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UTL 640 E Josephine Icaro/Hyde Park Baptist Date: March 17, 2014 Class period/Time: 2nd period/ 8:55-9:45am

Hannah Mullen English III: Am. Lit./Grade 11 Teach: #5 Lesson: #5

UTL 640 E Lesson 5: TPCASTT Analysis


Enduring Understanding:
In order to ensure investigative thought about a text, effective readers engage in TPCASTT analysis in order to arrive at a deeper understanding of a given text to include that of connotation, attitude/tone, and thematic statements present in the piece.

Lesson Objective(s):
After reading Let America Be America Again, I, Too, and The Negro Speaks of Rivers by Langston Hughes, students will individually complete the TPCASTT analysis worksheet using their choice of one of the three texts in order to demonstrate their understanding of the elements found in TPCASTT, to include prediction, summarizing/paraphrasing, attitude/tone, connotation, literary shift, and thematic statements.

Resources/Materials:
To-do the day before the lesson: Prepare a PowerPoint which: o Introduces the author Langston Hughes o Reviews TPCASTT analysis o Provides example of TPCASTT analysis using a poem that students are familiar with Prepare TPCASTT worksheet For the lesson itself: PowerPoint previously mentioned Class handouts with printed text of the poem not found in student textbooks (Let America Be America Again) Class TPCASTT worksheets

TEKS/SEs Addressed in the Lesson:


(2) Reading/Comprehension of Literary Text/Theme and Genre. Students analyze, make inferences and draw conclusions about theme and genre in different cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to: (A) analyze the way in which the theme or meaning of a selection represents a view or comment on the human condition; (3) Reading/Comprehension of Literary Text/Poetry. Students understand, make inferences and draw conclusions about the structure and elements of poetry and provide evidence from text to support their understanding. Students are expected to analyze the effects of metrics, rhyme schemes (e.g., end, internal, slant, eye), and other conventions in American poetry.

UTL 640 E Josephine Icaro/Hyde Park Baptist Date: March 17, 2014 Class period/Time: 2nd period/ 8:55-9:45am

Hannah Mullen English III: Am. Lit./Grade 11 Teach: #5 Lesson: #5

Steps in Lesson:
Engagement 5 mins. Students will view a comic which addresses issues of race and perspective in America and be asked to answer questions about said comic with their neighbor (3 mins.) o Some of these notions will be shared verbally with the class (2 mins.) Stated Objective 1-2 mins. The following stated objective is present on the PowerPoint: Today we will o Learn about the author Langston Hughes o Review TPCASTT analysis o Read three poems by Langston Hughes o Individually complete the TPCASTT worksheet using one of the poems weve read in class Active Learning 41 mins. Conduct a lesson (accompanied with PowerPoint) which introduces Langston Hughes and reviews TPCASTT analysis (4 mins.) Students will silently read The Negro Speaks of Rivers (2-4 mins.) followed by a reading of The Negro Speaks of Rivers by Langston Hughes (3 mins.) Students will silently read I, Too (2 mins.) followed by a reading of I, Too by Langston Hughes (1 min.) o In pairs, students will discuss topics present in these texts and they will be asked to write these down on a sheet of notebook paper (2 mins.) Students will follow along with a reading of Let America Be America Again (4 mins.) o In pairs, students will be asked to discuss topics present in the third poem and to write these down in their sheet of paper (3 mins.) We will discuss as a class: o Some topics identified in the poems o Some similarities between the poems (2 mins.) I will provide an example of a completed TPCASTT worksheet using a poem that the students are familiar with (6 mins.) Individually, students will complete the TPCASTT worksheet using one of the three poems read in class (10 mins.) Closure 3 mins. I will ask several questions to the class which will help them to verbally summarize elements found in TPCASTT analysis (3 mins.)

Modifications/Differentiation Strategies:
Follow any IEPs

UTL 640 E Josephine Icaro/Hyde Park Baptist Date: March 17, 2014 Class period/Time: 2nd period/ 8:55-9:45am

Hannah Mullen English III: Am. Lit./Grade 11 Teach: #5 Lesson: #5

Evaluation Strategies:
Informal: checking for understanding during class discussion, observing group discussion, and using produced student TPCASTT worksheets

Notes/Recommendations for Next Time: