Differentiated Lesson Plan

Mooney, Differentiated Lesson Plan

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SEI LESSON PLAN: Main Idea of Shakespeare’s “Sonnet 130”

LESSON INTRODUCTION

Content/Curriculum Area: English Language Arts Grade Level: 9th grade Lesson Theme/Topic: Main Idea in Shakespeare’s “Sonnet 130” Description of Classroom Population (include demographics, class characteristics, WIDA ELD levels/Can Do descriptors, etc.): This lesson is intended for use in a 9th grade ELA classroom with 25 students. Of these 25 students, 10 are male, and 15 are female; 3 students are WIDA level 3, and 1 student is WIDA level 2.81. All of the ELL students speak Spanish as their primary language. Brief Description of the Lesson Instructional Context (when, where, and why this lesson fits into overall curriculum): This 90 minute lesson is part of the introductory lessons for a unit on Shakespeare that prepares students for the reading of Romeo and Juliet later in the unit. It is intended to help familiarize students with Shakespeare’s style and language, which will be prevalent in Romeo and Juliet. This lesson will help students develop vocabulary used by Shakespeare as well as develop reading skills that will make reading the play more approachable for students. Within the unit, this lesson will follow a lesson that both introduces Shakespeare, including biographical information, and introduces the poem—reading it twice before this lesson.

1 Because the WIDA level 2.8 student has demonstrated she is able to complete work scaffolded above a level 2, I provide this student with the same work and scaffolding as the WIDA level 3 students; this has proven successful with this student.


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LESSON PREPARATION (SIOP 1)

Curriculum Standards Addressed in this Lesson: discipline, standard number, and description (SIOP 1.3): ELA.RL.9-10.2. Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. Content Objectives (SIOP 1.3): Teacher version: SWBAT determine the central idea of Shakespeare’s “Sonnet 130,” analyzing the comparison Shakespeare makes between the woman he is describing and the woman he is not describing and analyzing the final couplet in the sonnet. Student-friendly version: SWBAT determine the central idea by analyzing and describing the comparison of the “2” characters in the sonnet and analyzing the couplet at the end of the sonnet. Language Objectives (SIOP 1.2): (Language Objective 1) Teacher version, Mainstream: SWBAT locate vocabulary and phrases from the sonnet that describe the woman Shakespeare is writing for and the woman he is comparing her to. (Language Objective 1) Teacher version, WIDA Level 3: SWBAT locate vocabulary and phrases from the sonnet that describe the woman Shakespeare is writing for and the woman he is comparing her to (explicitly provided by the teacher) using a word bank to remind students of key vocabulary. (Language Objective 1) Student-friendly version, Mainstream: SWBAT locate vocabulary and phrases that describe the characters. (Language Objective 1) Student-friendly version, WIDA Level 3: SWBAT locate vocabulary and phrases that describe the characters using a word bank of key vocabulary. (Language Objective 2) Teacher version, Mainstream: SWBAT explain the central idea of “Sonnet 130” in writing and then orally using key vocabulary. (Language Objective 2) Teacher version, WIDA Level 3: SWBAT explain the central idea of


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“Sonnet 130” in writing and then orally by using key vocabulary to complete the following sentence frame: The main idea from “Sonnet 130” by William Shakespeare is ___________________________________________________________________. (Language Objective 2) Student-friendly version, Mainstream: SWBAT explain the central idea of the sonnet in writing and then verbally using key vocabulary. (Language Objective 2) Student-friendly version, WIDA Level 3: SWBAT explain the central idea of the sonnet in writing and then verbally using key vocabulary to complete the following sentence frame: The main idea from “Sonnet 130” by William Shakespeare is ___________________________________________________________________. Key Vocabulary: Tier 1, Tier 2, Tier 3 words (SIOP 2.9):

• Tier 1: o Coral

• Tier 2: o Mistress o Goddess o Dun o Treads

• Tier 3: o Couplet o Rare o Belied o Damask’d

Mentor Text (SIOP 1.4):

