Teacher: Emi Fesler

Sep 29th
School: Rocky Mountain
Content Area: English
Title: Sonnets
#1 of 1

Date:
Grade Level: Ninth Grade
Lesson

Lesson Idea/Topic and Rational/Relevance: Sonnets are a

particular type of structured poetry that is different from other types of
poetry one might find. In order for students to understand what a
Sonnet is they must know the qualities that make it unique. When
analyzing poetry looking at structure and form is one of the tools used
to find meaning from the text. Students will have had exposure to
different poetry terms and different forms, but nothing this structured
and particular. After the poetry unit students will be reading Romeo
and Juliet by William Shakespeare. By having the practice with sonnets
before they will have an easier time reading the sonnets that appear in
the play. In order to get students involved a form of backward
instruction will be used as well as high student participation through
every part of the lesson.
Content Standard addressed by this lesson:
1. Increasingly complex literary elements in traditional and
contemporary works of literature require scrutiny and comparison
a.

Identify the characteristics that distinguish literary forms and genres

Understandings:
Identifying the different kinds of literary devices, form, and rhythm and
how they contribute to greater meaning of the poem.
Inquiry Questions:

What is the purpose of identifying different kinds of poems? How

do different poems evoke different concepts?
How do different kinds of Figurative Language do to aid the
understanding of a poem?
What is the purpose of form in a poem?

Evidence Outcomes:
Students will be able to identify the different aspects of a sonnet and
see how it builds to the poems meaning.
List of Assessments:

Whole class annotations- See procedures for explanation

Fully annotated poem turned in.

Approx Time:
30-45 minutes
Materials needed:

30 copies of Sonnet 18
30 copies of Romeo and Juliet Prologue
Smart Board

Anticipatory Set: (10 minutes)

Students are given Sonnet 18 and instructed to find any patterns

or things of interest- students are playing detective. No influence
from the instructor.
Come together as a large group- instructor asks students what
they noticed and writes on the board.
Instructor tells students that they read a sonnet, ask them what
they know about sonnets, and write their answers on the board.

Procedures: (30 minutes)

Explain what sonnets are and a brief look at Shakespeare.

Go over each rule of sonnets while students take notes- in the
best way for them (on the poem, in their own notes)
After each rule have students come up and identify it in the
poem on the smart board
Explain iam separately
Help paraphrase together-tying purpose of sonnets to format
Give students a different poem- have them annotate their own
like the one on the board- students will turn in as a ticket out the
door.

IF TIME

Have students write their own sonnet- must follow the rules of
sonnets (iam optional) cannot be ordinary

Closure- (10 minutes)

Ask students questions about the importance and significance of

form in poetry. (Why is it important that we learn this?)

When the lesson is completed students will work on researching their

poets, a previously assigned activity
Differentiation:

Students will have the opportunity to work in pairs for the whole
lesson and get assistants from peers
All information will be offered in the three traditional learning
styles (visual, kinesthetic, and auditory) to best deliver all
needed information in the best ways.
Examples will be clear and all expectations will be modeled.

Assessment Reflection:
The annotated poem will show a working understanding of the
rules of sonnets and how the devices work to build meaning of
the poem.
If time permits students will create their own sonnets showing
application of the knowledge.
If some students misunderstand a concept, further scaffolding
will take place.