Running Head: TECH INTEGRATION LESSON
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Tech Integration Lesson: Songs & Sonnets
Mikayla Blue
Florida State University
Day 1
Purpose/rationale:
11-12th grade –After discussing poetry in general – Middle of the school year –
Interdisciplinary unit with history and music
I want my students to be able to work collaboratively in groups, become better speakers and
listeners, and relate to sonnets in a way they may not have been previously exposed to.
Today’s lesson focuses on sonnets and key vocabulary. This lesson is the backbone for the
remaining lessons and helps students gain an understanding of language and literary devices.
Beginning with this lesson, students will build a knowledge of how language functions
within sonnets and songs. This lesson also teaches students about the history of the English
language and the time period from which sonnets originate.
Florida State Standards:
LAFS.1112.L.3.5 Demonstrate understanding of figurative language, word relationships, and
nuances in word meanings.
a. Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their
role in the text.
LAFS.1112.SL.2.5 Make strategic use of digital media (e.g., textual, graphical, audio, visual,
and interactive elements) in presentations to enhance understanding of findings, reasoning,
and evidence and to add interest.
LAFS.1112.L.2.3 Apply knowledge of language to understand how language functions in
different contexts, to make effective choices for meaning or style, and to comprehend more
fully when reading or listening.
ISTE Framework:
- Facilitate and inspire student learning and creativity
- Design and develop digital-age learning experiences and assessments
NCTE Framework:
- Develop proficiency and fluency with the tools of technology;
- Build intentional cross-cultural connections and relationships with others so to pose and
solve problems collaboratively and strengthen independent thought;
TECH INTEGRATION LESSON
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- Design and share information for global communities to meet a variety of purposes;
Content Objectives:
Students Will Be Able To
 Recall key vocabulary definitions
 Analyze the effectiveness of key vocabulary within their assigned sonnets and
songs
 Determine if a poem is a sonnet
Learning Strategies:
Learning strategies in which the students will engage include speaking slowly and
pronouncing clearly, visualization, think-pair-share, and wait time. Students will also
facilitate high order thinking skills during class and group discussions.
SIOP Features Applied:
Feature 1: Content Objectives Defined, Displayed, and Reviewed
Feature 3: Appropriateness of Content
Feature 4: Supplementary Materials
Feature 6: Meaningful Activities (Opportunities for Reading, Writing, Listening, and/or
Speaking)
Feature 9: Key Vocabulary Emphasized
Feature 16: Frequent Opportunities for Interaction & Discussion (throughout lesson)
Feature 26: Pacing of the Lesson
Key Vocabulary:
Key terms which relate to
earlier lessons:
Poetry
Diction
Metaphor
Imagery
Theme
Rhyme Scheme
Tone
Annotate
New key terms:
Lyric Poetry
Sonnet
Meter
Decasyllabic
Volta
Octave
Materials:
Mobile device, tablet, laptop, or computer
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TECH INTEGRATION LESSON
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Anticipatory set:
Take attendance as students enter and instruct them to log in to their student Google account and
complete the Bell Ringer for the day. Students are emailed a document with the Bell Ringer of
the day. Students respond in the same document with their answer and their name.
Bell Ringer Question of the Day:
1. List your three favorite literary devices.
2. Take one literary device from Question 1 and use it in a sentence.
a. Examples for Simile
i. Correct: “. . . she tried to get rid of the kitten which had scrambled up her
back and stuck like a burr just out of reach.” — Little Women, by Louisa
May Alcott
ii. Incorrect: I enjoy using similes.
Teaching Strategy/Procedure/Activity:
Time
5 Minutes
(anticipatory set)
35 minutes
(lecturette and
class activity)
Student is doing
Students will enter and find
their seats. Students will
follow teacher instructions
and complete the Bell Ringer
for the Day (see anticipatory
set for more specific details).
Actively listen and
participate in class
activities/assignments.
Teacher is doing
Take attendance as students enter
and instruct them to log onto their
Google accounts and complete the
Bell Ringer of the Day.
Introduce the lesson theme of lyric
poetry and sonnets. In order to
incorporate interdisciplinary
content, students will learn about
the Early Modern English time
period and it’s important to the
English language. This can be
achieved by going over the
YouTube video found in the
Resources section below. Following
the short lecturette, have students
access their assigned sonnets
through their Google account. As a
class, the teacher will go over key
vocabulary and have students label
their sonnets accordingly. To show
comprehension, have a student from
each sonnet group share one thing
they labelled for that vocabulary
term. Once all vocabulary terms
have been discussed and labelled,
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TECH INTEGRATION LESSON
15 Minutes
(summary/closure)
Students will get into
assigned groups. They will
collaborate with others to
formulate opinions and
answer the questions posed
by the teacher.
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have students annotate their sonnets
individually.
Have students get into their
assigned groups (See
summary/closure for more details).
Summary/Closure:
Students will get into groups and tweet their answers to the following questions. Each sonnet
group will use the appropriate hashtag to record their answers.
1. What is the overall theme of your sonnet?
2. What is the tone of your sonnet?
3. What is the most influential literary device in your sonnet?
Once students have submitted answers, the teacher will use Twitterfall to display student
responses and go over them as a class. Randomly choose tweets and ask student groups to
expand on their responses.
