Mooney, Differentiated Lesson Plan

SEI LESSON PLAN: Main Idea of Shakespeares Sonnet 130

LESSON INTRODUCTION
Content/Curriculum Area: English Language Arts
Grade Level: 9th grade
Lesson Theme/Topic: Main Idea in Shakespeares Sonnet 130
Description of Classroom Population (include demographics, class characteristics, WIDA
ELD levels/Can Do descriptors, etc.): This lesson is intended for use in a 9th grade ELA
classroom with 25 students. Of these 25 students, 10 are male, and 15 are female; 3 students are
WIDA level 3, and 1 student is WIDA level 2.81. All of the ELL students speak Spanish as their
primary language.
Brief Description of the Lesson Instructional Context (when, where, and why this lesson fits
into overall curriculum): This 90 minute lesson is part of the introductory lessons for a unit on
Shakespeare that prepares students for the reading of Romeo and Juliet later in the unit. It is
intended to help familiarize students with Shakespeares style and language, which will be
prevalent in Romeo and Juliet. This lesson will help students develop vocabulary used by
Shakespeare as well as develop reading skills that will make reading the play more approachable
for students. Within the unit, this lesson will follow a lesson that both introduces Shakespeare,
including biographical information, and introduces the poemreading it twice before this
lesson.

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Because the WIDA level 2.8 student has demonstrated she is able to complete work scaffolded
above a level 2, I provide this student with the same work and scaffolding as the WIDA level 3
students; this has proven successful with this student.
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Mooney, Differentiated Lesson Plan

LESSON PREPARATION
(SIOP 1)
Curriculum Standards Addressed in this Lesson: discipline, standard number, and description
(SIOP 1.3):
ELA.RL.9-10.2. 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.
Content Objectives (SIOP 1.3):
Teacher version: SWBAT determine the central idea of Shakespeares Sonnet 130, analyzing
the comparison Shakespeare makes between the woman he is describing and the woman he is not
describing and analyzing the final couplet in the sonnet.
Student-friendly version: SWBAT determine the central idea by analyzing and describing the
comparison of the 2 characters in the sonnet and analyzing the couplet at the end of the sonnet.
Language Objectives (SIOP 1.2):
(Language Objective 1) Teacher version, Mainstream: SWBAT locate vocabulary and
phrases from the sonnet that describe the woman Shakespeare is writing for and the woman he is
comparing her to.
(Language Objective 1) Teacher version, WIDA Level 3: SWBAT locate vocabulary and
phrases from the sonnet that describe the woman Shakespeare is writing for and the woman he is
comparing her to (explicitly provided by the teacher) using a word bank to remind students of
key vocabulary.
(Language Objective 1) Student-friendly version, Mainstream: SWBAT locate vocabulary
and phrases that describe the characters.
(Language Objective 1) Student-friendly version, WIDA Level 3: SWBAT locate vocabulary
and phrases that describe the characters using a word bank of key vocabulary.
(Language Objective 2) Teacher version, Mainstream: SWBAT explain the central idea of
Sonnet 130 in writing and then orally using key vocabulary.
(Language Objective 2) Teacher version, WIDA Level 3: SWBAT explain the central idea of

Mooney, Differentiated Lesson Plan

Sonnet 130 in writing and then orally by using key vocabulary to complete the following
sentence frame:
The main idea from Sonnet 130 by William Shakespeare is
___________________________________________________________________.
(Language Objective 2) Student-friendly version, Mainstream: SWBAT explain the central
idea of the sonnet in writing and then verbally using key vocabulary.
(Language Objective 2) Student-friendly version, WIDA Level 3: SWBAT explain the
central idea of the sonnet in writing and then verbally using key vocabulary to complete the
following sentence frame:
The main idea from Sonnet 130 by William Shakespeare is
___________________________________________________________________.
Key Vocabulary: Tier 1, Tier 2, Tier 3 words (SIOP 2.9):

Tier 1:
o
Tier 2:
o
o
o
o
Tier 3:
o
o
o
o

Coral
Mistress
Goddess
Dun
Treads
Couplet
Rare
Belied
Damaskd

Mentor Text (SIOP 1.4):

SONNET 130
by: William Shakespeare
My mistress' eyes are nothing like the sun;
Coral is far more red than her lips' red;
If snow be white, why then her breasts are dun;
If hairs be wires, black wires grow on her head.
I have seen roses damask'd, red and white,
But no such roses see I in her cheeks;
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Mooney, Differentiated Lesson Plan

And in some perfumes is there more delight

Than in the breath that from my mistress reeks.
I love to hear her speak, yet well I know
That music hath a far more pleasing sound;
I grant I never saw a goddess go;
My mistress, when she walks, treads on the ground:
And yet, by heaven, I think my love as rare
As any she belied with false compare.
Source/Supplementary Materials (SIOP 1.4):
See Appendices A-D for supplementary materials and handouts.

