Analyzing Sonnets

Created by:

Lori Donovan

Title/Role:

Assistant School Librarian

Organization/School Name:

Thomas Dale High School

Location:

Virginia

Grade Level:

Type of Lesson:

Lesson in a unit

Type of Schedule:

Flexible

Collaboration Continuum:

Intensive

Content Area:

Language Arts

Content Topic:

This paper is a literary analysis of a sonnet written by an English sonneteer.

Standards for the 21st-Century Learner

Skills Indicator(s):

1.1.1 Follow an inquiry-based process in seeking knowledge in curricular subjects, and make the real-world connection for using this process in own life.

2.1.3 Use strategies to draw conclusions from information and apply knowledge to curricular areas, real-world situations, and further investigations.

3.1.3 Use writing and speaking skills to communicate new understandings effectively.

Dispositions Indicator(s):

1.2.6 Display emotional resilience by persisting in information searching despite challenges.

2.2.3 Employ a critical stance in drawing conclusions by demonstrating that the pattern of evidence leads to a decision or conclusion.

4.2.1 Display curiosity by pursuing interests through multiple resources.

Responsibilities Indicator(s):

1.3.3 Follow ethical and legal guidelines in gathering and using information.

2.3.3 Use valid information and reasoned conclusions to make ethical decisions.

3.3.7 Respect the principles of intellectual freedom.

Self-Assessment Strategies Indicator(s):

1.4.1 Monitor own information-seeking processes for effectiveness and progress, and adapt as necessary.

2.4.3 Recognize new knowledge and understanding.

3.4.2 Assess the quality and effectiveness of the learning product.

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

Assessment

Product:

Students will be assessed on the various components of the product along the research process. 1. Creation of source and note cards for format and content. 2. Development of a full-sentence, in-text cited outline. 3. Development of a rough draft with quotes, paraphrases, and summaries of research included with proper in-text citation and working draft of a works cited page. 4. Creation of final drafts, specifically, taking notes from teacher and school librarian in closing gaps in rough draft before turning in final draft.

Process:

Students will be assessed on the process each day they are in the library: Sonnet Analysis Checklist Number of Resources Used: Not Met = I found only one resource for my topic Approaches = I found two resources for my topic Meets = I found four resources for my topic (1 print, 1 database, 1 internet, and one other) Exceeds = I found more than four resources for my topic (one is print) Range of Resources Used: Not Met = I found only one resource and made a source card Approaches= I found two resources and made source cards Meets= I found all required sources both print and online and made source cards Exceeds= I found more sources than the required sources and made source cards Information Found: Not Met = I made notecards from at least one source introduced in the library Approaches= I made notecards from at least two sources introduced in the library Meets = I made multiple notecards from all sources introduced in the library Exceeds= I made multiple notecards from more than the required sources introduced in the library

Student self-questioning:

The self-assessments are listed below. Checklist for Research Day 1 – Using Print Sources 1. _____ I have located a print source that gives me background information on the author of my sonnet. 2. _____ I have created a source card for the print source that gives me information on my author. 3. _____I have located a print source that discusses my sonnet’s form. 4. _____ I have created a source card for my sonnet form. 5. _____ I have begun to take notes on my sonnet both on my author’s writing style and the form of the sonnet and have shown them to the teacher and/or school librarian. 6. _____ I have asked the teacher and/or school librarian questions about my research that helped me clarify my own analysis of my sonnet. Checklist for Research Day 2- Using Online Databases 1. ____ I have located an article from a reference source or scholarly journal from an online database. 2. The database I used was _______________________________________. 3. ____I have created a source card for the database following the format in the database. 4. The second database I used was _________________________________. 5. _____ I have created a source card for the database following the format in the database. 6. _____ I have added to my notes gathering information on my sonnet’s literary elements and have shown them to the teacher and/or school librarian. 7. _____ I have asked the teacher and/or school librarian questions about my research that helped me clarify my own analysis of my sonnet. Checklist for Research Day 3- Internet Sources 1. _____ I have located an internet source from the pathfinder page and/or the Portaportal account. 2. _____ I have created a source card for my internet site and had the format checked by the teacher and/or school librarian 3. _____ I have added to my notes gathering information on my sonnet’s literary elements and have shown them to the teacher and/or school librarian. 4. _____ I have asked the teacher and/or school librarian questions about my research that helped me clarify my own analysis of my sonnet. 5. How have I begun to identify patterns in the information I found? Look over your note cards and begin to organize them to turn in to the teacher.

Instructional Plan

Resources students will use:

Dataset (ie. lists, tables, databases)

Interactive Resource (i.e. webpages, multimedia learning objects, chat services)

Service (i.e. photocopying service, bank service, interlibrary loans)

Text (books, letters, poems, newspapers, etc.)

Interactive Resource URL:

http://http://guest.portaportal.com/tdhssonnetslibrary

Resources instructor will use:

Projector

Laptop

Smart board

Instruction/Activities

Direct instruction:

Before arriving to the library, the teacher had students choose a sonnet and complete a pre-research activity called "A Sonnet for Your Thoughts". This sheet asked students to "translate" their sonnet to present day English, find words or terms they were not familiar with and define, and any literary elements that they can identify at this point (without research).

Modeling and guided practice:

The teacher and school librarian use a sonnet not chosen by students as a model to show how to fill out the "Sonnet for your Thoughts" worksheet. The school librarian will model using print and online sources based on that sonnet to model/guide students as they search for critical analyses of their sonnet or sonneteer by using a document camera for print resources and a laptop and Smart Board to highlight passages that could be used as research. The school librarian modeled filling out source card templates, and the teacher modeled the note card format. The teacher worked with students in the classroom developing their outlines and sent students to the library to see school librarian for additional resources to close gaps in research.

