Unit Topic – The Renaissance & Sonnets

National or state academic content standards –

PA Academic Standards for Reading, Writing, Speaking, and Listening1.1 D: Identify, describe, evaluate and synthesize the essential ideas in text. Assess those

reading strategies that were most effective in learning from a variety of texts.G: Demonstrate after reading understanding and interpretation of both fiction and nonfiction text, including public documents.

Make, and support with evidence, assertions about texts. Compare and contrast texts using themes settings, characters and ideas. Make extensions to related ideas, topics or information. Assess the validity of the document based on context. Analyze the positions, arguments and evidence in public documents. Evaluate the author’s strategies. Critique public documents to identify strategies common in public discourse.

H: Demonstrate fluency and comprehension in reading. Read familiar materials aloud with accuracy. Self-correct mistakes. Use appropriate rhythm, flow, meter and pronunciation. Read a variety of genres and types of text. Demonstrate comprehension

1.2 C: Analyze the effectiveness, in terms of literary quality, of the author’s use of literary devices.

Sound techniques (e.g., rhyme, rhythm, meter, alliteration). Figurative language (e.g., personification, simile, metaphor, hyperbole, irony, satire). Literary structures (e.g., foreshadowing, flashbacks, progressive and digressive time).

D: Analyze and evaluate in poetry the appropriateness of diction and figurative language (e.g., irony, understatement, overstatement, paradox).F: Read and respond to nonfiction and fiction including poetry and drama.

1.6 E: Participate in small and large group discussions and presentations. Initiate every day conversation. Select and present an oral reading on an assigned topic. Conduct interviews. Participate in formal interview (e.g., for a job, college)

Organize and participate in informal debate around a specific topic.

Learning Goal (LG) – Students will

Students will demonstrate an understanding of the history and culture of the Renaissance.

Students will be able to distinguish between various types of sonnets. Students will be able to identify rhyme scheme, meter, and structure of sonnets. Students will analyze and interpret the meaning of sonnets. Sonnets will demonstrate an understanding of traditional sonnet themes.

1-3 Measurable Objective(s) (A, B, C, D) -

A. Students will pass an exam on basic information regarding the Renaissance and about sonnets with a mastery level of 70%.

B. Students will compile anthologies of sonnets.a. Each student will identify two sonnets, analyze the sonnets’ structures as well as

interpret meaning and theme.b. Each student will write a response to the sonnet.c. Groups will include all sonnets in anthologies which will be shared with the

whole class.

Unit Scope and Sequence

Lesson Topic

Sequence of Lesson: instructional and engagement strategies

Measurement of Learning

Adaptations: determined by the student factors

Day 1

Intro to sonnets

Students will use guided notes as teacher presents PowerPoint regarding sonnet structure and form.

1. Pre-test regarding sonnets had previously been given.2. Teacher will consider student understanding informally during PowerPoint.

1. Homebound student will receive a copy of the PowerPoint via Edmodo.com.2. Students will be told that teacher is available for additional help as needed.3. During notes, teacher will elaborate on issues that students seem to find confusing.

Day 2

1. Whole class will work with sonnets together to determine form & structure as well as to analyze for meaning.(Will take more than one class period.)

1. Reading of sonnet aloud. Class discussion regarding meaning. Students will sketch imagery in quatrains to aid in the determining of meaning.2. Student groups will begin working

1. Teacher will make informal assessment of student understanding as class discussion continues.2. Student understanding will be assessed through sonnet anthologies.

1. Teacher will be able to determine what students need help understanding asking questions and elaborating on what is misunderstood or found confusing.2. Teacher will send additional information home for Homebound student via

2. Students will be assigned a sonnet anthology and an exam.(Students will be provided workdays for groups to work on sonnet anthologies.)

together to create sonnet anthologies in which they will each contribute two sonnets along with analysis.

homebound teacher.3. Edmodo.com will be made available for students to view additional videos and resources as needed.

Day 3

Students will participate in a review game.

Students groups will compete against each other in a Jeopardy-style review game.

Teacher will assess understanding as students answer questions.

Student misunderstandings will be addressed during game. Students will be encouraged to study what they did not understand. Teacher will be available for help as requested. Edmodo.com will be available.

