Jacob Chessrown

Professor Amanda Stearns-Pfieffer

ENG 398
14 March, 2016
Shakespearean and Petrarchan Sonnets
For this lesson, I want to introduce my students to Sonnets, more specifically, two very popular
forms of Sonnets: Shakespearean and Petrarchan. My goals/objectives for this lesson plan is to have my
students identify and recognize whether a Sonnet is written in the Shakespearean or Petrarchan style
based on such things as the rhyme scheme, word structure, etc. Another goal/objective for this lesson is
for the students to demonstrate knowledge of how to cite evidence from the text to support their
analysis of the poem to support their perspectives regarding the message of the poem. My final
goal/objective would be for my students to demonstrate their knowledge of what they had learned
about Shakespearean and Petrarchan Sonnets and write either one in class, which they would then share
with the class if they are willing.
This lesson is beneficial because not only does it encourage students to cite textual evidence to
support their arguments, but it also introduces them to beautiful types of poetry. By making the class a
friendly environment in which the students value each others' ideas during group discussion, I feel that
it will help to broaden their understanding of the material by hearing different perspectives. However, I
would also make sure that the students have time to read the poems discussed in class individually so
that they can form their own initial impressions of the poem.
I. CCSS met:
Reading Standards for Literature 6-12 for Grades 9-10 Students:
Key Ideas and Details
1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well
as inferences drawn from the text.
2. Determine a theme or central idea of a text and analyze in detail its development over the course of
the text, including how it emerges and is shaped and refined by specific details; provide an objective
summary of the text.
Craft and Structure
4. Determine the meaning of words and phrases as they are used in the text, including figurative and
connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone
(e.g. how the language evokes a sense of time and place; how it sets a formal or informal tone).
Writing Standards 6-12 for Grades 9-10
4. Produce clear and coherent writing in which the development, organization, and style are appropriate
to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards
1-3 above.)
II. Best practice teaching methods employed:
Reading practice teaching methods
1. Time for independent reading
2. Social collaborative activities with much discussion and interaction
3. Exposing children to a wide and rich range of literature

Writing practice teaching methods

1. Making the classroom a supportive setting, using:
2. Active exchange and valuing of student's ideas.
III.Learning objectives/goals:
1. Students shall be able to demonstrate knowledge of how to cite strong textual evidence to support
their arguments regarding the overall message of the poem.
2.Students shall be able to compare and contrast a Shakespearean and Petrarchan Sonnet based on such
things as the rhyme scheme, word structure, etc.
3. Students shall be able to write both a Shakespearean and a Petrarchan Sonnet which they would be
encouraged to share with their peers.
IV. Context of the lesson
The students would have just finished reading Romeo and Juliet by William Shakespeare, from
which we would transition from English authors to Italian authors. Teaching the students about
Shakespearean and Petrarchan Sonnets would be a good lesson to lead the transition for it
would show the students the work of an author they are already familiar with, William
Shakespeare, as well as introduce them to the work of an author they may not be familiar with,
Francesco Petrarch. After the students have each written a first draft of either a Shakespearean
or Petrarchan sonnet, I would assign for homework that the students write a final draft of their
sonnet to bring to class the next day. That same day I would introduce my students to an Italian
form of poetry known as Terza Rima. From there, we would begin taking a look at the work of
the Italian poet, Dante Aligheri, and his work The Inferno, for the epic poem is not only
written in the Terza Rima style, but it is also a well-written and popular work of literature that
would prove beneficial to the students by introducing them to new concepts and ideas as well as
facilitate good class discussions to name a few examples.
V. Assessments:
In order to assess whether or not the first objective is being met by my students, I would lead a
class discussion in which the students would use their handouts which would have the poems
being discussed in class as well as their responses to the questions I provided in the handouts
that have them analyze such things as the rhyme scheme and word structure as well as their
interpretation of the overall message of the poem supported by textual evidence. If the students
are able to support their views with evidence from the text, then I would know that the first
objective has been met.
By having the students write either a Shakespearean or Petrarchan Sonnet based off the number
they were given (1. Shakespearean, 2. Petrarchan) I would be able to see whether or not my last
two objectives have been met. If the students are able to write their assigned sonnet type in a
way that reflects the Sonnet type's structure and rhyme scheme, then I feel that the second
objective would have been met. If the students are able to complete their first draft during class,
then I feel that the third objective would be met.
VI. Overview of the lesson:
Act 1: I shall define what a sonnet is as well as explain what categorizes a sonnet (sentence structure,
rhyme scheme, literary devices, etc.) I shall then pass out a handout with a Shakespearean sonnet for
the students to read independently, answering a few questions provided on the handout. From there, I
would describe with the aid of Google Slides what categorizes a Shakespearean Sonnet and hold a class
discussion regarding how the poem they just read serves as a Shakespearean sonnet by pointing out

such things as the poem's rhyme scheme, use of quatrains and a couplet, etc. I would then play an audio
clip of the poem being read so that the tone of the reader might increase their perspectives regarding
what they consider to be the overall meaning of the poem. Students will then use evidence from the text
to support their opinions regarding the message of the poem.
Act 2: I shall pass out a handout containing a Petrarchan Sonnet and in a similar manner as the
Shakespearean Sonnet, have them read the poem independently while answering a few questions
provided on the handout. From there, I would describe with the aid of Google Slides what categorizes a
Petrarchan Sonnet and hold a class discussion regarding how the poem they just read serves as a
Petrarchan Sonnet by pointing out such things as the poem's rhyme scheme, use of an octave and
setina, etc. I would then play an audio clip of the poem being read so that the tone of the reader might
increase their perspectives. Students will then use evidence from the text to support their opinions
regarding the overall message or theme of the poem.
Act 3: After a quick summary of what was covered during the lesson, I would have the students pick a
number while going around the room, either one or two, and if a student is assigned number one, they
shall write a first draft of a Shakespearean sonnet which they could share with the class. Those assigned
number 2 would write a first draft of a Petrarchan sonnet which they would also have the opportunity to
share with the class. After the lesson, students shall be assigned for homework to write a final draft of
their assigned sonnet type. The next lesson would focus on the Italian form of poetry known as Terza
Rima which would help to prepare students for the next text to be covered in class, Dante Alighieri's
The Inferno.