Assigned Hashtags:
Shakespeare Sonnet 18 = #BlueSonnetOne
Shakespeare Sonnet 116 = #BlueSonnetTwo
Sidney Sonnet 41 = #BlueSonnetThree
Sidney Sonnet 63 = #BlueSonnetFour
Spenser Sonnet 54 = #BlueSonnetFive
Spenser Sonnet 75 = #BlueSonnetSix
Assessment:
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

Formal assessment (Classwork): Bell Ringer
o Students who submit no answers receive a 0%
o Students who submit one answer receive a 50%
o Students who submit two answers receive a 100%
Formal assessment (Classwork): Annotate sonnet (Completion Grade)
o Students who failed to annotate their sonnet receive a 0%
o Students who annotate their sonnet receive a 100%
Formal assessment (Homework): Literary Devices List (Completion Grade)
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TECH INTEGRATION LESSON
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o Students who fail to submit a list of literary devices receive a 0%
o Students who submit a list of literary devices receive a 100%
Informal assessment: Observation of student body language (posture, eye contact, headnodding, etc.) to determine interest and understanding.
Homework/follow-up assignment:
1. Identify all literary devices present in assigned sonnet and record in Google doc with
annotations
Accommodations/adaptations:
This lesson keeps students engaged through its inclusion of technological elements. ELLs are
paired with a “strong reader” (determined through grades and teacher-student conferences) who
can assist their ELL partner with challenging vocabulary if necessary. Multi-lingual dictionaries
will be available as well for the ELL students to use. Students with visual disabilities can use the
features in Google to make the print larger. Pictures and visuals are used to assist students who
may have a difficulty with an inordinate amount of auditory information. Sonnets are short, so
extra time may be allotted for struggling students. If the lesson is too difficult, the students will
pair up or get into their groups to annotate their sonnets.
Attachments/Appendices:
Appendix A – Shakespeare’s Sonnet 18
Appendix B – Shakespeare’s Sonnet 116
Appendix C – Sidney’s Sonnet 41
Appendix D – Sidney’s Sonnet 63
Appendix E – Spenser’s Sonnet 54
Appendix F – Spenser’s Sonnet 75
Resources
Early Modern English Video https://www.youtube.com/watch?v=Vl3yMMou48w
Twitterfall http://twitterfall.com/
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Appendix A – Shakespeare’s Sonnet 18
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 ow'st;
Nor shall Death brag thou wander'st in his shade,
When in eternal lines to time thou grow'st;
So long as men can breathe or eyes can see,
So long lives this, and this gives life to thee.
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Appendix B – Shakespeare’s Sonnet 116
SONNET 116
Let me not to the marriage of true minds
Admit impediments. Love is not love
Which alters when it alteration finds,
Or bends with the remover to remove:
O no; it is an ever-fixed mark,
That looks on tempests, and is never shaken;
It is the star to every wandering bark,
Whose worth's unknown, although his height be taken.
Love's not Time's fool, though rosy lips and cheeks
Within his bending sickle's compass come;
Love alters not with his brief hours and weeks,
But bears it out even to the edge of doom.
If this be error and upon me proved,
I never writ, nor no man ever loved.
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Appendix C – Sidney’s Sonnet 41
Sonnet 41
Having this day my horse, my hand, my lance
Guided so well that I obtained the prize,
Both by the judgment of the English eyes
And of some sent from that sweet enemy, France;
Horsemen my skill in horsemanship advance,
Town-folks my strength; a daintier judge applies
His praise to sleight which from good use doth rise;
Some lucky wits impute it but to chance;
Others, because of both sides I do take
My blood from them who did excel in this,
Think nature me a man of arms did make.
How far they shot awry! The true cause is,
Stella looked on, and from her heav'nly face
Sent forth the beams which made so fair my race.
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Appendix D – Sidney’s Sonnet 63
Sonnet 63
O grammar-rules, O now your virtues show;
So children still read you with awful eyes,
As my young dove may, in your precepts wise,
Her grant to me by her own virtue know;
For late, with heart most high, with eyes most low,
I craved the thing which ever she denies;
She, lightning Love displaying Venus' skies,
Lest once should not be heard, twice said, No, No!
Sing then, my muse, now Io Paean sing;
Heav'ns envy not at my high triumphing,
But grammar's force with sweet success confirm;
For grammar says,--oh this, dear Stella, weigh,
For grammar says,--to grammar who says nay?
That in one speech two negatives affirm!
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Appendix E – Spenser’s Sonnet 54
Sonnet 54
Of this worlds theatre in which we stay,
My love like the spectator ydly sits
Beholding me that all the pageants play,
Disguysing diversly my troubled wits.
Sometimes I joy when glad occasion fits,
And mask in myrth lyke to a comedy:
Soone after when my joy to sorrow flits,
I waile and make my woes a tragedy.
Yet she, beholding me with constant eye,
Delights not in my merth nor rues my smart:
But when I laugh she mocks, and when I cry
She laughs and hardens evermore her heart.
What then can move her? if nor merth nor mone,
She is no woman, but a senceless stone.
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Appendix F – Spenser’s Sonnet 75
Sonnet 75
One day I wrote her name upon the strand,
But came the waves and washed it away:
Agayne I wrote it with a second hand,
But came the tyde, and made my paynes his pray.
"Vayne man," sayd she, "that doest in vaine assay.
A mortall thing so to immortalize,
For I my selve shall lyke to this decay,
and eek my name bee wyped out lykewize."
"Not so," quod I, "let baser things devize,
To dy in dust, but you shall live by fame:
My verse your vertues rare shall eternize,
And in the heavens wryte your glorious name.
