Unit Plan: Analyzing a Shakespearean Sonnet

Title/Subject/Grade: Analyzing a Shakespearean Sonnet/English (Reading)/12 th Grade

Standards:
CCSS.ELA-Literacy.RL.11-12.2: Determine two or more central themes of a text and
analyze their development over course of text
CCSS.ELA-Literacy.RL.11-12.4: Determine the meaning of words and phrases as they
are used in the text, including literary techniques; analyze the impact of diction and
language
(http://www.corestandards.org/ELA-Literacy/RL/11-12)

Objectives
1. The students will identify different

Learning Targets
1. I can recognize the authors motives

themes of a text.
2. The students will analyze different

and intent behind the text.

2. I can break down the authors

words, literary techniques and styles.

3. The students will synthesize the

language and literary devices.

3. I can refine and polish my analysis

themes, diction, literary techniques

into a whole interpretation of the text.

and styles

Lee 1

Anticipatory Set
http://www.youtube.com/watch?v=BMkuUADWW2A (Shakespeare The History of
English (3/10), 1:16)
http://www.youtube.com/watch?v=D4OhwrMidSU (Shes the Man Trailer, 2:30)
I will start the lesson by asking the students what comes to mind when they think of
Shakespeare. I will write their responses on one side of the board. Then I will show
them two short video clips, one of which shows how Shakespeare influenced the
English language, and the other which is a trailer of the movie Shes the Man, a
modern screen adaptation of Shakespeares play Twelfth Night. After the video, I will
explain how the movie Shes the Man is actually a modern adaptation of
Shakespeares play Twelfth Night. After my explanation, I will ask again what they think
of Shakespeare now that they know how Shakespeare influenced the English language
and how Shakespeare influences the arts and popular culture. I will put their responses
on the other side of the board.
I will ask for students first impressions of Shakespeare and their second impressions of
Shakespeare after the videos and write their thoughts on the board in contrast to show
them how their thought processes have changed; it is a way to show them Shakespeare
is safeas in it is not too complex or not too boring.
The videos are also a fun and quick way to show how Shakespeare influenced not only
English, but also modern day culture, such as the arts and even movies; the second
video will especially help students to connect to Shakespeare because of his influence
in the media, and most people are exposed to modern day media.

Purpose of Unit
The purpose of the lesson is for students to be able to read, analyze, and synthesize
their ideas of a Shakespearean sonnet. It will increase their skills to recognize themes,
break down and analyze the language of the text, and to synthesize their analyses of
not only a Shakespearean sonnet, but his plays, and other literary works.

Plan for Instruction

Day 1 (Information Processing)
(Separate Objective: Students will understand Shakespeares sonnets structure
and what he was trying to achieve through sonnets.
Learning Target: I can discuss a Shakespearean sonnets structure and what he
tried to explore through his sonnets.)

Anticipatory Set [as shown and explained above] (8-12 minutes)

Introductory PowerPoint (30-40 minutes)
1. Through the PowerPoint I will introduce Shakespeare, his history and his
influence in the English language and literature. I will give different
quotes that are familiar from Shakespeares plays, and go through some
of his famous plays and sonnets. Then I will touch on the structure of
Shakespeares sonnets, and what ideas he usually explored through
them (30-35 minutes).
2. After the introduction of Shakespeare and his sonnets, I will go on to
present what the class will be working on for the next 8 to 9 days of
class,
and discuss the work and assessments that will be given relating to the

sonnet they will be working on (5-10 minutes).

Ticket Out the Door (3 minutes)
1. The Ticket Out the Door is to check for students understanding of
Shakespeares sonnets structure and themes Shakespeare explored.

Day 2 (Information Processing)

My Own Analysis and Synthesis (45 minutes, last 5 minutes for questions)
1. I will pull up on the PowerPoint the Shakespearean Sonnet 18. I will go
through the steps I took, which the students will take, in order to analyze
the sonnet and to synthesize my analyses and interpretation of the
sonnet. After each slide I go through, I will let students ask any
questions. As I go through the steps, I will ask the students to identify
some of the literary devices I point to, in order for students to recall their
prior knowledge of literary devices (45 minutes).

