Lesson Plan for Multiple Intelligence Workshop

11th Grade English

Date _______ Learning Standards 1, 2, 3, 4

Aim: What is a sonnet? How are reality and hyperbole illustrated in Sonnets #
18 and 130?

Opener: Take your pulse and try to replicate the rhythm softly for ten beats on
your desk (musical/intrapersonal).

Motivation: Have some share their heartbeats. (musical)

Activity:
Define iamb, iambic pentameter. (verbal)
Read: Sonnet #18 to yourself in the rhythm of your heartbeat. ( rhythmic/
verbal/intrapersonal)
Have a student volunteer read the sonnet aloud (verbal).
Define metaphor, personification, and hyperbole. On the board
write them to correspond to the directions below ( verbal).

Activity: Read the poem again to yourself. ( intrapersonal/logical)

underline the metaphors with a straight line
use a squiggly line to identify the personification
circle the (hyperbole)
Note the pattern of rhyming

Medial Summary: (verbal, interpersonal)

Define Rhyme scheme and couplet ABABCDCDEFEFGG. Explain why
we illustrate it that way.
Share our findings. Discuss what the poem is about and what it means.
What is this? So long as men can breathe or eyes can see,/ So long
lives this and this gives life to thee (13-14).
In one sentence, write what the poem is about.

Activity: Prepare to read Sonnet #130. (verbal, interpersonal, logical)

Together as class, list all the words we can think of that mean
smell.
Discuss reek. Tell students that as English evolved these
words have taken on positive and negative connotations, but
originally they all pretty much meant smell. Define dun
( line 3).
Read Sonnet #130--- to the rhythm of your heart beat.
Do all that we did with Sonnet #18.
Use the semantic map to plot the information

Final Summary: (verbal/interpersonal/intrapersonal)
Share our findings and discuss meaning. Which poem is more honest? Which
do you prefer? Which is realistic? Which is filled with hyperbole? What is a
sonnet? --a 14-line poem written in iambic pentameter with an
ABABCDCDEFEFGG rhyme scheme---often, but not always about love.
Sonnet #18 Sonnet #130
Shall I compare thee to a My mistress eyes are nothing
a summers day/ Thou art more like the sun;/ Coral is far more
lovely and more temperate (1-2). red than her lips red (1-2).

Topi
c

Message
 Literary Techniques

Metaphor Metaphor

Hyperbole Hyperbole

Personification Personification
Lines

Shakespearean
Sonnet

Meter

Rhyme
Scheme
 SONNET 18

Shall I compare thee to a summer's day?

Thou art more lovely and more temperate:
Rough winds do shake the darling buds of May,
And summer's lease hath all too short a date:
Sometime too hot the eye of heaven shines,
And often is his gold complexion dimm'd;
And every fair from fair sometime declines,
By chance or nature's changing course untrimm'd;
But thy eternal summer shall not fade
Nor lose possession of that fair thou owest;
Nor shall Death brag thou wander'st in his shade,
When in eternal lines to time thou growest:
So long as men can breathe or eyes can see,
So long lives this and this gives life to thee.

SONNET 130
 My mistress' eyes are nothing like the sun;
Coral is far more red than her lips' red;
If snow be white, why then her breasts are dun;
If hairs be wires, black wires grow on her head.
I have seen roses damask'd, red and white,
But no such roses see I in her cheeks;
And in some perfumes is there more delight
Than in the breath that from my mistress reeks.
I love to hear her speak, yet well I know
That music hath a far more pleasing sound;
I grant I never saw a goddess go;
My mistress, when she walks, treads on the ground:
And yet, by heaven, I think my love as rare
As any she belied with false compare.