Teacher Candidate: Corey Parks
Lesson Plan Template
Date: 11/1/10
Unit Title: Forms of Communication: Deconstruction of Poetry Subject: Poetry Grade: 10
Essential Question(s): How do you use different styles to express yourself?
Lesson
Title/Number
Lesson Question (s)
State Standards
and Performance
Indicators
#1 Sonnets (Italian and English)
What is a sonnet?
What are the two different types of sonnets?
What are the essential parts of each type of sonnet?
Standard 1: Students will read, write, listen, and speak for information
and understanding.
As listeners and readers, students will collect data, facts, and ideas,
discover relationships, concepts, and generalizations; and use knowledge
generated from oral, written, and electronically produced texts. As
speakers and writers, they will use oral and written language to acquire,
interpret, apply, and transmit information.
Standard 2: Students will read, write, listen, and speak for literary
response and expression.
Students will read and listen to oral, written and electronically produced
texts and performances, relate texts and performances to their own lives,
and develop an understanding of the diverse social, historical, and
cultural dimensions the texts and performances represent. As speakers
and writers, students will use oral and written language for selfexpression and artistic creation.
Standard 3: Students will read, write, listen, and speak for critical
analysis and evaluation.
As listeners and readers, students will analyze experiences, ideas,
information, and issues presented by others using a variety of established
criteria. As speakers and writers, they will present, in oral and written
language and from a variety of perspectives, their opinions and
judgments on experiences, ideas, information and issues.
Performance Indicators:
• Read, view, and respond independently to literary works that represent
a range of social, historical, and cultural perspectives.
• Distinguish between different forms of poetry, such as sonnet, lyric,
elegy, narrative, epic, and ode, and recognize how the author uses poetic
form to convey message or intent.
• Interpret literary texts on the basis of an understanding of the genre and
the literary period.
• Interpret multiple levels of meaning and subtleties in text.
Lesson Objectives
(Bloom’s Taxonomy)
---------------------Acceptable
Evidence
*Could be collected for
accountability/auditing
purposes.
Bell Ringer and
Prior Knowledge
Tap
This can be together or
separate. Also may be
called: set induction,
anticipatory set,
introduction/review
_______________
Procedure
Teacher input,
development,
instructional
method(s), modeling,
guided practice,
independent practice,
and/or activities
• Analyze and evaluate poetry in order to recognize the use and effect of
- sensory imagery
- figurative language
- verse form
• Write original literary texts
- use literary devices, such as figurative language, allegory, irony,
symbolism, and stream of
consciousness
- create multiple levels of meaning, with assistance
- use language and sentence structure creatively to elicit the reader’s
emotional response
Students will be able to…
1. Define a sonnet and all of its elements.
2. Distinguish between the two forms of sonnets.
3. Create their own sonnets after the models they see in class.
----------------------------------------------------------------------------------1. A passing score on the homework packet which includes:
defining a sonnet as a 14 line poem written in iambic pentameter,
and being able to describe iambic pentameter, as well as
explaining the differences in structure and rhyme scheme between
Italian and English sonnets.
2. Construct a sonnet using the provided worksheet to add to their
portfolio which will be assessed at the end of the unit.
Prior Knowledge – Figurative Language
Rather than a bell ringer, I plan to use an engaging performance at the
beginning of class:
Enter classroom abruptly, preferably dressed in Shakespearian clothing.
Read a sonnet with power, control, and passion. Ask students if they
understand a single word that I just read. When most answer no, explain
to them that I read a sonnet, and that they will understand the words in
time, but that we first need to learn about the different forms of sonnets. I
will also explain to the students that they will need to draw on their past
knowledge of figurative language in order to analyze this form of poetry.
________________________________________________________
The teacher will:
• Distribute an example of an English sonnet and guided notes.
The students will:
• Read through the sonnet line by line and note anything that they find
interesting. If no one can find anything, probe with questions about
certain sections, and eventually suggest patterns/conventions.
The teacher will:
• Show the students how to deconstruct the sonnet into its essential parts
(3 quatrains with a rhyme scheme of ababcdcdefef, and a rhyming
couplet with a rhyme scheme of gg.) (VISUAL AND AUDITORY)
*Accommodations
for learning
modalities are
required.
Label…visual,
auditory, and
kinesthetic
•Relate this structure to music by having students recite the verse and
chorus to a popular song (displayed on smoartboard) to show the
similarities in the structure of sonnets and popular music. (VISUAL
AND AUDITORY)
• Explain Iambic Pentameter. Break it down to its elements (iam –a foot
of 2 syllables, 1 stressed, 1 unstressed) and (pentameter – line with 5
feet.) Thus, each line in a sonnet contains 10 syllables. (AUDITORY)
• Use visual aid to ensure comprehension of Iambic Pentameter (This will
be constructed on poster board, each box will be its own board):
(VISUAL)
(RBI: NON-LINGUISTIC REPRESENTATION)
• Have a student say ―ta‖ softly, to represent the unstressed syllable.
