Strategies
Free response writing
Homework assigned the night prior to a Socratic Seminar allows time for students to begin thinking about their own concepts of the topic for discussion. For this unit, I ask students to compile a set of five images that they believe best represent their ideas about innocence and experience. Once they determine the visual representation of these ideas, they are required to write two to three sentences per image, making a connection between the visual and the concept. Images can come from variable sources such as the Internet or magazines. The expectation is that students bring their completed work to the following class period in preparation for the think, pair, share and carousel activities.
Think, Pair, Share
This strategy is designed to provide time and structure for students to think about both prior knowledge and new information. They have the opportunity to share their ideas with peers and formulate their own thoughts as they respond to the ideas of others. It also encourages responses from all students, rather than relying on the more traditional strategy of the teacher proposing a question and then only one or two students volunteering answers.
For this unit, students should be prepared to share their chosen images and explanations on the concepts of innocence and experience with a partner prior to whole class discussion. Pair students together and provide for them a set of guided questions to help stimulate discussion. For example, you might ask them to define their definition of innocence and explain how a particular image relates to that definition. Encourage students to express whether they agree or disagree with one another. The goal is to have each pair determine a definition for each concept, as well as provide a visual that best represents each definition. These will be shared with the whole class through the carousel activity.
Carousel, or Rotating Review
The purpose of this type of learning promotes discussion of new or existing information through movement, conversation, and reflection. Students will post an image and explanation that represents their understanding of the concepts of innocence and experience at specific locations in the classroom (see Lesson 1 under Classroom Activities). They then move clockwise, spending two to three minutes at each location, and reflect as to why they agree or disagree with other opinions on these concepts. This allows time for students to formulate their thoughts for discussion, as well as think about ideas and opinions that may differ from their own. As students work, I observe images and read comments to determine open-ended questions for Socratic Seminar that occurs in Lesson 1.
Socratic Seminar
At the completion of carousel, students then sit in a circle and begin the Socratic method of discussion. The purpose of the Socratic Seminar is to allow for a formal discussion among students based on open-ended questions proposed by the teacher. This type of discussion promotes close listening and critical thinking and offers an opportunity for students to practice articulating their own thoughts and responses to the ideas of others. I provide each student with 2 to 3 poker chips, depending on the allotted time for discussion; I consider this the "anti-poker game" where students attempt to rid themselves of the chips rather than acquire them. Only when a student makes a meaningful comment will I collect his/her chip. Students sit in a circle and the following rules are followed for the duration of discussion:
- Students should not raise their hands to speak, but rather practice reading social cues and knowing when to speak and when to wait their turn.
- Students should always remain respectful of the ideas of their peers.
- Students should always use academic language (no slang or foul words).
- Students should address one another, as I will facilitate but remain silent about my own opinions and the opinions of my students.
As students move through discussion, they will decide on one definition of each concept that will remain on display for reference as we study William Blake's poetry. It is my hope that these definitions will be added to or modified as new ways of looking at innocence and experience are discovered through poetry.
Guided Notes
Students receive a summary of the class lecture on The Romantic Age and William Blake. Blanks are provided throughout; students are required to fill in these blanks with key points of the lecture. The intent here is active engagement during the lecture, as well as the provision of full and accurate notes that students can use for study. Guided notes should be brief. I always verify completion of notes and give students a quiz grade based on accuracy.
TPCASTT Analysis
Prior to the introduction of the unit, I will model poetry annotation on the overhead. It is important that students witness the process of annotation; they need continual practice in order to perfect their ability in connecting the use of poetic devices with the poet's purpose in writing. Due to the nature of the AP Literature and Composition exam, this objective must remain in the forefront of instruction. However, annotation also opens the door for students to explore their own ideas and connections to a piece of poetry. I attempt to balance these two approaches during my instruction.
TPCASTT analysis is a formulaic approach to teaching poetry. Before beginning annotation, model reading the poem aloud two to three times. If time permits, ask a student to read as well. Using a document camera, place a clean copy of the poem on the overhead and mark the poem throughout discussion; also provide individual copies for each student to use during discussion. Walk students through TPCASTT, which asks students to approach a poem in the following seven ways:
T (Title): Read the title and predict the meaning of the poem.
P (Paraphrase): Translate the poem literally line by line in your own words. Look up unfamiliar words.
C (Connotation): Examine the poem for meaning beyond the literal. Focus on figurative language, imagery, and sound elements.
A (Attitude/Tone): Note the speaker's attitude or tone. Humorous? Sarcastic?
S (Shifts): Note any changes in the speaker's attitude or tone. Look for time changes, punctuation, or key words that signal a shift in idea.
T (Title): Reexamine the title. Have your ideas shifted after studying the poem?
T (Theme): State, in a complete sentence, what you believe the poem is about (this is the subject), and what the poet is trying to convey about the subject (this is theme).
In my past experiences with this approach, the most difficult part for students lies in determining the connotations of a poem. I am flexible as we move through the analysis, sometimes discussing theme and then going back to explore some of the connotations of the piece. Movement through TPCASTT does not have to be orderly; the students should guide the discussion and be allowed to express their ideas freely.
Individual Projects
At the close of the unit, students are required to create an original set of poems and illustrations that reflect their learning of the concepts of innocence and experience. It is important that students are given flexibility in their approach to this assignment, as it is the creative piece of the unit.
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