1. Everyone is successful at analysis with TPSFASTT
Poetry Practice
Everyone is successful at analysis with TPSFASTT

2. Poetry Terms to Heavily Consider
alliteration
metaphor
assonance
metonymy
blank verse
onomatopoeia
caesura
paradox
diction
pathetic fallacy
poetic diction
personification
epithet
pun
hyperbole
simile
litotes
synecdoche
Poetry Terms to Heavily Consider

3. MUST ACCESS Biographical & socio-economic Form—type of poem
Structure—meter & rhyme
Patterns
What does the poet use to make reader understand?
Questions Human Nature--Poet’s tone/attitude towards the topic?
The following information will assist that task.
MUST ACCESS

4. CONNOTATION Word choice/Leads to TONE
Denotation direct from dictionary
Connotation is what the word is
meant to mean according to the poet
Don’t think literally; think figuratively
Activity: word play—1/2 piece of paper
write words below and any synonyms
you can think of AT LEAST THREE FOR EACH
1. fat 2. house 3. ugly
4. laugh 5 . King 6. old
CONNOTATION

5. Take those TONE words, beside each word place a + if the word is positive and a – if the word is negative.
Find your tone sheet from the short story unit.
Be prepared to share and justify your thoughts
Tone Words con’t

6. To acquiesce TONE in poetry
TPSFASTT
To acquiesce TONE in poetry

7. Poetry is one of the most difficult genres to understand. WHY?
Every word counts and every image has limitless possibilities.
While no one system of analysis has all the answers, the TPS-FASTT system devised by the College Board offers a tool for entering a poem, understanding its parts, and internalizing its significance to the human experience.
This means that a poem can have multiple interpretations; each and every one is totally correct—IF you support your opinion with examples from the poem itself
Poetry is one of the most difficult genres to understand. WHY?

8. Title - Ponder the title before reading the poem.
Paraphrase - Translate the poem into your own words.
Speaker – Whose opinion? Talking?
Figurative Language—poetry terms—why used?
Attitude - Observe both the speaker’s and the poet’s attitude (TONE).
Shifts - Note shifts in speakers and in attitudes.
Title - Examine the title again, this time on an interpretive level.
Theme - Determine the poet’s message about what it means to be human.

9. TITLE= 4-square POET—Background—you need to know about the poet’s life
because what happened to
him/her is reflected in the poem
Social background—what was going on
society at the time
Economic—what was going on economically
Political –what was going on politically
Does the title mean anything to you? Think about it! Ponder its implications!!!
TITLE= 4-square

10. PARAPHRASE In your own words for comprehension
In complete sentences, write down what YOU think the poem is saying
The words you don’t know—look them up
Any pertinent poetical elements
Metaphors, similes
Hyperbole
Etc.
PARAPHRASE

11. SCANSION—meter and rhyme
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Must understand structure and form since they both lead to meaning.
SCANSION—meter and rhyme

12. ATTITUDE/TONE/PERSPECTIVE
Who is the SPEAKER? Male/Female
Is the poem positive, negative, or neutral?
What does the poet want readers to think?
TONE—2 different and complementary words
1st word needs an “ly” adv modifies 2nd word adj
Look at tone list—let’s practice this
shockingly provocative
ATTITUDE/TONE/PERSPECTIVE

13. Look at the voice or "persona" of a poem; however, do not assume that the poet is the speaker because the poet may be writing from a perspective entirely different from his own, even with the voice of another gender, race or species, or even of a material object. Examine the other elements of the poem, such as the situation, structure, descriptive details, figurative language and rhythms to help determine the speaker’s identity.
Who “tells” the poem? Are there things you can say about the speaker’s personality, point of view, tone, society, age, or gender?
Does the speaker assume a persona at any point in the poem, and speak “as” a particular person (e.g., “I am Lazarus, come from the dead I shall tell you all”)?
Does the speaker seem attached or detached from what is said?
What effect do the speaker’s characteristics have on the poem?
Be cognizant of the poet’s time-period—socio-economically and politically.
SPEAKER

14. Figurative Language/Connotation Although this term usually refers solely to the emotional overtones of word choice, for this approach the term refers to any and all poetic devices, focusing on how such devices contribute to the meaning, the effect, or both of a poem. You may consider imagery, figures of speech (simile, metaphor, personification, symbolism, etc.), diction, point of view, and sound devices (alliteration, onomatopoeia, rhythm, and rhyme). It is not necessary to identify all the poetic devices within the poem; make sure you identify the ones that can support the conclusions you are going to draw about the poem.
FIGURATIVE LANGUAGE

