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Describe the context: (Students, grade level, content, students strengths, students weaknesses, learning styles, special needs, ELL,etc.) Ninth grade advanced English Students are analytical and enjoy engaging in class discussions
Enduring Understanding/Essential Question(s): (What are the big ideas? What thought provoking question(s) will guide the lesson?) Are Shakespeares sonnets accessible? Are Shakespeares sonnets relevant? What are the similarities between sonnets and contemporary/popular music? What do Shakespeares sonnets tell us about language? What do they tell us about the human experience?
Assessment: (How do you know what needs to be taught; How will you assess learning?) Pre-Assessment Discussion with cooperating teacher o Students are studying Shakespeare, but have not been introduced to Shakespeares sonnets Other o Students will be assessed by their classroom participation
Affective Objectives: (related to student attitudes and values; think dispositions) Students will reflect on what they think about poetry/popular songs/ Students will reflect on what they think about poetry as a means of expression Students will respond to Shakespeares sonnets Cognitive: (related to the mastery of knowledge: think Bloom; Include the State Standards) Students will analyze and evaluate a Shakespearean sonnet Students will communicate their understanding of Shakespeares language Students will compare Shakespeares language with contemporary language Students will record information in their Shakespeare Survival Guides
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Vocabulary (What vocabulary needs to be taught, reviewed; whats central to comprehending instruction?) o o o o o o Shakespearean Sonnet: 14 line lyric poem in iambic pentameter Quatrian: Stanza of four lines Couplet: 2 consecutive lines of poetry that rhyme Iamb: meter of poetry that follows a stressed/unstressed pattern Pentameter poetic line of five feet Satire: Blends ironic humor and wit
Differentiation/Planning for Individual Needs: Tapping out rhythm to understand iambic pentameter Annotate on Smart Board for visual learners Resources and Materials: (Include technology where applicable/available/appropriate) One copy each of Shakespeares sonnets #130 and #43 Smart Board Procedures/Learning Strategies: (Be sure to include specific strategies to develop literacy of content)
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Pre (How will you motivate, activate prior knowledge, . . .) Discussion about the class experiences reading A Midsummer Nights Dream o How does the class feel about Shakespeare? Are they enjoying his work? Do they find it difficult to understand? Are they finding his work relevant? Irrelevant? o What does the class think about love poems? Apparently Shakespeare, at times, grew a little weary of sappy love poetry and clichs During What is a Shakespearean sonnet? o Discuss Shakespeares historical context for writing sonnets o 14 line lyric poem in iambic pentameter o Typically a comparison/juxtaposition of two usually contrasting ideas: emotions, states of mind, beliefs, actions, events, images o Either resolves or reveals the tensions between the two Post sonnet 130 o Explain the structure of a sonnet 3 quatrains/1 couplet Includes a turn or shift, called the volta typically found in line 9, but often delayed until the final couplet (could be a consequence) abab, cdcd, efef, gg Distinct rhythm: Iambic pentameter Iamb: metrical foot consisting of 2 syllables o Unstressed/stressed Pentameter: poetic line of five feet Ask for volunteers to read each quatrain Label rhyme scheme Label iambic pentameter Close reading/annotate each line: put each line in contemporary language What does it say as a whole?
Closing
5/1/14
5/1/14