November 29, 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 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?