Dear Dr.

Hartman,

I have never completed an assignment that was anything like this one, so I felt extremely
lost when I first began my writing process. I knew that I wanted to do a learning segment based
on sonnets, but I had no idea how to format my lesson plans. One of the most helpful things for
me was the time we spent in class going over various lesson plan formats. This was when I
finally thought to myself, “Okay, I can actually do this.”
I sat down and put together a series of six lesson plans. Because they are all fairly
detailed, I have included all six of them. However, the three I plan to “teach” are slightly more
detailed, and I noted which ones these are.
One part of the WAD that I struggled with was the “Assessment” piece. For my learning
segment, most of the assessments are informal. For example, students will make their own
sonnet characteristic charts and use them in several group discussions. However, the final, formal
assessment is an original sonnet. This is honestly somewhat of a completion grade – if students
utilize their sonnet characteristic charts and show evidence of deep thought, they will receive an
“A.” Because poetry is so subjective and personal, I did not want my grading to be strict. This
will likely be the first sonnet that any of the students have written, so I do not want to have to
say, “This is a terrible poem that you wrote. I’m giving you a ‘C.’”
The other piece of the WAD that I had a hard time with was the edTPA commentary.
While I am definitely glad that I am getting to practice this before I student teach, I was initially
not sure how to complete it. The days we spent working on this in class certainly helped me
figure it out, though.
The feedback I would like to receive is mainly related to my assessment piece and my
edTPA commentary. I briefly explained my rationale for the way I plan to grade my assessment,
but do you think I should take another route? Should I use a detailed rubric instead, or leave it as
it is? As far as my edTPA commentary, I am just wondering if I am on the right track. This is
entirely new to me, so it feels like somewhat of an experiment.

Thank you,
Katie Furr
 How to Interpret and Write a Sonnet
9th Grade English
(* indicates the days with the lessons I will flesh out to teach)

*Day 1:*

Overview:
Poetry is often daunting for students. It becomes even more challenging when a specific format
must be used. This lesson will introduce the sonnet to students and will teach them the
characteristics of a sonnet.

Objectives:
 Students will listen to a reading of a classic sonnet.
 Students will identify the characteristics of the sonnet form.
 Students will make charts of these characteristics for their own future use.

Materials:
 Copies of William Shakespeare’s “Sonnet 116” for the class
 Students’ daybooks
 Colorful markers/pencils/pens for the class

Procedure:
1. Students will do a focused free write about what they know and like (or dislike) about
poetry.
2. The teacher and students will briefly discuss the students’ past experiences with poetry.
3. The teacher will read William Shakespeare’s “Sonnet 116” out loud to the class. While
the teacher is reading, the students may annotate their copies or complete a double-entry
journal in their daybooks.
4. The teacher will ask the students to point out things that they noticed about the poem and
will write their ideas as well as any unmentioned characteristics of a sonnet on the board.
5. The teacher will divide the students into small groups, and the students will share what
they discovered during the reading.
6. The students will use the markers/pencils/pens to make their own charts of sonnet
characteristics in their daybooks using the ideas from the class discussion. These do not
have to be identical; they can take whatever form will help the student remember.

Evaluation:

The teacher will walk around during the time when students are making their charts. The teacher
will check in on each group to see how their charts are coming along and will use these as a tool
to evaluate their progress.

Closure:
The students will be given a sticky note for their exit ticket. Before they leave, they will write
down one thing they learned about poetry and one thing they are still confused about.
 *Day 2:*

Overview:
Now that students have been exposed to a Shakespearean sonnet, they will have the opportunity
to branch out in this genre. This lesson will help students apply the sonnet characteristic charts
they made to different sonnets.

Objectives:
 Students will select a sonnet to analyze.
 Students will analyze their chosen sonnets in groups using their sonnet characteristic
charts.
 Students will learn how to complete a close reading.

Materials:
 Students’ daybooks
 Packets of classic sonnets that the students may choose from for their own analysis
 Daybook-size handouts on how to complete a close reading (link below)
https://web.cn.edu/kwheeler/documents/Close_Reading_Passage.pdf
 Glue sticks

Procedure:
1. The teacher will give each student a packet of classic sonnets.
2. The students will have 15-20 minutes to look through the packet, select which sonnet
they would like to analyze, and write in their daybooks about why they are choosing that
one.
3. The teacher will divide the students into small groups, and the students will use their
sonnet characteristic charts to begin analyzing their sonnets.
4. The teacher will pass out the close reading handouts, and the students will glue them in
their daybooks.
5. The teacher will walk the students through the handout.