SONNET 130 by: William Shakespeare

My mistress' eyes are nothing like the sun; Coral is far more red than her lips' red; If snow be white, why then her breasts are dun; If hairs be wires, black wires grow on her head. I have seen roses damask'd, red and white, But no such roses see I in her cheeks;


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And in some perfumes is there more delight Than in the breath that from my mistress reeks. I love to hear her speak, yet well I know That music hath a far more pleasing sound; I grant I never saw a goddess go; My mistress, when she walks, treads on the ground: And yet, by heaven, I think my love as rare As any she belied with false compare. Source/Supplementary Materials (SIOP 1.4): See Appendices A-D for supplementary materials and handouts. Lesson Sequence and Timing

Time Activity Name Activity Description

3 minutes

Pre-teach vocab The teacher will preteach the following words: dun (by showing an image of the color) and damask’d (damask’d will require more extensive pre-teaching and explanation including providing the definition and demonstrating how to use it in various contexts). (*Note: the other words are likely best taught in context)

2 minutes

Read Aloud The teacher will read the sonnet slowly, enunciating the vocabulary words, to the class while the class follows on their own copies.

7 minutes

Red, Yellow, Green Words

The teacher will give students a new copy of the sonnet as well as a green, yellow, and red highlighter for each student. The teacher will begin reading through the sonnet, highlighting each word according to whether they are known words (green), words heard before but not known (yellow), or unfamiliar words (red) on the projector for students to follow on their own papers. The teacher will model the first line or two, encouraging students to call out the color corresponding to each word. After modeling the first two lines, students will be put into pairs to complete the activity. When they are done, the teacher will ask students to share their yellow and red words and the teacher will write down them down on the board. The teacher will emphasize how many words are green in the sonnet, prompting students to recognize how much of


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Shakespeare’s language they actually know.

10 minutes

Vocabulary The teacher will write the vocabulary on the board (additionally including any additional words that students highlighted either yellow or red). The teacher will say the word aloud, prompting students to repeat. The teacher will ask students to find the word in the sonnet and read the section it is in. After the student reads the section, the teacher will ask students if they have any ideas what the word might mean from the context, from previously seeing the word (including cognates, like coral—cognates is a strategy the teacher will emphasize here), or from associated the word with something else (example: treads being associated with treadmill); if a student shares a possible definition, the teacher will also ask them to explain what made them think that was the definition. The teacher will write down the definitions for the words in simple language, providing visuals when possible.

12 minutes

Modeling and Graphic Organizer

The teacher will pair students up, making sure that students of higher and lower abilities are mixed together to allow students to help each other. The teacher will project the graphic organizer and the sonnet to the class. She will model with the first statement about the women how to complete the graphic organizer; if it seems like students need further modeling, she will ask them to help her complete the next statement. Students will finish the graphic organizer in their pairs. The teacher will circulate between the pairs, making sure they are on task and providing further assistance when needed. This graphic organizer will be reviewed through the next activity.

17 minutes

Drawing Characters/ Putting into own Words

The teacher will pass out large blank paper to the students. Students will fold the paper in half (“hamburger way”). Teacher will provide a box of coloring pencils and crayons for students. Using the graphic organizer and the text (“Sonnet 130”), students will draw the woman she is and the woman she isn’t. The first drawing will be the woman she isn’t. The teacher will ask students to read the first box from their graphic organizer, which uses Shakespeare’s exact words. The teacher will then ask another student to read what they wrote in their own words under the second column. If the student did not correctly put the line in their own words, she will help them fix the error. The teacher will then draw what the student says on the projector and students will draw the same. This will continue until the ‘woman she isn’t’ is completed. The teacher will then do the same for the woman she is, but she will have student read their own wording from the third column of the graphic organizer. This will continue until the drawing of the ‘woman she is’ is complete. When the two


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drawings are complete, the teacher will prompt students to look at the two drawings. She will ask students which woman seems more appealing. When students answer, she will emphasize that the woman who is drawn crazy is what most poets describe the people they love like, but Shakespeare is just describing her normally.

