Lesson+Plan



Monday Lesson Plan
= Title: Introductory Activity = = Subject: Literature; Shakespeare = = Author: Shakespeare = = Grade Level: 9 th = = Overview: Introducing the students to Shakespearian form of writing sonnets. = = Objectives: Understand what is being described in the sonnet. Recognize literary devices. Be able to label the 14 lines, rhyme scheme, 3 quatrains and the couplet. = = Materials Needed: Smartboard, Computers, and notebooks. = = Activities and Procedures: = 1. Put Sonnet #18 on the Smart Board. Then read the sonnet out loud.

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 dimmed, And every fair from fair sometime declines, By chance, or nature's changing course untrimmed: But thy eternal summer shall not fade, Nor lose possession of that fair thou ow'st, Nor shall death brag thou wand'rest in his shade, When in eternal lines to time thou grow'st, So long as men can breathe or eyes can see, <span style="color: #330000; font-family: 'Verdana','sans-serif'; font-size: 8.5pt; line-height: 12pt; margin: 0in 0in 0pt 0.5in;">So long lives this, and this gives life to thee.

<span style="color: #330000; font-family: 'Verdana','sans-serif'; font-size: 8.5pt; line-height: 12pt; margin: 0in 0in 0pt 0.5in;">At this point ask the students if they understand what is being described in the sonnet.

<span style="color: #330000; font-family: 'Verdana','sans-serif'; font-size: 8.5pt; line-height: 12pt; margin: 0in 0in 0pt 0.5in;">Ask if any one recognizes any literary devices such as the apostrophe in the first line, the personification of the sun and death.

<span style="color: #330000; font-family: 'Verdana','sans-serif'; font-size: 8.5pt; line-height: 12pt; margin: 0in 0in 0pt 0.5in;">Then, with the original sonnet still on the overhead "paraphrase" the sonnet line by line.

<span style="color: #330000; font-family: 'Verdana','sans-serif'; font-size: 8.5pt; line-height: 12pt; margin: 0in 0in 0pt 0.5in;">Here's an example:

<span style="color: #330000; font-family: 'Verdana','sans-serif'; font-size: 8.5pt; line-height: 12pt; margin: 0in 0in 0pt 0.5in;">Sonnet 18 <span style="color: #330000; font-family: 'Verdana','sans-serif'; font-size: 8.5pt; line-height: 12pt; margin: 0in 0in 0pt 0.25in;">OOOOH Baby I think I shall compare you to a summer day <span style="color: #330000; font-family: 'Verdana','sans-serif'; font-size: 8.5pt; line-height: 12pt; margin: 0in 0in 0pt 0.25in;">But, you know, you're prettier and even better, even calm <span style="color: #330000; font-family: 'Verdana','sans-serif'; font-size: 8.5pt; line-height: 12pt; margin: 0in 0in 0pt 0.25in;">Because sometimes it gets windy and the buds on the trees get shaken off <span style="color: #330000; font-family: 'Verdana','sans-serif'; font-size: 8.5pt; line-height: 12pt; margin: 0in 0in 0pt 0.25in;">And sometimes summer doesn't last very long <span style="color: #330000; font-family: 'Verdana','sans-serif'; font-size: 8.5pt; line-height: 12pt; margin: 0in 0in 0pt 0.25in;">Sometimes it's too hot <span style="color: #330000; font-family: 'Verdana','sans-serif'; font-size: 8.5pt; line-height: 12pt; margin: 0in 0in 0pt 0.25in;">And everything gorgeous loses its looks <span style="color: #330000; font-family: 'Verdana','sans-serif'; font-size: 8.5pt; line-height: 12pt; margin: 0in 0in 0pt 0.25in;">By getting hit by a truck Or just because everyone and everything gets old and ugly and shabby <span style="color: #330000; font-family: 'Verdana','sans-serif'; font-size: 8.5pt; line-height: 12pt; margin: 0in 0in 0pt 0.25in;">BUT (and here's the turn) you're going to keep your looks for ever <span style="color: #330000; font-family: 'Verdana','sans-serif'; font-size: 8.5pt; line-height: 12pt; margin: 0in 0in 0pt 0.25in;">Your beauty will last for ever <span style="color: #330000; font-family: 'Verdana','sans-serif'; font-size: 8.5pt; line-height: 12pt; margin: 0in 0in 0pt 0.25in;">I'm going to make sure that you never lose your good looks <span style="color: #330000; font-family: 'Verdana','sans-serif'; font-size: 8.5pt; line-height: 12pt; margin: 0in 0in 0pt 0.25in;">And that nasty old Death can never brag about owning you <span style="color: #330000; font-family: 'Verdana','sans-serif'; font-size: 8.5pt; line-height: 12pt; margin: 0in 0in 0pt 0.25in;">Because I shall write this poem about you <span style="color: #330000; font-family: 'Verdana','sans-serif'; font-size: 8.5pt; line-height: 12pt; margin: 0in 0in 0pt 0.25in;">As long as men can breathe (are you breathing?) <span style="color: #330000; font-family: 'Verdana','sans-serif'; font-size: 8.5pt; line-height: 12pt; margin: 0in 0in 0pt 0.25in;">As long as men can see (are you looking at this poem?) <span style="color: #330000; font-family: 'Verdana','sans-serif'; font-size: 8.5pt; line-height: 12pt; margin: 0in 0in 0pt 0.25in;">Then this poem lives, and it gives life and memory to your beauty.

