https://www.storyboardthat.com/lesson-plans/sea-fever-by-john-masefield/tpcastt-analysis
Activity Overview
TPCASTT Example for “Sea Fever”
| T | TITLE |
The poem will be about a sailor who becomes ill at sea. |
|---|---|---|
| P | PARAPHRASE |
A former sailor longs to return to the sea. He loves everything about the sea and will not be happy again until he can visit it again. His desire is so strong, it is almost a compulsion. |
| C | CONNOTATION |
Masefield's personification humanizes the sea and suggests that the speaker shares a personal relationship with the wind and water. The cold, gray setting is portrayed as beautiful and invigorating. |
| A | ATTITUDE/TONE |
The speaker's repetition of the opening line, "I must go down to the seas again", creates a sense of compulsion. The tone is one of passionate yearning. |
| S | SHIFT |
The poem does not shift. Each stanza repeats the speaker's desire to return to the sea, providing different memories that the speaker treasures. The poem's consistent message emphasizes the strength of the sailor's call and evokes the repetitive sound of the ocean waves. |
| T | TITLE |
After reading the poem, I see that the fever is not an illness, but an obsession. The poem is about a man obsessed with the sea and feverishly dreaming of another, perhaps a final, trip to sea. |
| T | THEME |
The speaker is restless until he can follow his heart and return to sea. The poem suggests that contentment can be found in pursuing what you love. |
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 “Sea Fever”. 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
