Lesson 3

“Sonnet poem”

Objectives:

Vocabulary: Recognizing important words for this lesson and for future lessons. Consult general and specialized reference materials.

Reading Literature: Compare and contrast the structure of two or more texts and analyze how the differing structure of each text contributes to its meaning and style.

Writing: Draw evidence from literary or informational texts to support analysis, reflection, and research.

Language: Use punctuation (comma, ellipsis, dash) to indicate a pause or break.

Speaking & Listening: Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation.

  1. Vocabulary: Recognizing important words for this lesson and for future lessons. Have students become familiar with the words below. I usually would give students 3 words a lesson or week, depending on what’s necessary. Students can do a variety of thing or whatever works for you when teaching vocabulary. Students can: look up the definition and write it down or put it in their own words, put the word in a sentence, draw a picture/cartoon, create an antonym or explain what the word is not, and a synonym as well. Do whatever you have time for, but do what works.
  2. Sonnet
  3. Syllable
  1. Reading Informational: Compare and contrast the structure of two or more texts and analyze how the differing structure of each text contributes to its meaning and style.

Shakespearean vs. Petrarchan worksheet

If you can at least show them this poem via an LCD projector, it would be great. Students need to see the difference and some of the explanations that go along with this website.

  1. Have students compare and contrast the differences between a Petrarchan sonnet vs. a Shakespearean sonnet.
  2. Some things that students will need to know before they start this assignment are: If the sonnet is going to be in the English form, the logical progression of thought should be as follows: the first 12 lines develop the main idea, and the last 2 lines (a rhymed couplet) give the conclusion. The Italian (Petrarchan) form, the pattern should be thus: The first 8 lines develop the main idea, and the last 6 lines give the conclusion. Italian (Petrarchan) rhyme scheme: abbacddcefgefg. Shakespearean: ababcdcdefefgg
  3. Have students read the following Petrarchan Sonnet and Shakespearean Sonnet
  1. They need to answer the questions below using evidence from the text to support each of their answers.

Questions
1.What is the rhyme scheme of the Shakespearean poem and the Petrarchan poem? Label each accordingly.
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2. What does the difference between the rhyme schemes do to the poems? How does it make them different? How does it make them the same?
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3. What is the main idea and conclusion of the Shakespearean poem? Use examples from the text to explain your meaning.
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4. What is the main idea and conclusion of the Shakespearean poem? Use examples from the text to explain your meaning.
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5. The main idea is the first 12 lines of a Shakespearean poem and the last two are the conclusion. What affect does that have on the poem? Use examples from the text to back up your reasoning.
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6. The main idea is the first 8 lines of a Petrarchan poem and the last 6 are the conclusion. What affect does that have on the poem? Use examples from the text to back up your reasoning.
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7. Which of the two types of writing would you rather read and why? Use examples from the text to back up your reasoning.
______
  1. Writing: Draw evidence from literary or informational texts to support analysis, reflection, and research.

Petrarchan Sonnet worksheet

It would be a wise idea to write a Petrarchan sonnet together as a class on happiness, anger, revenge, etc. Practice rhyme scheme with them if they have yet to master that skill. Modeling will help students with this writing assignment.

  1. Have students create an Italian (Petrarchan) Sonnet poem.
  2. The rules of creating a Petrarchan sonnet are as follows:
  3. The sonnet must be 14 lines long.
  4. The sonnet must have no more and no less than 10 syllables per line (Iambic pentameter).
  5. The sonnet must deal with the subject of sadness.
  6. The first 8 lines develop the main idea, and the last 6 lines give the conclusion.
  7. Rhyme scheme should be abbacddcefgefg
  8. To identify rhyme scheme, assign a letter of the alphabet to each rhymed sound at the end of a line. If that sound is repeated later on in the poem, that line receives the same letter.

