Compare & Contrast of Shakespearean Love Sonnets
At a Glance
Discipline
- Languages and Literature
Instructional Level
- College & CEGEP
Course
- Introduction to College English
Tasks in Workflow
Social Plane(s)
- Group
Type of Tasks
- Reading
- Discussing
- Writing
Technical Details
Class size
- Small (20-49)
Time
- Single class period (< 90 mins)
Overview
In groups, students will compare/contrast two Shakespearean love sonnets using annotation skills related to literary devices, scansion and elements of Shakespearean sonnets; groups will practice applying their knowledge of Shakespearean sonnets by “updating” a sonnet into modern-day slang while retaining all the features of the sonnet’s form and themes.
Instructional Objectives
- Assess the message of each sonnet by voting on which each student would prefer receiving (before class)
- Practice individual text annotation using resource tools provided (before class)
- “Act out” sonnet meter using students as syllables
- Practice collaborative text annotation (in-class)
- Practice scansion of a sonnet using a model (in-class)
- Identify themes around a common topic (love) (in-class)
- Write a compare/contrast thesis (in class)
- Apply knowledge of sonnets by “updating” a sonnet into modern-day slang
Workflow & Materials
Activity Workflow
Contributor's Notes
- Engages an easily relatable topic and asks students to pick the sonnet that reflects their own views on love and debate these
- Tasks can be distributed according to interests with each group member contributing
- Makes poetic form and Shakespearean language accessible and fun
- Builds on text annotation skills and literary analysis introduced early in the course
- Develops analytical skills with compare/contrast questions
- Scaffolds essay writing skills by asking students to identify themes and write thesis statements
- Applies knowledge by asking students to update a sonnet into modern-day slang while still retaining the formal aspects of the sonnet
- Groups should be organized in advance
- Google docs needs to be very organized, i.e. document shared with each group in advance
- Have students vote before arriving to class using Google forms or some other platform
- Clearly indicate groups in the room so that students have an easy visual and can find their group easily (I use numbers and write the numbers on index cards that can stand up at each group’s station)
- Answer any questions students may have asked about the resource material shared (Question doc)
- Have students sign up for the classwork part they are responsible for and self-assess at the end based on the work completed
- Because this is formative work, allow assessment to be based on effort and engagement so that students do not fear taking risks/being wrong; teacher feedback can be used to correct areas where students may have missed something
- Allow for certain parts, i.e. the sonnet rewrite, to be completed after class is over; sometimes, this is done as a bonus as not all groups are as inspired to do this as others (some are VERY inspired and the results should be rewarded)
Applied Strategies
Published: 12/01/2021
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