Where whenas death shall all the world subdew,
Our love shall live, and later life renew."
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TECH INTEGRATION LESSON
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Day 2
Purpose/rationale:
11-12th grade –After discussing poetry in general – Middle of the school year – Interdisciplinary
unit with history and music
I want my students to be able to work collaboratively in groups, become better speakers and
listeners, and relate to sonnets in a way they may not have been previously exposed to. Today’s
lesson focuses on connecting to sonnets in new ways. Since lyric poetry and sonnets were
typically sung or performed with music, I want to present sonnets in a way that is engaging and
relatable to students. Rather than present sonnets as an archaic form of poetry, I want students to
compare it to modern day music and find similarities in theme, tone, and meaning. This lesson
also teaches students about common musical terms and how they can be used in conjunction with
literature to convey a certain tone or message.
Florida State Standards:
LAFS.1112.L.3.5 Demonstrate understanding of figurative language, word relationships, and
nuances in word meanings.
b. Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in
the text.
LAFS.1112.SL.2.5 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and
interactive elements) in presentations to enhance understanding of findings, reasoning, and
evidence and to add interest.
LAFS.1112.L.2.3 Apply knowledge of language to understand how language functions in
different contexts, to make effective choices for meaning or style, and to comprehend more fully
when reading or listening.
ISTE Framework:
- Facilitate and inspire student learning and creativity
- Design and develop digital-age learning experiences and assessments
NCTE Framework:
- Develop proficiency and fluency with the tools of technology;
- Build intentional cross-cultural connections and relationships with others so to pose and
solve problems collaboratively and strengthen independent thought;
- Design and share information for global communities to meet a variety of purposes;
Content Objectives:
Students Will Be Able To
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TECH INTEGRATION LESSON




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Recall key vocabulary definitions
Analyze the effectiveness of key vocabulary within their assigned songs
Compare and contrast their sonnets and songs
Create a visual aid to present findings
Learning Strategies:
Learning strategies in which the students will engage include speaking slowly and pronouncing
clearly, visualization, think-pair-share, and wait time. Students will also facilitate high order
thinking skills during class and group discussions.
SIOP Features Applied:
Feature 1: Content Objectives Defined, Displayed, and Reviewed
Feature 3: Appropriateness of Content
Feature 4: Supplementary Materials
Feature 6: Meaningful Activities (Opportunities for Reading, Writing, Listening, and/or
Speaking)
Feature 9: Key Vocabulary Emphasized
Feature 16: Frequent Opportunities for Interaction & Discussion (throughout lesson)
Feature 26: Pacing of the Lesson
Key Vocabulary:
Key terms which relate to earlier lessons:
Poetry
Diction
Metaphor
Imagery
Theme
Rhyme Scheme
Tone
Annotate
Lyric Poetry
Sonnet
Decasyllabic
Meter
Decasyllabic
Volta
Octave
Sestet
Materials:
Mobile device, tablet, laptop, or computer
Anticipatory set:
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Take attendance as students enter and instruct them to log in to their student Google account and
complete the Bell Ringer for the day. Students are emailed a document with the Bell Ringer of
the day. Students respond in the same document with their answer and their name.
Bell Ringer Question of the Day:
3. List your three musical instruments or genres of music.
4. Name a school appropriate song from one of the music genres you listed above or song
that uses one of the musical instruments you listed above.
5. Find one literary device within that song (look up the lyrics if needed).
Teaching Strategy/Procedure/Activity:
Time
5 Minutes
(anticipatory set)
20 minutes
(individual
assignment)
Student is doing
Students will enter and find
their seats. Students will
follow teacher instructions
and complete the Bell Ringer
for the Day (see anticipatory
set for more specific details).
Actively listen and
participate in class
activities/assignments.
15 Minutes (class
activity)
Students will get into their
assigned groups. Students
Teacher is doing
Take attendance as students enter
and instruct them to log onto their
Google accounts and complete the
Bell Ringer of the Day.
Introduce the lesson theme of
evaluating song lyrics. Explain that
sonnets and lyric poetry were often
sung or presented in conjunction
with music. In order to incorporate
interdisciplinary content, students
will learn some musical terms. This
can be achieved by going over the
following terms using the website
found in the Resources section.
1. Bass
2. Chorus
3. Duet
4. Ensemble
5. Hymn
6. Pitch
7. Rhythm
8. Quartet
9. Tempo
Following the short lecturette, have
students access their assigned songs
through their Google account.
Students will individually annotate
their song lyrics.
Have students get into their
assigned groups and compare and
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TECH INTEGRATION LESSON
15 minutes
(summary/closure)
will create a visual aid (Venn
Diagram, T-Chart, etc.) with
one group member’s Google
account.
Students will present their
groups findings to the class.
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contrast their sonnets and songs.
Monitor class behavior.
Monitor class behavior and pose
questions to presenting groups as
necessary.
Summary/Closure:
Students will present their visual aid to the class.
Assessment:




Formal assessment (Classwork): Bell Ringer
o Students who submit no answers receive a 0%
o Students who submit one answer receive a 33%
o Students who submit two answers receive a 66%
o Students who submit three answers receive a 100%
Formal assessment (Classwork): Annotate Song (Completion Grade)
o Students who failed to annotate their song receive a 0%
o Students who annotate their song receive a 100%
Formal assessment (Cl): Group Chart (Completion Grade)
o Groups who failed to create a chart receive a 0%
o Groups who create a chart receive a 100%
Informal assessment: Observation of student body language (posture, eye contact, headnodding, etc.) to determine interest and understanding.
