S T U D E N T G U I D E
Sonnet 8
What does the speaker in Millay’s sonnet think about traditional gender roles?
View this lesson at ThinkCERCA
thinkcerca.com
Table of Contents
Vocabulary Building
Direct Instruction Guide
STEP 1: Connect
STEP 2: Read
STEP 3: Engage with the Text
STEP 4: Summarize
STEP 5: Build an Argument
STEP 6: Create your CERCA
Throughout the guide, look for the laptop icon to find steps to complete online!
thinkcerca.com
Optional Extensions
SYNONYM (SIMILAR OR LIKE WORD)
ANTONYM (OPPOSITE WORD)
PICTURE OF�VOCABULARY WORD
SENTENCE USING VOCABULARY WORD
VOCABULARY WORD
PART OF SPEECH
V O C A B U L A R Y B U I L D I N G
Map a Word
Choose a word from the vocabulary list that is linked in the lesson. Write the word in the box below. Then fill in the other boxes on this page.
Completing this process will help the word "stick" in your memory!
thinkcerca.com
thinkcerca.com
D I R E C T I N S T R U C T I O N G U I D E
Cornell Notes: Figurative Language
What elements of language are mentioned in the lesson? | The elements of language referenced in the lesson are… |
What is the difference between a simile and a metaphor? | The difference between a simile and metaphor is… |
Why do authors use personification? | Authors use personification to... |
Take notes on the lesson using the organizer below:
Watch the Direct Instruction lesson at learn.thinkcerca.com
thinkcerca.com
D I R E C T I N S T R U C T I O N G U I D E
Cornell Notes: Figurative Language (continued)
Summarize and Reflect
In your own words and in complete sentences, write a 3–4 sentence summary of this skills lesson. An accurate summary will cover the lesson's central ideas and include important details to support those ideas.
Record your summary here:
S T E P 1 : C O N N E C T
Finding Your Purpose for Learning
When you've finished reading the overview, answer the following questions in the space below:
What more would you like to learn about sonnets? What would you like to know about the rules of creating this type of poem?
thinkcerca.com
Read the Topic Overview provided at learn.thinkcerca.com
S T E P 1 : C O N N E C T
Think-Pair-Share
thinkcerca.com
S T E P 2 : R E A D
Pause and Reflect
When you’ve finished reading, go back and find the questions in the text marked “Pause and Reflect.” These questions will help you connect the text to yourself, to other texts, or to the world around you.
Use the space on the left below to answer the reflection questions. Then, discuss your answers, noting how they were similar or different.
Record “Pause and Reflect” answers here:
Record discussion reflections here:
Read the text for this lesson at learn.thinkcerca.com
thinkcerca.com
thinkcerca.com
S T E P 2 : R E A D
Test Prep Strategy: Summarizing a Text
Before you answer questions about a text, summarize it! Writing a summary allows you to anticipate questions that teachers and test-makers might ask.
First, read the poem. Then, write a 2-3 sentence summary below. Your summary should use the SOAPSTone strategy—identifying the Speaker, Occasion, Audience, Purpose, Subject, Tone—to summarize the poem.
Refer to the reading for this lesson at learn.thinkcerca.com.
thinkcerca.com
S T E P 3 : E N G A G E W I T H T H E T E X T
Highlight and Annotate
In this step, you will analyze the text closely, then discuss your findings to begin developing reasoning for your argument.
The highlighting prompts will help you with the final writing task. You will find evidence to support your own argument or informational piece, as well as models of excellence that will help you better understand a writer’s craft in narratives. The evidence you highlight will be available when you begin building your draft in the next step.
Return to learn.thinkcerca.com to complete Step 3: Engage with the Text.
thinkcerca.com
S T E P 4 : S U M M A R I Z E
Write a Summary
Summaries help you process your thinking about a text and are often a great way to start off an argumentative or informational essay. A good summary shows you have knowledge about a topic.
Practicing summarizing also helps you prepare for the main idea questions posed on many standardized assessments. In addition, summarizing is a helpful skill for working with others, such as when you need to confirm your understanding of what someone else has said. That's a useful skill for all parts of life.
Your summary should:
Return to learn.thinkcerca.com to complete Step 4: Summarize.
thinkcerca.com
S T E P 5 : B U I L D A N A R G U M E N T
Collaborate: Share your Argument Builder
When you’ve completed the argument building step, share your results with others, and listen to how they responded to the same question. Ask questions and give feedback to help strengthen your partners’ reasons and evidence.
Share | Listen |
What does the speaker in Millay’s sonnet think about traditional gender roles? | What does the speaker in Millay’s sonnet think about traditional gender roles? |
1. | |
2. | |
3. | |
Complete Step 5 to begin building your argument at learn.thinkcerca.com
S T E P 6 : C R E A T E Y O U R C E R C A
Peer Editing Activity
Complete Step 6 to create your CERCA at learn.thinkcerca.com
thinkcerca.com
S T E P 6 : C R E A T E Y O U R C E R C A
Writing Reflection
Before you submit your final CERCA, write a brief reflection describing your experience.
An area for growth for me on this piece or in my writing in general is…
The strongest areas of this piece of writing are…
thinkcerca.com
Through self-assessment and/or peer editing, I learned…
Optional Extensions
The following activities can be used as optional extensions to this lesson.
O P T I O N A L E X T E N S I O N : A C T I V I T Y
Writing a Sonnet
Background
Sonnets come in multiple varieties, including Italian (or Petrarchan) and Shakespearean. Typically, sonnets have 14 lines.
A Shakespearean sonnet follows these conventions: the poem’s 14 lines are divided into 3 quatrains (groups of 4 lines) and one final couplet (2 lines). The rhyme scheme in the poem follows this pattern:
Sonnets are usually constructed around a topic or theme, and feature a “turn,” or change, after line 8. After this turn, the poet resolves the situation presented in the first part of the poem. Visit the Poetry Foundation website to locate examples of sonnets. Map out the rhyme scheme and structure of the poem you selected.
Write
Take what you’ve learned and create your own sonnet. Choose a theme or topic—it could be a place, an object, or a time of year. Write a poem that follows these patterns and that features a “turn” after line 8. You can also experiment with other techniques used in sonnets, such as meter, in your work.
Share
Share your sonnet with a classmate. Then, discuss as a class. What themes emerged across sonnets? Discuss the experience of writing within this structure. Did you find working within a set number of lines and following a given pattern helpful, or challenging?
thinkcerca.com
thinkcerca.com
O P T I O N A L E X T E N S I O N : I N Q U I R Y T O R E S E A R C H
Asking Questions of the Texts
As you engage with texts in any subject, you can actively ask questions about the author’s purpose, intended audience, and occasion to understand the message. The table below provides examples.
Approaches | Example |
Questions about the author | Is the author an authority on this topic? What was the author’s motivation in writing this piece? |
Questions about the audience, purpose, and occasion of the text | Why was this poem written? Why was it published at this time? |
Questions about civics, economics, geography, and history | When and where did people first write sonnets? |
Questions about concepts and ideas | Why did the author choose to write a poem, rather than a short story, essay, or other type of work? |
Questions about self and community reflections | Why do people write different types of poems? |
thinkcerca.com
O P T I O N A L E X T E N S I O N : I N Q U I R Y T O R E S E A R C H
Asking Questions of the Texts (continued)
Use the table below to record questions about the text you read.
Approaches | Questions |
Questions about the author | |
Questions about the audience, purpose, and occasion of the text | |
Questions about civics, economics, geography, and history | |
Questions about concepts and ideas | |
Self and Community Reflections | |
/ 224.412.3722 / thinkcerca.com