<p> Reading to Learn: TP-Castt strategy for interpreting</p><p>Poetry</p><p>Author(s) of lesson: AP Vertical Teams, Lori Vanden Berghe (adaptation)</p><p>Subject: English Language Arts</p><p>Topic or Unit of Study: Interpreting Poetry</p><p>Grade level: 11</p><p>Lesson Duration: two class periods for introduction of strategy, then on-going</p><p>Goal: </p><p>The goal of this lesson is for students to be able to analyze selected poetry through the TP-CASTT (Title, Paraphrase, Connotation, Attitude, Shifts, Title, Theme) method. I will use the Think-Along reading strategy to introduce students to this formula for analyzing poetry.</p><p>Objectives: </p><p>1.**** Students will be able to analyze a selected piece of poetry through the TP-CASTT method</p><p>2. Students will be able critique poetic elements of author’s attitude, shifts, and themes in writing.</p><p>Related TEKS: </p><p>1. ****11. (3) Reading/Comprehension of Literary Text/Poetry. Students understand, make inferences and </p><p> draw conclusions about the structure and elements of poetry and provide evidence from text to support </p><p> their understanding. Students are expected to analyze the effects of diction and imagery (e.g., controlling</p><p> images, figurative language, understatement, overstatement, irony, paradox) in poetry.</p><p>2. 11.24 Listening and Speaking/Listening. Students will use comprehension skills to listen attentively to </p><p> others in formal and informal settings. </p><p>Ruby Willey-Rendon Adapted from the TxBESS Activity Profile and Eby, Herrell, and Hicks (2001) and Dr. Pat Watson 1/14/2008 Assessment/Rubrics: </p><p>Final TP-CASTT of Angelou poem will be discussed and collected for final assessment. This formula will be utilized the rest of the year for poetry analysis and critical literary writing.</p><p>Reflective Procedures:</p><p>1. Preassessment: In small groups I will provide students with the poem, “Mean Streets” for a quick </p><p> interpretation and discussion to assess how they analyze a poem prior to instruction.</p><p>2. Motivation: </p><p>“We will be examining Beat Poetry of the 50s and Protest Poetry of the 60s, but first I’d like to show you a </p><p> fool proof formula for figuring out what a poem is all about and the elements an author uses to make </p><p> meaning.”</p><p>3. Statement of Purpose: </p><p>The purpose is of this lesson is to introduce students to a formula for interpreting and comprehending poetry. </p><p>4. Teacher Modeling or Demonstration: I will introduce the formula by providing questions to ask </p><p> through the TP-CASTT Think-Along.</p><p> Title: Take a look at the title before you even read the poem. What could it mean? Sometimes, the </p><p> title is very straightforward – that tells you a great deal about what to expect from the poem. Often, </p><p> the title is somewhat cryptic in nature. That should tell you something about what to expect, too. </p><p> Paraphrase: What is the literal meaning of the poem? It’s difficult to get the figurative meaning of </p><p> the poem if you can’t figure out the literal meaning. </p><p> Connotation: Here’s the meat of the analysis. What is the implied meaning, and how does the poet </p><p> convey this meaning? (Hint: It does NOT simply mean “negative” or “positive” connotation.) What </p><p> kind of literary things are going on in the poem? Think in terms of diction (word choice), syntax </p><p>Ruby Willey-Rendon Adapted from the TxBESS Activity Profile and Eby, Herrell, and Hicks (2001) and Dr. Pat Watson 1/14/2008 (sentence structure), imagery, symbolism, etc. Any literary device used in the poem fits under the </p><p> connotation category. </p><p> Attitude: What is the tone of the poem? If you have trouble determining tone, start by deciding </p><p> whether the tone is positive or negative, and then become more precise from there. </p><p> Shift: There is a shift of some sort in nearly every poem written. It might be a shift in tone, in </p><p> subject matter, in meaning, in rhyme scheme – anything. Look for the shift, and then decide why the </p><p> poet has a shift in that particular place. </p><p> Title: Take another look at the title. What does it mean to you now that you’ve analyzed the poem? </p><p>Theme: In a sentence, what is the theme? In other words, what statement about life is the poet </p><p> making? Be careful: theme is difficult to nail down, and all too often students put down the subject </p><p> matter instead of the theme</p><p>Ruby Willey-Rendon Adapted from the TxBESS Activity Profile and Eby, Herrell, and Hicks (2001) and Dr. Pat Watson 1/14/2008 5. Guided Practice: I will model the Think Along as illustrated below.</p><p>Ruby Willey-Rendon Adapted from the TxBESS Activity Profile and Eby, Herrell, and Hicks (2001) and Dr. Pat Watson 1/14/2008 Ruby Willey-Rendon Adapted from the TxBESS Activity Profile and Eby, Herrell, and Hicks (2001) and Dr. Pat Watson 1/14/2008 6. Check for Understanding:</p><p>Students will first listen to slam poet, Derrick Brown’s “Come Alive” and discuss with a partner as many </p><p> poetic elements they heard and what they think the meaning of the poem is. One person from each pair</p><p> will respond for the whole group. </p><p>Students will be provided with a copy of “Come Alive”. I will call students to the front of the class to </p><p> assist me with the process of taking the poem through the TP-CASTT formula using the document </p><p> reader. </p><p>7. Independent Practice: </p><p>Students will be provided a copy of the poem, “Still I Rise”, by Maya Angelou to implement the use of </p><p> the TP-CASST formula. They will circle connotative words, paraphrase, note tone and shifts, decode </p><p> meaning, and write a theme sentence in the margin as I modeled previously for them. At the end of the</p><p> class period, I will play the audio version of Ms. Angelou reciting her poem.</p><p>8. Closure: We will discuss the usefulness of this formula, touch on the themes of the pieces, and </p><p> mention how a poem changes meaning when heard aloud.</p><p>9. Differentiated instruction: </p><p>Student who cannot read on grade level: simpler poems will be modeled in small group and individually. </p><p>Peer Partners, and text to speech applications such as http://www.readplease.com will be used for ELLs.</p><p>Materials and resources:</p><p>1. Instructional materials and resources: </p><p>2. TP-CASTT Method: The AP Vertical Teams Guide for English p94</p><p>3. How to TP-CASTT A Poem: http://www.phuhs.org/downloads/PoetryPacket.pdf (and also in </p><p> the AP Vertical Teams Guide for English)</p><p>Ruby Willey-Rendon Adapted from the TxBESS Activity Profile and Eby, Herrell, and Hicks (2001) and Dr. Pat Watson 1/14/2008 4. Derrick Brown, “Come Alive.“ Born in the Year of the Butterfly, pp 38-40. </p><p> http://tinyurl.com/23e4qsv</p><p>5. Maya Angelou, “Still I Rise” http://www.poemhunter.com/poem/still-i-rise/</p><p>6. Maya Angelou, “Still I Rise” audio http://www.youtube.com/watch?v=ik4bnjUCTbE</p><p>7. “Mean Streets” by Anthony “K-Swift” Scott’s rap</p><p>8. Student materials: </p><p>Pen and Paper</p><p>Copies of poems</p><p>Citation of source: </p><p>Ehlinger & Pritchard, Think- Along Strategy. 1994</p><p>TP-CASTT Method: The AP Vertical Teams Guide for English p94</p><p>Ruby Willey-Rendon Adapted from the TxBESS Activity Profile and Eby, Herrell, and Hicks (2001) and Dr. Pat Watson 1/14/2008</p>