Evaluation:
The teacher will walk around the room during group time and stop to talk with each group about
what they are learning. The teacher will use this discussion to gauge the students’ progress.

Closure:
The teacher will ask if anyone has any questions about the close reading, which the students will
complete for homework before the next class.
 Day 3:

Overview:
After completing close readings of their chosen sonnets, students will return to class with their
marked-up copies. They will go even deeper into analyzing them and pulling out themes.

Objectives:
 Students will share what they discovered in their close readings of their sonnets.
 Students will work in groups to find the main themes in their sonnets.
 Students will share the main themes of their sonnets with the class.

Materials:
 Students’ daybooks

Procedure:
1. Students will do a focused free write about what they discovered during the close
readings of their sonnets.
2. The teacher will divide the students into small groups, and the students will share their
close readings and what they learned. They will work together to find the main themes in
each student’s sonnet.
3. The teacher will write the title of each student’s sonnet on the board. As the students
share what they think are the main themes in each sonnet, the teacher will write these
under the corresponding title.
4. The teacher and students will discuss each theme.

Evaluation:
The teacher will use the class discussion time to evaluate the students’ progress.

Closure:
The students will be given a sticky note for their exit ticket. On this sticky note, they will write
one or two themes from their sonnet that they might use to write their own sonnet in an
upcoming lesson.
 Day 4:

Overview:
In this lesson, the students will learn some of the basics of writing poetry so that they can start
writing their original sonnets.

Objectives:
 Students will learn simple steps to write poetry.
 Students will be able to use these steps to start writing their original sonnets.

Materials:
 Students’ daybooks
 Digital presentation on how to write poetry

Procedure:
1. Students will do a focused free write about ideas that they have for the sonnets they will
write.
2. The teacher will teach a lesson about how to write poetry using an engaging digital
presentation.
3. The teacher will ask the students about what ideas they have for their sonnets.

Evaluation:
The teacher will use the class discussion time to evaluate the students’ progress and their ideas
going into the assessment for this series of lessons.

Closure:
The teacher will ask if students have any questions and will remind them that their homework for
the next class is to write the first draft of their sonnets.
 *Day 5:*

Overview:
After completing the first draft of their original sonnets, the students will share and peer edit
their sonnets.

Objectives:
 Students will share the drafts of their sonnets in groups.
 Students will use their sonnet characteristic charts to peer edit each other’s sonnets.
 Students will reflect on the feedback they received.

Materials:
 Students’ daybooks
 Students’ first drafts of their original sonnets

Procedure:
1. The teacher will divide the students into small groups. The students will share the
original sonnets they have written with their group members.
2. The students will peer edit each other’s sonnets using their sonnet characteristic charts.
3. The students will have time to reflect and write in their daybooks about changes they
would like to make for their final drafts.
4. The teacher will lead a discussion about how things went in the small groups.

Evaluation:
The students will turn in their first drafts at the end of class, which the teacher will use to gauge
their progress.

Closure:
The students will be given a sticky note for their exit ticket. Before they leave, they will write
what worked and what may not have work in their small group discussions.
 Day 6:

Overview:
The final day in this lesson series will be a workday for the students. They will make major
revisions to their original sonnets.

Objectives:
 The students will use the teacher’s feedback on their drafts to make revisions to their
sonnets.
 The students will reflect on their individual writing processes.

Materials:
 Students’ daybooks

Procedure:
1. The teacher will give back the students’ first drafts with feedback.
2. The students will have nearly the whole class period to use their peers’ feedback from the
last class and the teachers’ feedback on their drafts to revise their drafts.

Evaluation:
The teacher will be available for any questions and will use these and the students’ final drafts to
evaluate their progress.

Closure:
The teacher will ask if the students have any questions and remind them that their final drafts are
due at the beginning of the next class period (which will also be the start of a new lesson
segment.)
 Sonnet Assignment Handout
Introduction:
Now that you have been exposed to several different sonnets, it is time for you to take on the task of
writing one based on the same themes as the sonnet you have already analyzed.

Purpose:
This assignment will allow you to develop your use of figurative language, expand your experience with
writing in the poetry genre, and ultimately help you gain a greater appreciation for poetry.

Requirements:
You will compose a sonnet that is consistent with the requirements of the genre. You will turn in a first
draft and receive feedback from both myself and my peers before you turn in a final draft.