Day 4

Exam on sonnet form/structure and on the Renaissance

2. Exam will cover information on the Renaissance and sonnet form/structure.

Exam will be a formal assessment of student understanding.

Students needing extra time will be given time as appropriate.

Day 5

Student anthologies will be shared.

Students will read and review the student anthologies. They will

Both anthologies and reviews will be assessed.

1. Students having difficulty completing this assignment will be encouraged to come to class

indicate which sonnets are their favorites and why. They will also address any analysis they disagree with.

during a study hall for personal help.2. Homebound student will be able to send in contributions via email or homebound teacher.

Sonnets – pre-testMultiple Choice: Choose the best answer of those supplied.

1. How many lines does a sonnet have?

a. 12b. 14

c. 20d. There is no set number.

2. Sonnets are…a. Only written in English.b. Written in iambic pentameter.c. Always have the same rhyme scheme.d. All of these

3. The first person to write sonnets was

a. Shakespeareb. Wyatt

c. Petrarchd. Spenser

4. A recurring pattern of stressed and unstressed syllables in lines of a set length is known as a poem’s

a. Lengthb. Meter

c. Rhyme schemed. None of these

5. What is a foot?a. The last two lines of a sonnet.b. A set of syllablesc. The number of lines in a sonnet.d. None of these

6. True/False: There are three different kinds of sonnets.

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Consider the following poem to answer questions 6 – 10.

Shall I compare thee to a summer’s day?Thou art more lovely and more temperate:Rough winds do shake the darling buds of May,And summer’s lease hath all too short a date:Sometime too hot the eye of heaven shines,And often is his gold complexion dimmed,And every fair from fair sometime declines,By chance, or nature’s changing course untrimmed:But thy eternal summer shall not fade,Nor lose possession of that fair thou ow’st,Nor shall death brag thou wander’st in his shade,When in eternal lines to time thou grow’stSo long as men can breathe, or eyes can see,So long lives this, and this gives life to thee.

7. What is the rhyme scheme of this poem?

8. What is the meter of this poem?

9. This poem contains ____ quatrain(s).

10.This poem contains ____ couplet(s).

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Sonnet Anthology Assignment1. Locate two sonnets. You must include the source of the text. Use MLA

citation for this and any other sources which need to be cited.2. Identify which type of sonnet each is (Petrarchan/Italian,

Shakespearian/English, Spenserian).3. Write an explanation and response to both sonnets.

Your explanation should analyze the entire poem. Does knowing the sonnet type aid in your understanding and analysis? Identify any figurative language and/or imagery.

4. Work with your group to compile all of these things into an anthology. Each group member should be sure his/her contribution is neat and

polished. Each group member should include graphic/images/artwork which

coincides with their sonnet selections and responses.

Make sure you review the grading rubric before and during your work in this assignment!

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Grading Rubric – 30 points total

5-4 Points 3-2 Points 1-0 Points

Included two sonnetsTwo sonnets were included and their

sources were cited.

Sonnets or citation was lacking.

No sonnets were included or they were

included but not cited.

Type of Sonnet Both sonnets were correctly identified.

One sonnet was correctly identified.

Neither sonnet was correctly identified.

Explanation of Sonnet

(25-75 words each)

Both sonnets were accurately and

thoroughly explained.

Sonnets were modestly explained,

or one was well explained and one

was not.

Neither sonnet was well explained.

Response(50-100 words each)

Responses were obviously related to

both sonnets.

Responses were moderately related to

sonnets.

Responses were not well-related to

sonnets.

Presentation of individual pages

within anthology.

Presentation of both sonnets included images/artwork related to the

sonnet/response. Presentation was

neat, polished, and aesthetically pleasing.

Presentation was lacking in one or both of the sonnets. The

presentation was not polished.

Presentation was messy or dull. Little

or no effort was evident.

Group Anthology Presentation (each

group member receives this score)

The anthology was presented well as a whole. The project

was neat and polished. The

content was orderly and presented well.

The anthology had one or more

weaknesses which were noticeable and slightly distracting.

The anthology was sloppy in

presentation. The presentation was

distracting.

