Aim: How can further implementation of our poetry skills enhance our exploration and analysis of Shakespearean Sonnets?
Do Now: WHOLE CLASS DISCUSSION
Consider the word “Summer”. What symbolic meanings or connotations are usually associated with his word? Why?
Students had a varying collection of answers, most of them however, did have positive connotations to it. Wilson mentioned that the word “Summer” makes him think of the beach. Adelia responded with a ton of relaxation. Gabrielle related summer to a ton of freedom. Levan’s first thought upon hearing the word summer was going outside. Roni thought about hot weather and Sora visualized it as uncomfortable weather. The first thing that came to my mind was clear blue skies.
Notes of the lesson:
Structure of a Shakespearean Sonnet
Shakespearean Sonnets are structure - specific:
Shakespearean sonnets are fourteen line poems
They are traditionally about love and romance
Divided into four parts: three quatrains (four lines each) and a rhyming couplet at the end of the poem (two lines)
First quatrain introduces the subject
Second quatrain complicates the subject
Third quatrain and The couplet resolves or alters the subject in some way
Follows the rhyme scheme - ABAB CECE EFEF GG
Sonnets are written in iambic pentameter (a metric line consisting of unstressed syllables followed by stressed syllables)
Each syllable in a word is either stressed (hard) or unstressed (soft) based on the pronunciation of the letters. Stressed syllables are marked with a / over the letters; unstressed are marked with a u.
An iambic foot contains two syllables, the first unstressed and the second stressed. Iambic measure is often called the heartbeat meter because of its similarity of the rhythm of the human heart. The following terms are marked out showing iambic rhythm:
Iambic pentameter: A line of five iambic feet. The line has 10 total syllables in the order of “unstressed, stressed'' five times.[Video Clarification of Iambic Pentameter]
Here is a mnemonic device that we should keep in mind in analyzing poetry
Teamwork:
Here is a general overview of sonnets: [Sonnets by Shmoop]
Using the capital letters A-G, mark the poem ( in the same way as the example to the right) for its rhyme scheme. In Quatrain One: According to the speaker, how does this subject compare to summer? Which does he prefer?
The speaker is comparing the subject as being similar to summer. The speaker prefers the person more because he believes that the person is more beautiful and lovely than summer is. (“ Thou art more lovely and temperate” ; Line 2)
In Quatrain Two: What are the problems the speaker has with summer?
What does line 7 mean (“and every fair from fair sometimes declines”)?
The problems that the speaker has with summer is that it’s not eternal and it doesn’t last as the seasons are bound to change. Line seven means that summer can be nice and desirable, but it is not bound to last. Like all things, it will decline over time just like the beauty of the subject.
In Quatrain Three: What is the main difference between the subject of the sonnet and summer?
The main difference between the subject of the sonnet and summer is that the subject’s beauty would last forever while the beauty of summer will only decline as the days turn. In lines 9 and 12, the speaker uses the words eternal to describe the subject. (“But they eternal summer shall not fade” & “When in eternal lines to time thou grow’st”)
Rhyming Couplet: Look at lines 13-14. What is the speaker saying in the conclusion of the sonnet? Does this confirm the messages expressed in the rest of the sonnet or alter them in some way?
The speaker is saying in the conclusion of the sonnet that as long as men can see and breathe, the sonnet will give life to the subject of the sonnet even if the subject is long gone.
What is the theme of this sonnet?
- The theme of this sonnet is that some things such as the beauty of seasons will fade over time, but the beauty of mortals such as their charisma, character, and charm will continue to exist long after they are no longer here. The speaker’s attitude toward the subject is praising as he describes the subject’s beauty and everlasting presence.
What is the speaker’s attitude toward the subject?
Identify the rhyme scheme (by marking the poem as previously done) using letters A - G.
In Quatrain One: How does the speaker describe his mistress? What specific attributes does he reference?
