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 TP-CASTT 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. TP-CASTT 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 “The Bells”
| T | TITLE |
The title sounds like it might be about bells. But, what kind of bells? School bells? Church bells? Sleigh bells? |
|---|---|---|
| P | PARAPHRASE |
The first and second sections deal with silver and golden bells. Both toll for happy reasons, like life and marriage. The third and fourth section describe menacing bells, ones to be fearful of. The brazen bells are frightening, and the iron bells sound like they are tolling for Death. |
| C | CONNOTATION |
The narrator repeats the word “bells” over and over again, each time combining it with sounds each kind of bell would make. Silver bells tinkle and jingle; golden bells rhyme and chime; brazen bells clang and crash and roar in warning; iron bells toll and moan and groan in despair. |
| A | ATTITUDE/TONE |
The narrator’s tone is upbeat and optimistic in the first two sections; in the last two, the narrator’s tone is fearful, sad, and defeated. |
| S | SHIFT |
The major shift in the poem comes between the second and third sections, where the happy bells turn into ones of warning and sadness, from early life and marriage to aging and death. |
| T | TITLE |
The title is about the different kinds of bells in life, from the silvery tinkling bells of youth, to the tolling iron bells of death. |
| T | THEME |
The theme of the poem is that death ultimately triumphs over life, and every person faces the same journey through each phase of bells. |
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 “The Bells”. 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 TP-CASTT 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. TP-CASTT 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 “The Bells”
| T | TITLE |
The title sounds like it might be about bells. But, what kind of bells? School bells? Church bells? Sleigh bells? |
|---|---|---|
| P | PARAPHRASE |
The first and second sections deal with silver and golden bells. Both toll for happy reasons, like life and marriage. The third and fourth section describe menacing bells, ones to be fearful of. The brazen bells are frightening, and the iron bells sound like they are tolling for Death. |
| C | CONNOTATION |
The narrator repeats the word “bells” over and over again, each time combining it with sounds each kind of bell would make. Silver bells tinkle and jingle; golden bells rhyme and chime; brazen bells clang and crash and roar in warning; iron bells toll and moan and groan in despair. |
| A | ATTITUDE/TONE |
The narrator’s tone is upbeat and optimistic in the first two sections; in the last two, the narrator’s tone is fearful, sad, and defeated. |
| S | SHIFT |
The major shift in the poem comes between the second and third sections, where the happy bells turn into ones of warning and sadness, from early life and marriage to aging and death. |
| T | TITLE |
The title is about the different kinds of bells in life, from the silvery tinkling bells of youth, to the tolling iron bells of death. |
| T | THEME |
The theme of the poem is that death ultimately triumphs over life, and every person faces the same journey through each phase of bells. |
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 “The Bells”. 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 “The Bells” TPCASTT Analysis
Use Visual Aids to Enhance TPCASTT Poetry Analysis
Visuals help students grasp abstract concepts and make analysis more concrete. Incorporate images, graphic organizers, or drawing activities to clarify each TPCASTT step and keep learners actively engaged.
Introduce the poem with a brief, engaging story or sound clip
Set the stage by playing a sound clip of bells or sharing a quick story related to bells. This hooks students' attention and primes them for deeper analysis.
Model completing one TPCASTT section together as a class
Work through a single section (such as Connotation) as a group. This builds confidence and shows exactly what's expected for each part of the analysis.
Assign students to small groups for collaborative analysis
Have students tackle different TPCASTT sections in small teams. Collaboration sparks new ideas and helps quieter students find their voice.
Encourage students to share and discuss their findings
Invite groups or individuals to present their analyses and explain image choices. This fosters critical thinking and allows students to learn from each other.
Frequently Asked Questions about “The Bells” TPCASTT Analysis
What is the TPCASTT method for poetry analysis?
TPCASTT is a structured method for analyzing poetry that stands for Title, Paraphrase, Connotation, Attitude/Tone, Shift, Title (again), and Theme. It guides students through a step-by-step process to deeply understand and interpret a poem's meaning and elements.
How do you use TPCASTT to analyze 'The Bells' by Edgar Allan Poe?
To analyze 'The Bells' with TPCASTT, review the poem's title, paraphrase each section, examine connotations and tone, identify shifts in mood or meaning, revisit the title for deeper insights, and determine the overall theme—such as the progression from joy to mortality in Poe's work.
What are good examples of TPCASTT responses for 'The Bells'?
Strong TPCASTT responses for 'The Bells' include: noting the title's hints at different life stages, paraphrasing the happy and ominous sections, analyzing sound imagery, describing the tonal shift from joy to fear, and identifying the central theme of life's journey toward death.
Why is TPCASTT effective for teaching poetry to middle and high school students?
TPCASTT is effective because it breaks down complex poems into manageable steps, promoting critical thinking and independent analysis. It builds students’ confidence in interpreting poetry and helps them develop deeper literary understanding.
What are some tips for helping students complete a TPCASTT poetry analysis assignment?
Encourage students to read the poem multiple times, discuss each TPCASTT step in groups, use visuals to support interpretations, and connect the poem’s shifts and themes to real-life experiences for richer analysis.
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