Shakespearean Sonnet Assignment Sheet

A Shakespearean Sonnet is a type of sonnet written in iambic pentameter and consisting of three
quatrains and a final couplet with the rhyme scheme abab cdcd efef gg. Not only do these sonnets
provide us with exposure to some of Shakespeare’s work, but we are also exposed to some beautiful
language that helps us make connections to and understand poetry outside of sonnet form. Over the
next week we will be studying Shakespeare’s Sonnet 18 and Sonnet 54. We will learn what constructs a
Shakespearean sonnet and how they’re formed with the end goal being to create our own original
sonnet while following Shakespearean Sonnet rules. Attached to this document is a timeline for what we
will be doing the next 10 days in class as well as a rubric showing you how scoring will be done for the
final assignment of this unit.

Learning Outcomes:
SWBAT use figurative language to construct a Shakespearean Sonnet of their own.
SWBAT create a theme in their own work.
SWBAT follow the rules of Shakespearean Sonnets in their own creation.
SWBAT create an identifiable voice or tone in their work.

Process:
Day 1 – Introduction to Shakespeare and Sonnets
- Discussing handouts of who Shakespeare was and some of his most famous works/common
themes in his sonnets. Discussion of what constructs the Shakespearean Sonnet form.
Day 2 – Sonnet 18
- Read Sonnet 18 individually and as a class. Students will get into pairs and be assigned a
specific line from Sonnet 18 that they will be responsible for translating what Shakespeare
meant. Class group rewrite of the sonnet on the board for better understanding.
Day 3 – Annotate Sonnet 18
- Group discussion of original text vs class rewrite text. Get into groups of 4 to annotate/circle
all instances of imagery and its relation to the theme/tone of the sonnet. After this another
large class discussion will take place.
Day 4 – Sonnet 54
- Read Sonnet 54 individually while making note of one question you have about this sonnet
and one comment you’d like to make about it. We will share some of these questions and
 comments out loud and will then get into groups of 3 to compare themes of Sonnet 18 and
54.
Day 5 – Group Sonnet with Peers
- On this day students will choose from a list of words to incorporate into creating a sonnet of
their own in groups of 3. This group sonnet will be submitted as class dismisses.
Day 6 – Brainstorming Activity
- Introducing writing assignment for creating your own sonnet. Refer to rubric and previous
sonnets and rewrites for your own construction. We will brainstorm ideas and narrow them
down to our Top 3 for our own sonnet. A post-it note activity will be used to find a matching
partner to discuss potential ideas for your sonnet.
Day 7 – Shape Notes Check-In Before Drafting
- Shape notes worksheet will be completed in class. The shapes in this assignment will cover 4
descriptive words to use in your own sonnet, 3 examples of figurative language to be used in
your sonnet, the 2 lines couplet that will conclude your sonnet, and the overall theme that
you plan to create in your sonnet. This will be a reference sheet for your own benefit in
creating and drafting your sonnet. This will be turned in when you submit your final draft.
Day 8 – Complete Drafting
- The first 10 minutes of class this day will be devoted to reviewing and finishing your zero
draft of your sonnet. Once finished, you will be turning your zero draft into me online.
Then we will be using technology to share some of the descriptive words that helped create
the themes you created in your sonnets. After discussion of some of the themes, you will
share your drafts with one friend.
Day 9 – In-Class Workshop
- Groups of 3 will be created to workshop your drafts. You will be required to have a copy
printed or emailed to each member of your group so they can follow along as you read
your draft out loud to the group. Questions to be answered on the workshop sheet:
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 10 – Submit Revised Draft
- Use class time to reference peer feedback to create and adjust your sonnet for
submission.

*Bold print signifies a due date or important information for class date*