English
Understanding Shakespeare: ³Sonnet 18´ Foundation L esson²H igh School
A bout T his L esson This lesson models for students how to perform a literary analysis by showing how devices such as diction, imagery, figures of speech, and sound create thematic meaning. Engagement with PRUHFRPSOH[WH[WVVXFKDV6KDNHVSHDUHDQVRQQHWVZLOOVKDUSHQVWXGHQWV¶SHUFHSWLRQRIWKHZD\ diction and imagery create theme. Sonnets are short enough to be analyzed in a class period yet complex enough to require multiple readings to determine meaning, and they allow students access to elevated themes and rich language in a classroom-friendly setting. Students often enjoy analyzing poetry and seeing how the form of the poem functions, and the creative writing activity, which includes a sonnet graph, gives them a concrete tool to identify and understand LDPELFSHQWDPHWHU$VSDUWRIWKHOHVVRQ¶VFXPXODWLYHDVVHVVPHQWVWXGHQWVDUHHQFRXUDged to create original sonnets which contain elevated, abstract themes. Passages for LTF® lessons are selected to challenge students, while lessons and activities make texts accessible. Guided practice with challenging texts allows students to gain the proficiency necessary to read independently at or above grade level.
L evel Grades Nine and Ten Connection to Common Core Standards for E nglish L anguage A rts LTF Foundation Lessons are designed to be used across grade levels and therefore are aligned to the CCSS Anchor Standards. Teachers should consult their own grade-level-specific Standards. The activities in this lesson allow teachers to address the following Common Core Standards. Explicitly addressed in this lesson Code Standard R.1
Read closely to determine what the text says explicitly and to make logical inferences from it. Cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
L evel of T hinking Understand
Depth of K nowledge III
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T E A C H E R
O bjectives Students will x explain how literary elements such as diction and imagery reveal thematic meaning. x analyze how poetic structure creates or impacts meaning. x explain how devices such as figurative language or sound reveal thematic meaning. x produce a style analysis of the poem. x create an original sonnet that conforms to appropriate structure and uses literary elements to create a theme.
Teacher Overview²Understanding Shakespeare: ³6RQQHW´
R.2 R.3 R.4
R.5
R.10 L.3
L.5
W.4 W.5 W.10
SL.1
Implicitly addressed in this lesson Code Standard L.1 L.2
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
Analyze
III
Analyze
III
Analyze
III
Analyze
III
Understand
II
Understand
II
Understand
II
Create
III
Create
III
Evaluate
III
Apply
III
Understand
II
L evel of T hinking Understand
Depth of K nowledge I
Understand
I
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T E A C H E R
W.2
Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. Analyze how and why individuals, events, and ideas develop and interact over the course of a text. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene or stanza) relate to each other and the whole. Read and comprehend complex literary and informational texts independently and proficiently. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. Demonstrate understanding of word relationships and nuances in word meanings. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. Prepare for and participate effectively in a range of conversations and collaborations with diverse SDUWQHUVEXLOGLQJRQRWKHUV¶LGHDVDQGH[SUHVVLQJ their own clearly and persuasively.
Teacher Overview²8QGHUVWDQGLQJ6KDNHVSHDUH ³6RQQHW´
L.3
L.6
Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.
