Generative Topic - Concept Map [Eliza Penrod]

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Poetic structures in English and Language Arts

Shakespearean sonnet lines and verse

Rhyme patterns and placement in Shakespearean sonnets

Defining features: -Rhyme scheme follows this pattern: abab cdcd efef gg -The last word at the end of each quatrain line alternate in rhyming with the last two lines rhyming together

Correlational features that might lead to misconceptions

Placement of rhyme at the end of each line determines type of poetic structure

Other poems that alternate rhyming words but are not Shakespearean sonnet style

Slant rhymes that might be misinterpreted as true rhymes

Negative instances

Quatrain 1 Line 1: “sad” [A] Line 2: “mad” [A] Line 3: “lie” [B] Line 4: “cry” [B]

Positive instances

Prototype: Shakespeare’s Sonnet 18 “Shall I compare thee to a summer’s day?”

Quatrain 1 Line 1: Shall I compare thee to a summer’s "day" [A] Line 2: Thou art more lovely and more "temperate" [B] Line 3: Rough winds do shake the darling "buds of May" [A] Line 4: And summer's lease hath all too "short a date" [B]

Possible Misconceptions

Overgeneralisation misconception: Poems with alternating rhyme schemes are sonnets.

Undergeneralisation misconception: All poems that follow this rhyming scheme were only written by Shakespeare.

Structure

Other units of discipline

Physical science: components of atomic molecules

Health: workout routines

Math: sequential expressions/order of operations for equations

Music: song arrangements & medleys

Students 14-15 years of age

Attention Span

15-16 minutes without any breaks in the current activity

Gender neutral trends

Vygotsky

Use scaffolding techniques to strengthen student's areas of uncertainty and internalisation.

Piaget

Formal operational stage – develop abstract thoughts and apply logical thinking and reasoning in their lives

Gender

Boys

Working one-on-one sitting down next to them, collaborative teamwork in a time-constrained setting, hierarchical statuses in friend groups, moderate stress strengthens neurons

Girls

Wants to please the teacher, will ask more questions directly to instructor, non-confrontational approaches

Structure and organisation affect functionality.