CEP Lesson Plan Form

Teacher: Anastasia Thibodeau Date: 2/22/18

School: Rocky Mountain High School Grade Level: 12 Content Area: British Literature

Title: Introduction to Shakespearean Sonnets Lesson #:_1_ of _1_

Lesson Idea/Topic and
Rational/Relevance:
The lesson is based around Shakespearean Sonnets as a part of the
Renaissance time period in their British Literature course. Sonnets were a
fairly popular form of poetry, and Shakespeare’s being some of the more
famous, are worth studying because of their form, themes, and historical
relevance. The ultimate goal is for students to work in groups and create
their own sonnet that encompasses both a Shakespearean theme, and a
connection to today. This makes the lesson both practical and relevant to the
students taking the course.

Student Profile:
The seniors in this British Literature course have the option of taking the AP
exam at the end of the semester, and applying participating in the CU
succeed program, which gives them college credit at CU Denver. Out of the
26 students taking this course 12 are a part of the CU succeed Program, 5
are GT students, and 1 has been previously diagnosed with ADHD. No
students are carriers of IEPs and 504 learning plans. Overall it is a rather
quiet class that is very on task and takes their learning to heart.

Content Standard(s) addressed by this lesson: (Write Content Standards directly from the standard)

12.2.1.e Evaluate how literary components impact meaning (such as tone, symbolism, irony, extended metaphor, satire, hyperbole)

12.3.1.d Manipulate elements of style, imagery, tone, and point of view to appeal to the senses and emotions of the reader.

Understandings: (Big Ideas)

How to dissect a Shakespearean Sonnet. How to write a Shakespearean Sonnet utilizing common themes, and modern reference.

Inquiry Questions: (Essential questions relating knowledge at end of the unit of instruction, select applicable questions from standard)

Colorado State University College of Health and Human Sciences Page 1

CEP Lesson Plan Form

Why should we study Shakespeare? How can we relate it to our lives?

- Evidence Outcomes: (Learning Targets)

Every student will be able to: Dissect a Shakespearean Sonnet, write their own, and create context through relation to the modern day.

I can: Identify Iambic Pentameter, define a Quatrain and a Couplet, Determine the Rhyme Scheme of a Sonnet, and Write a Shakespearean Sonnet of my own

This means: I can Dissect a Shakespearean Sonnet and Relate them to my life.

List of Assessments: (Write the number of the learning targets associated with each assessment)

- Sonnet Group Dissection Activity

- Shakespearean Sonnet Remix

Colorado State University College of Health and Human Sciences Page 2

CEP Lesson Plan Form

Planned Lesson Activities

Name and Purpose of Lesson Introduction of Shakespearean Sonnets; To introduce, inform, teach and practice
dissecting and writing Shakespearean sonnets.

Co-Teaching Which model(s) will be used?

Will co-teaching models be utilized in this lesson?
Yes ___ No _x__ Why did you choose this model(s) and what are the teachers’ roles?

Approx. Time and Materials 45 minutes

Glencoe British Literature Text, Smart Board, Google Slides, Poem Printouts
Anticipatory Set The strategy I intend to use is: A Short Red Nose Day Clip -
I am using this strategy here because: The clip is short, funny, and relevant to the lesson.
It’s the perfect way to encourage students to get excited about sonnets, while throwing in
a little fun.

Procedures The strategy I intend to use is:

I am using this strategy here because:

Teacher Actions Student Actions Data Collected

Introduce Lesson: Youtube
Video
Demonstrate the Dissection
of a Sonnet
Watch video to gain an
understanding of topics to
be covered.
Observe to later put into
practice
N/A
Formative Assessment:
Asking Questions to
determine understanding.

