In English I, we got back with our partners to discuss which of the five versions of the soliloquy was the best and which was the worst. Then every group got up and had 30 seconds to argue why they chose the ones they did. At the end of class we got out our sonnets and continued to work on them.
Today in class we started off the day by getting with a partner and comparing last nights homework.We also started another sonnet; Sonnet 130.We got to do a fun activity which was to draw how we thought mistress looked like based on the sonnet.We also took notes on Rules for Sonnets.
English I Honors classes are working towards the Shakespeare unit, which we will begin next week, and we are accomplishing this through Shakespeare’s sonnets as a way to bring the poetry unit to the Romeo and Juliet unit. Today we finished up the complicated “Sonnet 29.”
Afterward, students turned either to “Sonnet 18” or “Sonnet 130” (student-group choice) to examine for characteristics of sonnets after they complete a general analysis of the poem for basic understanding.
English 8 Strategies students continued with yesterday’s work, creating initial drafts we will begin peer editing.
English 8 Strategies: complete today’s first draft as necessary.
English I Honors: complete the poetry project if you haven’t already (see the Moodle site for details).
First and fourth periods looked at Shakespeare’s Sonnet number twenty-nine.
When in disgrace with fortune and men’s eyes
I all alone beweep my outcast state,
And trouble deaf heaven with my bootless cries,
And look upon myself, and curse my fate,
Wishing me like to one more rich in hope,
Featured like him, like him with friends possessed,
Desiring this man’s art, and that man’s scope,
With what I most enjoy contented least;
Yet in these thoughts my self almost despising,
Haply I think on thee, and then my state,
Like to the lark at break of day arising
From sullen earth, sings hymns at heaven’s gate;
For thy sweet love remembered such wealth brings
That then I scorn to change my state with kings.
They divided into groups and wrote one line on a strip of paper. The students wrote their questions on the back of the slips of paper. The slips were cut up to be reorganized, so the students could understand the sonnet more.
Second and seventh periods began a week of dual-work lessons: first halves of lessons this week will be devoted to comparing the text of the play with Anne’s original diary. Today we began looking at an extended passage by marking the original diary entry about going into hiding.
Afterward, students received their group and selection assignments and began working on their acting/presentation projects.
English 8 Strategies: read your play project selection.
First and fifth periods finished and abbreviated viewing of The Diary of Anne Frank. Probably not the most uplifting way to finish out the week before a long break, but hopefully students return home thankful for their freedom and admiring those who fought to keep their own.
Second and fourth periods had a second and final day of working on their sonnets. When we return from break, we’ll be doing the heavy lifting, so to speak: we’ll be starting Romeo and Juliet.
First and fifth periods: study for the unit test on The Diary Anne Frank.
Please be aware, second and fourth period students, that in the sonnet template above, there is one element missing: scansion. Remember that the second version of your sonnet needs to have scansion added, as in the example below.
First and fifth periods took a practice test to acclimate them to the Moodle testing system. Afterward, they returned to the topic of heroes and heroism, looking at two contemporary issues to see if the actors are heroes or not.
Second and fourth periods began working on their sonnets.
Additionally, we altered the poetry anthology project so that students only have to read and write about eight poems.
First and fifth periods: none.
Second and fourth periods: continue working with the anthology project.