Sonnet 130-- rude or reality?

This lesson focuses on Shakespeare's "Sonnet 130." It contains a copy of the sonnet, questions to use when discussing and analyzing the sonnet, and a creative component.

This lesson has modifications for Novice Low Limited English Proficient students

A lesson plan for grades 9–12 English Language Arts and English Language Development

By Elizabeth Mackie and Vicki Moats

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• Learn more about English language arts and English language development.

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Learning outcomes

Students will:

• understand the structure of the sonnet.
• identify the vocabulary words simile, metaphor, rhyme scheme, assonance, and alliteration.
• analyze the text by line by line interpretation and by looking for an overall meaning.

Teacher planning

Time required for lesson

1.5 hours

Materials/resources

• Each student will need a copy of the sonnet (see Sonnet 130 attachment at bottom of page — open and print). You may also want to copy, paste, and enlarge this document to use as a transparency.
• Each student will need a copy of the sheet for analyzing (see analyzing Sonnet 130 at bottom of page — open and print). Again, you may want to enlarge this and use as a transparency.
• Each student will need something to write with. For marking on the poem itself, colored pencils or pens are easier to see but are not necessary.
• Upper-level students will benefit from attachment entitled “Sonnet 130.”

Technology resources

Overhead (if you choose to use transparencies)

Pre-activities

It’s better to know background on Shakespeare and the sonnet format, but not actually necessary (pretend you’re a New Critic only caring about picking apart the actual text).

Activities

1. Pass out copies of “Sonnet 130″ to each student.
2. Pass out copies of Analyzing “Sonnet 130″ to each student.
3. Choose a reader to read the poem OR read the poem aloud yourself. Either way, make sure you and the students know that when reading poetry, you ONLY stop where there is punctuation. Stopping at the end of a line that contains no punctuation often throws off the flow of the poem and hinders comprehension.
4. Ask the following question: What does this sonnet mean? Take volunteers if there are any, and pick victims if no one has a guess. Get at least three or four responses before proceeding the Analyzing of “Sonnet 130.”
5. Allow students to work in pairs or in groups (they either choose themselves or you choose for them). This will depend on your teaching style. Don’t let more than 3-4 people work together. Have students work on questions 1-7 together doing #2 LAST (for LEP/ESL modifications). You may need to explain, or this lesson may build on prior information you’ve already discussed (allow them to work 10-15 minutes or until they seem to be finished).
6. Go over questions 1-7 with your students. You may ask for volunteers or call on students at random. Either way, come up with the best possible answers to the questions. This is also where you go over line by line meanings. This poem is pretty simple and good to start with for this reason. The last two lines (the turn) are the most important. Otherwise you (and your students) may think the speaker wasn’t all about his “mistress”. Note-- even without a poem from the time period, you can use the poem to generate lines other authors may have used in their poetry. Example: change the first line to “My mistress’ eyes burn brightly like the sun.” The authors of the period were into outrageous comparisons, and Shakespeare was poking fun (time will vary).
7. After going over questions 1-7, assign questions 8 and 9 to work on individually. This can be done in class or for homework. The questions are opinion questions but should relate to the sonnet. You decide how much of a response you expect for each question ranging from a paragraph to half a page.

Assessment

• Part of the assessment will be based on completion of the Analyzing “Sonnet 130″ worksheet and the two opinion questions at the bottom. You can grade writing based on a rubric.
• The second option is taking another, slightly more difficult sonnet and creating a format based on the one I provided. Ask them to complete a similar piece either individually or in pairs.
• You may use this type of assignment to get higher functioning students to write critical response papers in the four to five paragraph format.
• You may also give students the following two choices:
  • Fold a sheet of white paper (which would be an additional material if you choose this option) in half. To the left, create Shakespeare’s mistress according to the poem. To the right, create the opposite type of woman that other poets were praising-- the ideal or purely fictitious woman.
  • OR based on this sonnet format, create a response from the mistress’ point of view. Are you happy? Are you angry? Establish your tone. You want to have longer lines and match the rhyme scheme, but at this point that’s about it (effort).

NOTE: you may want to create a rubric for grading each piece at rubistar.

Supplemental information

Attachments:

• Analyzing Sonnet 130
• ELD Vocabulary
• Sonnnet 130
• Sonnet 130 paper
• ELD Modifications

Most literature texts contain information on Shakespeare, his sonnets, and sonnets in general.
Poem text with modern English text beside it can be found at:
http://www.shakespeare-online.com/sonnets/130detail.html
Online activities
http://www.learn.co.uk/default.asp?WCI=Unit&WCU=1837

Related websites

http://www.rubistar4teachers.org
This site will help you generate rubrics

Modifications

See Modifications for Novice Low attachment

Alternative assessments

• Vocabulary assessment on Vocabulary attachment.
• NL student should have completed answers on other activities although they may be copied rather than student generated.
• NL student should be evaluated on art activity.

Critical vocabulary

simile, metaphor, assonance, alliteration, rhyme

Comments

This lesson plan was developed during the English Language Development Standard Course of Study lesson planning institutes hosted by the North Carolina Department of Public Instruction and LEARN NC, June and July, 2004. It includes specific strategies, instructional modifications, and alternative assessments which make this lesson accessible to limited English proficient students. Please note that this lesson has been aligned with the goals and objectives of the N.C. English Language Development
standards.