This paper is a literary analysis of a sonnet written by an English sonneteer.
Scenario:
Students will select a sonnet from one of the approved sonneteers and will write a poetry analysis on this selection determining the meaning of the poem from their teacher’s sheet, “ A Sonnet for Your Thoughts” as well as analyze the use of three poetry techniques within the sonnet enlisting the help of critics to support their analysis. Students begin with a lesson on sonnets where they break down their sonnet before coming to the library. Students will then use print and online resources to find support for their initial analysis of the sonnet and literary terms found. Students may use the author's background, writing style, and historical period to aid in the analysis and research of the sonnet. In using print and online resources, searches modeled by school librarian, students develop research skills moving from an initial analysis to a more developed thesis with support of their analysis of the author's style, the literary elements used and the overall effect of the sonnet form. Practicing ethical use of information through the creation of source and notecards using MLA format, students synthesize critical analyses into their own interpretation to create a research paper.
Overview:
How does [insert sonneteer's name] use literary techniques to convey his/her message/theme in [insert sonnet name]?
In answering the above essential question, students will read an critique dramatic selections from a variety of authors (to choose their sonnet),read and critique a specific type of poetry (sonnets and the type of sonnet style based on the sonnet chosen), create source and notecards in MLA format, and then write a documented research paper.
Final Product:
The final product will be completed in pieces so that the school librarian and collaborating teacher can check for understanding and lead students in the right directions. The "Sonnets for Your Thoughts" sheet is to be completed before initial visit to the library. Second, creation of correctly formatted source and note cards which are due a few days after the library time. Third, students work with classroom teacher on developing a sentence outline that leads to a rough draft. Students will then have an opportunity, on their own; to return to the library to fill the gaps of their research so that the final 3-5 paper can be written. Students will be assessed on the various components of the product along the research process.
Library Lesson:
The students will:
1. Use print resources to familiarize themselves with their sonnet and sonneteer's style, historical time period, and literary elements so that they can add information to their initial analysis of their sonnet.
2. Use online resources and model effective search practices to find critical essays to support their essential question and allow for them to draw conclusions, make informed choices, and apply that knowledge to their research results.
3. Use information and technology ethically and responsibly when evaluating internet resources for authority, accuracy, relevance and scope.
4.Create source cards that develop into an MLA formatted Works Cited Page using source card templates provided by the library and a library lesson on using Easy Bib.
Estimated Lesson Time:
90 minutes
Have you taught this lesson before:
Yes
Strategies for differentiation:
Some changes that have been made:
Redrafted the "Sonnets for Your Thoughts" sheet
Choose sonneteers that resources can support.
Each student must have his/her own sonnet- no two sonnets can be done within a class period.