1. By: Maurice Ogden
The Hangman

2. Where are we going?
You will demonstrate an understanding of the impact that specific word choice has on the meaning of the poem.
You will participate in and observe a Socratic discussion to further enhance understanding.
You will demonstrate understanding through responding to a focus question, and using supporting details from the poem to write a response.

3. How will we get there?
As a class, we will review text annotation and foreshadowing.
As a warm up, respond to the focus question: “Who is responsible for standing up for others?”
Students will critically read and respond to the poem, “The Hangman.”
Students will take notes on the process and expectations for a Socratic Circle.
Students will evaluate their participation in and the effectiveness of the Socratic Circle by completing an exit slip.

4. Let’s Review Text Annotation
something surprising / unexpected
Something that needs clarification
Connects related ideas
Something important
Your notes describe your ideas and thoughts as you read

5. Important Terms… Foreshadowing
Picking up on clues in the text that hint at what will happen later.
Includes repetition of important ideas/images
Identifying specific words that help foreshadow/predict what might happen

6. Important terms… Mood Repetition
Specific words used by the author create a “feeling”
The emotions you as the reader feel while you are reading
Notice the change:
“That night we saw with great surprise” vs.
“That night we saw with dread surprise”
Using the same words or phrases multiple times to make a point
Teacher should solicit discussion from students concerning how word choice might change the mood and/or the meaning of what is written.

7. Focus Question: Who is responsible for standing up for others?
Have students write down their thoughts for about 1 minute; then turn and talk for 2-3 minutes. Encourage students to think of a specific example.

8. The Terrible Things
Watch the video, The Terrible Things, by Eve Bunting. Turn and talk to your partner, focusing on the question, “Who is responsible for standing up for others?” Under what circumstances does the responsibility change?

9. Your Assignment… Silently read “The Hangman.”
Annotate the text while you read:
Challenging words?
Thoughts?
Connections?
After a few minutes, we will have a class discussion.
Use hand up, stand up pair up; have two groups form groups of four to continue discussion. Return to seats for class discussion.

10. Your Assignment… Let’s define some challenging words:
scaffold
gallows
henchman
Listen and follow along as I read “The Hangman” by Maurice Ogden. Underline specific examples of words or phrases that you think have important meanings in the poem, or words that are purposefully repeated.
Click over to dictionary.com and pull definitions for the 4 words listed on the back; discuss other words in context as we approach them

11. Text Exploration Questions
Working with a partner, use the poem to answer the Text Exploration Questions.
You may want to further annotate your poem as you answer these questions.
Note: students will not have the Text Exploration Questions during the Socratic Discussion. Any notes should be made directly on their copy of the poem.

12. Your HOMEWORK:
Come prepared with 5 “thinking questions” about the poem.
Thinking question “On line 2 of the poem, why does the author use the words: gold, blood and flame?” This question requires thought & discussion.
Non-thinking question: “Where was the scaffold built?” This question can be answered in a few words by reading the poem.

13. Socratic Discussion
Your turn to think!

14. What is a Socratic Discussion?
IT IS…
a student-led discussion
an opportunity for everyone to share their thoughts in a orderly manner
a time to get a better understanding through discussion
IT IS NOT…
a one-sided discussion led by any single member
a time to criticize different opinions
a shouting match

15. What does it look like?
There is an inner circle and an outer circle. You will participate in both groups.
The inner circle is the only group that may speak.
The outer circle will silently take notes; the outer circle will give positive and critical feedback to the inner circle.
Each group will be given 15 minutes for their discussion; after 15 minutes, inner & outer circles will switch.
I will be monitoring participation, but will not be involved in the discussion.

16. What are the guidelines?
Everyone must be prepared: a copy of the text & 5 thinking questions
Each group member must be given the opportunity and/or encouragement to talk.
Explore new ideas…use comments that you hear to lead to new thoughts.
Keep the focus question in mind.
Refer to the text for specific details to support your ideas.

17. How am I evaluated?
The teacher will monitor each person’s participation. You are expected to contribute 1 original idea and respond to at least 2 others.
Everyone is expected to participate.
You will write a response to the focus question after the seminar. This response will demonstrate your understanding by using specific examples from the discussion to support your opinion.
Teachers may want to adapt the criteria based on their students’ comfort level and experience with Socratic Discussions.

18. Post-Discussion Assignment
Individual Written Response

19. Writing Prompt: Option 1
After reading and discussion the poem, ”The Hangman,” by Maurice Ogden, consider the following: 
Was the Hangman justified in killing the narrator?
State your opinion/claim clearly as the thesis of your paper. Use specific details from the text to support your claim. 

20. Writing Prompt: Option 2
Think about the poem, “The Hangman”; imagine a different ending. What might have happened if the narrator or another character had acted differently?
Write an essay to discuss the importance of taking action. Include details from the poem and real life to support your position.