Homework/follow-up assignment:
Student Homework: N/A
Teacher Homework: Compile student responses to Bell Ringers from Day 1 and 2 in a Google
document separated by sonnet group.
Accommodations/adaptations:
This lesson keeps students engaged through its inclusion of technological elements and modern
day music. ELLs are paired with a “strong reader” (determined through grades and teacherstudent conferences) who can assist their ELL partner with challenging vocabulary if necessary.
Multi-lingual dictionaries will be available as well for the ELL students to use. Students with
visual disabilities can use the features in Google to make the print larger. Pictures and visuals are
used to assist students who may have a difficulty with an inordinate amount of auditory
information. Songs are short, so extra time may be allotted for struggling students. If the lesson
is too difficult, the students will pair up or get into their groups to annotate their songs.
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TECH INTEGRATION LESSON
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Attachments/Appendices:
Appendix A – Bruno Mars “Just The Way You Are”
Appendix B – Rent “Seasons of Love”
Appendix C – Pat Benatar “Hit Me With Your Best Shot”
Appendix D – Weird Al Yankovic “Word Crimes”
Appendix E – Travis Tritt “Anymore”
Appendix F – Marvin Gaye “Ain’t No Mountain High Enough”
Resources
Musical Terms http://www.naxos.com/education/glossary.asp?char=A-C
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Appendix A – Bruno Mars “Just The Way You Are”
Oh, her eyes, her eyes make the stars look like they're not shining
Her hair, her hair falls perfectly without her trying
She's so beautiful
And I tell her everyday.
Yeah, I know, I know when I compliment her, she won't believe me
And it's so, it's so sad to think that she doesn't see what I see
But every time she ask me do I look okay?
I say
When I see your face
There's not a thing that I would change
'Cause you're amazing
Just the way you are
And when you smile
The whole world stops and stares for a while
'Cause girl, you're amazing
Just the way you are
Her lips, her lips, I could kiss them all day if she'd let me
Her laugh her laugh, she hates but I think it's so sexy
She's so beautiful
And I tell her everyday
Oh, you know, you know, you know I'd never ask you to change
If perfect's what you're searching for, then just stay the same
So don't even bother asking if you look okay
You know I'll say
When I see your face
There's not a thing that I would change
'Cause girl you're amazing
Just the way you are
And when you smile
The whole world stops and stares for a while
'Cause girl, you're amazing
Just the way you are
The way you are
The way you are
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TECH INTEGRATION LESSON
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Girl, you're amazing
Just the way you are
When I see your face
There's not a thing that I would change
'Cause girl you're amazing
Just the way you are
And when you smile
The whole world stops and stares for a while
'Cause girl, you're amazing
Just the way you are.
Yeah
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Appendix B – Rent “Seasons of Love”
Five hundred twenty five thousand six hundred minutes
Five hundred twenty five thousand moments, oh dear
Five hundred twenty five thousand six hundred minutes
How do you measure, measure a year?
In daylights, in sunsets
In midnights, in cups of coffee
In inches, in miles, in laughter, in strife
In five hundred twenty five thousand six hundred minutes
How do you measure, a year in the life?
How about love?
How about love?
How about love?
Measure in love
Seasons of love (love)
Seasons of love (love)
Five hundred twenty five thousand six hundred minutes
Five hundred twenty five thousand journeys to plan
Five hundred twenty five thousand six hundred minutes
How do you measure the life of a woman or a man?
In truths that she learned
Or in times that he cried
In bridges he burned or the way that she died
It's time now, to sing out
Though the story never ends
Let's celebrate
Remember a year in the life of friends
Remember the love
(Oh, you got to, you got to remember the love)
Remember the love
(You know that love is a gift from up above)
Remember the love
(Share love, give love, spread love)
Measure in love
(Measure, measure your life in love)
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Seasons of love
Seasons of love
(Measure your life, measure your life in love)
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Appendix C – Pat Benatar “Hit Me With Your Best Shot”
Well you're the real tough cookie
With the long history
Of breaking little hearts
Like the one in me
That's OK,
Lets see how you do it
Put up your dukes,
Lets get down to it
Hit me with your best shot
Why don't you hit me
With your best shot
Hit me with your best shot
Fire Away
You come on with a "come on"
You don't fight fair
But that's OK, see if I care
Knock me down, it's all in vain
I'll get right back on my feet again
Hit me with your best shot
Why don't you hit me
With your best shot
Hit me with your best shot
Fire Away
Well, you're the real tough cookie
With the long history
Of breaking little hearts
Like the one in me
Before I put another notch
In my lipstick case
You better make sure
You put me in my place
Hit me with your best shot
Come On, hit me with your best shot
Hit me with your best shot
Fire Away
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Hit me with your best shot
Why don't you hit me with your best shot
Hit me with your best shot
Fire Away
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Appendix D – Weird Al Yankovic “Word Crimes”
Everybody shut up, WOO!
Everyone listen up!
