Day 3: Shakespearean Sonnets
Subject: English II
Date: 03/01/13
Grade level: 10th
Coop. Teacher: Vicki Gallen
*Independent Practice
Instruction
*Cooperative Learning
Integration
*Visuals
Practice
*Whole group
*Technology
Teacher: Sarah Wheeler
Campus: Anderson HS
*Centers
*Lecture
*A Project
*Group/Directed
*Informal Assessment *Formal Assessment *Peer
Assessment
TEKS/Standards:
§110.32. (b)
(3) Reading/Comprehension of Literary
Text/Poetry. Students understand, make
inferences and draw conclusions about the
structure and elements of poetry and provide
evidence from text to support their understanding.
Students are expected to analyze the structure or
prosody (e.g., meter, rhyme scheme) and graphic
elements (e.g., line length, punctuation, word
position) in poetry.
Homework: N/A
(24) Listening and Speaking/Listening. Students
will use comprehension skills to listen attentively
to others in formal and informal settings. Students
will continue to apply earlier standards with
greater complexity.
(25) Listening and Speaking/Speaking. Students
speak clearly and to the point, using the
conventions of language.
(26) Listening and Speaking/Teamwork.
Students work productively with others in teams.
Students will continue to apply earlier standards
with greater complexity. Students are expected to
participate productively in teams, building on the
ideas of others, contributing relevant information,
developing a plan for consensus-building, and
setting ground rules for decision-making.
Activity &
Time
I. WARMUP/
Anticipatory
Student Objectives & Procedures:
What Students Do
Teacher Procedures: What
Teacher Does
Day 3: Shakespearean Sonnets
Subject: English II
Date: 03/01/13
Grade level: 10th
Coop. Teacher: Vicki Gallen
Teacher: Sarah Wheeler
Campus: Anderson HS
Set
Title:
Achieve
3000
Objective(s):
 Students will be able to
answer multiple choice
questions to demonstrate
Pedagogical
their understanding about a
Purpose:
nonfiction article they have
Independent
read.
Practice;
 Students will be able to
Technology
write a brief summary of a
Integration
nonfiction article they have
read.
Student
Materials:
Student Procedures:
Laptop
 Students will take a laptop
from the laptop cart.
Teacher
 Students will log into the
Materials:
computer using their AISD
Internet
username and password.
Connection
 Students will open their
and
web browser and proceed
Computer,
to the Achieve 3000
Sophomore
website at
5th 6 Weeks
http://www.achieve3000.co
Prezi,
m.
Laptop Cart,
 Students will log into
Sticker Pad,
Achieve 3000 using their
Achieve
personal usernames and
3000 Chart
passwords for the website.
 Students will choose and
read any article of their
20 Minutes
choice.
 Students will answer the
multiple choice questions
that follow the article.
 Students will complete the
thought question by writing
a brief summary of the
article they read.
 Students will receive a
sticker from the teacher
when they have finished
the activity.
 Students will place the
sticker on the row with their
Teacher Procedures:
 The teacher will display day
3 of the Sophomore 5th 6
Weeks Prezi.
 The teacher will tell
students to take a laptop
from the laptop cart and log
into Achieve 3000.
 The teacher will tell
students they may choose
their own article to read.
 The teacher will tell
students that the class has
20 minutes to read an
article, answer the
questions, and complete
the thought question.
 The teacher will set the
online timer for 20 minutes
and display the timer on the
overhead.
 The teacher will log into
Achieve 3000.
 The teacher will open the
administrator tab and view
the spreadsheet that
automatically updates as
students complete an
article and subsequent
activity.
 The teacher will give each
student a sticker when the
Day 3: Shakespearean Sonnets
Subject: English II
Date: 03/01/13
Grade level: 10th
Coop. Teacher: Vicki Gallen
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name and the column
labeled “Mar. 1” on the
Achieve 3000 chart.
Students will log out of
Achieve 3000 and close
their web browser.
Students will log out of their
laptop.
Students will return their
laptops to the laptop cart
and return to their seats.
Students will read UpFront
magazine if they finish
early.
STRUCTURE/ACTIVITIES
Objective(s):
 Students will be able to
identify the requirements for
Title: Sonnet
the sonnet explication
Explication
activity.
Directions
 Students will be able to
and Groups
identify their group
members and group roles
Pedagogical
for the sonnet explication
Purpose:
activity.