4 minutes

Central Idea Writing

In the same pairs that worked together on the graphic organizer, students will write the central idea of the sonnet. ELL students will be provided with a sentence frame. The teacher will emphasize the last two lines of the poem, explaining that the last two lines are called a couplet which is often used in poetry to tell the reader what the main idea is. The teacher will explain what a couplet is (using the context). Students will work together to determine the central idea and write it in their own words (either using the sentence frames for ELLs or by themselves for mainstream students).

4 minutes

Central Idea Verbal Sharing

The groups will then read out what they wrote. For each group, the teacher will assign the pairs number one or two and pick out a popsicle stick; the number on the popsicle stick (1 or 2) will determine which person in the pair shares their sentence. Once everyone shares, the teacher will share her sentence. Students will pass in all of their work before they leave class.

Max total time: 55 minutes


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Appendix A

Supplementary Materials: Readings Handout


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Figure A.1: Sonnet 130

SONNET 130

My mistress' eyes are nothing like the sun; Coral is far more red than her lips' red; If snow be white, why then her breasts are dun; If hairs be wires, black wires grow on her head. I have seen roses damask'd, red and white, But no such roses see I in her cheeks; And in some perfumes is there more delight Than in the breath that from my mistress reeks. I love to hear her speak, yet well I know That music hath a far more pleasing sound; I grant I never saw a goddess go; My mistress, when she walks, treads on the ground: And yet, by heaven, I think my love as rare As any she belied with false compare.


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Figure A.2: Sonnet 130: Red, Yellow, Green Words Using your highlighter, highlight words the following colors:

• Red: Highlight a word red if you do NOT know the word and have never seen it before • Yellow: Highlight a word yellow if you have seen the word before but do NOT know

what it means or are not sure if you know what it means • Green: Highlight a word green if you have seen the word before AND know what it

means

SONNET 130

My mistress' eyes are nothing like the sun;

Coral is far more red than her lips' red;

If snow be white, why then her breasts are dun;

If hairs be wires, black wires grow on her head.

I have seen roses damask'd, red and white,

But no such roses see I in her cheeks;

And in some perfumes is there more delight

Than in the breath that from my mistress reeks.

I love to hear her speak, yet well I know

That music hath a far more pleasing sound;

I grant I never saw a goddess go;

My mistress, when she walks, treads on the ground:

And yet, by heaven, I think my love as rare

As any she belied with false compare.


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Appendix B

Supplementary Materials: Graphic Organizer


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Figure B.1: Sonnet 130: Graphic Organizer (for mainstream students) Complete the following graphic organizer on “Sonnet 130.”

• In the first column, write what Shakespeare’s exact words about the woman she is not and the woman she is.

• In the second column, write in your own words what is said about the woman she is not. • In the third column, write in your own words what is said about the woman she is.

Shakespeare’s EXACT words The woman she is NOT The woman she IS


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Figure B.2: Sonnet 130: Graphic Organizer (for WIDA Level 3 ELL students) Complete the following graphic organizer on “Sonnet 130.”

• In the first column, write what Shakespeare’s exact words about the woman she is not and the woman she is.

• In the second column, write in your own words what is said about the woman she is not. • In the third column, write in your own words what is said about the woman she is.

The following vocabulary words should be included in the first column:

Coral Mistress Rare Dun Belied Goddess Treads Damask’d Shakespeare’s EXACT words The woman she is NOT The woman she IS


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Appendix C

Supplementary Materials: Drawings


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Figure C.1: Example Drawing of Who She Is Not


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Figure C.2: Example Drawing of Who She Is


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Appendix D

Supplementary Materials: Writing the Central Idea


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Figure D.1: Main Idea Write-Up (for mainstream students) Use key vocabulary to write a sentence stating what the central idea of “Sonnet 130” is.


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Figure D.2: Main Idea Write-Up (With sentence frame for WIDA Level 3 ELL Students) Use key vocabulary to write what the central idea of “Sonnet 130” is using the following sentence frame: The main idea from “Sonnet 130” by William Shakespeare is ____________________________ ______________________________________________________________________________ __________________________________.

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Differentiated Lesson Plan