https://www.storyboardthat.com/lesson-plans/a-poison-tree-by-william-blake/tpcastt-analysis
Activity Overview
TPCASTT Example for “A Poison Tree”
| T | TITLE |
The poem will be about a mystical tree that poisons everything around it. |
|---|---|---|
| P | PARAPHRASE |
The speaker bottles up his anger toward his enemy. He presents a false front and acts nicely toward the enemy while cursing him in his head. Eventually, his anger and deceit lead to tragedy. The enemy dies, and the speaker's corrupted moral compass causes him to feel a twisted happiness at this result. |
| C | CONNOTATION |
The man's anger is considered a poison. The tree and the apple are poisonous growths that, like anger, can kill. |
| A | ATTITUDE/TONE |
Blake uses words like "wrath", "foe", "deceitful", "wiles", and "stole" to convey the dark emotions of the poem. The speaker has a sinister and venomous tone. |
| S | SHIFT |
A shift occurs in the first stanza when the speaker goes from telling his anger to keeping it in. The poem gradually grows more sinister as it progresses from this point. The sentence lengths in the first stanza are short and simple, but they later increase as the speaker's wrath becomes more intense and his lies more frequent. |
| T | TITLE |
After reading the poem, I realize that the tree is a symbol of the speaker's anger. As the speaker dwells on his anger, the tree grows poisonous fruit, suggesting that anger produces dangerous results. |
| T | THEME |
Expressing our emotions is a healthy way the deal with conflict. |
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 “A Poison Tree”. 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
Common Core Standards
- [ELA-Literacy/RL/8/1] Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text
- [ELA-Literacy/RL/8/2] Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text
- [ELA-Literacy/RL/8/4] Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts
- [ELA-Literacy/RL/9-10/1] Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text
- [ELA-Literacy/RL/9-10/2] Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text
- [ELA-Literacy/RL/9-10/4] Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone)
Rubric
(You can also create your own on Quick Rubric.)
TPCASTT Analysis Rubric Template
Analyze a poem using the the TPCASTT method: Title, Paraphrase, Connotation, Attitude/Tone, Shift, Title, Theme.
| 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. |
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StoryboardThat is a trademark of Clever Prototypes, LLC, and Registered in U.S. Patent and Trademark Office