Lesson Sequence and Timing

Time

Activity Name

Activity Description

3
minutes

Pre-teach vocab

The teacher will preteach the following words: dun (by showing an
image of the color) and damaskd (damaskd will require more
extensive pre-teaching and explanation including providing the
definition and demonstrating how to use it in various contexts).
(*Note: the other words are likely best taught in context)

2
minutes

Read Aloud

The teacher will read the sonnet slowly, enunciating the

vocabulary words, to the class while the class follows on their own
copies.

7
minutes

Red, Yellow,
Green Words

The teacher will give students a new copy of the sonnet as well as
a green, yellow, and red highlighter for each student. The teacher
will begin reading through the sonnet, highlighting each word
according to whether they are known words (green), words heard
before but not known (yellow), or unfamiliar words (red) on the
projector for students to follow on their own papers. The teacher
will model the first line or two, encouraging students to call out the
color corresponding to each word. After modeling the first two
lines, students will be put into pairs to complete the activity. When
they are done, the teacher will ask students to share their yellow
and red words and the teacher will write down them down on the
board. The teacher will emphasize how many words are green in
the sonnet, prompting students to recognize how much of

Mooney, Differentiated Lesson Plan

Shakespeares language they actually know.

10
minutes

Vocabulary

The teacher will write the vocabulary on the board (additionally

including any additional words that students highlighted either
yellow or red). The teacher will say the word aloud, prompting
students to repeat. The teacher will ask students to find the word in
the sonnet and read the section it is in. After the student reads the
section, the teacher will ask students if they have any ideas what
the word might mean from the context, from previously seeing the
word (including cognates, like coralcognates is a strategy the
teacher will emphasize here), or from associated the word with
something else (example: treads being associated with treadmill);
if a student shares a possible definition, the teacher will also ask
them to explain what made them think that was the definition. The
teacher will write down the definitions for the words in simple
language, providing visuals when possible.

12
minutes

Modeling and
Graphic
Organizer

The teacher will pair students up, making sure that students of
higher and lower abilities are mixed together to allow students to
help each other. The teacher will project the graphic organizer and
the sonnet to the class. She will model with the first statement
about the women how to complete the graphic organizer; if it
seems like students need further modeling, she will ask them to
help her complete the next statement. Students will finish the
graphic organizer in their pairs. The teacher will circulate between
the pairs, making sure they are on task and providing further
assistance when needed. This graphic organizer will be reviewed
through the next activity.

17
minutes

Drawing
Characters/
Putting into own
Words

The teacher will pass out large blank paper to the students.
Students will fold the paper in half (hamburger way). Teacher
will provide a box of coloring pencils and crayons for students.
Using the graphic organizer and the text (Sonnet 130), students
will draw the woman she is and the woman she isnt. The first
drawing will be the woman she isnt. The teacher will ask students
to read the first box from their graphic organizer, which uses
Shakespeares exact words. The teacher will then ask another
student to read what they wrote in their own words under the
second column. If the student did not correctly put the line in their
own words, she will help them fix the error. The teacher will then
draw what the student says on the projector and students will draw
the same. This will continue until the woman she isnt is
completed. The teacher will then do the same for the woman she
is, but she will have student read their own wording from the third
column of the graphic organizer. This will continue until the
drawing of the woman she is is complete. When the two

Mooney, Differentiated Lesson Plan

drawings are complete, the teacher will prompt students to look at

the two drawings. She will ask students which woman seems more
appealing. When students answer, she will emphasize that the
woman who is drawn crazy is what most poets describe the people
they love like, but Shakespeare is just describing her normally.
4
minutes

Central Idea
Writing

In the same pairs that worked together on the graphic organizer,

students will write the central idea of the sonnet. ELL students will
be provided with a sentence frame. The teacher will emphasize the
last two lines of the poem, explaining that the last two lines are
called a couplet which is often used in poetry to tell the reader
what the main idea is. The teacher will explain what a couplet is
(using the context). Students will work together to determine the
central idea and write it in their own words (either using the
sentence frames for ELLs or by themselves for mainstream
students).