15. Having examined the poem's devices and clues closely, you are now ready to explore the multiple attitudes that may be present in the poem. Examination of diction, images, and details suggests the speaker's attitude and contributes to understanding. You may refer to the list of words on Tone that will help you. Remember that usually the tone or attitude cannot be named with a single word Think complexity using your Tone sheet list,choose 2 different, but complementary words. (Make sure you have at least 2 quotes to add evidence to your conclusion.
ATTITUDE/TONE

16. SHIFTS White space Punctuation/Capitalization
Tense changes in person/verb
Syntax
Setting
TONE/Attitude/Perspective
Form
Diction
Rhyme/Rhythm
Change in speakers
SHIFTS

17. STRUCTURE Is the poem of a particular genre? What are its conventions?
If it doesn’t fit particular genre, how would you describe its form?
What is the relationship between form and meaning in the poem?
Are there clear parts to the poem, and if so, how are they similar/different?
STRUCTURE

18. Look at TITLE again Figuratively Interpretatively
After all the thinking above, what is the poet’s purpose and how does he/she impart this information to the readers? (two-fold)
Look at TITLE again

19. What is the poem saying about the human experience, motivation, or condition? What subject or subjects does the poem address? What do you learn about those subjects? What idea does the poet want you take away with you concerning these subjects?
Find and use the thematic template from the short story unit. State it in a complete sentence.
Theme

20. THEME What is the poet trying to tell the reader about being human?
What does poet want reader to learn?
What is he/she trying to change?
How does poem apply to society?
5 majors: name of poem, poet,
genre, time period, and attack the prompt= sentence paragraph with at least 2 quotes
THEME

24. Read poem several times, listen to if you have it or read it aloud, stopping at each punctuation.
Write down your first impressions—is it +, - , or neutral—is it masculine or feminine?
Does it generate an emotional response? An intellectual response?
Identify poetic devices
Look at poets’ values, perspectives, experiences, subjects, background
Reading Poetry

25. Let’s Practice Reading/Creating TPSFASTT Following are 3 poems:

26. Tewa Tribe: Song of the Sky Loom
Oh our Mother the Earth oh our Father the Sky Your children are we       with tired backs we bring you the gifts you love So weave for us a garment of brightness May the warp be the white light of the morning May the weft be the red light of evening May the fringes be the falling rain May the border be the standing rainbow Weave for us this bright garment that we may walk where birds sing       where grass is green Oh our Mother the Earth oh our Father the Sky

27. Let’s TPSFASTT
“Song of the Sky Loom”

28. The circle of life is never broken.
I have killed the deer.
I have crushed the grasshopper.
And the plants he feeds upon.
I have taken fish from the water.
And birds from the sky.
In my life I have needed death
So that my life can be.
When I die I must give life
To what has nourished me.
The earth receives my body
And gives it to the plants
And to the caterpillars
To the birds
And to the coyotes
Each in its own turn so that
The circle of life is never broken.

29. Let’s Practice TPSFASTT

30. ACTIVITY Group of three—all 3 own paper—3 pieces of paper
Half-sheet of paper.
Read poem— “Prayer to the Pacific”
Write TPSFASTT on front down the left-hand margin.
Write an 8-11 sentence paragraph about theme on back.
All paragraphs MUST have at least 2 quotes.
THE GROUP CAN HAVE neither the same two/different complementary words (tone) nor can they have the same paragraph.
ACTIVITY

31. 1
I traveled to the ocean
distant
from my southwest land of sandrock
to the moving blue water
Big as the myth of origin. 2
Pale
Pale water in the yellow-white light of
sun floating west
to China
Clouds that blow across the sand are wet. 3
Squat in the wet sand and speak to Ocean;
I return to you turquoise the red coral you sent us
sister spirit of Earth.
Four round stones in my pocket I carry back the ocean
to suck and taste.
4 Thirty thousand years ago Indians came riding across the ocean carried by giant sea turtles. Waves were high that day great sea turtles waded slowly out from the gray sundown sea. Grandfather Turtle rolled in the sand four times and disappeared swimming into the sun. 5 And so from that time immemorial, As the old people say, Rain clouds drift from the west gift from the ocean. 6 Green leaves in the wind Wet earth on my feet Swallowing raindrops clear from China. ~Leslie Marmon Silko~
Prayer to the Pacific

32. The TPSFASST sheets with all 3 poems The paragraph on back of each paper. REMEMBER: Each student must have his or her own piece of paper that contains TPSFASTT sheet & the paragraph.
Due at the end of period