Reflection: Developing a Conceptual Understanding Comprehending Poetry with a T.P.C.A.S.T.T. Strategy about The Trail of Tears - Section 1: Warm-up: Acrostic Poem


The skills that students must use when creating their own TPCASTT annotation process can derive from skills or literary elements found in other strategies such as CROP QV (Connection, Reaction, Opinion, Prediction, Questioning, Visualization) that students normally used when taking notes about literature. This is the second year that I have used TPCASTT in my classroom. I LOVE the annotation because it requires students to start and end at the same point in a poem, the title. In addition, this strategy requires students to pay attention to literary elements in poems that impact the overall structure and theme of the work which is what Common Core Standards want students to focus on more when reading a piece of literature.

Students are more than willing to work alone, in pairs, or in groups to complete this activity. Students posed difficult with this assignment since it invited the use of creativity in establishing a process to annotate a document. Because many students do not recall all of the literary elements studied in ELA class, this is a great way for teachers to help students recall and work simultaneously with various literary elements. I am not sure if I would start this lesson off again in this way but I enjoyed the products produced from the hook activity.

  Developing a Conceptual Understanding: REFLECTION
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Comprehending Poetry with a T.P.C.A.S.T.T. Strategy about The Trail of Tears

Unit 6: Interdisciplinary Unit: Building ELA Skills Through Historical Documents
Lesson 3 of 11

Objective: SWBAT determine the meaning of words and phrases and analyze the impact of word choice and tone in poetry using TPCASTT.

Big Idea: Analyzing a Poem In Other Ways than through Annotation

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