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 this word? Why?
For today’s do now the class was instructed to find words that they associated with the word “Summer”. The class shared answers such as “freedom”, “vacation”, and “sunny” which all shared the same idea of associating Summer with relaxation. We further discussed why we associate summer with relaxation. The class concluded that it was because summer break was the longest break we students have, lasting 2 full months. It is also when most students go on vacation with their families, creating fun and long-lasting memories.
Vocabulary:
Quatrain:
Couplet:
Iambic pentameter: a metric line consisting of unstressed syllables followed by stressed syllables
Iambic foot: contains two syllables, the first unstressed and the second stressed
Parody: an imitation of the style of a particular writer, artist, or genre with deliberate exaggeration for comic effect
Petrarchan lover: a melodramatic, self-consciously suffering and has given himself up to the power of his mistress
Structure of Shakespearean Sonnet
We began to learn about Shakespearean Sonnets. Before looking at examples of sonnets, we had to learn about its structure. Shakespearean sonnets are structure-specific, the requirements are listed below:
Shakespearean sonnets are fourteen-line poems.
They are traditionally about love and romance
Divided into four parts: Three quatrains and a rhyming couplet at the end of the poem
The first quatrain introduces the subject
The second quatrain complicates the subject
The third quatrain and couplet resolves or alters the subject
Follows the rhyme scheme: ABAB CDCD EFEF GG
Written in iambic pentameter
For further information on iambic pentameter and sonnets, watch:
Understanding Iambic Pentameter
We then began analyzing our first poem, Sonnet 18 using the chart below.
TEAM GROUP WORK
In groups, we had to answer five questions regarding Sonnet 18 which we would later share during our class discussion.
1- Using the capital letters A-6, 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?
In quatrain one, the speaker is comparing a woman/lover to summer. Shakespeare describes the woman as calmer and lovely than summer, showing his preference for the woman over summer.
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”)?
Vanessa shared that the problem the speaker has with summer is that the season is too short, and its beauty does not last long. Justin then added that line 7 means that the beauty of summer decreases throughout the season.
3- In Quatrain Three: What is the main difference between the subject of the sonnet and summer?
The class agreed on the answer of the sonnet lasting longer than summer. The sonnet keeps the subject’s beauty alive forever while summer’s beauty declines as the season progresses. Chloe added that summer’s beauty gets lost and fades while the subjects beauty remains constant and described as “eternal beauty”
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 the same way.
At first, the question confused the class, but through a discussion led by Ms.Peterson, the class concluded that the couplet at the end of the sonnet meant that as long as the sonnet is alive, the beauty and life of the subject will remain. Line 14 states, “So long lives this, and this gives life to thee.”, “this” is referring to the sonnet and “thee” is referring to the subject/woman.
5- What is the theme of this sonnet?
What is the speaker’s attitude towards the subject?
Different themes were interpreted by the class, some shared that the theme was everyone is beautiful regardless of their pros and cons, while other groups shared that a person’s personality remains alive and unforgotten through people’s memories.
Students were then sent into breakout rooms to analyze and answer questions based on Sonnet 130.
1- Identify the rhyme scheme (by marking the poem as previously done) using the letters A-G
2- In Quatrain One: How does the speaker describe his mistress? What specific attributes does he reference?
The speaker describes his mistress as a corpse. The speaker says that she has no color on her face and then states that her eyes are nowhere near as bright as the sun. He also compares her hair to black wires.
3- In Quatrain Two: How does the speaker speak about her cheeks and breath?
The speaker states, “But no such roses see I in her cheeks,” which describes his mistress’ cheeks having no color. He also states, “Than in the breath that from my mistress reeks.” where he blatantly says that her breath stinks.
4- 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 mistress?
The speaker says his mistress’ voice wasn’t the most pleasant sound and that she treads instead of walking elegantly. The way the speaker describes their partner the complete opposite as other people would. Other people would describe their partner as ethereal and strictly say good things about them. However, this speaker bluntly insults his partner.
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?
The poet believes his love is rare because their relationship doesn’t fit other stereotypical poems. They openly insult each other but deep down they know they love each other. This type of banter isn’t shown in most love poems.
6- How is the speaker’s lover an inversion or parody of the petrarchan 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 revance on the theme for society at the time?
How is this theme still relevant and prevalent today?
Sonnet 130 is a parody of Sonnet 8 because the speaker pokes fun at their partner in a funny but elegant way. Shakespeare used juxtaposition to compare a woman to a summer’s day. This comparison was to emphasize the woman’s never ending beauty as long as the sonnet is alive. The poets focus on physical beauty in different ways. In sonnet 130, the speaker sarcastically insults their partner’s appearance to support the theme that personality is more important than appearance. In Sonnet 8, the poet focuses on physical appearance to emphasize the theme of a person’s personality staying alive through people's memories. This theme is still relevant today because of newly made technology that allows communication between people from across the world. The new digital tools not only allow easy communication, but it also allows people to be whoever and look however they want. Loving someone for their personality instead of their appearance is becoming more and more important.
Enrichment:
Shakespeare’s Sonnets: Crash Course Literature 304
Reflection:
Today I learned about Shakespearean Sonnets and how to write them. I didn’t know what a Shakespearean Sonnet was and all the specific requirements that go into a sonnet. I also learned about iambic pentameter and its role in sonnets. Figuring out the intended theme the poet wanted to express through limited lines and syllables helped me understand how to write my own sonnets. Being able to fit all my ideas into a short poem will make it easier for me to do the same with different types of writing in the future. The questions on this lesson were hard but it will make understanding poems in the future easier.
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