TPCASTT of bradstreet
TEKS: Reading/Comprehension of Literary Text/Poetry; Reading/Comprehension of Literary Text/Sensory Language.
Objective: The students will be able to use a method of poetry analysis called TPCASTT to analyze two Anne Bradstreet poems.
Strategies: modeling, guided practice, independent practice.
Materials:
Objective: The students will be able to use a method of poetry analysis called TPCASTT to analyze two Anne Bradstreet poems.
Strategies: modeling, guided practice, independent practice.
Materials:
- Copies of the TPCASTT Template and both poems- “To My Dear and Loving Husband”/Upon the Burning of Our House” (for each student)
- Interactive Whiteboard/pen
- Flipchart or powerpoint containing TPCASTT template and “To My Dear and Loving Husband” (can include “Upon the Burning of our House” if desired)
- Personal copies of both poems (already annotated using TPCASTT)
- Pass out or have students pick up copies of the TPCASTT template and the poems.
- Introduce the TPCASTT method. Explain what to look for in each step. Have the method displayed on the board- highlight each step in a different color as you explain it to set up color coding of guided practice.
- Guided practice: model the first two steps of TPCASTT for them. Ask: “What can I figure out from the title?” and think aloud for them as you highlight “My Dear” and “Loving” to illustrate that there is equal love in this relationship. Then ask “What do we know about this author/poet?”. If the students want to start chiming in here, let them. If not,continue modeling. Explain that, before you complete the next step, you must divide the poem into chunks. If they are not very familiar with poetry explain that “some poems will already be divided into chunks for you (stanzas). Some stanzas are broken apart for you while others are recognized by the rhyme scheme. Other poems you will have to divide into chunks yourself.” Show them how to divide up the poem on the board and then ask the class to paraphrase each stanza. Write their answers next to each stanza. Then ask, “What’s the next step?” Continue the guided practice in this manner until the method has been completed.
- Independent Practice: Instruct the students to complete the first TPCASTT step (“Title”) individually or in pairs. As most of the class finishes, ask them what they highlighted or noticed. You may wish to annotate this step on the board as well to ease the transition between poems. After they have identified the important elements of the title, instruct them to TPCASTT the rest of the poem. Circle as they work and periodically stop them to quickly discuss each step as a class. E.g. “Everyone stop for just a second please. Can a couple of you tell me how you divided this poem up?” The first two sections will probably be the same for each student, but they may differ after that. Ask them to briefly explain why they separated the chunks the way they did, then ask how they paraphrased the first couple of sections. Allow them to work for several minutes before discussing the next step.