Beacon Lesson Plan Library

Triarchic Analysis

Marshall Thomas
Broward County Schools

Description

Students read a piece of literature and analyze it from three different perspectives which will enable the students to best utilize their strengths.

Objectives

The student writes fluently for a variety of occasions, audiences, and purposes, making appropriate choices regarding style, tone, level of detail, and organization.

The student examines a literary selection from several critical perspectives.

Materials

-Chalkboard
-Markers
-Overhead
-Example (see associated file)
-Copy for each student of -The Tyger- by William Blake
-Pieces of literature for each student--your choice or their choices

Preparations

1. Duplicate copies of triarchic model with definition, explanation, and samples of usage. (See associated file)
2. Students should have read the chosen piece(s) of literature.
3. The teacher and the students should be familiar with Bloom's.

Procedures

Day 1
Introduce the assignment by explaining the triarchic model:
Triarchic Model is a model that allows students to use their analytical, practical, and creative skills. Analytical thinking means to judge, evaluate, compare and contrast, and critique. Practical thinking means to implement, use, apply and put into practice what they have learned; Creative thinking means to invent, discover, imagine, and suppose.
1. Explain and give at least one example of each. This can be done by taking a literature assignment and breaking it into the three parts. It works very well with any poetry. (See the Example in the associated file. It might help students to actually have a copy in their hands as you go over this. An additional method of sharing the information would be to make a transparency for an overhead from the example and use it.)

2. Explain and discuss each part individually.

3. Tell students that they are going to take their pieces of literature and apply the Triarchic Method. Put this infomation on the board and discuss thoroughly with students: Analytical phase--applying the Bloom's Taxonomy questioning and answering technique; Practical phase-take selection and see if and how it can relate to a modern situation; Creative phase-use writing and creative skills to write a modern version of what they have read. In this phase student creativity is not limited to writing only;e.g., drawings, videos, recordings, etc.


Day 2-assign students their selections or have students to choose their selections as long as they don't choose the same one. Students will work on and complete the analytical phase of the assignment. Circulate throughout the period and also provide feedback during the circulation phase.

Day 3-students will work on and complete the practical phase of the assignment. Teacher does the same as on day 2.

Day 4-students will work on and complete the creative phase of the assignment. Teacher does the same as on day 2.

Days 5 & 6 -students will present which should last no more than 7 minutes. Presentation should include a brief summary of their literature Remind students that their presentations will be more interesting if they are speaking loudly and clearly.

Assessments

Student presentations will include the following:
analyze a selection of literature by using the Bloom's Taxonomy questioning and answering technique using the Triarchic method described in the instructions.
A suggested checklist might be:
Overall summary- Appropriate or Inappropriate
Questions and answers at analytical level-Appropriate or Inappropriate
Questions/Answers/Statements at the Practical level-Appropriate or Inappropriate
Creativity- Appropriate or Inappropriate
Student's Overall Understanding of this method-Appropriate or Inappropriate

Students who do not do well will need additional feedback and practice. This is a formative assessment since this requires much practice with students.

Attached Files

File Attachment.     File Extension: pdf

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