid the first tier of the masonry when I discovered that the intoxication of Fortunato had in a great measure worn off. 2) The earliest indication I had of this was a low moaning cry from the depth of the recess. 3) It was not the cry of a drunken man. 4) There was then a long and obstinate silence.
5) I laid the second tier, and the third, and the fourth; and then I heard the furious vibrations of the chain. 6) The noise lasted for several minutes, during which, that I might hearken to it with the more satisfaction, I ceased my labours and sat down upon the bones. 7) When at last the clanking subsided, I resumed the trowel, and finished without interruption the fifth, the sixth, and the seventh tier.
Craving more POE? Read here for activity ideas >>> The Tell Tale Heart Edgar Allan Poe At His Best!
WHY SHOULD WE STILL TEACH POE?
I love teaching Edgar Allan Poe texts. They are what I would call high-engagement literature. Now, I say this knowing that Poe’s overall style can be quite difficult for many of our students. Because of this, I would encourage you to read with your students. With some classes, you may only need to read the first paragraph or two. In other classes, you might need to read the whole short story as a class.
And that is okay! I even used to read more difficult texts with my college students; every kid loves hearing a story read to them. When it comes to Poe, we want our students to get excited about the story and learn new diction and syntax at the same time. Just keep reading…and include questions for The Cask of Amontillado!
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