Grading:
To receive an “A,” your sonnet must reflect that you have used your sonnet characteristic chart in writing
it. It must also demonstrate evidence of the depth of thought you have put into it.

Final notes:
Remember to use your sonnet characteristic charts as well as your notes and daybook entries about the
sonnet you analyzed.

Due dates:
First draft due: Day 5
Final draft due: After Day 6
Secondary English Language Arts Context for
Learning Information
About the School Where You Are Teaching

1. In what type of school do you teach? (Type an “X” next to the appropriate description; if “other”
applies, provide a brief description.)
Middle school: _____
High school: __X___
Other (please describe): _____

2. Where is the school where you are teaching located? (Type an “X” next to the appropriate
description.)9
City: _____ Suburb: _____ Town: _____ Rural: ___X__

3. List any special features of your school or classroom setting (e.g., charter, co- teaching, themed
magnet, classroom aide, bilingual, team taught with a special education teacher) that will affect
your teaching in this learning segment.
N/A

4. Describe any district, school, or cooperating teacher requirements or expectations that might
affect your planning or delivery of instruction, such as required curricula, pacing plan, use of
specific instructional strategies, or standardized tests.
N/A

About the Class Featured in this Learning Segment

1. How much time is devoted each day to English Language Arts instruction in your classroom?
My classroom is on a block schedule, so we have just under 90 minutes a day devoted to English
Language Arts.

2. Is there any ability grouping or tracking in English Language Arts? If so, please describe how it
affects your class.
N/A

3. Identify any textbook or instructional program you primarily use for English Language Arts
instruction. If a textbook, please provide the title, publisher, and date of publication.
N/A

4. List other resources (e.g., electronic white board, online resources) you use for English Language
Arts instruction in this class.
We have a white board in the classroom, and each student has a laptop computer.

About the Students in the Class Featured in this Learning Segment

Grade level(s): _______9th grade________________________

Number of

students in the class: _20____

males: ___11__ females: __9___

Complete the charts below to summarize required or needed supports, accommodations, or

modifications for your students that will affect your instruction in this learning segment. As needed,
consult with your cooperating teacher to complete the charts. Some rows have been completed in
italics as examples. Use as many rows as you need.
N/A

1. Central Focus

a. Describe the central focus and purpose of the content you will teach in the learning segment.
In this learning segment, I will be teaching students how to analyze, interpret, and eventually write their
own sonnets. The standards I will be using from the NCSCOS will guide students to be able to analyze
the texts (sonnets) and determine what they say explicitly as well as what is inferred. They will also be
able to look at the details more closely.

b. Provide the title, author (or, if a film, the director), and a short description (about a paragraph in
length) of salient features of the text(s) that a reviewer of your evidence, who is unfamiliar with
the text(s), needs to know in order to understand your instruction. If there is more than one text,
indicate the lesson(s) where each text will be the focus.
As a class, we will be reading William Shakespeare’s “Sonnet 116,” which is a classic love song. The
students will also analyze one of the following sonnets of their own choosing: “Death, be not proud” by
John Donne; “How Do I Love Thee?” by Elizabeth Barrett Browning; “Leda and the Swan” by William
Butler Yeats; “Mowing” by Robert Frost; “The New Colossus” by Emma Lazarus; “On First Looking
into Chapman’s Homer” by John Keats; “Ozymandius” by Percy Bysshe Shelley; “the sonnet-ballad” by
Gwendolyn Brooks; “When I Consider How My Light Is Spent” by John Milton; and “The world is too
much with us; late and soon” by William Wordsworth.

c. Given the central focus, describe how the standards and learning objectives within your learning
segment address students’ abilities to use the textual references to construct meaning from,
interpret, or respond to complex text, create a written product, interpreting or responding to
complex features of a text.
Each of these standards will point my students to the final product that I have planned: an original sonnet.
Through analysis of other classic sonnets and a revision process, they will gain a deeper understanding of
this genre.
The following are the North Carolina Standards I plan to address:

RL.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as
inferences drawn from the text.
RL.9-10.2 Determine a theme 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.

The following are the Common Core Standards that I plan to address:

]10.RL.
NC.CC.9- Reading Standards for Literature

Key Ideas and Details

9-10.RL.1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as
well as inferences drawn from the text.

9-10.RL.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.

10.W.
NC.CC.9- Writing Standards

Production and Distribution of Writing

9-10.W.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.)