Whole
Group
Student Procedures:
Instruction
 Students will listen quietly to
the activity instructions.
Student
 Students will read the steps
Materials:
they must complete in order
TP-CASTT
to fulfill the assignment.
Handout
 Students will look at the
Assigned Role Placards
Teacher
they are given.
Materials:
 Students will ask questions
10th Grade.
about their role if needed.
March 1
Slideshow,
Assigned
Teacher: Sarah Wheeler
Campus: Anderson HS
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
spreadsheet indicates that
the student has completed
an article and subsequent
activity.
The teacher will instruct the
students to place the
sticker next to their name
and under the Mar. 1
column on the Achieve
3000 chart.
Students who finish early
will be asked to read
UpFront Magazine.
II. LESSON
1st
Activity
Teacher Procedures:
 The teacher will display the
first slide of the 10th Grade.
March 1 Slideshow.
 The teacher will tell
students that they are going
to TP-CASTT a
Shakespearean sonnet.
 The teacher will tell
students that they should
read and annotate the
sonnet before they begin
the TP-CASTT.
Day 3: Shakespearean Sonnets
Subject: English II
Date: 03/01/13
Role
Placard,
Stop Cards,
Sonnet
Handouts
5 Minutes
Grade level: 10th
Coop. Teacher: Vicki Gallen
Teacher: Sarah Wheeler
Campus: Anderson HS

The teacher will review the
TP-CASTT elements with
the students. These
elements are:
- Paraphrase
- Connotation
- Attitude
- Shifts
- Theme
*Students will not be required to
comment on the title, as the
sonnets are numbered.
 The teacher will tell
students that they will
complete the TP-CASTT on
a poster.
 The teacher will tell
students that on the bottom
of the poster they must write
the most telling line of the
sonnet.
 The teacher will tell the
students that they will be
presenting the most telling
line of the sonnet and a
short explanation of its
importance at the end of the
class period.
 The teacher will tell
students that they will be
working in pre-assigned
groups of four.
 The teacher will tell
students that they will be
assigned roles. The
teacher will also explain the
requirements of each role.
These roles/requirements
are:
- Recorder: Compiles the
group’s ideas, in charge
of turning in work
- Timekeeper/Noise
Monitor: Ensures that
the group will finish on
time, reminds group of
Day 3: Shakespearean Sonnets
Subject: English II
Date: 03/01/13
Grade level: 10th
Coop. Teacher: Vicki Gallen
Teacher: Sarah Wheeler
Campus: Anderson HS
talking level if needed
Validator: Paraphrases
what is said for the
recorder, asks questions
for clarification if needed
- Group Leader: Reads
the directions, ensures
that all students are
participating, is the only
group member who may
ask the teacher for help
*Please see Sonnet Groups and
Roles for breakdown of group
members.
 The teacher will tell
students that they will be
given a stop card if their
group cannot interact at an
appropriate noise level or
cannot stay on topic. Stop
Cards require that the group
sits without speaking or
working for 1 minute.
 The teacher will pass out
the Assigned Role Placards
to the appropriate students.
 The teacher will tell the
students that they have 45
minutes to complete the
activity and set the online
timer.
 The teacher will pass out
the Sonnet Handouts. Each
group will receive a different
sonnet.
-
2nd
Activity
Objective(s):
 Students will be able to
paraphrase each line of
Title: Sonnet
their assigned sonnet.
Explication
 Students will be able to
evaluate Shakespeare’s use
Pedagogical
of poetic devices in their
Purpose:
assigned sonnet.
Cooperative
 Students will be able to
Learning
analyze diction, imagery,
and details in their assigned
Day 3: Shakespearean Sonnets
Subject: English II
Date: 03/01/13
Materials:
TP-CASTT
Poster, TPCASTT
Handout,
Sonnet
Handout,
Markers
Teacher
Materials:
Roster,
Writing
Implement
Grade level: 10th
Coop. Teacher: Vicki Gallen


Teacher: Sarah Wheeler
Campus: Anderson HS
Shakespearean sonnet.
Students will be able to
analyze the shifts in key
words, punctuation, line
divisions, irony, sound, and
diction in their assigned
Shakespearean sonnet.
Students will be able to
analyze and evaluate the
theme of their assigned
Shakespearean sonnet to
determine what
Shakespeare is saying
about human experience,
condition, or motivation.
