Lesson 2
I. Bell Ringer
1. Begin class by showing the students a copy of the lyrics I found located
2. Have someone read the poem aloud and ask the class if they feel this is a peice of poetry, based on our discussions from the previous class. This would include pointing out literary elements, form, meanings, themes, etc.
3. Have the students participate by sharing some of the songs they found.
4. Ask questions to the individual students and then involve the class, asking questions why they feel or don't feel this is a peice of poetry.
II. Transition to Purpose
1. Ask the question, "Did anybody have trouble understanding their lyrics?" Anticipating an answer of no, I would follow up with the question "Why was it easy to understand?"
2. I'd show the class a picture of Shakespeare, and ask if everyone knows who this is, and figuring that everyone would know who it was, begin a dialogue on how students feel about Shakespeare's work and if they think it is easy or not to understand.
3. Discuss. Through the discussion, I can gain an understanding of what my students apprehensions might be learning about Shakespeare.
4. I will let the students know that if you understand the parts of a sonnet, and can get past some of the language, they are easy to understand and can be very meaningful.
III. Purpose-SWBAT:
1. Identify the parts of a Shakespearean Sonnet
2. Break down the Sonnet into it's fundamental parts to analyze meaning
3. Work in small groups to apply their knowledge of the Shakespearean Sonnet form and parts to understanding the meaning of poems.
4. Discover author's motives for form choice, in particular in more modern shakespearean sonnets.
5. Build a better understanding of the power of form within poetry
IV. Input, aniticipatory sets, anticipated scaffolding
1. Start off by asking the class if they remember the elements that made up a Shakespearean Sonnet from our class lesson from the day before. This will rehash material they've already learned to help reinforce it.
2. I will go over with them using a real example, Shakespeare's "Sonnet 130", where I will label the parts for the students as well as have a link to a translated version of the poem.
3. I would also show the students a more modern Shakespearean Sonnet called "First Poem for You" by Kim Addonizio, which uses more modern Language and is easier to understand for modern audiences, but uses the same form.
4. I would open up a discussion on the two poems, and facilitate the discussion with questions that would compare and contrast the two poems and have students think about them on a deeper level, taking into account language, imagery, and form.
V. Practice/Application
1. Have the class in groups go HERE and examine a parody of a Shakespearean Sonnet, "Shall I Compare Thee to A Summer's Day"
2. Have students follow the tutorial HERE about sonnets, with directions handed out by me.
3. These activities will help them better understand the sonnet, it's form, structure, and how to break it down for understanding.
VI. Closure
1. I would start to close class by asking the students if they find Shakespeare easier to understand now that they know how all the parts work together to create meaning.
2. I would then present an assignment to the class--a creative poem using the sonnet form, on any topic of their choosing. This way they can experience the power of the sonnet form first hand.