Mini-Unit – Williams Shakespeare’s Sonnets 29 and 35
What will be different about students by the end of this unit?
Students will be able to draw connections between Shakespeare’s sonnets and modern themes of love, betrayal, and
social pressure. They will internalize the foundations of a sonnet and have the opportunity to craft their own.
Students will build confidence in their ability to break down a challenging and complex text that many students read
in college and feel an intrinsic value in analyzing British Literature.
Students will consistently discuss their inferences and conclusions they are drawing about the sonnets as they are
working with partners and groups. Students will acknowledge that Shakespeare is difficult to analyze, but will
continue trying even when they feel that they are wrong. They will reflect on sonnets as a mystery to unlock, but
know that in the genre’s innate ambiguity there is not a “correct” answer.
As grammar connosieurs they will explore how Shakespeare uses grammar to add dimension to his sonnets and
apply this to the creation of their own sonnets. As writers, students will use their analysis skills to uncover key
principles of a sonnet to create their own. They will operate with the mindset that the write to be read and will be
nervous and excited to share their work with their sonnet mentor groups. As independent readers, students will
consistently read, reflect upon, and discuss their books of choice. Mondays will be reserved for full group discussion
where students get to “sell” their books to other students in the class, contribute to the “editor’s pick,” and vote on
which students’ books sound the most appealing. The IR will feel like an ongoing book club that is fueled by the
students own interests. Please note that this is a calendar for a 50 minute class period which means it may not
always be feasible to read 10 minutes of every class period.
Unit Overview
Text Analysis
Grammar
Writing
Discussion
Independent
Reading
Analyzing the theme of
Participles/Gerunds
each sonnet and how it
helps us better
Commas/Semi-Colons (in
understand Shakespeare
the text and how they
as an author and the
contribute to meaning)
Creative Writing Prompt
Partner recitation of a
Students will read 10
(Responding to
sonnet
mins MWF in class and
Shakespeare)
30 mins a night at home
Partner work on sonnets
Creating a Sonnet
+ peer sharing
human experience.
Students will record their
journal entries each night
2 Mini-CFQs
Class discussion on
for hw and teacher will
Drawing conclusions
principles of a sonnet +
stamp journals each day
about how Shakespeare’s
group work on
ambiguity allows readers
comprehension/paraphra
Mondays will include a
to connect to his themes
sing
student
today.
discussion/advertisement
Class discussion of IR
of their IR books. With
books
guiding questions for
each group to think
about
Mini-Unit Calendar
Day 1
Day 2
Day 3
Day 4
Day 5
Vocabulary: Bard
Vocabulary: Sonnet
Vocabulary: Outcast
Vocabulary: Sullen
Vocabulary: Student
Selected from IR
Intro to Shakespeare
Mystery of his life
10 minute: IR
book
SWBAT articulate the
Mini-Grammar Lesson
SWBAT identify the
Sonnets – “the beloved”
connection between
Gerunds/Participles
“volta” in the sonnet
and the “dark-haired
Shakespearean’s iambic
lady”
pentameter and modern
SWBAT paraphrase in
SWBAT make inferences
“musical” use of the
their own words what the
about the life the Speaker
scheme.
Speaker is telling us using
has and wishes he had
context clues
through his words in lines
10 minute IR group
discussion –What is
exciting about your book.
SWBAT identify key
Introducing
structures of a sonnet in
SWBAT identify the “volta”
conclusions about the
character/ideas to other
Sonnet 29 (Iambic
in the sonnet
mood of the Speaker
group members
Pentameter/Couplet)
SWBAT make inferences
SWBAT describe how the
about the life the Speaker
mood changes from lines
SWBAT describe who
SWBAT partner read
(1-8) and draw
10 minute: IR
Grammar Mini-Lesson:
Commas
SWBAT compare and
contrast the Speaker’s
mood at the beginning
of the sonnet to the final
couplet using text
evidence
Shakespeare is through
Sonnet 29 with stressed
has and wishes he had
9-12 providing text
SWBAT analyze how
historic accounts and
syllables
through his words in lines
evidence
Shakespeare uses the
why his sonnets are
(1-8) and draw
mood shift to convey a
“mysterious.”