45 Minutes
Student Procedures:
 Students will read and
annotate their
Shakespearean sonnet.
Each group will have a
different sonnet. These
sonnets will be:
- Sonnet 130
- Sonnet 138
- Sonnet 139
- Sonnet 140
- Sonnet 145
- Sonnet 147
 Students will discuss each
element of the TP-CASTT
as a group and the
Recorder will write the
group’s commentary in the
appropriate box on their TPCASTT Poster. The
elements they will provide
commentary for are:
- Paraphrase: each line of
the sonnet
- Connotation: determine
which poetic devices are
used and how the
devices contribute to
meaning
- Attitude: analyze diction,
Teacher Procedures:
 The teacher will start the
online timer.
 The teacher will circulate
around each group.
 The teacher will stop and
listen to each group to
ensure that they are on
task.
 The teacher will give group
members specific requests
if needed. These requests
may include:
- Reminding the Noise
Monitor to monitor the
noise.
- Reminding the Leader to
ask each group member
to contribute.
- Reminding the Recorder
to fill in the TP-CASTT
Poster.
- Reminding the Validator
to ask for clarification or
paraphrase the
important points made
by group members.
 The teacher will hand out
Stop Cards if needed. Stop
Day 3: Shakespearean Sonnets
Subject: English II
Date: 03/01/13
Grade level: 10th
Coop. Teacher: Vicki Gallen
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3rd Activity
imagery, and details to
determine the speaker’s
attitude
- Shifts: determine shifts
in key words,
punctuation, line length,
irony, and sound
- Theme: analyze the
message/meaning the
poet wishes the reader
to gain
Students will work in their
assigned roles to ensure
that each member
contributes. Along with the
Recorder, these roles are:
- Leader
- Timekeeper/Noise
Monitor
- Validator
Students will choose which
line of the sonnet they
believe paints the best
picture and contributes the
most to the overall meaning
of the poem.
Students (the Recorder) will
write this line at the bottom
of the TP-CASTT Poster.
Students will discuss their
presentation. They will be
prepared to share the line of
the sonnet they chose as
the most telling and a brief
explanation of how the line
contributes to the overall
meaning of the poem.
Objective(s):
 Students will be able to
Title: Sonnet
orally share the most telling
Presentation
line of their assigned
Shakespearean sonnet.
Pedagogical
 Students will be able to
Purpose:
orally explain how the most
Cooperative
telling line of their assigned
Teacher: Sarah Wheeler
Campus: Anderson HS

Cards will only be handed
out if the group is not
following the requests of the
Timekeeper/Noise Monitor
or Leader, or one or more
group member(s) is not
completing his/her role after
being reminded to do so by
the teacher.
The teacher will indicate
student participation on the
class roster. This will be
done by making one of
three marks next to student
names at least 3 times.
These marks are:
- Minus (-): student had to
be reminded to fulfill
role.
- Plus (+): student is
fulfilling role.
- Ex (X): student did not
contribute or fulfill role
after being reminded to
do so.
Day 3: Shakespearean Sonnets
Subject: English II
Date: 03/01/13
Learning
Student
Materials:
TP-CASTT
Poster,
Sonnet
Handout
Teacher
Materials:
Roster,
Writing
Implement
5 Minutes
Grade level: 10th
Coop. Teacher: Vicki Gallen
Shakespearean sonnet
contributes to the overall
meaning of the poem.
Student Procedures:
 Students will stand by their
group of desks and face the
class.
 Students will hold their TPCASTT Poster so that the
class is able to read the
work.
 Students (not the Recorder)
will read the most telling line
of the sonnet that they have
written on their TP-CASTT
Poster.
 Students (not the Recorder)
will explain how the line
contributes to the overall
meaning of the sonnet.
 Students will applaud for
their classmates.
 Students (the Recorder) will
give the TP-CASTT Poster
and the Sonnet Handout to
the teacher.
III.
CLOSURE
Title: Four
Square
Teacher: Sarah Wheeler
Campus: Anderson HS
Objective(s):
 Students will be able
summarize their assigned
Pedagogical
Shakespearean sonnet in
Purpose:
one sentence in one minute.
Independent
 Students will be able to
Practice
illustrate an important image
from their assigned
Student
Shakespearean sonnet in
Materials:
one minute.
Paper,
Teacher Procedures:
 The teacher will call on the
first group to present their
TP-CASTT Poster.