Hey, hey, hey, uh
Hey, hey, hey
Hey, hey, hey
[Verse 1:]
If you can't write in the proper way
If you don't know how to conjugate
Maybe you flunked that class
And maybe now you find
That people mock you online
[Bridge:]
Okay, now here's the deal
I'll try to educate ya
Gonna familiarize
You with the nomenclature
You'll learn the definitions
Of nouns and prepositions
Literacy's your mission
And that's why I think it's a
[Chorus:]
Good time
To learn some grammar
Now, did I stammer
Work on that grammar
You should know when
It's "less" or it's "fewer"
Like people who were
Never raised in a sewer
I hate these word crimes
Like I could care less
That means you do care
At least a little
Don't be a moron
You'd better slow down
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And use the right pronoun
Show the world you're no clown
Everybody wise up!
[Verse 2:]
Say you got an "I","T"
Followed by apostrophe, "s"
Now what does that mean?
You would not use "it's" in this case
As a possessive
It's a contraction
What's a contraction?
Well, it's the shortening of a word, or a group of words
By the omission of a sound or letter
[Bridge:]
Okay, now here's some notes
Syntax you're always mangling
No "x" in "espresso"
Your participle's danglin'
But I don't want your drama
If you really wanna
Leave out that Oxford comma
Just keep in mind
[Chorus:]
That "be", "see", "are", "you"
Are words, not letters
Get it together
Use your spellchecker
You should never
Write words using numbers
Unless you're seven
Or your name is Prince
I hate these word crimes
You really need a
Full time proofreader
You dumb mouth-breather
Well, you should hire
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Some cunning linguist
To help you distinguish
What is proper English
[Verse 3:]
One thing I ask of you
Time to learn your homophones is past due
Learn to diagram a sentence too
Always say "to whom"
Don't ever say "to who"
And listen up when I tell you this
I hope you never use quotation marks for emphasis
You finished second grade
I hope you can tell
If you're doing good or doing well
About better figure out the difference
Irony is not coincidence
And I thought that you'd gotten it through your skull
What's figurative and what's literal
Oh but, just now, you said
You literally couldn't get out of bed
That really makes me want to literally
Smack a crowbar upside your stupid head
[Chorus:]
I read your e-mail
It's quite apparent
Your grammar's errant
You're incoherent
Saw your blog post
It's really fantastic
That was sarcastic (Oh, psych!)
'Cause you write like a spastic
I hate these Word Crimes
Your prose is dopey
Think you should only
Write in emoji
Oh, you're a lost cause
Go back to pre-school
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Get out of the gene pool
Try your best to not drool
[Outro:]
Never mind I give up
Really now I give up
Hey, hey, hey
Hey, hey, hey
Go Away!
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Appendix E – Travis Tritt “Anymore”
I can't hide the way I feel about you anymore.
I can't hold the hurt inside, keep the pain out of my eyes anymore.
My tears no longer waiting.
My resistance ain't that strong.
My mind keeps recreating a love with you alone
And I'm tired of pretending
I don't love you anymore.
Let me make one last appeal
To show you how I feel about you. Mm hm.
'Cause there's no one else I swear holds a candle anywhere
Next to you. Mm hm
My heart can't take the beating
Not having you to hold.
A small voice keeps repeating
Deep inside my soul.
It says I can't keep pretending
I don't love you anymore.
I've got to take the chance or let it pass by
If I expect to get on with my life.
My tears no longer waiting.
Oh my resistance ain't that strong.
Oh my mind keeps recreating
A love with you alone.
And I'm tired of pretending
I don't love you anymore.
Anymore
Anymore
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Appendix F – Marvin Gaye “Ain’t No Mountain High Enough”
Listen baby, ain't no mountain high,
Ain't no valley low, ain't no river wide enough baby
If you need me call me, no matter where you are,
No matter how far; don't worry baby
Just call my name; I'll be there in a hurry
You don't have to worry,
Oh baby there ain't no mountain high enough,
Ain't no valley low enough,
Ain't no river wide enough
To keep me from getting to you babe
Remember the day I set you free
I told you you could always count on me darling
From that day on, I made a vow,
I'll be there when you want me,
Some way, some how
Oh baby there ain't no mountain high enough,
Ain't no valley low enough,
Ain't no river wide enough
To keep me from getting to you babe
Oh no darling
No wind, no rain
Or winters cold can stop me baby, no no baby
'Cause you are my goal
If you're ever in trouble;
I'll be there on the double
Just send for me, oh baby, ha
My love is alive
Way down in my heart
Although we are miles apart
If you ever need a helping hand,
I'll be there on the double
Just as fast as I can
Don't you know that there
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TECH INTEGRATION LESSON
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Ain't no mountain high enough,
Ain't no valley low enough,
Ain't no river wide enough
To keep me from getting to you babe
Don'tcha know that there
Ain't no mountain high enough,
Ain't no valley low enough,
Ain't no river wide enough
Ain't mountain high enough
Ain't no valley low enough
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TECH INTEGRATION LESSON
Blue 30
Day 3
Purpose/rationale:
11-12th grade –After discussing poetry in general – Middle of the school year – Interdisciplinary
unit with history and music
I want my students to be able to work collaboratively in groups, become better speakers and
listeners, and relate to sonnets in a way they may not have been previously exposed to. Today’s
lesson focuses on group collaboration. Students must be able to work together in order to
complete the assigned task I want students to apply their knowledge of literary devices to alter
the meaning, tone, or theme of their assigned sonnet. I also want students to experiment with
sonnets (a form of poetry with a strict formula) in order to build confidence in taking risks within
language and writing, as well as remove the pedestal beneath famous literary works.
Florida State Standards:
LAFS.1112.L.3.5 Demonstrate understanding of figurative language, word relationships, and
nuances in word meanings.
c. Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in
the text.
