MYPNA_TE_G12_U3_web.pdf

TEACH

DECIDE AND PLAN

personalize for learning

small-group learning • s onnet 12, sonnet 60, sonnet 73 •

sonnet 32 • s onnet 75

Reading Support

English Language Support

Provide English learners with support for

structure and language as they read the

selection.

Structure Ask four students to read aloud

one of the sonnets. Each of three students

reads one of the quatrains, and the fourth

student reads the couplet at the end. Then

write the rhyming scheme (abab, cdcd, efef,

gg). Describe the scheme for students, for

example: These four lines make a quatrain.

The first and third lines in the quatrain

rhyme. Then ask students to read aloud the

sonnet again.

Language Point out words and phrases

that help with meanings. For example, time

appears many times in Sonnet 12. Explain

phrases that suggest passage of time and

aging (past prime). Point out the word

breed (children) that make defense against

Time’s scythe.

Strategic Support

Provide students with strategic support

to ensure that they can successfully read

the text.

Structure Ask students to study one of

Shakespeare’s sonnets and to describe

what they notice about its structure, for

example, which lines rhyme. Then write

the rhyme sequence (abab, cdcd, efef, gg).

Ask a volunteer to summarize the structure.

Provide the words quatrain and rhyming

couplet to help with the description.

Meaning Ask students to read the

background information. Then discuss some

of the themes that students will find in the

sonnets: time, death, friendship, and love.

For each sonnet, have volunteers read it

aloud, taking turns to read the quatrains

and couplet. Ask students to comment on

what they notice in the sonnet that relates

to one of the themes.

Challenge

Provide students who need to be challenged

with ideas for how they can go beyond a

simple interpretation of the text.

Text Analysis Ask students to work in

pairs. Assign one or two of Shakespeare’s

sonnets to each pair. Ask them to discuss

each sonnet and what they think it means.

Then have them research an analysis of

that sonnet on the internet. Ask them to

report to the group about the ideas they

had about the meaning, and what they read

online.

Response Challenge students to memorize

a sonnet and to practice performing it for

a partner. Ask partners to give constructive

feedback about the performance, including

speed, phrasing, and enunciation. When

students are comfortable, ask volunteers to

perform for the whole class.

Read and Respond

Have groups read the selection and complete their close read. Finally, work with them on the Making

Meaning, Language Development, and Effective Expression activities.

Text Complexity Rubric: Poetry

Quantitative Measures

Lexile: NP Text Length: 14 lines; 14 lines; 14 lines; 14 lines; 14 lines

Qualitative Measures

Knowledge Demands

1 2 3 4 5

Some background knowledge about the themes and structure of sonnets is helpful in order to

understand them more fully.

Structure

1 2 3 4 5

All of the sonnets have a predictable structure: 3 quatrains (groups of four lines), with rhyme scheme

abab, cdcd, efef, followed by a rhyming couplet to end the sonnet (gg).

Language Conventionality and Clarity

1 2 3 4 5

As sonnets are from the late 1500s to early 1600s, some vocabulary is archaic, and syntax is different

from modern language; descriptive and figurative language is used throughout the sonnets.

Levels of Meaning/Purpose

1 2 3 4 5

Meanings of sonnets are difficult to identify and interpret, with themes that are sometimes abstract

and sophisticated.

372C UNIT 3 • FACING THE FUTURE, CONFRONTING THE PAST

LIT17_TE12_U03_B1_SG_INTER.indd 3 25/03/16 3:42 AM