AP WEBQUEST Sonnet 116 2015 Spring 1 
WebQuest: Searching for Sonnet 116
INTRODUCTION
It's confusing, reading. Especially poetry. Except when it's not.
Sometimes we can just let poetry wash over us as we float in the words, the ebb and flow of the meter and the rhyme syncing with our heartbeat. But other times, we get stuck. We wonder. Then we ... check out, right? It's just too hard. I mean, really, when you get lost, you get out your GPS on your phone. What's all this about stars and astrolabes and barks? But wait -- I know you better than that. You are a natural researcher, a student who never lost touch with your inner child-scientist who wanted to know why the grass was green and who now wants to know what love is.
You ask questions, and you find answers. Not only does this guarantee you will figure out love, it also bodes well for your relationship with poetry.
TASK OVERVIEW
I have charted a safe journey on this WebQuest so you can investigate Shakespeare's Sonnet 116, but when you get to the end of the quest, you will know something besides what I learned getting "there."
Your task as you proceed through this WebQuest is to create a OneDrive Word document with annotations using the “Comment” function to link informal and formal research to relevant sections of the poem. Be ready for a few revelations along the way!
Keep in mind our Guided Inquiry Question and the Common Core Standards that are driving our activities so you know that you know what you know!
Guided Inquiry Question:
How does having a wider frame of reference impact our understanding of literary texts?
Specifically, how does knowing more background information and critical discussion impact our understanding of the ideas in the poem and our appreciation of the artistry of Shakespeare’s Sonnet 116?
Common Core Standards
READING: Integration of Knowledge and Ideas: Informational Texts: CCSS.ELA-Literacy.RI.11-12.7 Integrate and evaluate multiple sources of information presented in different media or formats (e.g.,
INTRODUCTION
It's confusing, reading. Especially poetry. Except when it's not.
Sometimes we can just let poetry wash over us as we float in the words, the ebb and flow of the meter and the rhyme syncing with our heartbeat. But other times, we get stuck. We wonder. Then we ... check out, right? It's just too hard. I mean, really, when you get lost, you get out your GPS on your phone. What's all this about stars and astrolabes and barks? But wait -- I know you better than that. You are a natural researcher, a student who never lost touch with your inner child-scientist who wanted to know why the grass was green and who now wants to know what love is.
You ask questions, and you find answers. Not only does this guarantee you will figure out love, it also bodes well for your relationship with poetry.
TASK OVERVIEW
I have charted a safe journey on this WebQuest so you can investigate Shakespeare's Sonnet 116, but when you get to the end of the quest, you will know something besides what I learned getting "there."
Your task as you proceed through this WebQuest is to create a OneDrive Word document with annotations using the “Comment” function to link informal and formal research to relevant sections of the poem. Be ready for a few revelations along the way!
Keep in mind our Guided Inquiry Question and the Common Core Standards that are driving our activities so you know that you know what you know!
Guided Inquiry Question:
How does having a wider frame of reference impact our understanding of literary texts?
Specifically, how does knowing more background information and critical discussion impact our understanding of the ideas in the poem and our appreciation of the artistry of Shakespeare’s Sonnet 116?
Common Core Standards
READING: Integration of Knowledge and Ideas: Informational Texts: CCSS.ELA-Literacy.RI.11-12.7 Integrate and evaluate multiple sources of information presented in different media or formats (e.g.,