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Cep Sonnet Lesson Plan
Cep Sonnet Lesson Plan
Date:
School:
Rocky Mtn. High School
Grade Level: 10 th grader Voyager
Area: World Lit.
Title: Room to Move: Sonnets
Lesson #: _1_ of _1_
Content
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Making Room for Sonnets: Making Space for Fun and Games in the
Sonnet Tradition
90 minutes
Hook: Weird Words and Interesting Phrases Guessing Game (5-8
minutes)
I will project a list of weird words from the sonnets we will be looking
at, unveiling them one at a time.
Students will make guesses about the words meaning.
There will be candy for all participants.
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clapping.
I will model scanning a sonnet.
(22 minutes)
Students will scan a line of iambic pentameter on their own or in
pairs. I will circulate to provide support (15 minutes)
I will give students a choice of either creating a rebus or an image
paraphrase of a sonnet (or lines of a sonnet).
Students will choose which activity they want to do.
I will put up example of the rebus for: I love you = I you, and will
explain to students how to go about doing their own rebus of one of our
sonnets. I will explain to students how to go about paraphrasing with
images.
Students will create their individual rebus or image paraphrase.
I will explain to students our group activity: performing a sonnet on
their very own Globe Theatre or their very own 16th-century
commercial.
Closure
Those actions or statements by a teacher
that are designed to bring a lesson
presentation to an appropriate conclusion.
Used to help students bring things
together in their own minds, to make
sense out of what has just been taught.
Any Questions? No. OK, lets move on is
not closure. Closure is used:
Students will choose their sonnet at random. All with the same sonnet
will work together to create a play or a commercial for their sonnet. The
only criterion being: everyone must play a part in their groups
production; the production must demonstrate an understanding of the
sonnets meaning, even if through parody (25).
By way of an exit ticket, students will jot down their favorite weird
word or phrase, with the appropriate scansion, OR something they
learned about the sonnet form that they did not know before our lesson
(5 minutes).
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I would omit some of the learning targets and focus on one or two. I
would also remember to write the learning target on the white board. I
would also scan an entire sonnet with the students (a suggestion from
Ms. Jones), as opposed to only scanning few lines with them and then
having them try it on their own. Finally, I would stick to my plan of
grouping students through a drawing of sorts (which would create
random groups). After several students asked if they could pick their
own groups, I allowed them to do so, which had the unexpected and
undesirable outcome of a few students deciding to not participate.
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