• Have another student say ―TUM‖ and stomp loudly, to represent the
stressed syllable.
• Also explain that all sonnets contain 14 lines per piece.
(AUDITORY)
• Check for understanding by having students call out the general
conventions of an English sonnet.
The student will:
• Complete guided notes.
The teacher will:
• Hand out cards to break students up into famous pairs or trios.
• Instruct students to, in their groups, gather near a computer and log in to
GoogleDocs. (TECHNOLOGY INTEGRATION)
The student will:
• Log into GoogleDocs and read their full assignment. (Each group will
have a section of an English ―nonsense sonnet‖ to create.)
• Create either one of three quatrains or a rhyming couplet on a topic of
their choice, using the sonnet creation template available to them, and
post it on GoogleDocs.
The teacher will:
• Combine these sections of the English ―nonsense sonnet.‖
DAY 2
The student will:
• Analyze the completed ―nonsense sonnet,‖ and note any discrepancies
they see from the proper form, and correct them in their GoogleDoc.
• Save this GoogleDoc as a reference for when they create their own
sonnets.
The teacher will:
• Distribute an example of an Italian Sonnet and guided notes.
The student will:
• Read through the sonnet line by line and note anything that they find
interesting. If no one can find anything, probe with questions about
certain sections, and eventually suggest patterns/conventions.
The teacher will:
• Show the students how to deconstruct the sonnet into its essential parts
using the guided notes as a template on the smartboard. (8 line octave
with an abbaabba rhyme scheme, and 6 line sestet with cdcdcd, cdecde,
or cdedec rhyme scheme ).
(VISUAL AND AUDITORY)
• Explain Iambic Pentameter. Break it down to its elements (iam –a foot
of 2 syllables, 1 stressed, 1 unstressed) and (pentameter – line with 5
feet.) Thus, each line in a sonnet contains 10 syllables. (AUDITORY)
• Use visual aid to ensure comprehension of Iambic Pentameter (This will
be constructed on poster board, each box will be its own board):
(VISUAL)
(RBI: NON-LINGUISTIC REPRESENTATION)
• Have a student say ―ta‖ softly, to represent the unstressed syllable.
• Have another student say ―TUM‖ and stomp loudly, to represent the
stressed syllable.
The teacher will:
• Check for understanding by having students call out the general
conventions of an Italian sonnet.
The student will:
• Complete the guided notes, and potentially participate using the
smartboard.
The teacher will:
• Handout pieces of paper with famous foursomes/fivesomes.
The student will:
• Break up into their respective groups and await instruction.
The teacher will:
• Distribute bags with cut-up sonnets in them.
• Explain that students will have to use their knowledge of the rhyme
scheme of Italian Sonnets and the template on their guided notes to try to
reconstruct the example sonnet.
• Check for understanding by asking students what their in class
assignment is.
The student will:
• Use the template on their guided notes to reconstruct the example
sonnet with their group.
(VISUAL AND KINESTHETIC)
(RBI: COOPERATIVE LEARNING)
Checks for
Understanding
Label: directions,
procedures, routines,
and content
(formative)
Assessment
Type and purpose
(sometimes called
evaluation)
Closure
Accommodations
• Read their sonnet aloud in order to see if they found the correct rhyme
scheme.
• Verbal checks for understanding
1. Check for understanding by having students call out the general
conventions of an English sonnet. (CONTENT)
2. Check for understanding by asking students what their in class
assignment is. (PROCEDURE)
3. Check for understanding by having students call out the general
conventions of an Italian sonnet. (CONTENT)
4. Check for understanding by asking students what their in class
assignment is. (PROCEDURE)
5. Sonnet Reconstruction (CONTENT)
6. ―Nonsense sonnet‖ creation (CONTENT)
• Formative - Students will have to hand in the homework assignment
after the second day of the lesson for a grade. There is no partial credit
with this assignment; answers are either correct or incorrect.
• Summative - Students will also be assessed on their own sonnets
contained in their portfolio at the end of the unit.
The teacher will:
• Have students explain the essential elements of sonnets.
• Explain to them that they will begin to create their own sonnets for
homework, and classify sonnets for homework after the second day of
this lesson.
(RBI: HOMEWORK AND PRACTICE)
• Potential accommodations: handouts in Braille, audio files of sonnets
covered in class or for homework.
Materials
• Materials for Teacher Use: Smartboard, Dry Erase Marker, Examples of
Italian and English Sonnets, Worksheet(s) on Italian and English
Sonnets. (see attached), Computer with internet access, Deconstructed
sonnet, Sonnet template.