9-10.W.5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new
approach, focusing on addressing what is most significant for a specific purpose and audience.

d. Explain how your plans build on each other to help students make connections
between textual references, constructions of meaning from, interpretations of, and responses to a
text to deepen their learning of English Language Arts.
At the beginning of this learning segment, my students will make a sonnet characteristics chart, which
they will use throughout the learning segment to analyze a Shakespearean sonnet, a sonnet of their
choosing, and ultimately, their classmates’ original sonnets. Using this tool, they will begin to notice the
common themes and characteristics of this genre.

2. Knowledge of Students to Inform Teaching

a. Prior academic learning and prerequisite skills related to the central focus—Cite evidence of what
students know, what they can do, and what they are still learning to do.
The students will have had a brief introduction to the poetry genre in middle school, but this will be the
first time they have gone into this much detail and their first exposure to it in high school. In 8th grade,
they will have completed analyses, but they will not have gone into as much depth.

b. Personal, cultural, and community assets related to the central focus—What do you
know about your students’ everyday experiences, cultural and language backgrounds and
practices, and interests?
My students all come from a rural background, and many of them have had minimal exposure to poetry.

3. Supporting Students’ English Language Arts Learning

a. Justify how your understanding of your students’ prior academic learning and personal, cultural,
and community assets (from prompts 2a–b above) guided your choice or adaptation of learning tasks and
materials. Be explicit about the connections between the learning tasks and students’ prior academic
learning, their assets, and research/theory.
My school is extremely rural, and it is the only high school in the area. Because of this, my students have
all grown up going to school together, and many of them are neighbors. Since they all know each other, it
will be more natural for them to complete group discussions.

b. Describe and justify why your instructional strategies and planned supports are appropriate for
the whole class, individuals, and/or groups of students with specific learning needs.
These instructional strategies will be beneficial to each of these groups of students because this learning
segment will feature various types of instruction: class work, small groups, etc. Of course, I will be
available to any students who need additional help, and I will adapt the learning segment accordingly for
students with specific learning needs.

c. Describe common student errors or misunderstandings within your central focus and
how you will address them.
Students often incorrectly assume that all poems have to rhyme. When I introduce this poetry segment, I
will share free verse poems to dispel this myth.

4. Supporting English Language Arts Development Through Language

a. Language Function. Using information about your students’ language assets and
needs, identify one language function essential for your students to construct meaning
from, respond to, or interpret text. Listed below are some sample language functions.
You may choose one of these or another more appropriate for your learning segment.
The language function that is essential for my students in this learning segment is ANALYZE.

b. Identify a key learning task from your plans that provides students with opportunities to
practice using the language function identified above. Identify the lesson in which the
learning task occurs. (Give lesson day/number.)
Students will have the opportunity to analyze literature on Day 2 of this learning segment. On this day,
they will select a sonnet to analyze and begin doing so in groups.
 c. Additional Language Demands. Given the language function and learning task
identified above, describe the following associated language demands (written or oral) students
need to understand and/or use:
 Vocabulary
Students will need to know basic vocabulary of the poetry genre, which we will go over in class before
we begin our analyses.
 Plus at least one of the following:
-Syntax
-Discourse
Students will learn the discourse of the poetry genre when they learn how to apply to the vocabulary
through writing their own sonnets.
o
d. Language Supports. Refer to your lesson plans and instructional materials as
needed in your response to the prompt.
 Identify and describe the planned instructional supports (during and/or prior to the learning task)
to help students understand, develop, and use the identified language demands (language
function, vocabulary, discourse, or syntax).
I will give students a handout on how to complete a close reading that they may use for their chosen
sonnets (attached below):

https://web.cn.edu/kwheeler/documents/Close_Reading_Passage.pdf

5. Monitoring Student Learning

a. Describe how your planned formal and informal assessments, including a written product, will
provide direct evidence of students’ abilities to construct meaning from, interpret, OR respond to a
complex text throughout the learning segment.
My planned informal assessments will include the students’ sonnet characteristic charts, observations of
group discussions, and class discussions. The formal written assessment will be a first draft and a final
draft of their original sonnets.

b. Explain how the design or adaptation of your planned assessments allows students with
specific needs to demonstrate their learning.
These students might not be completely familiar with poetry, so my assessments will not necessarily
assess the “quality” of their sonnets. If they utilize their sonnet characteristic charts, and I can see the
evidence of deep thought in their sonnets, they will receive an “A.”