Instructor: Cromwell Chiang

When there is a parenthetical phrase stating “No Reference Needed,” then it means that I have made up this part of the lesson plan.

Lesson Plan Title: William Shakespeare’s Sonnets—Read in Cadence and Write in Rhyme.

Grade level: 8

Length of lesson: One 90 minute period or two 47 minute periods.

Objectives: The Students will….

1. Recognize the implications of text features (English Language Arts, p. 2).
2. Identify an appropriate purpose for reading the text (English Language Arts, p. 2).
3. Identify topics of discussion that may enhance a reader’s understanding of a text (English Language Arts, p. 2).
4. Use description and personal ideas to support the writing purpose (English Language Arts, p. 7).
5. Compose to describe, using prose and/or poetic forms (English Language Arts, p. 8)
6. Use a variety of prewriting strategies to generate and develop ideas (English Language Arts, p.8).
7. Select a logical sequence of ideas or sentences (English Language Arts, p. 8).
8. Explain the effectiveness of text(s) in accomplishing a purpose (English Language Arts, p. 15).
9. Assess the effectives of diction that reveals an author’s purpose (English Language Arts, p. 15).
10. Evaluate textual changes in a work and explain how these changes alter tone, clarify meaning, address a particular audience, or fulfill a purpose (English Language Arts, p. 16).
11. Design and construct tables, charts, databases, spreadsheets, and graphs to display data. (VSC Science/Skills and Processes/Scientific Inquiry) (Technology, p. 23).
12. Follow a prescribed time line to solve a problem (Technology, p. 23).
13. Select and use appropriate tools and machines (Technology, p. 23).

Rationale (No reference needed)

The purpose of this lesson is twofold: First purpose is to introduce students to Shakespeare in way that is not intimidating. This is very important because so many students are turned off, as it were, even before reading any of Shakespeare’s work due to the stuffy reputation that Shakespeare has for many students. They think he is boring. Therefore, to introduce him in bits and pieces in a game and discussion format rather than a lecture format is preferable.
The other purpose is to have the students not only read, comprehend, and evaluate a Shakespearean sonnet, but also to have the students understand the specific rhyming scheme of a Shakespearean sonnet, line limitation, and cadence (in this case the iambic pentameter) so that they may be able to generate their own Shakespearean sonnet. During and after this learning process, the students will have a better understanding of Shakespearean language and its effect on readers.

Content (No reference needed)

The conceptual ideas are as follows: (No reference needed)

1. Knowing who Shakespeare was.
2. Knowing what a Shakespearean sonnet is.
3. Knowing the rhyme scheme of a Shakespearean sonnet.
4. Enlarging Shakespearean vocabulary.
5. Recognizing personal ideas and experience that are congruent to a possible theme of a Shakespearean sonnet.

Instructional Procedure: The students will…. (No reference needed)

1. Characterize Shakespeare on Inspiration 8 by using only their prior knowledge of him.
2. Discuss how they performed on the activity on Inspiration 8.
3. Read and analyze Sonnet 18, paying close attention to theme, characterization, and conflict.
4. Respond to questions on the Sonnet 18.
5. Analyze a prepared advance organizer as a prewriting activity.
6. Write a BCR on Sonnet 18.
7. Use the Inspiration 8 program on the computer to assist them in figuring out the rhyme scheme of a Shakespearean sonnet. Win a prize (determined by the teacher) if their small group is the first to come up with the correct rhyme scheme of a Shakespearean sonnet.
8. Share their experiences in playing this Shakespearean sonnet game with other groups.
9. Identify the rules of a Shakespearean sonnet.
10. Write a personal sonnet that adheres to the rules of a Shakespearean sonnet.
.

Evaluation (No reference needed)

Formal: Students will turn in (or perform)….
• BCR and responses to questions on Sonnet 18 in their journals.
• Personal sonnets.

Informal: Students will…(Questions and Answers)

• Discuss Shakespearean sonnet # 18.
• Ask and respond to questions on the game activity played in groups and with Inspiration 8.
• Ask questions about a classmate’s reading performance of his/her sonnet.

Materials

• Copies of Shakespearean sonnet #18.
• Transparency of Shakespearean sonnet #18.
• An overhead projector.
• An envelop with 14 pieces of paper with letters on them.
• At least five computers in class of 20. Each group size should be no more than 4 or 5 students.
• Inspiration 8 software loaded on each computer.

English Language Arts Instructional Goals: The following Goals are from Maryland Voluntary State Curriculum (VSC), last updated August, 2004.

Reading

Standard 3.0: The student will demonstrate the ability to respond to a text by employing
personal experiences and critical analysis (2004, p. 2).

Indicators: The students will….

• Use pre-reading strategies appropriate to both the text and
purpose for reading by surveying the text, accessing prior knowledge,
formulating questions, setting purpose(s), and making predictions.

• Apply reading strategies when comparing, making
connections, and drawing conclusions about non-print text.

• Explain the effectiveness of stylistic elements in a text
that communicate an author’s purpose.

Writing

Standard 2.0: The student will demonstrate the ability to compose in a variety of modes by
developing content, employing specific forms, and selecting language appropriate
for a particular audience and purpose (2004, p. 7)

Indicators: The students will…

• compose oral, written, and visual presentations
that inform, persuade, and express personal ideas.

• compose to describe, using prose and/or poetic forms.

• choose a level of language, formal to informal,
appropriate for a specific audience, situation, or purpose.

Thinking Skills

Standard 4.0: The student will demonstrate the ability to evaluate the content, organization, and language use of texts (2004, p.17).

Indicators: The students will…

• describe the effect that a given text, heard or
read, has on a listener or reader.

• assess the effectiveness of choice of details,
organizational pattern, word choice, syntax, use of figurative language, and
rhetorical devices.

Technology Instructional Goals: The following technology instructional goals are from Maryland VSC Technology Education, last updated 2004.

Standard 3.0: Technology for learning and collaboration.

Indicators: The students will…

• Use technology tools, including software and hardware, to learn new content or reinforce skills.

Standard 4.0: Technology for Communication and Expression.

Indicators: The students will…

• Use communication tools (such as e-mail, discussion boards, online conferences, Learning Management Systems, portfolios) to gather information, share ideas, and respond to questions.

Reference and Resources

Evans, G.B. (Ed). (1994). The riverside Shakespeare. Boston: Houghton Mifflin
Company.

Helfgott, Donald. (2008). CEO and Co-Founder. Inspiration 8. Beaverton, OR:
Inspiration Software, Inc.

School Improvement in Maryland. (2004, August). Voluntary state curriculum: English
language arts. Retrieved June 28, 2008, from Maryland State Department of
Education Web Site: http://mdk12.org/instruction/curriculum/index.html

School Improvement in Maryland. (2004, August). Voluntary state curriculum: English
language arts. Retrieved June 28, 2008, from Maryland State Department of
Education Web Site:
http://mdk12.org/instruction/curriculum/technology_education/index.html