Analyzing Shakespeare Sonnets with SOAPStone and Performance
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Analyzing Shakespeare Sonnets with SOAPStone and Performance

        

Analyzing Shakespeare Sonnets with SOAPStone and Performance

Logo for Analyzing Shakespeare Sonnets with SOAPStone and Performance
This lesson from the Folger Library has students examine a Shakespearean Sonnet using SOAPStone (Subject, Audience, Occasion, Purpose, Speaker, Tone) and performance.
Material Type: Reference Material
Technical Format: HTML/Text
Date Added to MERLOT: June 24, 2012
Date Modified in MERLOT: June 09, 2014
Author:
Submitter: Leigh Cooksey
Keywords: Shakespeare, Sonnet

Quality

  • Reviewed by members of Editorial board for inclusion in MERLOT.
    Editor Review
    Very good quality; in queue to be peer reviewed
    avg: 5 rating
  • User review 4 average rating
  • User Rating: 4 user rating
  • Discussion (1 Comment)
  • Learning Exercises (none)
  • Personal Collections (none)
  • Accessibility Info (none)

About

Primary Audience: Middle School, High School
Mobile Compatibility: Not specified at this time
Technical Requirements:  
Language: English
Cost Involved: no
Source Code Available: unsure
Accessiblity Information Available: unsure
Creative Commons: unsure

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Avatar for Leigh Cooksey
2 years ago

Leigh Cooksey (Teacher (K-12))

I have adapted this plan to introduce my freshmen to Shakespeare. I used Sonnet 75, and I have the students conduct the performance before trying to tackle the SOAPStone. Also, depending on your goals, you may want to skip the SOAPStone graphic organizer. I suggest having students form a circle around the room in order. They enjoy watching the sonnet move around the circle. Students have time to prepare their performance in partners, we have one "rehearsal" in the circle, and then we have a final performance. You also may want to adapt who reads aloud. As written, the lesson as one student reading and one performing. I found that students are less shy about performing if they are doing it with a partner. This year I did the reading so that all students performed. This was an opportunity to model reading a sonnet, and I could ensure that the performance kept going. I allowed students to use available props. My students were comfortable with Shakespeare and excited about Romeo and Juliet after this lesson.

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