Understand
II
Understand
II
T T EE AA CC HH EE RR
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Teacher Overview²8QGHUVWDQGLQJ6KDNHVSHDUH ³6RQQHW´
L T F Skill Focus The foundation for LTF English lessons is the Skill Progression Chart that identifies key skills for each domain, beginning with grade 6 and adding more complex skills at each subsequent grade level while reinforcing skills introduced at previous grade levels. The Skill Focus for each individual lesson identifies the skills actually addressed in that lesson. Understand A pply C lose Reading
written, spoken, and visual texts
purposeful use of language for effect
C reate Composition
written, spoken, and visual products
T ypes (modes) Expository analytical M ultiple Modes Imaginative
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T T EE AA CC HH EE RR
Reading Strategies 'HWHUPLQLQJDXWKRU¶V purpose Inference Paraphrase L iterary E lements Analogy Diction connotation denotation vocabulary Imagery Rhetorical Shift Theme F igures of Speech (Figurative L anguage) Metaphor Personification Sound Devices Meter Rhyme Rhythm L iterary T echniques Allusion L iterary Forms Verse Sonnet Elizabethan Petrarchan
L evels of T hinking A nalyze E valuate G rammar
Teacher Overview²8QGHUVWDQGLQJ6KDNHVSHDUH ³6RQQHW´
Connections to A P* Analysis of diction, imagery, and the literary devices that contribute to thematic meaning is a skill that students must demonstrate on both the free response and multiple choice sections of AP English Literature and AP English Language exams. The Literature exam contains a free response prompt and multiple choice questions on poetry, so it is critical that students develop an understanding of analysis and language specific to poetry. *Advanced Placement and AP are registered trademarks of the college Entrance Exa mination Board. The College Board was not involved in the production of this material.
M aterials and Resources x ³6RQQHW´E\:LOOLDP6KDNHVSHDUH x copies of Student Activity x KDQGRXW ³*UDSKLQJWKH6RQQHW´
The following additional assessments are located on the LTF website x LTF Posttest: 2006 Grade 9 Style Analysis on ³7KH3RVVHVVLRQ´DQG³6OLSSLQJ´ x /7)3RVWWHVW *UDGH6W\OH$QDO\VLVRQ³:LQJ5RDG´DQG³([-%DVNHWEDOO3OD\HU´ T eaching Suggestions Students will work through the activities to help them analyze diction, imagery, figures of speech, sound devices, anGVWUXFWXUHLQ³6RQQHW´7HDFKHUVZLOOILQGDYDULHW\RIVWUDWHJLHV embedded in the lesson, ranging from a graphic organizer, to paraphrasing, to frame statements for an analytical paragraph. Because students often find poetry intimidating, teachers should be prepared to model the exercises in the initial activities, perhaps in a whole-class setting. As they become more confidHQWZLWKWKHSRHP¶VIRUPDQG language, students may complete the activities independently. A nswers Many of the answers for this lesson are subjective and will vary. However, answers to objective questions are provided below. To obtain the maximum benefit of the lesson, ask students to go beyond the expected responses. Quatrain 1: 1. summer 2. The speaker compares a beautiful summer day to his lover 4. temperate: calm; self-restrained, neither too hot or cold 5. darling: very dear or beloved 7. Suggested paraphrase: The speaker asks the question whether he should compare his love to a summer day. He says that she is lovelier and more constant. Summer has rough winds that Copyright © 2012 Laying the Foundation®, Inc., Dallas, TX. All rights reserved. Visit us online at www.ltftraining.org.
T T EE AA CC HH EE RR
Assessments The following kinds of formative assessments are embedded in this lesson: x guided questions x graphic organizer x frame statements x writing assignment
Teacher Overview²8QGHUVWDQGLQJ6KDNHVSHDUH ³6RQQHW´
shake the beautiful and beloved early blooms of May. The time period of summer is too short. The speaker must view summer as a pleasant time, but considers it too short. Quatrain 2: 8. The eye is the sun watching from the sky. 7KHDQWHFHGHQWRIWKHSURQRXQ³KLV´LQOLQHLVWKHVXQ. 12. Suggested paraphrase of line 7: F air could refer to the weather to mean clear and sunny; it could refer to his love as attractive and beautiful as well as just and honest . 14. Suggested paraphrase: At times the sun is too hot or the weather gets cloudy. Everything beautiful, a person or a day, will at some point lose its beauty and change for the worst whether the change is caused by misfortune, fate, or unbalanced events.
Couplet 21. Suggested paraphrase: As long as the human race exists, this poem will live on and make you immortal; you will live on each time a person reads this poem. 24: Suggested answer for frame statement: In Sonnet 18, William Shakespeare (title)
DXWKRU¶VQDPH
the eternal nature of love and how it (key aspect of the theme)
illustrates (reveals, explores, illustrates, etc. marker verbs)
can be preserved through a work of art. (What does the poem show us on a universal level?)
