Kati Tibbits
READ 5370-811
Dr. Mangleson
4/29/18
7th and 8th Grade: Shakespearean Sonnet Introduction
Time
Allotment
(Minutes) Lesson Phase
5 Introduction
Set a purpose. Introduce the
topic with a grabber and
information to get students
thinking. Make the learning
relevant.
5–10 Foundation
Check on previous learning.
Clarify key points of the coming
lesson, including standards,
goals, and objectives, building
background knowledge and key
vocabulary.
5 Brain Activation
Ask questions; clarify; provide
additional background
knowledge. Perhaps include a
brainstorm activity on the topic
to check learning.
10–15 Body of New Information
Build background knowledge,
lecture, and introduce key new
points of understanding,
Details
Write the first line of Shakespeare’s sonnet
18 "Shall I compare thee to a summer’s day”
on the board. Have students write or draw
their impressions of the verse in their
journals.
Quick discussion of the grabber.
Discuss what a sonnet is. Discuss the
structure, the reason(s) why Shakespeare
wrote them.
Goal: To understand the structure of a
Shakespearean sonnet.
Key terms: sonnet, iambic pentameter, iamb,
Shakespeare, rhyme scheme
What kind of rhyme scheme does
Shakespeare use?
Why did he choose to write a sonnet versus a
larger poem?
What do we know about the state of theatre
in England at this time?
How does the phrase "Shall I compare thee
to a summer’s day" tie to the rest of the
sonnet?
How does the opening line lead to the ideas
of line two? The rest of the sonnet?
Discuss Shakespearean sonnets; refer to
information on pages 749 and the sonnets
through page 770 in The Oxford
Shakespeare. Write key notes/ideas on
Kati Tibbits
READ 5370-811
Dr. Mangleson
4/29/18
correcting misconceptions.
Read text; complete whole-class recipients of the sonnets, etc.) Have students
problems; conduct class
discussion.
5–10 Clarification
Provide sample problems and
situations. Pose questions to
move students toward
independent work.
5–10 Practice and Review
Students work with teacher and
whole class, in small groups, or
with a partner to clarify
learning.
10 Independent Practice
Students practice on their own.
Begin homework. Struggling
students get additional practice.
5 Closure
Connect the lesson details
together. Answer questions and
respond to whole class
difficulties.
overhead. (Number of sonnets, the two main
add information to notes.
Students create a word web of the elements
of a Shakespearean sonnet. Include rhyme
scheme, organization of sonnet, what kind of
audience, etc.
Discuss in small groups how they would
write their own sonnet. Who would they
write it to? What kind of rhyme scheme
would they use? Why choose a sonnet over
any other kind of letter or poem?
Using the structure provided by Sonnet 18,
students will work in pairs to create their
own sonnet. Each student will be responsible
for six lines independently and will work
with their partner to create the final two
lines. They will also choose a theme and
audience for their sonnet. Once they have
written their lines and created the final two
together, they will create their sonnet. Both
partners will write the completed sonnet into
their journals.
Students will write an "exit pass." On their
exit pass they will write what their favorite
part of the lesson was, the part of the lesson
they feel they learned best, and the part of the
lesson they still feel confused on.
Teacher collects exit passes as students leave
to assess learning and understanding and to
use as a guide to tomorrow's instruction.