The Writing Process
Once you've completed the Sonnet presentation (which on average takes about two days), this is the next step. At the very end of the PowerPoint, the students are given instructions to write their own sonnet, using the Italian or the Shakespearean format.
For those unfamiliar with the Writing Process, it goes as follows:
Brainstorming
Rough Draft
Peer Edit/Review
Final Copy
The Final Copy, along with the Peer Edit/Review worksheets, will be placed inside of their Poetry Notebooks and turned in with their Poetry Notebooks for a final grade.
For those unfamiliar with the Writing Process, it goes as follows:
Brainstorming
Rough Draft
Peer Edit/Review
Final Copy
The Final Copy, along with the Peer Edit/Review worksheets, will be placed inside of their Poetry Notebooks and turned in with their Poetry Notebooks for a final grade.
| sonnet_peer_review_and_rubric.pdf |
This lesson begins as soon as the PowerPoint presentation is over with. The students are directed at the end of the PowerPoint to start work on their own sonnet - break the students up into groups of three and four and have them brain-storm in groups about things that they could possibly write a sonnet about.
Materials: Student Rubric, Peer-Review Questions, Computers at the library
Note: This is a two or more Day Lesson
Objectives:
1 Use the writing process to help the students grasp the concept of sonnet, give them a firmer grasp or introduce them to the writing process.
Standards, Benchmarks, and GLCEs (grade level content expectations)
2.1, 2.3, 8.1, 8.4
W.PR.08.02; W.PR.08.04; W.PR.08.05
Bell Work (2 offered, incase the lesson goes over one day in length)
“Out of quarrel with others, we make rhetoric; out of quarrel with ourselves we make poetry” ~ W.B. Yeats
“What do you think the above quote means? Why? What do you think that Mr. Yeats was trying to say about Poetry?”
“A poet can survive anything but a misprint” ~ Oscar Wilde
“Write your own quote about poetry that sums out what you think it is, why you think it exists, and your view on it.”
Lesson steps:
After you’ve shown the PowerPoint, have the students break up into groups and start drafting things that they can write a sonnet about. Do this for about fifteen minutes. Once the students have drafted things they can write a Sonnet about, have them work individually to produce a rough draft of their sonnet. Hand out the student rubric to show the students what you’re looking for, and to help them write.
The following day, have the students break up into groups and hand out the Peer-Review Questions. They are to review one another’s sonnets, and then answer the questions on the review sheet. Students are too check at least two other sonnets. These Peer-Review Questions are due with the final draft of their sonnet.
If time allows, or the following day, set up some time in the library and have the students go in and type up their sonnet. They can find pictures and other elements that are related to their sonnet as well on the Internet, or they can draw illustrations themselves. Finally, give students the following question that they have to write a short (three paragraph essay) on:
“Is Poetry important? Do you think it’s possible to incorporate Poetry into one or more areas of your life? Can you make poetry relevant? For all of the questions: why or why not?
The students are to turn in the Final Draft Sonnet, Rough Draft Sonnet, Peer-Review Sheets, Poetry Notebook and finally their Essay question at the end of the week for an assessment grade.
Extensions and Differentiated instruction:
The students are allowed to draw or write pictures relevant to their sonnet – this cannot replace the sonnet, but they can embellish further on the sonnet.
Lesson Assessment
Grading the final Sonnet Draft