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T T EE AA CC HH EE RR
Quatrain 3 157KHZRUG³EXW´VLJQDOVDVKLIWLQWKHSRHP7KHIRFXVQRZVKLIWVIURP³WKHVXPPHUGD\´WR his love. 17. Death is described as bragging, like a person. 18. The shade is the shadow of death. 7KH3VDOPLVWUHIHUVWRZDONLQJ³WKURXJKWKHYDOley of the VKDGRZRIGHDWK´ 19. Lines might refer to age lines in the face. It could also refer to lines of poetry. The poetry lines are the most relevant because the speaker is declaring his love in the sonnet. 20. Suggested paraphrase: But your youth will not fade away, nor will you lose the beauty that you possess. Death will not claim you for his own. You and the memory of you will never die because in my lasting poetry you will live forever.
English
Understanding Shakespeare: ³Sonnet 18´ Foundation L esson²H igh School
Prereading A ctivity 1. Imagine the perfect summer day. It is early summer with just the perfect mix of comfortable temperature and weather. List the details about that perfect day on the chart that follows. Fill in the chart with images that appeal to the different senses. Sight
Touch
T aste
Smell
H earing
2. Write a general statement about the overall feeling created by this perfect day. ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ 3. Now think of a person you care about. How are this perfect summer day and this person alike? How are they different? ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________
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Student Activity²8QGHUVWDQGLQJ6KDNHVSHDUH ³6RQQHW´
Sonnet 18 A nalysis Read the poem aloud. Work through the questions and activities that follow. Sonnet 18 6KDOO,FRPSDUHWKHHWRDVXPPHU¶VGD\" Thou art more lovely and more temperate: Rough winds do shake the darling buds of May, $QGVXPPHU¶VOHDVHKDWKDOOWRRVKRUWDGDWH Sometime too hot the eye of heaven shines, 5 And often is his gold complexion dimmed; And every fair from fair sometime declines, By chance or QDWXUH¶VFKDQJLQJFRXUVHXQWULPPHG But thy eternal summer shall not fade, 1RUORVHSRVVHVVLRQRIWKDWIDLUWKRXRZ¶VW 10 1RUVKDOOGHDWKEUDJWKRXZDQGHU¶VWLQKLVVKDGH When in eternal lines to time thou JURZ¶VW So long as men can breathe or eyes can see, So long lives this, and this gives life to thee. Q uatrain 1 line 1 6KDOO,FRPSDUHWKHHWRDVXPPHU¶VGD\" 2 Thou art more lovely and more temperate: 3 Rough winds do shake the darling buds of May, 4 $QGVXPPHU¶VOHDVHKDWKDOOWRRVKRUWDGDWH 1. What season of the year is dealt with in this sonnet? 2. The quatrain contains an analogy that compares to 3. Based on images from your prereading chart, explain why this is an effective comparison.
4. What is the denotation of temperate in line 2? How is this word appropriate to describe both a day in summer and a person?
5. What is the denotation of darling (line 3) in this context? 6. ([SODLQWKHPHWDSKRULQOLQH³VXPPHU¶VOHDVH´
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.
Student Activity²8QGHUVWDQGLQJ6KDNHVSHDUH ³6RQQHW´
7. Paraphrase the first quatrain.
Q uatrain 2 line 5 Sometime too hot the eye of heaven shines, 6 And often is his gold complexion dimmed; 7 And every fair from fair sometime declines, 8 %\FKDQFHRUQDWXUH¶VFKDQJLQJFRXUVHXQWULPPHG 8. In line 5, what is ³WKHH\HRIKHDYHQ´? 9. What is the antecedent of the pronoun his in line 6? +RZFRXOG³WKHH\HRIKHDYHQ´EHGLPPHG"