 The teacher will ask the
group to stand by their
desks and face the class.
 The teacher will instruct
students to hold their TPCASTT Poster so that the
class is able to read the
work.
 The teacher will ask the
group to read the most
telling line of the sonnet and
provide a brief explanation
of how the line contributes
to the overall meaning of
the poem.
 The teacher will applaud for
the students.
 The teacher will ask
students to turn in their TPCASTT Poster.
Day 3: Shakespearean Sonnets
Subject: English II
Date: 03/01/13
Writing
Implement
Teacher
Materials:
Doc Cam,
Paper,
Writing
Implement
5 Minutes
Grade level: 10th
Coop. Teacher: Vicki Gallen


Teacher: Sarah Wheeler
Campus: Anderson HS
Students will be able to
write a short poem about
their assigned
Shakespearean sonnet.
Students will be able to ask
one question about their
assigned Shakespearean
sonnet.
Teacher Procedures:
Student Procedures:
 The teacher will ask
 Students will take a sheet of
students to take a piece of
paper out of their
paper out of their
notebooks.
notebooks.
 Students will write their

The teacher will ask
names on their papers.
students to write their
 Students will draw a vertical
names on their papers.
line down their paper.
 The teacher will ask
 Students will draw a
students to draw a vertical
horizontal line across their
line down their papers.
paper.
 The teacher will ask
 Students will summarize
students to draw a
their sonnet in the upper left
horizontal line across their
hand square in one
papers.
sentence.
 The teacher will display a
 Students will draw a picture
piece of paper with these
that represents their sonnet
lines drawn on the Doc
in the upper right hand
Cam.
square in one minute.
 The teacher will tell
 Students will write a poem
students that they will have
about their sonnet in the
one minute to complete a
lower left hand square one
task in each square.
minute.
 The teacher will set the
 Students will write one
timer for 1 minute.
question they have about
 The teacher will write
their sonnet in the lower
“Summarize the sonnet in
right hand square in one
one sentence” in the upper
minute.
left hand square while
 Students will volunteer to
telling students to
share an item from their four
summarize the sonnet in
square with the class.
one sentence.
 Students will pass their four
 The teacher will start the
square to the front for
timer.
collection by the teacher.
 The teacher will write “Draw
a picture representing the
Day 3: Shakespearean Sonnets
Subject: English II
Date: 03/01/13
Grade level: 10th
Coop. Teacher: Vicki Gallen
Teacher: Sarah Wheeler
Campus: Anderson HS
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sonnet” in the upper right
hand square while telling
students to draw a picture.
The teacher will start the
timer.
The teacher will write “Write
a poem about the sonnet” in
the lower left hand square
while telling students to
write a poem.
The teacher will start the
timer.
The teacher will write “Write
one question you have
about the sonnet” in the
lower right hand square
while telling students to
write one question.
The teacher will start the
timer.
The teacher will ask for
volunteers to share one
thing from one of their
boxes.
The teacher will ask
students to pass their
papers to the front.
The teacher will collect the
papers.
Assessment(s): (attach copies of assessment documents, criteria and rubrics)
 No rubric is needed.
ILL/504/SpEd accommodations:
 Katrina may leave arrive to class 5 minutes late and/or leave class 5 minutes
early.
 Alec will not be assigned the Recorder role in order to reduce paper and pencil
time.
 Ramiro’s group will be seated at the front of the classroom.
 Kenny’s group will be seated at the front of the classroom.
Lesson Overview / teacher notes:
Day 3: Shakespearean Sonnets
Subject: English II
Date: 03/01/13
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Grade level: 10th
Coop. Teacher: Vicki Gallen
Teacher: Sarah Wheeler
Campus: Anderson HS
Each Sonnet Handout provides a different level of scaffolding. Thus, groups that
require more support in poetry explication will be given the handouts that include
more “important words.”
6 Stop Cards will be cut.
Assigned Role Placards will be cut and folded on the horizontal line. The role
title will be facing the group, while the “duties” and “sound bite” will be facing the
individual.
The Mock TP-CASTT Poster is a representation of the posters the groups will
receive. The official posters used in class, however, will be made larger on
poster paper.
The Sophomore 5th 6 Weeks Prezi has not been made. This is to be completed
during a meeting between sophomore teachers during week 8. As such, a link to
this Prezi is not currently available.