Name: Poetry Activities for Blank Verse w/ William Shakespeare
SKU: 6231392995bc586710bc10ce
Price: 39.99 USD
Availability: InStock

About this resource

What's inside this resource

This comprehensive resource on poetry explores the timeless charm of William Shakespeare's "Shall I Compare Thee to a Summer's Day?" (Sonnet 18), focusing on the intriguing poetic form of blank verse. This multifaceted tool engages students in guided annotation, literary analysis through short answer and essay tasks, and an enriching creative poetry-writing activity, providing a thorough examination of blank verse in poetry.

With the ability to be smoothly broken down into separate elements, this resource serves as an excellent source for bell ringers, brief writing tasks, or substitute teacher lesson plans.

Alternatively, teachers can effortlessly unify the three provided activities to craft a step-by-step lesson lasting 1-2 weeks, dedicating attention to the adept use of blank verse in poetry.

Teaching this resource is simple! Start by presenting and discussing the poem with the poem analysis activity, which makes an excellent bell ringer. Then, give students time to complete the guided annotation activity and answer the analysis question that accompany the lesson (answer key included!). Next, students have the opportunity to write their own poem using the poetic concept analyzed earlier. Finally, you can assess students understanding of the poem and its poetic concepts with a literary analysis essay. That essay assignment comes with a prompt, writing tips, peer review, and Common Core-aligned rubric!

Your TeachSimple download includes:

A POEM ANALYSIS ACTIVITY: Give students the opportunity to read William Shakespeare's "Shall I Compare Thee to a Summer's Day?” (text included) and analyze the poem via an annotation activity and accompanying analysis questions (answer key included). Ideal for a bell ringer!
A CREATIVE WRITING ASSIGNMENT: Provide students the opportunity to further develop their understanding of blank verse with a creative poem writing assignment (tied to one Common Core Writing Standard). Ideal for sub plans!
A LITERARY ANALYSIS ESSAY: This essay assignment builds on students' understanding of blank verse and Shakespeare's "Shall I Compare Thee to a Summer's Day?” The assignment handout includes essay guidelines, analysis prompt, literary analysis writing tips, and a peer review checklist. The included rubric is tied to 4 Common Core ELA Standards and includes a link to an editable rubric that allows for grading customization and seamless integration into Google Classroom and many other Learning Management Systems (LMS's)

Although this resource can be fitted for any secondary Language Arts classroom, it has been carefully designed to work best in grades 9 through 12. The included rubric is subtly but specifically tied to Common Core ELA Standards for Language (1 and 2) and Writing (2 and 4). This resource is provided in print-ready, bookmarked, and adjustable PDF files and PowerPoint Show files.

This resource contains 5 pages and 1 Google Sheet.

In the classroom

Teaching tips & learning objectives

Learning objectives

Describe the features of blank verse using lines from the poem
Support an interpretation of Sonnet 18 with written analysis

Skills covered

Close reading — students annotate the sonnet line by line with margin commentary
Written analysis — students answer short-answer and essay questions about form and meaning

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Curriculum

Standards, concepts & topics

Standards

CCSS.L.9.1 — Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a. Use parallel structure.* b. Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations.
CCSS.L.9.2 — Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a. Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses. b. Use a colon to introduce a list or quotation. c. Spell correctly.
CCSS.L.10.1 — Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a. Use parallel structure.* b. Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations.
CCSS.L.10.2 — Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a. Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses. b. Use a colon to introduce a list or quotation. c. Spell correctly.
CCSS.L.11.1 — Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a. Apply the understanding that usage is a matter of convention, can change over time, and is sometimes contested. b. Resolve issues of complex or contested usage, consulting references (e.g., Merriam-Webster’s Dictionary of English Usage, Garner’s Modern American Usage) as needed.
CCSS.L.11.2 — Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a. Observe hyphenation conventions. b. Spell correctly.
CCSS.L.12.1 — Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a. Apply the understanding that usage is a matter of convention, can change over time, and is sometimes contested. b. Resolve issues of complex or contested usage, consulting references (e.g., Merriam-Webster’s Dictionary of English Usage, Garner’s Modern American Usage) as needed.
CCSS.L.12.2 — Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a. Observe hyphenation conventions. b. Spell correctly.
CCSS.W.9.2 — Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. a. Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic. c. Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts. d. Use precise language and domain-specific vocabulary to manage the complexity of the topic. e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).
CCSS.W.10.2 — Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. a. Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic. c. Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts. d. Use precise language and domain-specific vocabulary to manage the complexity of the topic. e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).
CCSS.W.11.2 — Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. a. Introduce a topic; organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. b. Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic. c. Use appropriate and varied transitions and syntax to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts. d. Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic. e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).
CCSS.W.12.2 — Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. a. Introduce a topic; organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. b. Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic. c. Use appropriate and varied transitions and syntax to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts. d. Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic. e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).
CCSS.W.9.4 — 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.)
CCSS.W.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.)
CCSS.W.11.4 — 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.)
CCSS.W.12.4 — 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.)

Core concepts

Blank verse
Sonnet
William Shakespeare
Annotation

Topics

literature creative writing literary analysis poetry summer

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Categories this resource belongs to

ELA Activities High School Fun Activities For High School Students Activities Activities By Subject Holiday and Seasonal Activities

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Poetry Activities for Blank Verse w/ William Shakespeare