• Materials for Student Use: Pen, Paper, Computer with internet access.
Duration
2-4 class periods/days
Name:_______________________
That time of year thou mayst in me behold
English Sonnet example: Shakespeare’s 73rd Sonnet
When yellow leaves, or none, or few, do hang
Upon those boughs which shake against the cold,
Bare ruin'd choirs, where late the sweet birds sang.
In me thou seest the twilight of such day
As after sunset fadeth in the west,
Which by and by black night doth take away,
Death's second self, that seals up all in rest.
In me thou see'st the glowing of such fire
That on the ashes of his youth doth lie,
As the death-bed whereon it must expire
Consumed with that which it was nourish'd by.
This thou perceivest, which makes thy love more strong,
To love that well which thou must leave ere long.
Name:__________________ Italian Sonnet example for ACTIVITY: by Dante Gabriel Rossetti
The gloom that breathes upon me with these airs
Is like the drops which stike the traveller's brow
Who knows not, darkling, if they bring him now
Fresh storm, or be old rain the covert bears.
Ah! bodes this hour some harvest of new tares,
Or hath but memory of the day whose plough
Sowed hunger once, -- the night at length when thou,
O prayer found vain, didst fall from out my prayers'
How prickly were the growths which yet how smooth,
Along the hedgerows of this journey shed,
Lie by Time's grace till night and sleep may soothe!
Even as the thisteldown from pathsides dead
Gleaned by a girl in autumns of her youth,
Which one new year makes soft her marriage-bed.
Name:_____________________ English Sonnet GUIDED NOTES: Shakespeare’s 130th Sonnet
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 damasked, 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.
___
Total # of lines__
Iambic Pentameter
1. A type of written ______________ that contains ________ syllables.
2. Describes the _____________ that is established within a line.
3. This rhythm is measured in small groups of syllables called ___________.
4. ____________ describes the type of foot, which is an _______________ syllable
followed by a ________________ syllable.
5. _____________, containing the root ―penta‖ indicates that a line has 5 of these feet.
Name:__________________
Classifying Sonnets HW
For each sonnet, note the rhyme scheme, map one line of Iambic Pentameter, and determine
whether the sonnet is in the Italian form, or the English form. For extra practice, give your own
interpretation of your favorite sonnet on this assignment.
“When I Consider How My Light is Spent” by John Milton
When I consider how my light is spent,
Ere half my days in this dark world and wide,
And that one talent which is death to hide
Lodged with me useless, though my soul more bent
To serve therewith my Maker, and present
My true account, lest He returning chide;
"Doth God exact day-labor, light denied?"
I fondly ask. But Patience, to prevent
That murmur, soon replies, "God doth not need
Either man's work or His own gifts. Who best
Bear His mild yoke, they serve Him best. His state
Is kingly: thousands at His bidding speed,
And post o'er land and ocean without rest;
They also serve who only stand and wait."
NOTES:
"My Letters! All Dead Paper...(Sonnet XXVIII)" by Elizabeth Barrett Browning
My letters! all dead paper, mute and white!
And yet they seem alive and quivering
Against my tremulous hands which loose the string
And let them drop down on my knee tonight.
This said—he wished to have me in his sight
Once, as a friend: this fixed a day in spring
To come and touch my hand. . . a simple thing,
Yes I wept for it—this . . . the paper's light. . .
Said, Dear, I love thee; and I sank and quailed
As if God's future thundered on my past.
This said, I am thine—and so its ink has paled
With lying at my heart that beat too fast.
And this . . . 0 Love, thy words have ill availed
If, what this said, I dared repeat at last!
NOTES:
“For an Ex Far East Prisoner of War” by Charles Causley
I am that man with helmet made of thorn
Who wandered naked in the desert place,
Wept, with the sweating sky, that I was born
And wore disaster in my winter face.
I am that man who asked no hate, no pity,
I am that man, five-wounded, on the tree.
I am that man, walking in native city,
Hears his dead comrade cry, Remember me!
I am that man whose brow with blood was wet,
Returned, as Lazarus from the dead to live.
I am that man, long counseled to forget,
Faeing a fearful victory, to forgive:
And seizing the two words, with the sharp sun
Beat them, like sword and ploughshare, into one.
NOTES:
My Mistress' Eyes Are Nothing Like The Sun (Sonnet 130)” by William Shakespeare
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 damasked, 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.
NOTES:
LINE
#
1
RHYME
SCHEME
2
3
4
5
6
7
8
9
10
11
12
13
14
Use this template to help construct your sonnets. Be sure to write in Iambic Pentameter, and put
only one syllable in each box. HAVE FUN!