2. After the presentation, I will let the class ask any questions for
clarification (5 minutes).
Day 3 (Social Cognitive)

Introduction of Sonnet 12 (10-15 minutes)

1. Each student will be given a handout of Sonnet 12. I will first have the
students read by themselves quietly (5 minutes).
2. Then I will either call on one student to read the sonnet for the class, or

have the one student read each verse of the sonnet (5-10 minutes).
Exploring the Theme (35-40 minutes)
1. I will ask the class what subject Shakespeare is trying to talk about and
open the class up for discussion (10-15 minutes).
2. After the discussion, I will ask the students to read the sonnet again, and
while reading, to look at and circle/mark what words seem to be
repeated or what words related to each other are used (5-10 minutes).
3. I will ask them what they think Shakespeare then, is ultimately trying to
explore and write their ideas down as they are thinking. (10-15).
4. I will open the class for discussion and have students share their ideas
and ask questions (10-15 minutes).

Day 4 (Social Cognitive)

Remember the Literary Devices? (20-25 minutes)

1. I will begin the lesson by dividing the class into two teams. I will help
students recall the literary devices they should know through the eraser
game [each team sends one person to the front of the room, and after
my question, someone needs to quickly grab the eraser to answer] (1520 minutes).
2. As students play the game, I will write down literary devices that half or
more students of the class do not know, and wrap up the game by going
through the literary devices most students do not know (5 minutes).

Breaking Down Shakespeares Literary Devices (30-35 minutes)

1. After the wrap-up of the game, I will ask the students to work in pairs or
groups of 3 and look for any literary devices used, and as they are doing
so, to circle/mark the literary devices (5-10 minutes).
2. I will ask different pairs/groups to share one of the literary devices they
identified, and have the class circle/mark any literary devices they
missed while their classmates are sharing (10 minutes).
3. After every pair/group has shared, I will ask the students why they think
Shakespeare might have used the literary devices, and what effects they
seem to be making on the sonnet and have them write their thoughts
down on the sonnet sheet (10-15 minutes).
4. I will take their sonnet sheets and see if they have identified literary
devices to check for their understanding of literary devices, and give
them back the next class. I will also give feedback on their explanations
of the literary devices.
Day 5 (Social Cognitive)

Breaking Down Shakespeares Diction (25-30 minutes)

1. I will ask the students to take out their sonnet sheets and to read the
sonnet by themselves, and while they are reading, to circle/underline any
interesting words that stick out to them (5-10 minutes).
2. Then I will have the students share what words seem to strike them as
interesting (5 minutes).
3. I will ask the class to look back on the words and see how they give
meaning to the sonnethow is Shakespeare using his words to convey
his meaning? How do the words contribute meaning towards the whole

sonnet? I will have them think silently (3-5 minutes).

Interpretation/Conclusion of Sonnet (5-10 minutes)
1. I will go on to ask the class to think about what their interpretation of the
sonnet is in the end, or what their conclusion is of the sonnet and to think
of why their interpretation/conclusion is so and write on the poem sheet (5-

10 minutes).
Synthesis of Analyses (20-25 minutes)
1. I will give out another worksheet for students to transfer their notes from
the sonnet sheet to a synthesis sheet for organization. As they are

transferring their ideas, I will encourage them to discuss with a partner or

two their ideas. I will also ask students to put a number between 1-5 to
show level of confidence, one being least confident and 5 being most
confident (15-20 minutes).
2. I will wrap up the class by opening up for any questions or clarifications
students might have (5 minutes).
3. I will take both their poem sheets and worksheet they transferred their
notes. I will take their poem sheets to check their interpretations and give
feedback, and I will use the synthesis sheets for data.
Day 6 (Information Processing)

Preparing for Summative Assessment (50 minutes)

1. I will introduce the summative assessment [the step-by-step procedure] (5-10

minutes).
2. I will go through a PowerPoint of the sonnets analysis with its step-by-step
procedure with the students analyses from their worksheets to show how
they have been going through the process in class (20-25 minutes).
3. I will give the class back their synthesis worksheet and the opportunity to look
over them and my feedback. I will also give them the scoring rubric I will use
to grade their summative assessment. They can ask questions for any
clarifications (5-10 minutes).
4. I will open up the class to ask any questions/clarifications about the
background knowledge needed (such as different themes Shakespeare
usually explores, literary devices, etc.) to analyze a Shakespearean sonnet
(5-10 minutes).
Day 7 (Information Processing)

Proctoring/Administering Summative Assessment (50 minutes)

Day 8 (Information Processing)

Closure (15-20minutes)

1. I will hand the students their tests back, and have them look over it. I will
give the students to ask any questions in the class [or they can ask after
class] (5-10 minutes).

