Aim: How can further implementation of our poetry skills enhance our exploration and analysis of Shakespearean Sonnets ?
Today’s Class Began with a Do Now consisting of a Whole Class Discussion. The topic of the Class Discussion being: “Consider the the word “Summer”. What symbolic meanings or connotations are usually associated with this word? Why?” Responses to this Do-Now overall agreed on one main idea: the word “Summer” overall has a main positive connotation. Reasons to prove this included ideas such as: Warmth of the Summer, No school, Possibly Traveling, among others.
Next, we looked at the structure of a Shakespearean Sonnet. You can see in the lesson that Shaespear’s Sonnets were overall composed by a variety of different topics but he overall stuck with 3 main topics. Namely: Love, Nature and Beauty. The next slide continues elaborating on the topic of how Shakespearean Sonnets are structured. It states that each syllable of the word is either stressed or unstressed in these sonnets with Stressed syllables being Marked with an “a/” in red and unstressed being marked with an “au” in blue. It then states that an iambic foot contains 2 syllables which switches between unstressed first and stressed second. This creates a “heartbeat meter” in the sonnet which is basically the sonnet sounding as if it is being read in a heartbeat rhythm.
Proceeding the text above the lesson continues to state that what is shown above is actually called an Iambic Pentameter which is a line of FIVE iambic feet. An Iambic pentameter contains 10 syllables which go in a pattern of “unstressed - stressed” a total of 5 times.
This information is then proceeded with questions where you are required to Identify the Unstressed and Stressed syllables.
The proceeding slide then speaks about “Sonnet 18” which is one of Shakespear’s most famous poems. You are told to keep the following mnemonic device in mind and then you proceed to the next slide which contains the poem:
The next slide then contains the following:
This, as you can see, is “Sonnet 18” by William Shakespeare, the aforementioned poem. This poem was read aloud using spirit reading and then the class proceeded to the next slide. The next slide contains the following questions to be done in teams:
The following example is also provided to help you answer #1:
Question #1 is answered with the rhyme scheme ABAB CDCD EFEF GG. The following question is then answered with the response “The Summer is too Hot, too bright, and goes away too fast.”
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