Aim: How can further implementation of our poetry skills enhance our exploration and analysis of Shakespearean Sonnets ?
Do now: We had a whole class discussion about what symbolic meanings or connotations are usually associated with the word “summer” and why.
For me the word summer means many things. It brings me happiness because I think of being off of school and having time to relax and be with my family. It has a positive connotation because when you think of the word summer it doesn't bring sadness or anger but it brings happiness and comfort.
Structure of a Shakespearean Sonnet
We learned about the way that Shakespearean poems are written. We learned that Sonnet’s are structure specific and are 14 line poems that are traditionally about love and romance. Additionally they are divided into 4 parts that are 3 quatrains (4 lines each) and a rhyming couplet at the end of the poem.
The first quatrain introduces the subject
Second quatrain complicates the subject
Third quatrain and the couplet resolves or alters the subject in some way
We also learned that it follows the rhyme scheme ABAB CDCD EFEF GG. Sonnets are written in iambic pentameter ( a metric line consisting of unstressed syllables followed by stressed syllables). It sounds like this ( da dum da dum da dum).
Shakespeare’s sonnets are composed on a variety of topics but most of the time he sticks with those listed on the main page, namely: love, nature, and beauty. Often times in Shakespeare’s sonnets he would use the first 2 quatrains to introduce a problem and the final one plus the couplet would either solve it or offer some possible solution.
Each syllable in a word is either stressed or unstressed. Stressed syllables are marked with a/ over the letters; unstressed are marked with au.
We then watched a video about Iambic pentameter and how it works so later on we can write Shakespearean poems correctly.
After that we learned about what to look for while reading a sonnet.
Then we went on to read Sonnet 18 and answered some questions.
Using the capital letters A-G, mark the poem (in the same way as the example to the right) for its rhyme scheme.
ABAB CDCD EFEF GG
2. In Quatrain Two: What are the problems the speaker has with summer?
The summer is too hot and goes away too quickly.
In Quatrain Three: What is the main difference between the subject of the sonnet and summer?
The difference is that summer may be gone but it will come back.
4. 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?
As long as this poem continues, they will live on forever. It confirms them because summer goes away too quickly but it will always come back next year and it isn't a one time event.
5. What is the theme of this sonnet?
What is the speaker’s attitude toward the subject?
The theme is: Beauty is everlasting.
The speaker's attitude is that he likes it but still wants summer and beauty to come more often and not leave so fast.
Aim: How can further implementation of our poetry skills enhance our exploration and analysis of Shakespearean Sonnets ?
After the team work we read another sonnet called Sonnet 130
Identify the rhyme scheme (by marking the poem as previously done) using the letters A-G.
ABAB CDCD EFEF GG
2. In Quatrain One: How does the speaker describe his mistress? What specific attributes does he reference?
He describes her as not so beautiful; he references her eyes,lips,hair, and breasts.
3. In Quatrain Two: How does the speaker speak to: her cheeks, and her breath?
He doesn't like them and thinks her cheeks are ugly and her breath smells bad.
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?
He said music is better than her voice and her walk is heavy. Most people would claim the opposite.
5. Rhyming Couplet: Look at lines 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?
He is saying his love is rare and good. He thinks it's rare because he doesn't say anything to her. The poet shows that most men don't like their mistresses.
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?
It is a parody because love isn't usually like that so it's rare. Shakespear uses juxtaposition to make the poem more comedic. It shows a lot of men look at physical aspects. The theme is still relevant because it happens. People still look at physical aspects instead of the beauty on the inside so the theme is still relevant and takes place to this day resulting in the poem being somewhat relatable to some men.
Reflection: Sonnets were a very important and entertaining topic. We learned a lot today and worked without teams and that made it easier. This knowledge will help us with our future assignments and projects. I also made my relationship with my team stronger and now we will be better in team work later on. Today's lesson taught me and everyone in the class a lot.
No comments:
Post a Comment