2. I will ask the class how the process of analyzing a Shakespearean sonnet
changed their perspectives on Shakespeare, or on literary analysis. I will
also ask them what they enjoyed about the lesson or what was confusing
(5 minutes).
3. I will reiterate to the class how the skills developed/refined can be used
not only on Shakespearean sonnets but on other literary works (5

minutes).
Introduction to New Unit/Lesson

Differentiation Accommodations:
1. When students are engaged in an activity to write down their thoughts or when
they are doing pair/group work, I will go around and see their work and answer
questions students might have, or guide them through one of the processes.
2. The class discussion are to help students who are struggling with any of the
processes of analyzing the sonnet (if they do not understand the concept or are
not quick to catch the little details maybe other students are).
3. I will pair them students who are struggling to come up with their own
conclusions/interpretations with students who understand how the language and
its diction reflect the themes/ideas.
4. When some students who have a better understanding and a quick grasp of the
concepts are done with some activities/assignments quickly, I will ask them to
double-check their work and see if they have any questions, or to think about
what they just did and trace their thought processes.
5. For students who just do not get it, I will provide help before or after class.
Assessment FOR Learning (Formative):

Informal

1. Eraser Game (Day 4): This helps for me to see which literary devices the
majority of students do not remember and need review on before moving
onto breaking down the literary devices for analysis.
2. Opportunities to Share Ideas (different informal questions; class
discussion): This helps me follow students thought processes and gives
me the opportunity to ask more questions or to give feedback on their

ideas. I will just make mental notes in my head.

Formal
1. Ticket Out the Door (Day 1): To check for students understanding of the
basics of a Shakespearean sonnet.
o I will use the information to see if students understand
Shakespeares sonnets structures and themes as the information is
important in analyzing the sonnet as a whole. The information will
be recorded in my gradebook, but not for a gradeit will just be a
check, question mark, or an x for students who got it, maybe got it,
and who are struggling.
2. Identifying Literary Devices (Day 4): To check for students recognition of
literary devices.
o I will use the information to see if the students can recognize what
literary devices/figurative language the author is using. Students
will be put into small groups and each group will have to identify
one literary device and tell the whole class; students can use this
information in order to understand how the author is expressing
him/herself. By the end of the class, I will collect the sheets and
look at them to see if students recognize the literary devices and
give them back for next class.
I will put a check for students who have identified 5 or more literary
devices, a question mark for students who have 2-3 , and an x for
students who answer one or less questions right.
3. Synthesis Sheet (Day 5): This helps students to organize their thoughts
and for me to see their thought processes and answers. It gives me the
opportunity to use it for the PowerPoint for review, and also to give
students feedback. It will also help me know students perceptions and
how they feel (confidence level).

o The students can use this to neatly organize their thoughts. The
process will help them see the process of analyzing not only the
one sonnet, but other Shakespearean sonnets as well. I will also
give a scoring guide so students can check for themselves and
compare and see what I specifically want students to write down,
and what rubric I would use for the final, summative assessment. I
will collect the sheets to check for completion, learning, and
perception, and give them back with feedback.
Assessment OF Learning (Summative): The summative assessment will be given at
the end of the unit. The assessment will measure students ability to use their analysis
skills and background knowledge of literary devices and Shakespeares exploratory
themes on a random Shakespearean sonnet after learning how to analyze one
particular Shakespearean sonnet. I will evaluate the assessment based on the number
of examples they give for a theme, literary device, etc. and credibility of the analysis and
evaluation based on evidence.
Closure: The opportunity given to students at the end of the unit to talk about how their
perspectives changed on Shakespeare or literary analysis and to comment on the
lesson (what they learned, what was confusing and could be made clearer) will be my
closure. It is a chance for students to trace their thinking process for the analysis and to
make the analysis skills meaningful to them.