LAFS.1112.SL.2.5 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and
interactive elements) in presentations to enhance understanding of findings, reasoning, and
evidence and to add interest.
LAFS.1112.L.2.3 Apply knowledge of language to understand how language functions in
different contexts, to make effective choices for meaning or style, and to comprehend more fully
when reading or listening.
ISTE Framework:
- Facilitate and inspire student learning and creativity
- Design and develop digital-age learning experiences and assessments
NCTE Framework:
- Develop proficiency and fluency with the tools of technology;
- Build intentional cross-cultural connections and relationships with others so to pose and
solve problems collaboratively and strengthen independent thought;
- Design and share information for global communities to meet a variety of purposes;
Content Objectives:
Students Will Be Able To
 Choose a literary device that will alter the meaning of the sonnet
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TECH INTEGRATION LESSON


Blue 31
Rearrange their sonnets in accordance with project guidelines
Explain the effectiveness of their chosen literary device
Learning Strategies:
Learning strategies in which the students will engage include speaking slowly and pronouncing
clearly, visualization, group work, and wait time. Students will also facilitate high order
thinking skills during class and group discussions.
SIOP Features Applied:
Feature 1: Content Objectives Defined, Displayed, and Reviewed
Feature 3: Appropriateness of Content
Feature 6: Meaningful Activities (Opportunities for Reading, Writing, Listening, and/or
Speaking)
Feature 9: Key Vocabulary Emphasized
Feature 16: Frequent Opportunities for Interaction & Discussion (throughout lesson)
Feature 26: Pacing of the Lesson
Key Vocabulary:
Key terms which relate to earlier lessons:
Poetry
Diction
Metaphor
Imagery
Theme
Rhyme Scheme
Tone
Annotate
Lyric Poetry
Sonnet
Decasyllabic
Meter
Decasyllabic
Volta
Octave
Sestet
Materials:
Mobile device, tablet, laptop, or computer
Anticipatory set:
Take attendance as students enter and instruct them to get into their groups. Students will need to
log in to their Google accounts. Have them pull up their Bell Ringer responses from the previous
two days. Students will then respond to today’s Bell Ringer of the Day.
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TECH INTEGRATION LESSON
Blue 32
Instructions: Only one student from each group needs to post to this document. Be sure to
include your group name! For example, Shakespeare Sonnet 18 Group.
1. If your sonnet was a song, what genre would it be in?
2. Create a list of at least three literary devices not present in your sonnet.
Teaching Strategy/Procedure/Activity:
Time
3 Minutes
(anticipatory set)
50 minutes (group
project)
2 minutes
(summary/closure)
Student is doing
Students will enter and get
into their groups. Students
will follow teacher
instructions and complete the
Bell Ringer for the Day (see
anticipatory set for more
specific details).
Work within group to
complete assignment.
Students will reconstruct
their sonnet to include one
literary device to change the
sonnet’s meaning. Students
must be able to explain how
the added device changes the
meaning.
Students will actively listen
to the teacher and
nonverbally respond to the
teacher’s evaluation activity.
Teacher is doing
Take attendance as students enter
and instruct them to get into their
groups, log onto their Google
accounts, and complete the Bell
Ringer of the Day.
Introduce the project and go over
project guidelines and grading
rubric. Once discussed, students
may begin working on their
projects.
Evaluate group progress with a
nonverbal activity (see
Summary/Closure for more details).
Summary/Closure:
Teacher will say the following statements and if the statement applies to the group, students will
raise their hands.
1.
2.
3.
4.
We chose a literary device to incorporate into our sonnet.
We chose a musical genre for our sonnet song presentation.
We understand the work required of us.
Each of our group members participated in today’s assignment.
Assessment:

Formal assessment (Classwork): Bell Ringer
o Groups who submit no answers receive a 0%
o Groups who submit one answer receive a 50%
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TECH INTEGRATION LESSON

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o Groups who submit two answers receive a 100%
Informal assessment: Observation of student body language (posture, eye contact, headnodding, etc.) to determine interest and understanding.
Homework/follow-up assignment:
Finish sonnet song if not completed in class. Students will research and become familiar with the
technology required for the assignment. Students will research song beats and other ideas to
incorporate into their final project.
Accommodations/adaptations:
This lesson keeps students engaged through its inclusion of technological elements, group
collaboration, and modern day music. ELLs are paired with a “strong reader” (determined
through grades and teacher-student conferences) who can assist their ELL partner with
challenging vocabulary if necessary. Multi-lingual dictionaries will be available as well for the
ELL students to use. Students with visual disabilities can use the features in Google to make the
print larger. Pictures and visuals are used to assist students who may have a difficulty with an
inordinate amount of auditory information. If the lesson is too easy, students will begin putting
together their digital projects.
Attachments/Appendices:
Appendix A – Project Guidelines
Appendix B – Project Rubric
Resources
N/A
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TECH INTEGRATION LESSON
Blue 34
Appendix A – Project Guidelines
Sonnet Song Project
Objective: Experiment with literature, create a song from your assigned sonnet, create an
accompanying YouTube video, present the final project to the class, and have fun.
Project Guidelines: As a team, you will create a song from your assigned sonnet. You have the
freedom to choose any genre, rhythm, pitch, or number of singers for your song. You can create
and record your own beats or use pre-existing ones. You will experiment with word play and
literary devices to alter the meaning of the original sonnet. Change the sonnet as your group sees
fit, but you must maintain the formulaic integrity of a sonnet! Your final sonnet song must be 14
decasyllabic lines that follow the existing rhyme scheme. All students must participate in the
project.
