Activity Overview
Poetry is one of the most expressive forms of literature. It can evoke emotions, set a mood, tell a story, or create a deeply and universally understood feeling in its readers. This makes expounding its elements, and understanding its rich meaning, comparisons, and symbols, even more important.
The TPCASTT method of poetry analysis is a great way to teach students to dissect a poem and understand its parts. It helps students to uncover the deeper meanings within poems while giving them the confidence to be self-educators. TPCASTT Poetry Analysis is an order of operations similar to PEMDAS for math. It asks students to list items in sequential order and answer questions based on their reading of the poem.
TPCASTT Example for "Sonnet 73"
| T | TITLE | [Since the sonnet is a number, consider having students look at the first line instead] “That time of year thou mayst in me behold”
|
|---|---|---|
| P | PARAPHRASE |
[Short Version- Expand the storyboard if you would like your students to do it by stanza, quatrain, or couplet]:
|
| C | CONNOTATION |
The narrator’s use of metaphor for the seasons, twilight, and a dying fire seem like he is concerned with the passing of time, and with how time has aged him. The lessening of time creates a sense of urgency to love more strongly and cherish things more closely. |
| A | ATTITUDE/TONE |
Shakespeare uses words like bare, ruined, fadeth, death, ashes, deathbed, expire, and consumed to invoke images of death and time running out. The words are depressing and somewhat desperate. |
| S | SHIFTS |
A shift occurs in the final couplet when the narrator points out that the effect of getting older is that one must love the time he has more strongly, and cherish the little things. |
| T | TITLE |
After reading the poem, my prediction about the title was incorrect, since Shakespeare did not focus on a time of year, but discussed the passage of time that leads to death. |
| T | THEME |
Love strongly and spend your time wisely because you never know how much time is left. |
This is a great activity to have students do in small groups! Once they are finished, ask them to create a storyboard with the TPCASTT steps.
Template and Class Instructions
(These instructions are completely customizable. After clicking "Copy Activity", update the instructions on the Edit Tab of the assignment.)
Student Instructions
Perform a TPCASTT analysis of "Sonnet 73". Remember that TPCASTT stands for Title, Paraphrase, Connotation, Attitude/Tone, Shift, Title, Theme.
- Click "Start Assignment".
- Choose any combination of scenes, characters, items, and text to represent each letter of TPCASTT.
- Write a few sentences describing the importance or meaning of the images.
- Finalize images, edit, and proofread your work.
Lesson Plan Reference
Rubric
(You can also create your own on Quick Rubric.)
| Proficient | Emerging | Beginning | Needs Improvement | |
|---|---|---|---|---|
| TPCASTT Responses | Every part of TPCASTT was thoroughly answered and there was sufficient evidence from the text. | Most parts of TPCASTT was answered with sufficient evidence to support claims. | Less than half of TPCASTT was answered and/or responses had insufficient evidence from the text. | Examples and descriptions are missing or too minimal to score. |
| Depictions | Depictions chosen for each section are accurate to the poem and reflect time, effort, thought, and care with regard to placement and creation of the scenes. | Depictions chosen for each section are mostly accurate to the poem. They reflect time and effort put into placement and creation of the scenes. | Depictions chosen for each section are inaccurate to the poem. The depictions may be rushed or show minimal effort, time, and care put into placement and creation of the scenes. | Most depictions are missing too many elements or are too minimal to score. Little time or effort has been put into placement and creation of the scenes. |
| English Conventions | There are no errors in spelling, grammar, or mechanics throughout the storyboard. All writing portions reflect careful proofreading and accuracy to the poem. | There are a few errors in spelling, grammar, and mechanics throughout the storyboard. All writing portions show accuracy to the poem and some proofreading. | There are several errors in spelling, grammar, and mechanics throughout the storyboard. Most writing portions do not reflect proofreading or accuracy to the poem. | Errors in spelling, grammar, and mechanics in writing portions of the storyboard seriously interfere with communication. |
Activity Overview
Poetry is one of the most expressive forms of literature. It can evoke emotions, set a mood, tell a story, or create a deeply and universally understood feeling in its readers. This makes expounding its elements, and understanding its rich meaning, comparisons, and symbols, even more important.
The TPCASTT method of poetry analysis is a great way to teach students to dissect a poem and understand its parts. It helps students to uncover the deeper meanings within poems while giving them the confidence to be self-educators. TPCASTT Poetry Analysis is an order of operations similar to PEMDAS for math. It asks students to list items in sequential order and answer questions based on their reading of the poem.
TPCASTT Example for "Sonnet 73"
| T | TITLE | [Since the sonnet is a number, consider having students look at the first line instead] “That time of year thou mayst in me behold”
|
|---|---|---|
| P | PARAPHRASE |
[Short Version- Expand the storyboard if you would like your students to do it by stanza, quatrain, or couplet]:
|
| C | CONNOTATION |
The narrator’s use of metaphor for the seasons, twilight, and a dying fire seem like he is concerned with the passing of time, and with how time has aged him. The lessening of time creates a sense of urgency to love more strongly and cherish things more closely. |
| A | ATTITUDE/TONE |
Shakespeare uses words like bare, ruined, fadeth, death, ashes, deathbed, expire, and consumed to invoke images of death and time running out. The words are depressing and somewhat desperate. |
| S | SHIFTS |
A shift occurs in the final couplet when the narrator points out that the effect of getting older is that one must love the time he has more strongly, and cherish the little things. |
| T | TITLE |
After reading the poem, my prediction about the title was incorrect, since Shakespeare did not focus on a time of year, but discussed the passage of time that leads to death. |
| T | THEME |
Love strongly and spend your time wisely because you never know how much time is left. |
This is a great activity to have students do in small groups! Once they are finished, ask them to create a storyboard with the TPCASTT steps.
