1. Topic-
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2. Goals: Aims/Outcomes-
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1.Create an understanding of what sonnets are
2.Create an understanding of when and how sonnets became popular
3.Create an understanding of what sonnets represented |
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3. Objectives-
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1.Have the students be able to write a sonnet
2.Have the students be able to explain what a sonnet means
3.Have the students be able to break the sonnet down and evaluate
it |
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4. Materials and Aids-
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| The Norton Anthology English Literature Volume B |
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5. Procedures/Methods-
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A. Introduction-
1.Explain how sonnets became popular in the mid sixteenth to early
seventeenth century
2.Explain that a sonnet is a short poem that consists of fourteen
lines
3.Explain how many sonnets have underlying meaning |
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B. Development-
1.Read Sonnet 64 by Edmund Spencer and discuss with the students
what it is that Spencer is saying when he compares this woman to various
flowers
2.Read Sonnet 79 by Spencer and explain how he is talking about how
being smart is more valuable that simply just being beautiful
3.Read Sonnet 18 by Shakespeare and talk about how he puts off an
arrogance attitude by starting off with a question but then answering
the question himself by going into the poem |
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C. Practice-
| 1.divide the students into groups and assign each group a sonnet
to read and discuss and then have them present their ideas to the
class |
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D. Independent Practice-
| 1.give an individual assignment in which the student must write
a short paper on their favorite sonnet and explain why they chose
it |
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E. Accommodations (Differentiated Instruction)-
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F. Checking for understanding-
1.Give a quiz on the history of sonnets
2.Group activity in which they present a sonnet to the class
3.Paper in which the students must individually evaluate a sonnet |
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G. Closure-
1.Give a test in which the students must read lines from a sonnet
and explain what they mean
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