Skip to main content

Sonnets (a.k.a. "Do I really have to write a love poem?")

My Grade 9's are in the midst of a poetry unit in English.  We've looked at many forms of poetry, and last week, we were studying sonnets.  

 I collected samples from Shakespeare, of course, and his contemporaries, as well as selections from some more recent poets.  We looked at parodies of traditional sonnets (Check out Tony Baldwin's Sonnet 18 Parody - "Shall I compare thee to a bale of hay."  It's wonderful!).  My students read and analyzed these poems, and then it was time for them to write their own.

We had discussed the traditional rhyme scheme and meter of an English sonnet, and I asked my students to follow the rhyme scheme, stay as close to iambic pentameter as they could, include at least one simile, and include one other poetic device (from metaphor, personification, and hyperbole).  Although my more keen students jumped at this assignment, it was like pulling teeth to get some of my more reluctant poets to try.

 They were struggling on content and language.  They wanted to mimic the language of Shakespeare and Elizabeth Barrett Browning and thought they could never come up with something like the sonnets we had been reading.  I told my kids that, although sonnets were traditionally about love, they could write on any topic they wanted.  A few students wanted to test the boundaries, of course (I got a sonnet about Netflix!), but once I suggested they write about something they love, I was amazed at what they came up with.

These (mostly) boys, wrote beautiful sonnets about basketball, hockey, and baseball, similes included!  

I wanted to share a couple samples with you, because I was just so proud of their hard work!

 


These were written by 15-year-old boys who had no interest in poetry or writing, who said "I'll never be able to write a sonnet."  When they got their sonnets handed back, they were so proud of themselves, and I was proud of them, too!
Labels:

Comments

Post a Comment

Popular posts from this blog

Come To Canada! A travel brochure using typical Canadian Stereotypes.

As a wrap-up project to a lesson on stereotypes with a Grade 7 class, I decided to have the students create travel brochures for our great country, but they were only allowed to use typical Canadian stereotypes to bring in tourists. Each student had to include information on food, accommodations, sights, and activities to try.  It was hilarious to read what they came up with!  I was very impressed with their final projects!  Some students included typical Canadian advertisements, as well! So, what do you think? Would this work in your classroom? Have you done something similar? Let me know in the comments below. Looking for more great tips and ideas for middle school? Subscribe to my email list and receive an exclusive FREE sub plans resource. It includes plans for math, ELA, science, social studies, and Core French. Click  here  to subscribe.
4 comments
Read more

Using Disney's "Inside Out" With Middle Schoolers

I love Disney movies!  My first memory of going to see a movie in the theatre was with my mom and sister when I was about 3 to see The Little Mermaid.  Since then, I've been hooked.  I still go to see Disney movies with my sister when they come out in the theatre, but now we also take her 5-year old son (most of the time). When I saw "Inside Out" this summer, I loved it!  It takes place inside the brain of an 11-year-old girl named Riley.  The main characters are Riley's emotions - Joy, Sadness, Fear, Disgust, and Anger.  The emotions interact with each other and steer Riley through her days, creating memories.  Riley's core memories (important times in her life) create aspects of her personality as Personality Islands.  Riley's 5 main personality islands are Goofball Island, Family Island, Friends Island, Hockey Island, and Honesty Island. When Riley was young, Joy was steering most of her actions, but in the course of the movie, Riley's f...
4 comments
Read more

Water Cycle Foldable

My Grade 4's are learning about weather in science.  To help them understand the water cycle better, we created foldable water cycles.   On each of the four flaps, we wrote the processes of the water cycle, and under the flaps, gave definitions of the process or information about that part of the water cycle.   My students enjoyed making the foldables, and now have a better understanding of the water cycle.  This activity was a great supplement to the weather pack I created.  The class is working through that pack, but when we came to the water cycle section, a significant group of them were still confused about the processes.  Instead of simply memorizing the water cycle, they were able to engage with it.  This activity was a good, interactive piece that helped to cement the ideas into their memories.  After they created the foldable, almost every student earned 100% on the water cycle quiz in the weather ...
1 comment
Read more