4
minutes

Central Idea
Verbal Sharing

The groups will then read out what they wrote. For each group, the
teacher will assign the pairs number one or two and pick out a
popsicle stick; the number on the popsicle stick (1 or 2) will
determine which person in the pair shares their sentence. Once
everyone shares, the teacher will share her sentence. Students will
pass in all of their work before they leave class.

Max total time: 55 minutes

Mooney, Differentiated Lesson Plan

Appendix A
Supplementary Materials: Readings Handout

Mooney, Differentiated Lesson Plan

Figure A.1: Sonnet 130

SONNET 130
My mistress' eyes are nothing like the sun;
Coral is far more red than her lips' red;
If snow be white, why then her breasts are dun;
If hairs be wires, black wires grow on her head.
I have seen roses damask'd, red and white,
But no such roses see I in her cheeks;
And in some perfumes is there more delight
Than in the breath that from my mistress reeks.
I love to hear her speak, yet well I know
That music hath a far more pleasing sound;
I grant I never saw a goddess go;
My mistress, when she walks, treads on the ground:
And yet, by heaven, I think my love as rare
As any she belied with false compare.

Mooney, Differentiated Lesson Plan

Figure A.2: Sonnet 130: Red, Yellow, Green Words

Using your highlighter, highlight words the following colors:

Red: Highlight a word red if you do NOT know the word and have never seen it before
Yellow: Highlight a word yellow if you have seen the word before but do NOT know
what it means or are not sure if you know what it means
Green: Highlight a word green if you have seen the word before AND know what it
means

SONNET 130
My mistress' eyes are nothing like the sun;
Coral is far more red than her lips' red;
If snow be white, why then her breasts are dun;
If hairs be wires, black wires grow on her head.
I have seen roses damask'd, red and white,
But no such roses see I in her cheeks;
And in some perfumes is there more delight
Than in the breath that from my mistress reeks.
I love to hear her speak, yet well I know
That music hath a far more pleasing sound;
I grant I never saw a goddess go;
My mistress, when she walks, treads on the ground:
And yet, by heaven, I think my love as rare
As any she belied with false compare.

Mooney, Differentiated Lesson Plan

Appendix B
Supplementary Materials: Graphic Organizer

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Mooney, Differentiated Lesson Plan

Figure B.1: Sonnet 130: Graphic Organizer (for mainstream students)

Complete the following graphic organizer on Sonnet 130.
In the first column, write what Shakespeares exact words about the woman she is not and the
woman she is.
In the second column, write in your own words what is said about the woman she is not.
In the third column, write in your own words what is said about the woman she is.
Shakespeares EXACT words

The woman she is NOT

The woman she IS

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Mooney, Differentiated Lesson Plan

Figure B.2: Sonnet 130: Graphic Organizer (for WIDA Level 3 ELL students)
Complete the following graphic organizer on Sonnet 130.
In the first column, write what Shakespeares exact words about the woman she is not and the
woman she is.
In the second column, write in your own words what is said about the woman she is not.
In the third column, write in your own words what is said about the woman she is.
The following vocabulary words should be included in the first column:

Coral

Mistress
Dun

Rare
Belied

Goddess

Treads

Shakespeares EXACT words

Damaskd

The woman she is NOT

The woman she IS

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Mooney, Differentiated Lesson Plan

Appendix C
Supplementary Materials: Drawings

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Figure C.1: Example Drawing of Who She Is Not

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Figure C.2: Example Drawing of Who She Is

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Appendix D
Supplementary Materials: Writing the Central Idea

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Figure D.1: Main Idea Write-Up (for mainstream students)

Use key vocabulary to write a sentence stating what the central idea of Sonnet 130 is.

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Figure D.2: Main Idea Write-Up (With sentence frame for WIDA Level 3 ELL Students)

Use key vocabulary to write what the central idea of Sonnet 130 is using the following
sentence frame:

The main idea from Sonnet 130 by William Shakespeare is ____________________________

______________________________________________________________________________

__________________________________.

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