conclusions about the
message about love.
mood of the Speaker
SWBAT explain why
SWBAT describe how
the mood changes from
lines 9-12 providing text
evidence
reading Shakespeare is
challenging and
rewarding
Day 6
Day 7
Day 8
Day 9
Day 10
Vocabulary: Scorn
Vocabulary: Grieve
Vocabulary: Corruption
Vocabulary: Advocate
Student Selected from IR
book
10 minute IR group
10 minute: IR
10 minute: IR
discussion –What is
Writing: Review CFQ and
exciting about your book.
revision priority
Grammar Mini-Lesson:
Free-Write
SWBAT synthesize the
Introducing
(interpretation/translation
Semi-Colons
What would your
Speaker’s feelings toward
character/ideas to other
of line to support claim)
response be if the
his “lover” and himself
SWBAT identify the initial
“Speaker” were writing to
across each analogy.
SWBAT paraphrase in their
analogy between things
you?
own words what the
of beauty and
Speaker is telling us using
imperfection
group members
Mini-CFQ: Sonnet 29
Do Now: Creative Writing
SWBAT identify the
SWBAT identify the
Speaker’s internal
Creative Writing Prompt
context clues
(If finishing early): SWBAT
biblical analogy through
conflict and describe the
SWBAT draw conclusions
the Shakespeare’s
causes of the internal
conflict
describe a time when
SWBAT identify the initial
about the Speaker’s
language (sin, trespassing,
they felt upset/depressed
analogy between things of
feelings toward the
salving, corrupting)
and someone lifted their
beauty and imperfection
intended audience.
spirits and how they did
SWBAT draw conclusions
SWBAT identify the law
this.
about the Speaker’s
analogy through
*Students may need
feelings toward the
Shakespeare’s language
more time on the CFQ!
intended audience.
(advocate, sense, lawful
Sonnet 35 mini-CFQ
plea, accessory).
*(Might only get through
the first 4 lines of
SWBAT make inferences
translation/meaning)
about why the Speaker
believes he is “at fault”
and should “advocate” for
the “adverse party.”
Day 11
Day 12
Day 13
Day 14
Day 15
Vocabulary: Ambiguous
Vocabulary: Flair
Vocabulary: Pun
Vocabulary: Fluent
SONNET READER’S
THEATER!
10 minute IR group
10 minute: IR
discussion –What is
Grammar Mini-Lesson:
exciting about your book.
Adjectives to add imagery
Introducing
Vocabulary Word Chosen
Mini-Writing Lesson:
from their Sonnet to Use
SWBAT analyze the
Revising/Editing using a
(student previously
“Sonnet Rubric” and pull
student’s work in
selected)
character/ideas to other
SWBAT identify what
out principles we should
group members
makes Shakespeare’s
add to our do’s/don’ts
sonnets so powerful
check list
SWBAT Compare and
(language, analogies,
contrast the 2 sonnets
volta)
themes and choose a
SWBAT write the initial 4
progress
10 minute: IR
SWBAT finish remaining
SWBAT revise and
lines their sonnets and
practice performing their
share with partner
sonnet
lines of their sonnet with
theme to write your
SWBAT draw conclusions
a partner in their “sonnet
SWBAT peer edit using
sonnet on using the
about the DO’s and
mentor group”
sonnet do’s and don’ts to
SWBAT share their
sonnet as a mentor text.
DON’TS of sonnet writing
check for alignment and
sonnets in full form to a
sonnet rubric
partner and 5-10 will
SWBAT share the first
Teacher model
SWBAT trace the volta in
quatrain (4 lines) with a
share aloud!
brainstorming for events
their sonnet
partner and identify 1
SWBAT make predictions
to write about (friend
strength and one area of
about what type of
betrayed them/someone
growth based on the
scenario/betrayal their
Mindset: We write to be
who gives them hope)
principles of a powerful
partner is addressing in
read. A writer’s product
Sonnet.
the sonnet
is never finished. We
will keep these in our
*Students should note
writers’ portfolios until
that Shakespeare’s
the end of the semester
sonnets are often FULL of
when we have a final
ambiguity. We want to
publishing party
enchant the reader and
make them think hard
about our theme.