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Sonnets – TestMultiple Choice (1 point each = 11 points) – Choose the best answer.

1. Which of the following individuals was not active in the reformation?

a. Martin Lutherb. William Shakespearec. Edmund Spenser

d. Queen Elizabethe. E.E. Cummings

2. What did people learn to do that aided the progression of the Renaissance?a. Harness electricityb. Readc. Use a printing pressd. Combat plague with antibioticse. Both B & C

3. In which country did the Renaissance begin?

a. Englandb. Irelandc. France

d. Spaine. Italy

4. Which word comes from an important work by Thomas More?

a. Renaissanceb. Utopiac. Clandestine

d. Elizabethane. Reformation

5. Of the following, who is NOT known for writing sonnets?a. Howard Henry, Earl of Surreyb. Edmund Spenserc. Thomas Hardyd. Thomas Wyatte. Francis Petrarch

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6. One line of pentameter has how many sets of syllables?a. 4 d. 5b. 6 e. 7c. None of these

7. A foot is a…a. Poetic stanzab. Set of syllablesc. A line in a coupletd. The thing at the end of your arme. None of these

8. Sonnets are written in

a. Iambic pentameterb. Trochaic tetrameterc. Spondaic Trimeter

d. It does not matter.e. None of these

9. The common form of an Italian sonnet isa. 1 couplet + 1 quatrain + 1 sestetb. 1 sestet + 1 quatrain + 1 coupletc. 3 quatrains + 1 coupletd. 2 quatrains + 1 sestete. 1 quatrain + 1 octave

10. The common form of an English sonnet isa. 3 quatrains + 1 coupletb. 2 couplets + 2 quatrainsc. 1 couplet + 1 quatrain + 1 sestetd. 2 quatrains + 1 sestete. 1 octave + 1 quatrain

11. Spenserian sonnets share the same form as which?a. Italian sonnetsb. English sonnetsc. Neither

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Fill in the Blank (1 point per blank = 10 total)

12. The word renaissance comes from the ________________ language and means

“_________________________.”

13. The word sonnet means “__________________________.”

14. ___________________ is determined by the type of foot and the number of feet per

line.

15. Sonnets have _____ lines.

16. ____________ refers to a turn or change in thought as found in Petrarchan sonnets.

17. When a thought runs from one line of poetry into the next, it is called

____________________.

18. There are several themes common to Renaissance era sonnets. Name three.

____________________ ____________________ ____________________

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Fill in the blanks in the following charts (1 point each = 2 points)

19. ______________________

20. _______________________

Name Stress Number of Syllables

19 Unstressed + Stressed 2 Syllables

Trochee (Trochaic) Stressed + Unstressed 20Spondee (Spondaic) Stressed + Stressed 2 Syllables

Anapest (Anapestic) Unstressed + Unstressed + Stressed 3 Syllables

Dactyl (Dactylic) Stressed + Unstressed + Unstressed 3 Syllables

Pyrrhic Unstressed + Unstressed 2 Syllables

Short Answer (4 points = 8 points)

21. Two men are credited with the early use of the printing press. Name one and explain why the printing press was or was not important during the Renaissance.

22. Several changes happened concerning the church during the Renaissance. Name one and explain what it has to do with the spirit of the Renaissance.

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Use the following sonnet to answer the remaining questions (11 points total)

When, in disgrace with fortune and men's eyes,

I all alone beweep my outcast state

And trouble deaf heaven with my bootless cries

And look upon myself and curse my fate,

Wishing me like to one more rich in hope,

Featured like him, like him with friends possess'd,

Desiring this man's art and that man's scope,

With what I most enjoy contented least;

Yet in these thoughts myself almost despising,

Haply I think on thee, and then my state,

Like to the lark at break of day arising

From sullen earth, sings hymns at heaven's gate;

For thy sweet love remember'd such wealth brings

That then I scorn to change my state with kings.

23. Mark the sonnet and label the structure (octave, sestet, quatrain, couplet… whatever is needed). (4 points)

24. What is the rhyme scheme of this sonnet? (4 points)

25. In what meter is this sonnet written? (2 points)

26. What type of sonnet is this? (1 point)