The speaker describes his mistress as someone who is not the most physically appealing and someone that has flaws. In line 4, the speaker references his mistress’ hair as black wires (“If hairs be wires, black wires grow on her head”) In line 2, the speaker compares as being inferior to the color of coral (“Coral is far more red, than her lips red”).
In Quatrain Two: How does the speaker speak to: her cheeks, and her breath?
The speaker speaks of his mistress’ cheeks as being rather bland, as stated in line 6, “ But no such roses see I in her cheeks”. He references the lack of color in her cheeks. The speaker describes his mistress’ breath as unpleasant. (“Than in the breath that my mistress reeks”). He is referring to her breath as a source of an unpleasant odor.
In Quatrain Three: How does the speaker, address his mistress’ voice and walk?
How does this contrast with what most people would claim about their mistresses?
The speaker describes his mistress’ voice as something that isn’t pleasant to hear. (“I love to hear her speak, yet well I know, That music hath a far more pleasing sound” Lines 9 -10 ). He implies that his mistress’ voice is not something that he would hear over music. The way he describes how his mistress walks has a grim label on it. (“My mistress when she walks treads on the ground” Line 12). He uses the word tread to describe what it seems like when his mistress walks, which brings a negative perception. Most people would describe their mistress as someone with a perfect image that seems flawless, they would idolize them instead of pointing out their flaws.
Rhyming couplet: Look at likes 13 -14
What is the speaker saying in the conclusion of the sonnet? Why does the poet think his love is rare?
How does the poet play with conventional stereotypes of love poetry?
The speaker of this sonnet is saying at the conclusion that although his mistress isn’t the most attractive, he still loves and adores her. The poet thinks his love is rare because most people only appreciate the good qualities of a lover, however this poet is also embracing her imperfections as they complete who his mistress is. The poet plays with the conventional stereotypes of love poetry, since this isn’t exactly the poem about someone’s admiration of all the little things that you see. Instead, it’s the polar opposite, as the poet talks about how he loves his mistress
despite all her flaws.
How is the speaker’s lover an inversion or parody ( an imitation of the style of a particular writer, artist, or genre with deliberate exaggeration for comic effect) of the petrarchan (A Petrarchan lover is melodramatic , self - consciously suffering and has given himself up to the power of his mistress) and medieval lover?
How has Shakespeare used juxtaposition, and for what purpose?
In what way(s) has the writer’s focus on physical beauty enhanced the emphasis and relevance on the theme for society at the time?
How is this theme still relevant and prevalent today?
Sonnet 130 is a parody because the speaker points out his mistress’ flaws and imperfections, making lighthearted judgements about his mistress. Shakespeare uses juxtaposition to compare his mistress to certain things such as her eyes to the sun (line 1), her lips to coral ( line 2), her hair to black wires (line 4). Shakespeare does this to show that she is not perfect and she has imperfections. His focus on beauty enhanced the emphasis and relevance of the theme because it makes it more clear to the audience that his mistress is not perfect, to bring further meaning to the theme that you should love someone despite their imperfections and that you should embrace everything about that person by showing a direct connection to his message. This theme is still relevant and prevalent today because people still get into relationships and it's still an important aspect of dating and relationships since nobody is perfect.
Reflection:
I learned from this lesson various aspects of Shakespearean Sonnets. I learned about how to decipher their meaning, by dissecting the sonnets by their quatrains. I also picked up the rhyme scheme that they are written in which is ABAB CD CD EFEF GG. I learned about what iambic foot is and how to uncover it, by looking at the two syllables, in which the first one is unstressed and the second one is stressed. Building up on top of that, I learned that iambic pentameter is a measure of five iambic feet. Not to mention, what the purpose of each Quatrain is. I learned that every Shakespearean Sonnet has a specific structure with 14 lines and three quatrains. I learned the first quatrain introduces the subject, the second complicates the subject, and the third quatrain and couplet resolves the subject. Learning about Shakespearean Sonnets, diversified by knowledge of works of literature. In addition, they would help me to write my own sonnet and improve my skills on how to decipher the meaning of poems.
Enrichment Materials:
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