Poetry Activities for the Sonnet w/ William Shakespeare
- Grades
- Grades 9–12, High School
- File type
- Preparation
- Print ready
- Subject
- ELA, Literature, Poetry
- Topic
- literature, creative writing
- Resource types
- Activities
- Preparation
- Print ready
- Standards
- CCSS.L.9.1 CCSS.L.9.2 +14
About this resource
What's inside this resource
This comprehensive poetry analysis resource harnesses the timeless brilliance of William Shakespeare's "Sonnet 104" to delve into the captivating poetry form of the sonnet. Through expertly guided annotation, literary analysis (via short answer and essay assignments), and a stimulating creative poem-writing activity, this versatile resource offers a profound exploration of the sonnet.
This resource can be effortlessly segmented into individual components, making it perfect for implementation as bell ringers, short writing assignments, and substitute plans. Alternatively, educators have the flexibility to seamlessly combine all three included activities, crafting a scaffolded lesson spanning 1-2 weeks, dedicated to the artistry of the sonnet form in poetry.
Teaching this resource is simple!
- Begin by introducing and discussing the poem using the poem analysis activity; this is perfect as a bell ringer.
- Allocate time for students to engage with the guided annotation activity.
- Ensure students answer the analysis question that comes with the lesson (note: an answer key is provided).
- Provide students the opportunity to compose their own poem, inspired by the poetic concept previously analyzed.
- Finally, evaluate students' understanding of the poem and its underlying poetic concepts through a literary analysis essay.
- The essay assignment includes a prompt, writing tips, a procedure for peer review, and a Common Core-aligned rubric.
Your TeachSimple download includes:
A POEM ANALYSIS ACTIVITY: Give students the opportunity to read William Shakespeare's "Sonnet 104” (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 the sonnet 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 sonnets and Shakespeare's "Sonnet 104.” 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.
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In the classroom
Teaching tips & learning objectives
Learning objectives
- Mark stressed syllables to identify iambic pentameter
- Write an original sonnet using the abab cdcd efef gg rhyme scheme
- Explain how a poem meets the rules of the sonnet form
Teaching tips
- Share the rubric with the writing assignment so students can check their sonnet against it as they draft.
Skills covered
- Scansion — students underline stressed syllables in Sonnet 104
- Sonnet writing — students compose 14 lines to a Shakespearean rhyme scheme
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Curriculum
Standards, concepts & topics
Standards
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
Core concepts
- Sonnet
- Iambic pentameter
- Rhyme scheme
- William Shakespeare
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