Intern Name:
Samantha Ives
School/Mentor:
Great Mills/ Mrs. Maria Weber
Course:
English
Poetry: Death, Ambition,
and Dishonor
Grade/Level:
12 CM
Unit/Theme:
Lesson 9 of 11
Lesson
Prep
Prior
Knowledge
Lesson Context/Setup
Declarative
Procedural
Materials
Setup
The literal and metaphorical meaning of Shakespeare’s “Sonnet 18”
How to summarize, how to write poetry
“Sonnet 18” handouts and class notes (from previous lesson) (students), piece of
paper and pen or pencil (students).
n/a
Aligning Objectives & Assessments
MSC Indicator(s)
Natl. Standard(s)
Lesson Objective
for the Teacher
(ABCD Format )
Lesson Objective
(as Presented to
Students)
Assessment(s) of
Objective(s)
Differentiation
Accommodations/
Modifications
Integration of
Technology
1.1.3 The student will use after-reading strategies appropriate to both the text and
purpose for reading by summarizing, comparing, contrasting, synthesizing, drawing
conclusions, and validating the purpose for reading.
2.1.3 The student will compose to express personal ideas, using prose and/or
poetic forms.
RL.11-12.2. Determine two or more themes or central ideas of a text and analyze
their development over the course of the text, including how they interact and build
on one another to produce a complex account; provide an objective summary of the
text.
RL.11-12.4. Determine the meaning of words and phrases as they are used in the
text, including figurative and connotative meanings; analyze the impact of specific
word choices on meaning and tone, including words with multiple meanings or
language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as
well as other authors.)
After a lesson on “Sonnet 18” by William Shakespeare, SWBAT, in pairs or
individually, utilize class notes to produce evidence of their comprehension of
“Sonnet 18” by constructing a line-by-line paraphrase of the sonnet; SWBAT, in
pairs or individually, integrate their knowledge of a sonnet’s rhyme scheme and
form with a writing subject of their choice, by producing their own sonnets.
By the end of class, you all, in pairs or individually, will write a paraphrase of
“Sonnet 18” and write your own sonnet using a sonnet’s rhyme scheme and form.
“Sonnet 18” paraphrase and student-composed sonnet.
Students choose their own subjects to write about in a sonnet form.
If students do not complete their own sonnet by the end of class, they are allowed
to turn these in at the beginning of the next class.
n/a
Content Delivery and
Practice
Bridge/ Transition (Warmup)
Instructional Delivery
Timing: 5 minutes
I will read Shakespeare’s sonnet again and ask students if they have any final questions
about the sonnet before they begin their paraphrases. I will review what a paraphrase
entails, and instruct students that they must summarize/re-write, in their own words,
each line of the sonnet. I will tell them that this should only take fifteen to twenty minutes,
and afterwards, students will write their own sonnets about a subject of their choosing. I
will tell the students that they may work in pairs or individually on both of these
assignments.
Timing: 30 minutes
Students will re-arrange themselves into pairs if they wish to collaborate for this
assignment. They will begin constructing their paraphrases of “Sonnet 18.” I will circulate
the room to answer any questions and to comment on students’ progress. As students
finish their paraphrases, I will collect these, and remind students to begin working on their
own sonnets. I will continue to circulate the room to answer questions and comment on
progress.
Summary/Closure
Timing: 10 minutes
I will give the students time to read their sonnets aloud to the class. After this, I will
instruct students to turn in all assignments for today that I have not already collected. I
will tell them that tomorrow is “Poetry Show and Tell,” so they should all print off or write
down a poem or song of their choosing and bring it into class tomorrow.
Reflection
What worked well in this lesson? What might you change in the future?
The students, overall, performed well on their sonnet paraphrases. Some students spent too much
time on the paraphrasing assignment, and thus did not complete their own sonnets. I allowed all
students to turn these sonnets in the next day if they had not finished. Some of the pairs did not
finish writing their own sonnets because they spent too much time socializing. In the future, I will
time the paraphrasing portion of the lesson and instruct students that they must turn these in
exactly twenty minutes after class begins, this will encourage students to focus on their work.