3.4+Focus+Lessons-+Love

Narrative: Prior to this lesson, students will have come in contact with the sonnet form in the introductory weeks but since a month had passed between those lessons and this, a refresher lesson will be given on sonnets. The lesson will include the Petrarchan, Spenserian, Shakespearean form, showing them the subtle differences between the three.

Lesson 2: Week 7, days 2 and 3

A. Purpose a. To have students use text to support claims.

B. Objectives a. Student will be able to identify the structure of a sonnet. b. Student will be able to analyze poetic structure for meaning

C. Process/Procedure for Students a. Receive a handout with Shakespeare's Sonnet 116. b. Volunteer will read sonnet aloud. c. Class will review the structure of a sonnet. d. Individually color mark poem. e. Individually write response to poem. f. In groups of four, discuss meaning gathered from color marking. g. Share findings with whole class. h. Turn in colormarking and response.

D. Process/Procedure for Teacher a. Before 1. Prepare handout of Sonnet 116. 2. Students will already be familiar with color marking, reading responses, and sonnet structure. b. During 1. Give out handout. 2. Select a volunteer to read poem aloud. If none volunteer, read it yourself. 3. By writing on the board what the students say, review the parts of a sonnet that they learned in earlier in the unit: line length, rhyme scheme, rhythm. Fill in anything they may leave out. 4. Instruct students to color mark the poem. Circle room, assisting if needed. 5. When it looks like most students have reached the end of colormarking, tell them to write a response to it. Again, circling room and offering help where needed. 6. After ample time for writing, direct students into groups to discuss what meaning they gathered.

c. Closing 1. Call class back together and welcome comments from groups discussing what everyone thought the poem meant. Guide readings for textual support and listen to all ideas. Make note of who speaks, encouraging everyone, for participation grade. 2. Collect colormarkings and responses to grade for connectedness and textual support.

E. Materials a. handout of poem

F. Assessment a. Each student receives a participation grade for speaking in class if they talk. A mark will be placed next to each name that participates meaningfully with extra marks to extra comments. b. Colormarked poems and responses will be collected and graded based on how deeply they marked the passage, how much textual support was given in the response, and how the response connected to the colormarking and poem.

G. Modification Accommodations a. Teacher will monitor for struggling students when circling the room during colormarking and response writing. Assistance will be given to obviously struggling students, perhaps pointing out a pattern or an idea of a category. b. Group discussion should help struggling students see what others think the meaning is, as well as give time to form a thought that can be shared in class to receive the participation point.

H. Rationale The point of this activity is to have the students practice their literary analysis skills on a passage that is not prose. All of the literary analysis and colormarking they have done so far has been on prose passages and this activity will show them that the same techniques can be used on poetry, though more is added to their analysis now that they are aware of meter, rhythm, and rhyme scheme. They will work individually on the colormarking and reading responses so that each student has the time and attention they need to really struggle with the text. Having them discuss their findings afterward gives them a chance to explain their standings before presenting them to the class. Having each student have a prepared item to discuss before opening discussion helps boost conversation into a more cohesive discussion. Their reading responses will be graded on how much textual support they can give for their claims on meaning. Their colormarking will be graded based on how deeply they engaged with the text and the two assignments will be graded together based on connectedness to show that colormarking is a helpful tool in literary analysis.

I. Standards This lesson plan covers the following Sunshine State Standards: LA.910.1.6.2: The student will listen to, read, and discuss familiar and conceptually challenging text. Though the poem given may not be familiar to the students, they will be listening to, reading, and discussing it as a conceptually challenging text. LA.910.1.7.1: The student will use background knowledge of subject and related content areas, prereading strategies (e.g., previewing, discussing, generating questions), text features, and text structure to make and confirm complex predictions of content, purpose, and organization of a reading selection. Through the colormarking activity, the student will predict what the poem is about as well as using the sonnet structure to confirm their predictions. LA.910.2.1.3: The student will explain how meaning is enhanced through various features of poetry, including sound (e.g., rhythm, repetition, alliteration, consonance, assonance), structure (e.g., meter, rhyme scheme), and graphic elements (e.g., line length, punctuation, word position). In their reading responses, the students will note how the meaning is enhanced through the structure that will have been previously discussed. LA.910.3.2.2: The student will draft writing by establishing a logical organizational pattern with supporting details that are substantial, specific, and relevant. The reading responses will include textual support from the poem to create their claims on meaning. LA.910.4.3.1:The student will write essays that state a position or claim, present detailed evidence, examples, and reasoning to support effective arguments and emotional appeals, and acknowledge and refute opposing arguments. This standard will be supported through their reading responses where their claims will be affirmed by their evidence from the text.

Lesson 3: Week 7, days 4 and 5

A. Purpose a. To help students recognize the differences between modern and ancient language

B. Objective a. Student will be able to paraphrase a poem into modern terms without losing the original meaning.

C. Process/Procedure for Students a. Receive new copy of Shakespeare's Sonnet 116. b. Class discussion about the differences between language used in Shakespeare's time and language used now. c. Break into pairs to paraphrase the poem together, not worrying about structure. d. After the poem is paraphrased into modern terms, individually edit the phrasing to follow sonnet structure. e. Share poem aloud with class. f. Turn in poem. g. Receive poem later to place in portfolio.