Colorado State University College of Health and Human Sciences Page 3

CEP Lesson Plan Form

Handout the Dissect a Students break up into their Formative Assessment:

Sonnet Worksheet / Football groups and Observe to determine
Observe student learning implement what they have Understanding and clarify
learned on a Sonnet from any confusions.
the textbook. Students are
to also discuss the
questions on the back of
the worksheet as well to
further understanding.
Hand out the Shakespeare Students will stay in their Formative Assessment:
Re-mixed group Assignment football groups to write a Observe to determine
/ Observe student sonnet that relates to their Understanding and clarify
learning / Help to Problem lives using some common any confusions.
solve any snags that groups themes from
may come across. Shakespearean Sonnets.
Lead a group discussion if Students will discuss what Formative Assessment:
time allows they found in their sonnets, Determine Understanding
and how they were able to through a discussion of the
relate their sonnet to their lesson. Use this as a basis
lives as high school for critique and an
students looking forward to opportunity to grow.
college.
Closure The strategy I intend to use is: Discussion
I am using this strategy here because: This serves as a debrief for students after they have
either tried something new, or reviewed a concept. The activities that they are doing are
designed to push them in their learning and drive their thinking.

Differentiation Content Process Product Environment

Modifications: Sonnets

Colorado State University College of Health and Human Sciences Page 4

CEP Lesson Plan Form

Extensions: Sonnets Black Diamond Given the time

Challenge that we have
left, write a
sonnet on your
own to extend
your learning.
Assessment Shakespearean Sonnet Remix:
In their football groups, students will write a Sonnet in which they combine a common
Shakespearean Theme and references to their lives today. A challenge is to write the 14
line sonnet on your own, to extend learning. To assess learning, I am looking for a
complete sonnet that exemplifies the characteristics of Shakespearean themes with a
modern twist.

Colorado State University College of Health and Human Sciences Page 5

CEP Lesson Plan Form

Post Lesson Reflection

1. To what extent were lesson objectives achieved? (Utilize assessment data to justify
your level of achievement)

2. What changes, omissions, or additions to the lesson would you make if you were to
teach again?

3. What do you envision for the next lesson? (Continued practice, reteach content, etc.)

4. If you used co-teaching, would you use the same co-teaching strategy for this lesson if
you were to teach it again? Were there additional co-teaching strategies used during
the lesson not planned for initially? Please explain.

Colorado State University College of Health and Human Sciences Page 6

CEP Lesson Plan Form

Lesson Plan Appendix

Lesson Idea/Topic and Rational/Relevance: What are you going to teach and why is this lesson of
importance to your students? How is it age and background?

Student Profile: Write a narrative about your learners. What are their special needs? Exceptionalities?
Giftedness? Alternative ways of learning? Maturity? Engagement? Motivation?

Name and Purpose of Lesson: Should be a creative title for you and the students to associate with the
activity. Think of the purpose as the mini-rationale for what you are trying to accomplish through this
lesson.

Co-Teaching: Models – One teach/One observe, One teach/One assist, Station teaching, Parallel
teaching, Alternative/Differentiated/Supplemental teaching, Team teaching.

Approx. Time and Materials: How long do you expect the activity to last and what materials will you
need?

Anticipatory Set: The “hook” to grab students’ attention. These are actions and statements by the
teacher to relate the experiences of the students to the objectives of the lesson, To put students into a
receptive frame of mind.
 To focus student attention on the lesson.
 To create an organizing framework for the ideas, principles, or information that is to follow
(advanced organizers)
An anticipatory set is used any time a different activity or new concept is to be introduced.

Procedures: Include a play-by-play account of what students and teacher will do from the minute they
arrive to the minute they leave your classroom. Indicate the length of each segment of the lesson. List
actual minutes.
Indicate whether each is:
 teacher input
 modeling
 questioning strategies
 guided/unguided:
o whole-class practice
o group practice
o individual practice
 check for understanding
 other

Closure: Those actions or statements by a teacher that are designed to bring a lesson presentation to an
appropriate conclusion. Used to help students bring things together in their own minds, to make sense
out of what has just been taught. “Any Questions? No. OK, let’s move on” is not closure. Closure is used:
 To cue students to the fact that they have arrived at an important point in the lesson or the end
of a lesson.
 To help organize student learning
 To help form a coherent picture and to consolidate.

Colorado State University College of Health and Human Sciences Page 7

CEP Lesson Plan Form

Differentiation: To modify: If the activity is too advanced for a child, how will you modify it so that they
can be successful? To extend: If the activity is too easy for a child, how will you extend it to develop their
emerging skills? What observational assessment data did you collect to support differentiated
instruction?

Assessment (data analysis): How will you know if students met the learning targets? Write a description
of what you were looking for in each assessment. How do you anticipate assessment data will inform
your instruction?

Colorado State University College of Health and Human Sciences Page 8