Template and Class Instructions
(These instructions are completely customizable. After clicking "Copy Activity", update the instructions on the Edit Tab of the assignment.)
Student Instructions
Perform a TPCASTT analysis of "Sonnet 73". Remember that TPCASTT stands for Title, Paraphrase, Connotation, Attitude/Tone, Shift, Title, Theme.
- Click "Start Assignment".
- Choose any combination of scenes, characters, items, and text to represent each letter of TPCASTT.
- Write a few sentences describing the importance or meaning of the images.
- Finalize images, edit, and proofread your work.
Lesson Plan Reference
Rubric
(You can also create your own on Quick Rubric.)
| Proficient | Emerging | Beginning | Needs Improvement | |
|---|---|---|---|---|
| TPCASTT Responses | Every part of TPCASTT was thoroughly answered and there was sufficient evidence from the text. | Most parts of TPCASTT was answered with sufficient evidence to support claims. | Less than half of TPCASTT was answered and/or responses had insufficient evidence from the text. | Examples and descriptions are missing or too minimal to score. |
| Depictions | Depictions chosen for each section are accurate to the poem and reflect time, effort, thought, and care with regard to placement and creation of the scenes. | Depictions chosen for each section are mostly accurate to the poem. They reflect time and effort put into placement and creation of the scenes. | Depictions chosen for each section are inaccurate to the poem. The depictions may be rushed or show minimal effort, time, and care put into placement and creation of the scenes. | Most depictions are missing too many elements or are too minimal to score. Little time or effort has been put into placement and creation of the scenes. |
| English Conventions | There are no errors in spelling, grammar, or mechanics throughout the storyboard. All writing portions reflect careful proofreading and accuracy to the poem. | There are a few errors in spelling, grammar, and mechanics throughout the storyboard. All writing portions show accuracy to the poem and some proofreading. | There are several errors in spelling, grammar, and mechanics throughout the storyboard. Most writing portions do not reflect proofreading or accuracy to the poem. | Errors in spelling, grammar, and mechanics in writing portions of the storyboard seriously interfere with communication. |
How Tos about Sonnet 73 TPCASTT Analysis
Organize a Collaborative TPCASTT Poetry Station Activity
Divide your class into small groups and assign each group a different TPCASTT element (Title, Paraphrase, Connotation, etc.). Encourage groups to discuss and analyze their assigned element together, fostering collaboration and deeper understanding.
Set Clear Expectations and Provide Materials
Provide each group with chart paper, markers, and a printed copy of the poem. Explain what you expect for each TPCASTT step so students know how to contribute meaningfully.
Rotate Groups Through Stations for Fresh Perspectives
Have groups rotate to a new TPCASTT station every 5–7 minutes. Ask them to read the previous group's work and add insights or examples, building on each other’s ideas.
Facilitate a Whole-Class Share and Discussion
Bring the class together to review each completed TPCASTT element. Encourage students to explain their group’s thinking and ask questions about other groups’ interpretations.
Reflect and Connect to Other Poems
Invite students to reflect on how the TPCASTT method helped them understand 'Sonnet 73.' Challenge them to brainstorm how they can use this approach with other poems, reinforcing transferable analysis skills.
Frequently Asked Questions about Sonnet 73 TPCASTT Analysis
What is a TPCASTT analysis of Sonnet 73?
A TPCASTT analysis of Sonnet 73 is a structured method for examining Shakespeare’s poem by exploring its Title, Paraphrase, Connotation, Attitude/Tone, Shifts, Title (again), and Theme. This approach helps students break down the poem’s language, imagery, and deeper meaning for better understanding.
How do you teach TPCASTT poetry analysis to high school students?
To teach TPCASTT poetry analysis, introduce each step (Title, Paraphrase, Connotation, etc.) and model them using a familiar poem. Have students work in small groups or individually to analyze poems, encouraging discussion and creative activities like storyboarding each step for deeper engagement.
Why is TPCASTT useful for analyzing poems like Sonnet 73?
TPCASTT is useful because it gives students a clear, sequential framework to interpret complex poetry. For poems like Sonnet 73, it helps uncover themes of aging, time, and love, making abstract ideas more accessible and boosting student confidence in literary analysis.
What are some examples of metaphors in Sonnet 73?
In Sonnet 73, Shakespeare uses metaphors such as autumn turning to winter, twilight fading to night, and dying embers to represent aging and the passage of time. These images highlight the narrator’s feelings about mortality and love.
What is the main theme of Sonnet 73 according to TPCASTT?
The main theme of Sonnet 73, as revealed through TPCASTT, is to cherish love and spend time wisely because life is fleeting. The poem encourages valuing relationships more as time runs out.
More Storyboard That Activities
Sonnet 73
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