D. Process/Procedure for Teacher a. Before 1. Prepare handout of Sonnet 116. b. During 1. Give out handout. Acknowledge that now that meaning has been discussed they will be looking exclusively at language. 2. Lead discussion about the differences between Shakespearean language and modern language: syntax, vocabulary, connotation. Scaffold student thinking so that it is not all overt instruction. Ask questions to get students thinking of differences themselves. 3. Break students into pairs. Have them paraphrase poem into modern terms. Challenge them to think of new ways of saying the same thing and make phrases their own. Encourage creativity. Tell them to ignore the structure for the time being. Circle room to offer help if needed. 4. Tell students that once they have paraphrased the whole poem in pairs, they will break off individually to edit the poem to fit the sonnet structure. Assure that iambic pentameter is not necessary but the rhyme scheme is. Circle the room to offer assistance if needed. 5. Encourage students to read their new poems aloud. c. Closing 1. Collect poems, with drafts, grading on creativity and structural rules followed. 2. Hand back poems later with instructions to be placed in portfolios.

E. Materials a. handout of poem

F. Assessment a. Drafts will be graded based on attempt at original language and to make sure that it was a group effort. b. Final poems will be graded based on sonnet structure and creativity.

G. Modification Accommodations a. Opening discussion of language differences will be open to other language connections and be obvious in the differences so that struggling students will be able to identify them in their pairs. b. Pairings will group struggling and not struggling students to help the other. c. Focus of grading on final poems will be on structure and creativity, not on grammar or spelling which should encourage struggling students to work hard on those elements.

H. Rationale The point of this assignment is to show students how language changes over time and that reading a passage also requires an analysis if language. The class discussion on what differences they noticed will help get the pairs started thinking on how they would paraphrase the poem. Using the same poem they saw the day before will make the material familiar to them and split up the search for meaning and the battle with the text. Because they will already have an idea of what the poem is about they will have that to fall back on when paraphrasing, instead of trying to discern meaning and language at the same time. Having them work in pairs on an activity that they have never done before will help them feed off of each other's ideas and help them see every word instead of perhaps only looking at sections or phrases. Pairing them up will also make the task of re-writing the poem less daunting. Individually editing the poem helps them make it their own as well as making grading easier. Grading will be based on how well they recreated the meaning of the original poem, how well the managed to return to sonnet form, and how good their paraphrasing was.

I. Standards This lesson plan covers the following Sunshine State Standards: LA.910.1.6.2: The student will listen to, read, and discuss familiar and conceptually challenging text. This lesson will use the same poem as the day before which is a familiar and conceptually challenging text. LA.910.1.7.3: The student will determine the main idea or essential message in grade-level or higher texts through inferring, paraphrasing, summarizing, and identifying relevant details. This lesson focuses on the paraphrasing of a text to convey the meaning in the student's modern terms. LA.910.2.1.3: The student will explain how meaning is enhanced through various features of poetry, including sound (e.g., rhythm, repetition, alliteration, consonance, assonance), structure (e.g., meter, rhyme scheme), and graphic elements (e.g., line length, punctuation, word position). When the students edit their paraphrased form of the poem to return to the structure of a sonnet, they will be demonstrating how meaning is enhanced by that structure. LA.910.2.1.9: The student will identify, analyze, and compare the differences in English language patterns and vocabulary choices of contemporary and historical texts. The class discussion at the beginning of the period will help students identify the differences in Shakespearean speech and modern speech, as well as their paired paraphrasing activity. LA.910.3.2.3: The student will draft writing by analyzing language techniques of professional authors (e.g., figurative language, denotation, connotation) to establish a personal style, demonstrating a command of language with confidence of expression. The students will be using the poem as a template for their own interpretation of the material as well as analyzing the techniques used during the paraphrasing.

Sonnet 116

Let me not to the marriage of true minds Admit impediments. Love is not love Which alters when it alteration finds, Or bends with the remover to remove O no! it is an ever-fixed mark 5 That looks on tempests and is never shaken; It is the star to every wandering bark, Whose worth's unknown, although his height be taken. Love's not Time's fool, though rosy lips and cheeks Within his bending sickle's compass come: 10 Love alters not with his brief hours and weeks, But bears it out even to the edge of doom. If this be error and upon me proved, I never writ, nor no man ever loved.

Narrative: Between the last lessons and this one there will be a lesson on Sonnet 4 3 by Elizabeth Barrett Browning, more commonly known as "How Do I Love Thee?" In this lesson, the students will be asked to identify a love object, be it a person, a thing, an activity, or an idea. They will write their own love poem for this object and bring in a visual representation of it to assist in the presentation of the poem upon completion of writing to the class.

Lesson 5: Week 8, days 4 and 5

A. Purpose a. To help students see poetry in simple things and showcase their own cultures to their classmates.

B. Objective a. Student will be able to construct a poem from words found in writings. b. Student will be able to present a piece of writing from their culture to share with the class.

