Jon+and+Janelle+LP+3

CRAFT AND STRUCTURE 4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. 7.4.4.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama. 5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole. 7.4.5.5 Analyze how a drama’s or poem’s form or structure (e.g., soliloquy, sonnet) contributes to its meaning. 6. Assess how point of view or purpose shapes the content and style of a text. 7.4.6.6 Analyze how an author develops and contrasts the points of view of different characters or narrators in a text, including those from diverse cultures |||| ** Learning Objective: Key Understanding(s) you intend students to obtain: ** (What will you do? What do you expect students to do? Include set induction and closing.)  ||  ** Time Allotment **  ||
 * Lesson Template **
 * **Desired Results** ||
 * ** Relevant Minnesota or Nat’l Content Standards: **
 * Shakespeare’s works revolved around much thought on structure, sound.
 * The English language is flexible and ever changing. ||
 * **Assessment Evidence** ||
 * ** What do you want your students to __know__? **
 * Poetic structure; primarily the sonnet
 * Poetic meter
 * Poetic rhythm
 * Syllable usage within meter and rhythm
 * Rhyme |||||| ** What do you want students to be able to __do__? **
 * Identify key elements revolving around the sonnet
 * Apply the concepts to create a sonnet ||
 * ** __Group Accountability (Formative)__ **
 * How will you check to see whether your class has met your learning objectives? **
 * Understanding can be gauged through participation, observation, and general observation during the class sonnet translation and construction as well as during the term recognition and term identification activities. |||||| **__ Individual Accountability (Summative) __**
 * How will you check to see if individuals have acquired the knowledge/skills you expected them to learn? **
 * If the cooperating teacher chooses, the finished product of the sonnet translation and construction final product can be used as a gauge for individual understanding of the concepts of a sonnet ||
 * **Learning Plan** ||
 * ** What key vocabulary/language will students need to know to meet the learning objective? **
 * Sonnet
 * Meter
 * Rhythm
 * Rhyme Scheme |||| ** How will you teach this key vocabulary to enable students to meet the learning objective? **
 * Exposing students to Shakespeare’s sonnets and language will create experiences in recognizing rhyme schemes, meter, and poetic rhythm as well as interpreting and understanding the complex language.
 * By creating a sonnet as a class students will be able to apply the concepts of rhyme, rhythm, and meter to ensure a better understanding of all vocabulary. ||
 * ** What is the Essential/Guiding Question(s) for this Lesson? (It should correlate to your learning objective.) **
 * How do poets manipulate language into such strict forms of poetry?
 * How much has the English language changed over the past 400 years? Does this affect our ability to interpret meaning out of those words? |||| ** How will you differentiate for all the learners (ELL, Sp. Ed., poverty, gifted, etc.) in your class? **
 * Differentiation Options: questions, stems, sentence frames, strategies, etc. ** ||
 * ** Materials/Resources Required: **
 * “In Shakespeare’s Words” handout
 * “The Sonnet” poems and terms worksheet
 * “A Sonnet within //Romeo and Juliet//” activity worksheet ||
 * **SCHEDULE OF ACTIVITIES** ||
 * ** Method/Strategy **
 * Term recognition—The instructor will pass out “The Sonnet” worksheet, which includes two poems nad space for notes to be taken on the terms presented in class. Using Shakespeare’s “Let me not to the marriage of true minds,” students will follow along with the instructor and answer the questions pertaining to the patterns within the sonnet. They will also follow along taking notes || 15min ||
 * Term Identification—Using “My mistress’ eyes are nothing like the sun” students will prompted to locate the terms previously covered and identify them on the board. || 9min ||
 * A Sonnet within Romeo and Juliet—Students will be guided through translating a sonnet within the passages of //Romeo and Juliet//. As a class, a modern English translation of the passage will be constructed. Afterwards, students will be asked to help begin a sonnet out of the newly translated passage. Any unfinished work will be the students’ responsibility to finish on their own. || 24min ||