Lesson Plan for Multiple Intelligence Workshop
11th Grade English
Date _______ Learning Standards 1, 2, 3, 4
Aim: What is a sonnet? How are reality and hyperbole illustrated in Sonnets #
18 and 130?
Opener: Take your pulse and try to replicate the rhythm softly for ten beats on
your desk (musical/intrapersonal).
Motivation: Have some share their heartbeats. (musical)
Activity:
 Define “iamb,” “iambic pentameter.” (verbal)
 Read: Sonnet #18 to yourself in the rhythm of your heartbeat. ( rhythmic/
verbal/intrapersonal)
 Have a student volunteer read the sonnet aloud (verbal).
 Define “metaphor,” “personification,” and “hyperbole.” On the board
write them to correspond to the directions below ( verbal).
Activity:
Read the poem again to yourself. ( intrapersonal/logical)
 underline the metaphors with a straight line
 use a squiggly line to identify the personification
 circle the (hyperbole)
 Note the pattern of rhyming
Medial Summary: (verbal, interpersonal)
 Define “Rhyme scheme” and “couplet” ABABCDCDEFEFGG. Explain why
we illustrate it that way.
 Share our findings. Discuss what the poem is about and what it means.
 “What is ‘this’?” “So long as men can breathe or eyes can see,/ So long
lives this and this gives life to thee” (13-14).
 In one sentence, write what the poem is about.
Activity: Prepare to read Sonnet #130. (verbal, interpersonal, logical)

Together as class, list all the words we can think of that mean
“smell.”
 Discuss “reek.” Tell students that as English evolved these
words have taken on positive and negative connotations, but
originally they all pretty much meant “smell.” Define “dun” (
line 3).
 Read Sonnet #130--- to the rhythm of your heart beat.
 Do all that we did with Sonnet #18.
 Use the semantic map to plot the information

Final Summary: (verbal/interpersonal/intrapersonal)
Share our findings and discuss meaning. Which poem is more honest? Which
do you prefer? Which is realistic? Which is filled with hyperbole? What is a
sonnet? --a 14-line poem written in iambic pentameter with an
ABABCDCDEFEFGG rhyme scheme---often, but not always about love.
Sonnet #18
“Shall I compare thee to a
a summer’s day/ Thou art more
lovely and more temperate” (1-2).
Sonnet #130
“My mistress eyes are nothing
like the sun;/ Coral is far more
red than her lips’ red” (1-2).
Topic
Message
Literary Techniques
Metaphor
Hyperbole
Personification
Metaphor
Hyperbole
Personification
Lines
Shakespearean
Sonnet
Meter
Rhyme Scheme
SONNET 18
Shall I compare thee to a summer's day?
Thou art more lovely and more temperate:
Rough winds do shake the darling buds of May,
And summer's lease hath all too short a date:
Sometime too hot the eye of heaven shines,
And often is his gold complexion dimm'd;
And every fair from fair sometime declines,
By chance or nature's changing course untrimm'd;
But thy eternal summer shall not fade
Nor lose possession of that fair thou owest;
Nor shall Death brag thou wander'st in his shade,
When in eternal lines to time thou growest:
So long as men can breathe or eyes can see,
So long lives this and this gives life to thee.
SONNET 130
My mistress' eyes are nothing like the sun;
Coral is far more red than her lips' red;
If snow be white, why then her breasts are dun;
If hairs be wires, black wires grow on her head.
I have seen roses damask'd, red and white,
But no such roses see I in her cheeks;
And in some perfumes is there more delight
Than in the breath that from my mistress reeks.
I love to hear her speak, yet well I know
That music hath a far more pleasing sound;
I grant I never saw a goddess go;
My mistress, when she walks, treads on the ground:
And yet, by heaven, I think my love as rare
As any she belied with false compare.