Presentation Guidelines: During the presentation, you will have to address the following topics:
1. Identify altered words and added literary device
a. Explain how your alterations affect the sonnets tone, theme, and meaning
2. Identify musical attributes
a. Explain why you chose those attributes and what role they play
In addition to these topics, be prepared to respond to any questions posed by myself or your
classmates.
Approved Technologies:
Windows Media Player
Camstudio
Jing
Other recording technologies discussed with me
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TECH INTEGRATION LESSON
Blue 35
Appendix B – Project Rubric
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TECH INTEGRATION LESSON
Blue 36
Day 4
Purpose/rationale:
11-12th grade –After discussing poetry in general – Middle of the school year – Interdisciplinary
unit with history and music
I want my students to be able to work collaboratively in groups, become better speakers and
listeners, and relate to sonnets in a way they may not have been previously exposed to. Today’s
lesson focuses on group collaboration. Students must be able to work together in order to
complete the assigned task. I also want students to experiment with sonnets (a form of poetry
with a strict formula) in order to build confidence in taking risks within language and writing, as
well as remove the pedestal beneath famous literary works.
Florida State Standards:
LAFS.1112.L.3.5 Demonstrate understanding of figurative language, word relationships, and
nuances in word meanings.
d. Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in
the text.
LAFS.1112.SL.2.5 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and
interactive elements) in presentations to enhance understanding of findings, reasoning, and
evidence and to add interest.
LAFS.1112.L.2.3 Apply knowledge of language to understand how language functions in
different contexts, to make effective choices for meaning or style, and to comprehend more fully
when reading or listening.
ISTE Framework:
- Facilitate and inspire student learning and creativity
- Design and develop digital-age learning experiences and assessments
NCTE Framework:
- Develop proficiency and fluency with the tools of technology;
- Build intentional cross-cultural connections and relationships with others so to pose and
solve problems collaboratively and strengthen independent thought;
- Design and share information for global communities to meet a variety of purposes;
Content Objectives:
Students Will Be Able To
 Choose a literary device that will alter the meaning of the sonnet
 Rearrange their sonnets in accordance with project guidelines
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TECH INTEGRATION LESSON

Blue 37
Explain the effectiveness of their chosen literary device
Learning Strategies:
Learning strategies in which the students will engage include speaking slowly and pronouncing
clearly, visualization, group work, and wait time. Students will also facilitate high order
thinking skills during class and group discussions.
SIOP Features Applied:
Feature 1: Content Objectives Defined, Displayed, and Reviewed
Feature 3: Appropriateness of Content
Feature 6: Meaningful Activities (Opportunities for Reading, Writing, Listening, and/or
Speaking)
Feature 9: Key Vocabulary Emphasized
Feature 16: Frequent Opportunities for Interaction & Discussion (throughout lesson)
Feature 26: Pacing of the Lesson
Key Vocabulary:
Key terms which relate to earlier lessons:
Poetry
Diction
Metaphor
Imagery
Theme
Rhyme Scheme
Tone
Annotate
Lyric Poetry
Sonnet
Decasyllabic
Meter
Decasyllabic
Volta
Octave
Sestet
Materials:
Mobile device, tablet, laptop, or computer
Anticipatory set:
Take attendance as students enter and instruct them to get into their groups. Students will need to
get into their groups and log in to their Google accounts. Students will respond to the Bell Ringer
of the Day.
Instructions: Only one student from each group needs to post to this document. Be sure to
include your group name! For example, Shakespeare Sonnet 18 Group.
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TECH INTEGRATION LESSON
Blue 38
1. What literary device did you incorporate into your sonnet?
2. Copy and paste your revised sonnet lyrics.
Teaching Strategy/Procedure/Activity:
Time
3 Minutes
(anticipatory set)
50 minutes (group
project)
2 minutes
(summary/closure)
Student is doing
Students will enter and get
into their groups. Students
will follow teacher
instructions and complete the
Bell Ringer for the Day (see
anticipatory set for more
specific details).
Work within group to
complete assignment.
Students will use one of the
approved technologies to
create a digital presentation
of their sonnet song.
Students will actively listen
to the teacher and
nonverbally respond to the
teacher’s evaluation activity.
Teacher is doing
Take attendance as students enter
and instruct them to get into their
groups, log onto their Google
accounts, and complete the Bell
Ringer of the Day.
Monitor class behavior. Answer
student questions as necessary.
Check on each group to make sure
they are on task and making
progress.
Evaluate group progress with a
nonverbal activity (see
Summary/Closure for more details).
Summary/Closure:
Teacher will say the following statements and if the statement applies to the group, students will
raise their hands.
5. We didn’t make progress on our project.
6. We completed at least half of our assignment.
7. We completed most of our project, but have a couple more things to add.
8. We completed our project.
9. Each of our group members participated in today’s assignment.
10. We will be prepared to present next class.
Assessment:


Formal assessment (Classwork): Bell Ringer
o Groups who submit no answers receive a 0%
o Groups who submit one answer receive a 50%
o Groups who submit two answers receive a 100%
Informal assessment: Observation of student body language (posture, eye contact, headnodding, etc.) to determine interest and understanding.
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TECH INTEGRATION LESSON
Blue 39
Homework/follow-up assignment:
Finish sonnet song project if not completed in class.
