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AP Daily Objective & Agenda

November 29, 2018

11/29/2018

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​​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 each of the following 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 (15-20 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. 
      • Readings "God's World" and "Spring" by Edna St. Vincent Millay
      • "An Echo Sonnet" by Robert Pack​
  • Exit Task:  Of the three poems read today, which one do you relate to more?  How? Why?  How did TPCASTT help you make more meaning?
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  • Home
  • Procedures
  • AP Literature
    • AP Daily
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  • Bridge to College
    • BC Daily
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  • ELA12
    • ELA12 Daily
  • Mrs. Leonetti