10-Day Penniman ENG 402

In – Class SWBAT Homework

Week 1
Day One Bell Ringer - What is your SWBAT identify who No Homework this day.
previous knowledge of Shakespeare was
Shakespeare/Shakespeare's through common
sonnets? works and themes.
Provide Shakespeare SWBAT identify the
handout to introduce who contents of the sonnet
he was and go over as a form.
class some of his most
famous works and common
themes in his sonnets as
well as what constructs the
sonnet form.

Day Two BR - How would you SWBAT read and No Homework this day.
describe your perfect understand a
summer day? How does it Shakespearean sonnet.
look, feel, smell, etc. SWBAT work in pairs to
*Have a copy of translate
Shakespeare's Sonnet 18 Shakespearean
on all desks.* language for better
Have students read it understanding.
individually after
completing BR.
Read out loud once as a
class. Class discussion of
how this sonnet follows the
sonnet form we discussed
yesterday making notes of
it on (annotating) the page.
Ask students to get into
pairs and assign each pair a
line from Sonnet 18 to ask
them to translate what
Shakespeare meant.
Once every pair has their
translation, rewrite the
sonnet on the board.

Day Three BR - What was your
favorite line of imagery
from Sonnet 18?
Group discussion of the
original text versus our
class rewrite of the text.
SWBAT identify No Homework this day.
imagery in a
Shakespearean sonnet
and how it relates to
the theme.
 Ask that students get into
groups of 4 to
annotate/circle all
instances of imagery and
how it relates to the overall
theme/tone of the sonnet.
Discuss as a class what we
discussed in groups.

Day Four BR - Write a couplet, like SWBAT write a couplet No Homework this day.
we discussed on Monday, of their own.
for how either your day SWBAT compare 2
ended yesterday or how Shakespearean
your morning went today. sonnets.
Provide handout to Sonnet
54 to read individually.
While reading, jot down
one question you have
about this sonnet and one
comment you'd like to
make about it. Take 3
questions and 3 comments
from the class.
Next, get into groups of 3
to compare 18 and 54's
themes. Discuss as a class.

Day Five BR - Which sonnet did you SWBAT collaborate in If students do not
like more than the other? groups to create their complete group sonnet in
Why? own sonnet following class, they will need to
In class this day give the format. submit it by Monday.
students a list of words
pertaining to nature,
beauty, and summer.
Possible words: golden,
sunset, blushing, flowing,
chirping, singing, sun
kissed, peaceful, crisp,
fresh, etc. Have students
get in a group of 3 the
remainder of the class
period to begin creating a
sonnet of their own to turn
in when class is over.
(Participation grade making
sure that they follow
sonnet format) If students
do not finish during class
 they will be expected to
complete it for Monday.

Week 2
Day Six BR - What was a struggle SWBAT identify Ask that students return
you had in completing the personal strengths and to class with their topic
group sonnet? A strength? weaknesses in their narrowed down to begin
Introduce Sonnet writing. outlining/drafting.
assignment for individual SWBAT brainstorm
completion. Go over ideas for a writing
assignment sheet and assignment.
rubric for the assignment. SWBAT discuss ideas
Brainstorming activity to and plans for writing
come up with 3 ideas for with a peer.
their own sonnet. Have
each student write down
their favorite idea for their
sonnet on a post-it note to
stick to their forehead. Ask
that they then get up and
walk around the room
looking at everyone's post-
it notes and getting with a
partner who has an idea
that they think is
interesting to begin
discussing their ideas for
their sonnets.

Day Seven BR - What is the topic of SWBAT outline and Return to class with their
your sonnet? draft their own sonnet. first draft of their sonnet if
Give students a shape they did not complete it in
notes assignment sheet to class this day.
complete/help them
outline before they begin
drafting. In the square,
write 4 descriptive words in
each corner that you plan
on using to help create
your theme. In the triangle,
write 3 examples of
figurative language you
want to use. In the
rectangle, write the couplet
idea/ideas you have for the
conclusion of your sonnet.
In the circle, write down
the overall theme that you
 want to create in your
sonnet. Have students
check in with me on their
shape notes before they
begin their first draft. Use
remaining classtime for
their drafts after checking
in with me.

Day Eight BR - Use first 10 minutes of SWBAT make No Homework this day.
class to review your generalizations about
composed sonnet. After possible themes in
you are satisfied with your other student work
first draft, write down based off of descriptive
some of the descriptive words used in peer
words that you used and sonnets.
liked in your sonnet. SWBAT share their
At 15 after, we will create a work with a classmate.
list of these words where I SWBAT use technology
ask students to text their devices for class
word (either from a phone participation.
or their laptop) to create a
word web on the
SmartBoard to see what
words we've used as a class
for further discussion of
some themes we have
created.
After this, ask that students
get with a partner to read
their zero draft. No
feedback will be given this
day and students will be
responsible for ONLY
sharing with a friend.

Day Nine BR - What does it mean to SWBAT participate in Take home the workshop
revise something? group workshopping sheets filled out for them
Have students get into for revision. and look over the
groups of 3 to workshop SWBAT provide suggestions and feedback
their first drafts. Give feedback to peers in a provided to them.
students 2 copies of the group setting.
workshop to fill out for
their 2 peers in the group.
Each member should read
their sonnet outloud to the
group. On the workshop
page these questions
 should be answered: 1.)
Does your group member
follow sonnet format? ex:
14 lines, couplet at the end,
etc. If no, how do you
suggest they fix that? 2.)
What is your group
member saying in their
sonnet? (theme/message)
Provide an example of how
you know. 3.) How does
your group member create
their theme? (figurative
language) Point to specific
examples from their
sonnet. 4.) ONE QUESTION
ASKED BY THE AUTHOR
THAT THEY WANT
ANSWERED BY THEIR
GROUP MEMBERS.

Day Ten BR - How did you feel while SWBAT use feedback If students do not
reading your sonnet to from peers to revise a complete their revised
your classmates? What did zero draft. version of the sonnet, it
you think about the will be due over the
workshop? weekend by Monday
Use class time this day to morning.
use peer feedback to
create and adjust to submit
their revised version of the
sonnet. I will be available to
help students and offer
feedback on this day as
well.