Like expected, students explained that the words that were bolded in the text, quatrain, couplet, and rhyme scheme, stood out to them while reading. Reading silently allows the students to begin to engage in the literature on an individual level, making them responsible for self- directed learning.Īfter silent reading, I asked the students, “What are some words that stood out to you while reading about the form of a Spenserian sonnet?” Asking a question about the reading demonstrated reading comprehension, and provided me with immediate student feedback. The students were also given a “Do Now.” The “Do Now” asked the students to read the information in their textbook on the background information on Edmund Spenser, the form of a Spenserian sonnet, and the major elements present in the sonnet. To begin the lesson, students were to copy down their daily objectives for the class, per everyday classroom procedures. The instructional objective of the lesson was to allow students to gain an understanding of the poetic form of a Spenserian sonnet through reading “Sonnet 30” and “Sonnet 75” by Edmund Spenser. Last week, I taught a lesson that introduced sonnets, beginning with the Spenserian sonnet.
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