Independent practice:

Students were given time during the class period to locate, access, and use resources for their sonnet or sonneteer. The teacher and school librarian were available to help guide students to resources and/or aid in explaining what the resource information had to say relating to their sonnet or sonneteer.

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.

AASL/Common Core State Standards Crosswalk

English Language Arts:

CC.11-12.W.7 » English Language Arts » Research to Build and Present Knowledge » 7. Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. (11,12)

CC.11-12.W.8 » English Language Arts » Research to Build and Present Knowledge » 8. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation. (11,12)

CC11-12WH/SS/S/TS1b » Writing Standards » b. Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form that anticipates the audience's knowledge level, concerns, values, and possible biases. (11,12)

CC.11-12.W.2.b » English Language Arts » Text Types and Purposes » b. Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic. (11,12)

CC11-12RS/TS8 » Reading Standards for Literacy in Sci Tech » 8. Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data when possible and corroborating or challenging conclusions with other sources of information. (11,12)

CC11-12RH/SS6 » Reading Standards for History » 6. Evaluate authors' differing points of view on the same historical event or issue by assessing the authors' claims, reasoning, and evidence. (11,12)

CC11-12RH/SS8 » Reading Standards for History » 8. Evaluate an author's premises, claims, and evidence by corroborating or challenging them with other information. (11,12)

CC.11-12.W.9 » English Language Arts » Research to Build and Present Knowledge » 9. Draw evidence from literary or informational texts to support analysis, reflection, and research. (11,12)

CC.11-12.W.1.e » English Language Arts » Text Types and Purposes » e. Provide a concluding statement or section that follows from and supports the argument presented. (11,12)

CC.11-12.W.1 » English Language Arts » Text Types and Purposes » 1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. (11,12)

CC.11-12.W.2 » English Language Arts » Text Types and Purposes » 2. Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. (11,12)

CC.11-12.R.L.1 » English Language Arts » Key Ideas and Details » 1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. (11,12)

CC.11-12.R.I.9 » English Language Arts » Integration of Knowledge and Ideas » 9. Analyze seventeenth-, eighteenth-, and nineteenth-century foundational U.S. documents of historical and literary significance (including The Declaration of Independence, the Preamble to the Constitution, the Bill of Rights, and Lincoln's Second Inaugural Address) for their themes, purposes, and rhetorical features. (11,12)

CC.11-12.SL.2 » English Language Arts » Comprehension and Collaboration » 2. Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data. (11,12)

CC.11-12.W.1.a » English Language Arts » Text Types and Purposes » a. Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence. (11,12)

CC.11-12.W.1.b » English Language Arts » Text Types and Purposes » b. Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience's knowledge level, concerns, values, and possible biases. (11,12)

CC11-12RS/TS3 » Reading Standards for Literacy in Sci Tech » 3. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze the specific results based on explanations in the text. (11,12)

CC11-12WH/SS/S/TS1e » Writing Standards » e. Provide a concluding statement or section that follows from or supports the argument presented. (11,12)

CC.11-12.W.2.f » English Language Arts » Text Types and Purposes » f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic). (11,12)

CC11-12WH/SS/S/TS2e » Writing Standards » e. Provide a concluding statement or section that follows from and supports the information or explanation provided (e.g., articulating implications or the significance of the topic). (11,12)

CC.11-12.SL.1.c » English Language Arts » Comprehension and Collaboration » c. Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives. (11,12)

CC.11-12.W.2.e » English Language Arts » Text Types and Purposes » e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. (11,12)

CC11-12RS/TS9 » Reading Standards for Literacy in Sci Tech » 9. Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible. (11,12)

CC11-12RH/SS1 » Reading Standards for History » 1. Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole. (11,12)

CC11-12RH/SS2 » Reading Standards for History » 2. Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas. (11,12)

CC11-12RH/SS3 » Reading Standards for History » 3. Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain. (11,12)

CC.11-12.R.I.2 » English Language Arts » Key Ideas and Details » 2. Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text. (11,12)

CC.11-12.R.I.4 » English Language Arts » Craft and Structure » 4. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text (e.g., how Madison defines faction in Federalist No. 10). (11,12)

CC.11-12.R.I.5 » English Language Arts » Craft and Structure » 5. Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging. (11,12)

CC.11-12.R.I.8 » English Language Arts » Integration of Knowledge and Ideas » 8. Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal reasoning (e.g., in U.S. Supreme Court majority opinions and dissents) and the premises, purposes, and arguments in works of public advocacy (e.g., The Federalist, presidential addresses). (11,12)

CC.11-12.R.L.2 » English Language Arts » Key Ideas and Details » 2. Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text. (11,12)

CC.11-12.W.9.b » English Language Arts » Research to Build and Present Knowledge » b. Apply grades 11-12 Reading standards to literary nonfiction (e.g., "Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal reasoning [e.g., in U.S. Supreme Court Case majority opinions and dissents] and the premises, purposes, and arguments in works of public advocacy [e.g., The Federalist, presidential addresses]"). (11,12)

CC.11-12.W.1.d » English Language Arts » Text Types and Purposes » d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. (11,12)

CC.11-12.W.1.c » English Language Arts » Text Types and Purposes » c. Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. (11,12)

CC.11-12.SL.4 » English Language Arts » Presentation of Knowledge and Ideas » 4. Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks. (11,12)

CC.11-12.W.2.a » English Language Arts » Text Types and Purposes » a. Introduce a topic; organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. (11,12)

CC.11-12.W.2.c » English Language Arts » Text Types and Purposes » c. Use appropriate and varied transitions and syntax to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts. (11,12)

CC.11-12.W.2.d » English Language Arts » Text Types and Purposes » d. Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic. (11,12)