Shakespeare Sonnet 73 TPCASTT Analysis
Lesson Plan Reference
Grade Level 9-12
Difficulty Level 3 (Developing to Mastery)
Type of Assignment Individual
Type of Activity: TPCASTT Poetry AnalysisCommon Core Standards
- [ELA-Literacy/RL/6/4] Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone
- [ELA-Literacy/RL/6/5] Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot
- [ELA-Literacy/RL/6/7] Compare and contrast the experience of reading a story, drama, or poem to listening to or viewing an audio, video, or live version of the text, including contrasting what they “see” and “hear” when reading the text to what they perceive when they listen or watch
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"
|[Since the sonnet is a number, consider having students look at the first line instead] “That time of year thou mayst in me behold”|
|[Short Version- Expand the storyboard if you would like your students to do it by stanza, quatrain, or couplet]:
|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.|
|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.|
|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.|
|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.|
|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.
(These instructions are completely customizable. After clicking "Copy Assignment", change the description of the assignment in your Dashboard.)
Perform a TPCASTT analysis of "Sonnet 73". Remember that TPCASTT stands for Title, Paraphrase, Connotation, Attitude/Tone, Shift, Title, Theme.
- Click "Use this Template" from the 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.
- Save and submit storyboard to assignment.
(Modify this basic rubric by clicking the link below. You can also create your own on Quick Rubric.)