<span style="color: #330000; font-family: 'Verdana','sans-serif'; font-size: 8.5pt; line-height: 12pt; margin: 0in 0in 0pt;">Now see their reactions to this form of the poem. After reading this aloud, and asking their thoughts, direct them to their computers to finish the remaining sonnets on the activities page of the classroom wiki.

= Assessment: The results from their discussion. = = Standards: = = (LA.A.1.4) The student uses the reading process effectively. = = (LA.A.2.4)The student constructs meaning from a wide range of texts. = = (LA.B.2.4)The student writes to communicate ideas and information effectively. = = (LA.C.1.4) The student uses listening strategies effectively. =

==<span style="border-bottom: #333399 4.5pt solid; border-left: #333399 1.5pt dashed; border-right: medium none; border-top: medium none; color: #008000; font-family: Century Gothic; margin: 0in 0in 0pt; padding-bottom: 1pt; padding-left: 4pt; padding-right: 0in; padding-top: 0in;">Tuesday Lesson Plan == = Title: Analyzing the text Subject: Romeo and Juliet Author: Shakespeare Grade Level: 9th = = Overview: Students will be going over the play and discovering that the play is written in sonnets. =

= Objectives: To enforce the format of a sonnet and Shakespeare’s work. =

= Materials Needed: Computer for web search and handouts. =

= Activities and Procedures: Searching the web for formats of sonnets and rereading the play to find evidence of sonnets. =

= Assessment: Complete the handouts of unscrambling the sonnet. =
 * ** Sonnet Unscrambler **, In this activity, students attempt to put the sonnet back in its proper order (best assigned in class to prevent students from simply using a search engine to discover the answer).
 * ** Parts of a Sonnet **, In this activity, students use the hints from the "Bank" to fill in the rhyme scheme, names, and other parts of both forms of the sonnet.

** Standards: (LA.E.2.4) The student responds critically to fiction, nonfiction, poetry, and drama. (LA.A.1.4) The student uses the reading process effectively. ** <span style="border-bottom: #333399 4.5pt solid; border-left: #333399 1.5pt dashed; border-right: medium none; border-top: medium none; display: block; mso-border-bottom-alt: solid #333399 4.5pt; mso-border-left-alt: dash-small-gap #333399 1.5pt; mso-element: para-border-div; padding-bottom: 1pt; padding-left: 4pt; padding-right: 0in; padding-top: 0in;">

Wednesday Lesson Plan
= Title: The Text in Content Subject: Literature; Shakespeare’s Romeo and Juliet Author: Shakespeare Grade Level: 9th Grade  = = Overview: Reenacting the first meeting of Romeo and Juliet in order to gain a full dramatic effect of the sonnet Shakespeare created. = = Objectives: Students will learn and be able to identify that each character speaks in a distinctive poetic style. Able to identify the shifts in tone that is evident in Shakespeare writing. = = Materials Needed: Computers and volunteer students willing to give a dramatic reading of the scenes  = = Activities and Procedures:  = **Have student volunteers take the roles of Capulet, Tybalt, Romeo, Juliet, and the Nurse, and read the scene from Capulet's "Go to, go to!" through Romeo's couplet, "Is she a Capulet?/ O dear account! My life is my foe's debt" (Act I, Scene 5, lines 84-120)** ** Call attention to the fact that, while all these characters speak in verse, each speaks in a distinctive poetic style. Have students describe each style and explain how Shakespeare achieves it. **   ** As your student volunteers read through the scene, ask the class to note the effect of the shifts in tone that Shakespeare has built into it. **   ** Then the students will proceed to the activites page on the classroom wiki where they will further continue viewing scenes from the play and decided how they would direct the scene themselves. ** =  Assessment: The students will answer questions on the classroom wiki and will be graded on the completion of their assignment. = = Standards: (LA.D.1.4) The student understands the nature of language.(LA.C.3.4) The student uses speaking strategies effectively. (LA.E.2.4)The student responds critically to fiction, nonfiction, poetry, and drama. (LA.E.1.4)The student understands the common features of a variety of literary forms. = =  =
 * <span style="margin: 0in 0in 0pt; mso-list: l0 level1 lfo1; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: list .5in;"> ** What makes Capulet's speech seem naturalistic and near to prose? **
 * <span style="margin: 0in 0in 0pt; mso-list: l0 level1 lfo1; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: list .5in;"> ** What makes Tybalt's pair of couplets seem exceptionally formal, almost posed, like a stage villain's aside? **
 * <span style="margin: 0in 0in 0pt; mso-list: l0 level1 lfo1; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: list .5in;"> ** What gives the Nurse's short speech an informal, chatty, prose-like tone? **
 * <span style="margin: 0in 0in 0pt; mso-list: l1 level1 lfo2; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: list .5in;"> ** How do the formal verse forms of Tybalt and the lovers stand out against the more naturalistic verse of Capulet and the Nurse? **
 * <span style="margin: 0in 0in 0pt; mso-list: l1 level1 lfo2; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: list .5in;"> ** How do the verse forms of these younger characters in the scene stand out against one another? **
 * <span style="margin: 0in 0in 0pt; mso-list: l1 level1 lfo2; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: list .5in;"> ** In what sense do the characters who speak in formal poetry stand out because of their words? **
 * <span style="margin: 0in 0in 0pt; mso-list: l1 level1 lfo2; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: list .5in;"> ** To what degree does the extended formality of Romeo and Juliet's meeting—and their action within that formality—deepen the poetic lighting of their moment together? **