Accommodations/adaptations:
This lesson keeps students engaged through its inclusion of technological elements, group
collaboration, and modern day music. ELLs are paired with a “strong reader” (determined
through grades and teacher-student conferences) who can assist their ELL partner with
challenging vocabulary if necessary. Multi-lingual dictionaries will be available as well for the
ELL students to use. Students with visual disabilities can use the features in Google to make the
print larger. Pictures and visuals are used to assist students who may have a difficulty with an
inordinate amount of auditory information. If the lesson is too easy, students will post their
digital projects to receive feedback from peers and use that feedback to enhance their project
before presentation day.
Attachments/Appendices:
N/A
Resources
N/A
39
TECH INTEGRATION LESSON
Blue 40
Day 5
Purpose/rationale:
11-12th grade –After discussing poetry in general – Middle of the school year – Interdisciplinary
unit with history and music
I want my students to be able to work collaboratively in groups, become better speakers and
listeners, and relate to sonnets in a way they may not have been previously exposed to. Today’s
lesson is focused on project presentations and challenges the student’s speaking and listening
skills. I also want them to become more confident when presenting in front of a crowd. This
lesson is also designed to teach students effective ways to present information and the variety of
ways in which it can be presented. For example, although students were required to choose from
a specific list of technologies, no one project will be alike. The jigsaw element exposes students
to six sonnets rather than one and keeps material and presentations from becoming redundant.
Florida State Standards:
LAFS.1112.L.3.5 Demonstrate understanding of figurative language, word relationships, and
nuances in word meanings.
e. Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in
the text.
LAFS.1112.SL.2.5 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and
interactive elements) in presentations to enhance understanding of findings, reasoning, and
evidence and to add interest.
LAFS.1112.L.2.3 Apply knowledge of language to understand how language functions in
different contexts, to make effective choices for meaning or style, and to comprehend more fully
when reading or listening.
ISTE Framework:
- Facilitate and inspire student learning and creativity
- Design and develop digital-age learning experiences and assessments
NCTE Framework:
- Develop proficiency and fluency with the tools of technology;
- Build intentional cross-cultural connections and relationships with others so to pose and
solve problems collaboratively and strengthen independent thought;
- Design and share information for global communities to meet a variety of purposes;
Content Objectives:
Students Will Be Able To
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TECH INTEGRATION LESSON



Blue 41
Create a project to present their findings
Explain their reasoning for music genre
Describe the differences in meaning between the original sonnet and their sonnet
Learning Strategies:
Learning strategies in which the students will engage include speaking slowly and pronouncing
clearly, visualization, group work, and wait time. Students will also facilitate high order
thinking skills during class and group discussions.
SIOP Features Applied:
Feature 1: Content Objectives Defined, Displayed, and Reviewed
Feature 3: Appropriateness of Content
Feature 6: Meaningful Activities (Opportunities for Reading, Writing, Listening, and/or
Speaking)
Feature 9: Key Vocabulary Emphasized
Feature 16: Frequent Opportunities for Interaction & Discussion (throughout lesson)
Feature 26: Pacing of the Lesson
Key Vocabulary:
Key terms which relate to earlier lessons:
Poetry
Diction
Metaphor
Imagery
Theme
Rhyme Scheme
Tone
Annotate
Lyric Poetry
Sonnet
Decasyllabic
Meter
Decasyllabic
Volta
Octave
Sestet
Materials:
Mobile device, tablet, laptop, or computer
Anticipatory set:
Take attendance as students enter and instruct them to get into their groups. Print a couple
presentation memes and write speech tips on the board to calm the students’ nerves (see
Appendix B and C).
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TECH INTEGRATION LESSON
Blue 42
Teaching Strategy/Procedure/Activity:
Time
3 Minutes
(anticipatory set)
Student is doing
Students will enter and get
into their groups.
52 minutes
(presentations)
Students will present
projects. Pose questions to
peer presentations as
necessary.
Teacher is doing
Take attendance as students enter
and instruct them to get into their
groups.
Monitor class behavior. Pose
questions to presentations as
necessary.
Summary/Closure:
N/A
Assessment:


Formal assessment: Group Presentations
o Grade determined through rubric
Informal assessment: Observation of student body language (posture, eye contact, headnodding, etc.) to determine interest and understanding.
Homework/follow-up assignment:
N/A
Accommodations/adaptations:
This lesson keeps students engaged through its inclusion of technological elements, group
collaboration, and modern day music. ELLs are in groups with students who can assist their ELL
partner with challenging vocabulary or speech if necessary. Multi-lingual dictionaries will be
available as well for the ELL students to use. Students with visual disabilities will be seated
toward the front of the class. Pictures and visuals are used to assist students who may have a
difficulty with an inordinate amount of auditory information.
Attachments/Appendices:
Appendix A – Project Rubric
Appendix B – Speech Tips from http://www.lib.utsystem.edu/about/training/img007.gif
Appendix C – Presentation Memes from
https://bigfishpresentations.files.wordpress.com/2012/02/14976893.jpeg and
http://cf.chucklesnetwork.com/items/4/6/9/7/original/not-sure-if-theyre-clapping-for-mypresentation-or-because-its-f.jpg
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TECH INTEGRATION LESSON
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Resources
N/A
43
TECH INTEGRATION LESSON
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Appendix A – Project Rubric
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TECH INTEGRATION LESSON
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Appendix B – Speech Tips
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TECH INTEGRATION LESSON
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Appendix C – Presentation Memes
46