Viterbo University

Essential Element Lesson Plan

Name:
Laney Smith
Date:

Second Semester
Materials and Resources:
http://www.pbs.org/shakespeare/educators/
http://www.shakespeare-
online.com/sonnets/
Duplass; Middle & High School Teaching

Lesson Title:
Sonnet Literary Analysis
Grade Level:
11
th
grade
Time Frame:
45 minutes (lesson 1 of 2)

Curriculum Standards
CC #1-cite strong and thorough textual evidence to support
analysis of what the text says explicitly as well as inferences
drawn from that text including determining where that text
leaves matters uncertain.
http://www.standard.dpi.wi.gov/files/commoncore/pdr/ela-
standards-app-a-revision.pdf
Focus Question/Big Idea/Goal

How can I help students
translate Shakespeares sonnets
into modern terminology for
better content comprehension?
Rationale/Theoretical Reasoning

According to the Duplass text (296) the
transaction approach to interpreting
literature, will focus students on finding the
meaning of the text while also creating a new
text in the process (students will combine
their ideas with the authors)




Lesson Objective: objectives must be measurable TWS will(learning behavior from
Blooms verbs, DOK and Multiple source synthesis)


TSW interpret a sonnet using modern terminology and share it with the class during a
group discussion.




Academic Language: What is the key language demanded? What academic language
will you teach or develop? What is the key vocabulary and or symbols? What
opportunities will you provide for student to practice content language/ vocabulary and
develop fluency?


Renaissance
Shakespeare
Sonnet
Rhyme scheme (ABAB CDCD EFEF GG)
Iambic pentameter







Assessment /Evaluation:
Formative: How will student demonstrate understanding of lesson objective(s)? How
will you monitor and or give feedback? How will feedback promote student
understanding?


The Students will translate one of Shakespeares sonnets into modern day terminology
and share their interpretation during a class discussion.



Summative: What evidence will you collect and how will it document student
learning/mastery of lesson objective(s)?


Students will write their own sonnet using modern-day terminology and correct
Shakespearean form and meter.





Instruction:
Set Motivation/Anticipatory Set:

Start off the class by reading a sonnet that would be well-known to the class


Instructional Procedures/Learning Tasks: Provide specific details of lesson content and
delivery based on students prior knowledge, strengths and weakness.


1. Read Sonnet to class (5 minutes)
2. Briefly discuss the sonnet, Shakespeare and the Renaissance period (will have
been covered in an earlier class period) (10 minutes)
3. Vocabulary discussion (10 minutes)
4. As a class, translate one of Shakespeares sonnets in to modern terms (15
minutes)
5. Working individually, students will choose and additional sonnet to translate and
spend the remainder of class working on these to discuss for the following class
period. (5-10 minutes)






Questions and/or activities for higher order thinking: These cannot be answered by yes
or no.


1. What is a sonnet?

2. What was Shakespeare impact on literature during the Renaissance era?

3. How can old English be translated in modern day terminology?






Closure: Verbalize or demonstrate learning or skill one more time. May state future
learning.

Discuss sonnet translation homework assignment and answer any questions students may
have.

Adaptations to meet individual needs: How will you adapt the instruction to meet the
needs of individual students?
1. Whole classroom discussion and individualized time to work on assignments and
activities
2. Provide handout with a selection of sonnets for students to use when completing their
homework assignment




Management/Safety Issues: Are there any management and/or safety issues that need
to be considered when teaching this lesson?

Remind students of discussion courtesies before beginning group discussions
Ensure all students have a clear view of the board and projector for translation activities
Move student desks into a circle for group discussion



Reflection/Future Modifications: To what extend di the class learn what you intended
them to learn? What will be your next steps instructionally? What did you learn about
your student as learners? What have you learned about yourself as a teacher?