Sometimes I eat light (a)

But sometimes I like it sweet (b)

We should eat some when we meet (b)

I think I just might (a)

  1. Below I have an example for you.

A Game of Chess
To John Brodie
By Gwen Harwood
Nightfall: the town’s chromatic nocturne wakes a Octet 8 lines
Dark brilliance on the river; colours drift b
And tremble as enormous shadows lift b
Orion to his place. The heart remakes a
That peace torn in the blaze of day. Inside c
Your room are music, warmth and wine, the board d
With chessmen set for play. The harpsichord d
Begins a fugue; delight is multiplied. c
A game: the heart’s impossible ideal- e Sestet 6 lines (change from the external
To choose among a host of paths, and knowf world of the game to the internal world
That if the kingdom crumbles one can yield g of the game)
And have the choice again. Abstract and real e
joined in their trance of thought, two players show f
the calm of gods above a troubled field. g

Your turn, make sure that you follow the above rules.

  1. Speaking & Listening: Post and respond to at least two other posts. Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation.
  1. Have students share theirpoem.
  2. They should view/critique two other poems.
  3. They should check for the following:
  4. The sonnet must be 14 lines long.
  5. The sonnet must have no more and no less than 10 syllables per line (Iambic pentameter).
  6. The sonnet must deal with the subject of sadness.
  7. The first 8 lines develop the main idea, and the last 6 lines give the conclusion.
  8. Rhyme scheme should be abbacddcefgefg
  9. To identify rhyme scheme, assign a letter of the alphabet to each rhymed sound at the end of a line. If that sound is repeated later on in the poem, that line receives the same letter.

Sometimes I eat light (a)

But sometimes I like it sweet (b)

We should eat some when we meet (b)

I think I just might (a)

  1. Students need to write a paragraph that explains the main idea of the entire poem as well as the conclusion. Explain what each stanza means. Students should do this for both poems that they critique.
  2. Students need to answer all questions posed to them.
  1. Language: Use punctuation (comma, ellipsis, dash) to indicate a pause or break.

Commas, Ellipsis, and Dash worksheet

You’ll need to either reserve a computer lab, so that every student has an internet workstation or use your LCD projector. It would be more fun for them and hopefully less work for you if you could get a lab. Students will be reviewing grammatical concepts and then taking quizzes online. They need to submit their completed quizzes to you. They can either hand write them or you can send them to the students electronically.

  1. Go to the following website:

Review Commas

  1. Take the quiz:
  2. Rewrite your sentences in the chart below. Don’t check your answer early, that’s cheating.

Complete sentences with correct commas.
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  1. Go to the following website:

Review Ellipsis

  1. Take the quiz:
  2. Rewrite your sentences in the chart below. Don’t check your answer early, that’s cheating.

Complete sentences with answers.
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  1. Go to the following website:
  2. Review Dash
  3. Take the quiz:
  4. Rewrite your sentences in the chart below. Don’t check your answer early, that’s cheating.

Complete sentences with answers.
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Rubrics

Writing

Questions / Yes / No
Did they complete their poem?
Did they have the following:
  1. The sonnet must be 14 lines long.

  1. The sonnet must have no more and no less than 10 syllables per line.

  1. The sonnet must deal with the subject of sadness

  1. The first 12 lines develop the main idea, and the last 2 lines (a rhymed couplet) give the conclusion.

  1. Rhyme scheme should be ababcdcdefefgg

Reading

Description / Yes / No
Did they fill out the worksheet correctly answering the questions?
Is it obvious that they read/evaluated the text?
Did they use examples from the text to support every answer where applicable?

Language

Description / Yes / No
Did they complete the charts?
Did they rewrite their sentences?
Did they have the correct answers? (They can check online)

Speaking and Listening

Description / Yes / No
Did theysharetheir poem?
Did they view/critique on two others’ poems by Writing a paragraph that explains the main idea of the entire poem as well as the conclusion. Explained what each stanza means.
Did they answer all questions posed to them?