Unit Topic / Guiding Question:
What is a sonnet and how can we read Shakespeare’s “Sonnet 18” as such?
Rationale:
Poetry is so much more enjoyable and relatable when we understand the content.
know about Shakespeare and the background
STAGE 1: Desired information behind “Sonnet 18”
Results Big Ideas Essential Questions
UNDEKRSTAND
DO
thoroughly understand the poem Who are the characters and the main
• be able to identify figurative language (personification ideas of “Sonnet 18”
and puns) in the poem What would be a better title for the
• be able to summarize the poem
• be able to put the poem into modern English sonnet?
• be able to analyze the characters, symbols, meter, and What is the meter of the sonnet?
themes of the poem What is the rhyme scheme of the
• know and be able to describe the structure of a sonnet?
Shakespearean sonnet
Core Competencies:
What core competencies will be focused on in this unit? These competencies cross all subject areas and are
directly related to the educated citizen and as such are what we value for all students in the system.
Communication Thinking Personal & Social
Connect and engage with others (to Creative Positive Personal & Social Identity
share and develop ideas) Novelty and value Relationships and cultural contexts
Acquire, interpret, and present Generating ideas Personal values and choices
information (includes inquiries) Developing ideas Personal strengths and abilities
Collaborate to plan, carry out, and Critical Personal Awareness & Responsibility
review constructions and activities Analyze and critique Self-determination
Explain/recount and reflect on Question and investigate Self-regulation
experiences and accomplishments Well-being
Develop and design
Social Responsibility
UN
DE
Contributing to community and caring for the
environment
Solving problems in peaceful ways
Valuing diversity
Building relationships
Curriculum Competencies:
Apply appropriate strategies to comprehend written, oral, and visual texts,
guide inquiry, and extend thinking
Recognize and appreciate how different features, forms, and genres of
texts reflect different purposes, audiences, and messages
Content:
KNOW
Learn about sonnets, meter, and theme
STAGE 2: Assessment Plan
Summative Assessment (of Learning):
Listen to small lectures about the characters of the sonnet
Analyze symbols by comparing them with meanings
Analyze the meter by learning about Iambic pentameter and tracing the meter in the sonnet
Learn about rhyme scheme and indicate the rhyme scheme in the sonnet
Watch a video on the background of Shakespeare and why he may have written the sonnet and how (then
fill out a worksheet.
Take a multiple choice quiz for reviewing the content.
Formative Assessment (for Learning):
Talk to each student and have each student contribute to the class
Review daily for comprehension.
Stage 3: Learning Plan
Learning Instructional
Assessment
Resources
Intention Activities AS
(with integrated Aboriginal Learning
I can read a How will you monitor What
Shakespearean students’ progress? resources
sonnet will be
I can identify the How will you adjust if used?
meter and rhyme the results are not
scheme being achieved?
How will students get
the feedback they need
in order to revise and
improve?
What opportunities will
there be for students to
reflect on their thinking
and feelings as part of
their learning? (e.g.
self/peer assessment,
partner talk, goal
setting, journaling, etc.)
How can we support students to “uncover their
understanding” rather than just cover the content?
Acquisition (direct instruction through lecture,
graphic organizers, questioning, guided practise,
feedback)
Meaning (facilitative teaching such as formative
assessment, problem based learning, inquiry,
constructivist student centered strategies, reflection,
differentiation)
Transfer (coaching through conferencing,
prompting through self-assessment, descriptive
feedback)
WILL STUDENTS:
W—know Where they are going, Why and What is
required?
H—be Hooked—engaged, digging into the essential
questions (through inquiry, writing, reading, talking,
viewing, reflecting, etc.)
E—have opportunities to Explore and Experience to Equip
them for the required performances?
R—have opportunities to Rethink, Rehearse, Revise and
Refine their work based upon feedback?
E—have opportunities to Evaluate their work and consider
future goals?
ARE LEARNING EXPERIENCES:
T—Tailored and flexible to address interests and learning
styles of all students?
O—Organized and sequenced to support
engagement and effectiveness?
Reflection
How did it go? How do I know?
Assess the outcome of the unit by providing evidence of student understanding of the big idea.
What core competencies and shared values for learning together are students developing and practicing over
time?
How are student reflecting on their growth?
Where to next?
Notes, plans and ideas for next time?
Next steps for students?
What would I do differently?
What might I like to learn more about to help me in my practice?
