Reflection: Pacing The Sonnet, Shakesperean Style - Section 2: What's in a Sonnet?

 

Some teachers in some districts face pressure to be on the same page as their peers.  To some extent, that's important so if a student changes classes, they don't get the same thing twice and miss out on something else.  The theory is fine, but the reality that teachers face doesn't always fit in with this.

I understand the need to be on the same page with other teachers.   But in practice, it doesn't work.  Its a no-brainer that my co-taught classes don't move as fast as my honors classes.  My single "regular" English 7 class sometimes moves faster than my co-taught classes, and sometimes they don't.  One of the other seventh grade teachers I teach with is somewhere between my honors and co-taught classes.  We're all teaching the same thing, the same concepts, the same unit, but we move at different paces.

Today's lesson is a perfect example of how the teacher's pacing needs to be flexible.  This lesson took one day for my honors classes. It'll take two, possibly three days for my co-taught classes depending on whether there are disruptions I haven't taken into consideration.  I need to be flexible.  If I see my students struggling, if I don't give them enough time to process, they won't learn.  Covering the material isn't my job.  Teaching the material is.   Teaching the concepts to all students, not just the ones that can, is my job, and that takes a different amount of time for different students.

  Some Things Take a Long Time
  Pacing: Some Things Take a Long Time
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The Sonnet, Shakesperean Style

Unit 8: Analyzing Ballads, Sonnets, and Popular Music
Lesson 5 of 14

Objective: Students will be able to analyze the affect of a poem's form by reading a nonfiction article about sonnets and analyzing rhyme scheme, rhythm, and word choice.

Big Idea: What's in a sonnet? Rhyme scheme, rhythm, iambic pentameter, oh my!

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