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Sonnet lesson

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.

math lesson

1. Objectives a. Student will be able to analyze the number of syllables in different poems for meaning.

2. Procedure for Students a. Break into groups. Each group gets a poem: haiku, free form poem, or sonnet, and a large sheet of graphing paper. b. Each group counts the syllables in each line of the poem. c. Plot the number of syllables on the big piece of paper, one for each line. d. Each group presents their graph. e. Take notes on graphs, discuss the patterns.

3. Procedure for Teacher a. Before 1. Prepare poem handouts, even numbers of each variety. b. During 1. Break students into groups. Give each group a poem: haiku, free form, or sonnet, and a large piece of graphing paper. 2. Have each group count the syllables in each line of their poem. 3. Have each group plot the number of syllables on the big piece of paper, one for each line. Circle the room, offer assistance where needed. 4. Have each group present their graph to the class. 5. Make sure students take notes on the graphs while the class discusses the patterns found. Lead conversation about why each type of poem has a different number of syllables. c. After 1. Display syllable graphs on classroom walls.

4. Materials a. pieces of large graphing paper b. copies of poems c. markers 5. Accommodations a. Form groups heterogeneously to assist struggling students with stronger ones. b. Model good note taking skills during discussion time to help scaffold struggling students.

i. Identify the subject and form required in traditional Haiku. ii. Write Haikus following traditional criteria. iii. Use descriptive words to recreate a visual image in writing i. Haikus 1. Morning- by Laura Purdie Salas Overnight, autumn decorates delicate leaves with glitter frosting
 * __Nature Haiku__** (2 day lesson plan)
 * 1) **__Purpose__**
 * 2) 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);
 * 3) LA.910.2.1.8 The student will explain how ideas, values, and themes of a literary work often reflect the historical period in which it was written
 * 4) **__Objective for this lesson__**
 * 5) Students will be able to:
 * 1) **__Process/Procedures for Students__**
 * 2) Students will learn about the history and structure of Haikus. They will read a few examples of Haikus. They will talk as a class and identify the //kigo// and //cutting// in each poem.
 * 3) Students will watch a slideshow of various nature pictures. After the slideshow, they will go up to the front of the room and select a nature photograph that they think is beautiful or interesting.
 * 4) Students will work individually to write a list of 50 words that describe the picture. They will have 10-15 minutes to brainstorm.
 * 5) Students will then select words from their list to make a Haiku about the picture, following the form and including a //kigo// and a //cutting//.
 * 6) Once the poems are finished, students will create an 8.5 x 11” poster including the Haiku and the picture that inspired it on construction paper. This will be turned in at the end of class or finished at home and turned in the next day.
 * 7) **__Process/Procedures for Teachers__**
 * 8) **__Preparation__ --** Find online or take 30+ pictures from nature that are interesting and creative. Create a slideshow using these pictures to show in class. Also print the pictures for the students to use for their poems and set them out on a table in the classroom.
 * 9) **__Introduction__** – Using Overt Instruction to introduce the poetry form of Haiku to the students, the teacher will present an overview of its history. The teacher will have a few volunteers read some examples of Haiku poetry. While acknowledging the fact that many students might have learned about haikus in brief before, the teacher will show that there is more to a Haiku than a 5-7-5 syllable structure. The teacher will explain the purpose and meaning of //kigo// and //cutting// in a Haiku and will explain the structure of the poem as well.
 * 10) **__During__** -- After the overt instruction, the teacher will play a slideshow of nature 30+ nature photographs. The teacher will have the same photographs set out on a table in the classroom, and will have students select one photo that seems interesting or unique. Teacher will tell students to look for and write a list of descriptions, objects, and actions that relate to the picture. She will remind students to use all 5 senses to describe the picture, like they described the candy bar in an earlier lesson. While students are writing their lists, the teacher will move throughout the classroom, encouraging and assisting as necessary. After 10-15 minutes, the teacher will direct the students to create a Haiku about the picture, using words from the list they created. Students will then be directed to create a small poster using construction paper including their poem and the picture that it is based on.
 * 11) **__Closing / Summation__** – Collect posters and check to ensure that haikus follow the 5-7-5 structure and include both a //kigo// and //cutting.// Return poems with instructions for students to keep them to include in their final portfolio, and have students with poems that do not meet the criteria write a new poem with added emphasis on the 3 major components of a Haiku.
 * 12) **__Materials Needed__**

2. Heron- by Andromeda Jazmon Only his reflection wavers in the evening light; great blue heron

3. Poem- by Kobayashi Issa The snow is melting and the village is flooded with children

4. Celebrating Spring- by Elaine Magliaro Celebrating spring cherry trees don party clothes… look pretty in pink!

ii. Photograph slideshow and hard copies of pictures iii. Construction paper iv. Printer paper v. Glue/Markers/Scissors
 * 1) **__Assessment__**
 * 2) At the end of the lesson, students will turn their Haikus in to the teacher for assessment. Poems will be graded for inclusion of the 3 main elements in Haiku poetry and for detailed word selection.
 * 3) **__Accommodations__**
 * 4) Students will write and create their haikus in the safe, encouraging environment of the classroom. Craft supplies will be provided, so that every student has the same opportunity of time and resources
 * 5) Students will choose the picture that they write about, so that they can write about something that appeals to them and attracts their interest.