Page 56 - SpringBoard_CloseReading_Workshop_Grade8_Flipbook

Second Reading: vocabulary in Context
Now that you have read the sonnet silently, listen and follow along as the sonnet is read aloud. As you read along, circle words and/or phrases (other than the underlined words) that you do not know or that you feel are important to the meaning of the sonnet. Diffuse these words/phrases for comprehension.
Check your Understanding
1 Pair with another student and, using context clues and reference resources,
determine the meaning of any new words you need to define. Then choose six words from those that have been bolded and/or that you have circled, and paraphrase the definitions to show your understanding.
2 Choose two or three of the words you have examined that you think are important to your understanding of the sonnet. Use the words in sentences as part of a summary explaining the central ideas in the sonnet and how these words contribute to your understanding of the sonnet.
Third Reading: Text-Dependent Questioning
Now read the sonnet again, this time reading to respond to the Key Ideas and Details interpretive questions. Write your responses to each question and highlight or underline the textual evidence that supports your answer. During class discussion, you may also want to annotate the sonnet to record new or different meanings.
Background Information: Like many of Shakespeare’s sonnets, this work involves a speaker who tells someone of his great love. In this poem, he compares her beauty to a summer day, but assures his audience his love is even more beautiful than even a summer day. The speaker also goes on to say what being the subject of a poem means for the person he is writing to.
Close Reading Workshop 4 • Close Reading of Shakespeare 55
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