C. Process/Procedure for Students a. Bring in a piece of writing from your culture. b. Share your writing with classmates, comparing what was brought in. c. Glean interesting words from different artifacts and either cut them out of the paper or write them on little slips given by teacher. d. Individually form words into a poem. Glue the pieces of paper on a larger piece. e. Break into groups of four. Share your completed poem with group members. Explain why you chose the form of poem to group and in writing on the back of the poem. f. Turn in poem. g. Receive poem back later to be put into portfolio.

D. Process/Procedure for Teacher a. Before 1. Ask students to find a piece of writing that represents their culture. Any writing is fine: newspaper, magazine, story, poem, etc. Tell them to ask parents for help and that using the internet is fine too. Tell them that it is preferred if the paper can be cut up and the bigger the font, the better. 2. Have extra cultural pieces available for those that couldn't find one or found a little. b. During 1. Check off each student for bringing in a piece of writing. Find out which materials may be cut and which not. 2. Have students present writings and why they chose them to the class. Place writings on tables which will be open to students to select writings from freely. One table will be for writings that can be cut and one for ones that cannot. Monitor table so that pieces not to be cut don't get mixed in. 3. Allow students to come up to tables and select a piece to looks at. Instruct students to find interesting words in their selection. Tell them to cut out the words. If the piece cannot be cut, write the words on little slips of paper given. Tell them to try and find thirty words. Circle room. 4. Tell students to take the words and form a poem using any of the forms that they have learned about in this unit.. They are only allowed to use small extra words: is, will, be, can, and, but, or, etc. and they can change the part of speech on a word. Circle room. 5. Hand out larger pieces of paper to glue the words to. c. Closing 1. Break students into groups of four to share their completed poems. Have students share their poems with their group members. Have them explain why they chose the form they did to their group and on the back of their poem. Circle room. 2. Collect poems and grade for completion. 3. Return poems with instructions to put in portfolio.

E. Materials a. Construction paper. b. Scissors c. glue d. extra cultural writings

F. Assessment a. Participation points will be given to students who bring in a cultural writing. b. Poems will be graded on completion and cohesion within constructs of poetic structures learned in the unit.

G. Modification Accommodations a. Groups will be formed to scaffold struggling students as well as overly talkative people.

H. Rationale The point of this lesson is to help students recognize their own unique culture and share them with the class as well as giving them the chance to find poetry in anything. Presenting their piece of writing helps them become comfortable in front of a group of people and helps build classroom community. Being free to select words that interest them show them that they do find words interesting. Forming the poem based on a structure that they have become familiar with jogs their memories from the previous weeks and helps solidify the new knowledge through repetition. Explaining why they chose the form that they did will force them to support their choice with more than a simple answer of enjoying it. Being held responsible to peers will scaffold coherent thoughts. Poems will be given participation points for completion and graded on how well they fit the constructs of the poetic form they selected. The reasoning on the back of the poem will help them show their understanding of a given form as well as an analysis of why they enjoy it which shows a deeper learning than only selecting a poetic form.

I. Standards This lesson plan covers the following Sunshine State Standards: LA.910.1.7.7: The student will compare and contrast elements in multiple texts. By sharing their piece of writing with the group, they will be comparing what each member brought and why they represent their culture. LA.910.2.1.3: The student will explain how meaning is enhanced through various features of poetry, including sound (e.g., rhythm, repetition, alliteration, consonance, assonance), structure (e.g., meter, rhyme scheme), and graphic elements (e.g., line length, punctuation, word position). The summary of why they chose the form of poem for their found poem will synthesize how structure enhances poetry. LA.910.3.2.3: The student will draft writing by analyzing language techniques of professional authors (e.g., figurative language, denotation, connotation) to establish a personal style, demonstrating a command of language with confidence of expression. Writing a found poem will showcase their personal style and how they express themselves. LA.910.5.1.1: The student will use fluent and legible handwriting skills. The poem had to be legible to be read and it has to be hand written in portions at least. LA.910.5.2.1: The student will select and use appropriate listening strategies according to the intended purpose (e.g., solving problems, interpreting and evaluating the techniques and intent of a presentation). The students will have to listen to each other's presentations on their piece before they can continue their own work. LA.910.5.2.2: The student will research and organize information for oral communication appropriate for the occasion, audience, and purpose (e.g., class discussions, entertaining, informative, persuasive, or technical presentations). The students will be researching their culturally representative piece.

Narrative: After this lesson, there will be a concluding week of revision and publishing of some of the students' poems, including group and independent workshopping. They will select which five of their poems, including one of each form, one of the creative poems, one extra poem they wrote and the drafts of revision, to revise to completion. The rest of their poems will be included in the portfolio in their rough draft form. A day of the work-shop week will be another reading day with the same books that were available at the beginning of the unit to select a professional poem that speaks to them to include in the portfolio. The portfolios will be graded based on including all necessary items, creativity, conventions, format, and understanding of the material. The students will also participate in the bookend of the anticipation guide they did at the beginning of the unit to show how their ideas of poetry may have changed through learning more deeply about the subject.