Anisa Lubonja
2/27/20
Period 1
Freshman Lit 2020
Blogger #12
Aim: How can further implementation of our poetry skills enhance our exploration and analysis of a Shakespearean Sonnet?
Do Now: With your partner, consider the the word “Summer”. What symbolic meanings or connotations are usually associated with this word? Why?
For the do now, we began by finding the connotation of the word “Summer.” Our class said it had a positive connotation and seemed to suggest happiness and relaxation. It is associated with warm weather and humidity.
Notes for the Day:
We then went on to speak about the structure of Shakespearean sonnets. These sonnets are fourteen-line poems. They are divided into three quatrains, each consisting of four lines. The sonnets end with a rhyming couplet. The first quatrain acts as an introduction. The second quatrain introduces a conflict. The couplet may resolve the conflict or change the subject.
The rhyme scheme of a Shakespearean sonnet is ABAB CDCD EFEF GG. Each syllable is either stressed or unstressed that is found in the pronunciation of each letter. This iambic foot has two syllables: one unstressed followed by one stressed. It can even be considered a heartbeat meter.
It is important to pay attention to rhyme scheme, tone, diction, and figurative language in Shakespearean sonnets. Also, analyzing poetry enables you to understand it and find the meaning behind the figurative language.
Furthermore, we went on to read Shakespeare’s “Sonnet 18.” We found the line scheme, which matched the ABAB CDCD EFEF GG format presented above. This poem speaks of Shakespeare’s preference of the subject over summer and its extreme, abruptly changing nature. He says that all beauty fades in the end. Summer changes abruptly and leaves quickly, however, the subject doesn’t leave the narrator. Shakespeare speaks of the poem’s longevity and everlasting theme. The poem is an extended metaphor of comparing a summer’s day to the timelessness of the beauty of the subject.
Before class ended, the class discussed the meaning of the poem, specifically the comparisons that the speaker makes and his feelings towards summer. We discussed these as a class with a few students replying to the questions and each other. The result of this was that the class was able to understand Shakespeare’s feelings of love towards the subject of the poem. We noticed that he spoke negatively towards summer and pointed out its flaws, such as being extreme and fast-paced. This contrast established that the subject was even greater than a well-known delightful subject: summer. He used an extended metaphor, as we discovered through our class discussion. Our class analyzed the concluding couplet by saying that Shakespeare signified that the subject should be eternal, as the poem is.
Reflection of the lesson:
Today, my class and I learned about the significance of Shakespearean Sonnets. We spoke about the unique structure of his sonnets. He uses the rhyme scheme, ABAB CDCD EFEF GG, and utilizes the stressing of syllables. We analyzed Sonnet 18 and connected it to what we learned yesterday about extended metaphors. The extended metaphor in this poem was comparing the subject to a summer’s day. Summer typically has a positive connotation. Therefore, the effect of Shakespeare conveying this is to show that the subject is even more spectacular than a day in the summer. He points out the flaws in summer, saying that it changes quickly and is extreme, and compares them to the wonderful qualities of the subject. It showed his compassion for the subject. He concluded the poem with two lines that spoke of how this sonnet is timeless, as is the subject. We learned this to further our understanding of the structure of sonnets. It helped us to understand the effect of figurative language and draw conclusions. When we compose our own anthology of poems, this understanding will help us structure it and provide inspiration. To write literature, it is important to read and analyze the works of others to draw conclusions from what they have done. In essence, today, our class learned about the structure, figurative language, and the overall message of Shakespeaere’s Sonnet 18, which will help us to write our own poetry.
Further links for more information on Shakespearean Sonnets:
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