November 28, 2018

​Objective:  I can utilize TPCASTT as a toolkit to help me analyze poems that I cannot make meaning of on my own.  
Agenda:

• Entry Task:  Get into groups of 2 or 3 (no more!); everyone needs at least one partner.  
• In groups, read one poem at a time, I would encourage one person to read it aloud to the others while the others underline the shift as it comes to them in the reading.  Then, use the TPCASTT 
• For both poems, students need to identify CAST--Connotation, Attitude (tone), Shift, and Theme. Each poem should be in the notebook and labeled.  Follow these steps after reading each (20-25 min/poem):
  • Write # (hashtag) immediately after reading the poem
  • Go around and share whether or not you liked it and why
  • Go around and share where you individual shifts were--what are the 3 natural divisions of the poem?
  • Turn over the TPCASTT and select your individual Attitude/Tone word and explain why you selected
  • Go through and identify devices (at least one per section according to your previous divisions); consider how they add to the meaning of the poem
  • Review all of the annotations and write your own individual theme or MOWAW (meaning of the work as a whole); share with the group.
  • For the AP prompt, review the prompt itself and discuss how to manipulate your meaning to fit the prompt. 
•  "Where I'm From" by George Ella Lyon
  • If you are doing the writing poetry deepening assignment (or for 10 bonus points), use the template to write your own version of the poem AFTER you have used TPCASTT on both poems.  
• "Century Quilt" by Marilyn Nelson Waniek​  
• Exit Task:  Of the two poems read today, which one do you relate to more?  How? Why?  How did TPCASTT help you make more meaning?