11. How is the sun further personified in line 6?
12. Explain two possible meanings of the word fair in line 7.
13. For each meaning you idenWLILHGH[SODLQKRZVRPHWKLQJWKDWLVIDLUPLJKW³GHFOLQH´
14. Paraphrase the second quatrain.
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Student Activity²8QGHUVWDQGLQJ6KDNHVSHDUH ³6RQQHW´
Q uatrain 3 line 9 But thy eternal summer shall not fade, 10 Nor lose possession of WKDWIDLUWKRXRZ¶VW 11 1RUVKDOO'HDWKEUDJWKRXZDQGHU¶VWLQKLVVKDGH 12 :KHQLQHWHUQDOOLQHVWRWLPHWKRXJURZ¶VW 15. What word signals a shift in the poem? What word in line 1 is directly related to the word thy in line 9? 167KHVSHDNHUVWDWHVWKDW³WK\HWHUQDOVXPPHUVKDOOQRWIDGH´Explain this metaphor.
17. How is Death personified in line 11? 18. Explain the Biblical allusion in line 11.
19. What are possible meanings for the word lines in line 12? Which meaning is most relevant? Explain. 20. Paraphrase the 3rd quatrain.
F inal Couplet line 13 So long as men can breathe or eyes can see, 14 So long lives this and this gives life to thee. 21. Paraphrase the final couplet.
22. What does the final couplet reveal about the power of a literary work?
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Student Activity²8QGHUVWDQGLQJ6KDNHVSHDUH ³6RQQHW´
The theme of a work, in this case a poem, is its implied view of life and human nature. It is the generalization about life at large that the piece leads the reader to see. 23. Fill in the following frame statement for theme. In
, (title)
(author)
(reveals, explores, illustrates, shows, etc. marker verbs)
(key aspect of the theme)
and how it
. (What does it show us on a universal level?)
G raphing a Sonnet Use the sonnet graph on the next page to chart the form of Sonnet 18. W riting A ctivities Review the following definitions: Rhythm is the varying speed, intensity, elevation, pitch, loudness, and expressiveness of speech. Meter is the measured, patterned arrangement of syllables, according to stress and length in a poem. For example, the most common meter in English verse is the iamb, an unstressed syllable followed by a stressed syllable. An iamb is a two-syllable foot. A sonnet is a poem of 14 lines following one of several set rhyme schemes. The two basic classical sonnet types are the Italian (Petrarchan) and the English (Shakespearean). The Italian (Petrarchan) form is marked by its division into the octave and the sestet. The rhyme scheme is abbaabba cdecde (or cdcdcd or some other variation of two or three rhymes). The English (Shakespearean) sonnet is divided into 3 quatrains and a rhymed couplet. The rhyme scheme is abab cdcd efef gg. The meter is commonly iambic pentameter (5 iambs, which is ten syllables, per line). Writing an Analytical Paragraph :ULWHDSDUDJUDSKLQZKLFK\RXH[SODLQKRZ6KDNHVSHDUH¶VXVH of imagery suggests his attitude about the enduring power of poetry. Writing a Sonnet: The theme of a sonnet is usually related to an elevated, abstract idea such as love, devotion, patriotism, honor, fidelity, etc. Choose such an idea and write an original sonnet, following one of the patterns identified above (Italian or English). Use the second graph to help organize the meter and rhyme.
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Student Activity²8QGHUVWDQGLQJ6KDNHVSHDUH ³6RQQHW´
G raphing the Sonnet Write one syllable in each of the boxes to show the iambic pentameter of each line .In the last box, place the rhyme scheme letter for each of the lines. Line #
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Rhyme Letter
1
Shall
I
com-
pare
thee
to
a
sum-
PHU¶V
day?
a
2
Thou
art
more
love-
ly
and
more
tem-
per-
ate:
b
3
Rough
winds
a
4
b
5
c
6
d
7
8
9
10
11
12
13
14
Copyright © 2012 Laying the Foundation®, Inc., Dallas, TX. All rights reserved. Visit us online at www.ltftraining.org.
Student Activity²8QGHUVWDQGLQJ6KDNHVSHDUH ³6RQQHW´
G raphing the Sonnet Write one syllable in each of the boxes to show the iambic pentameter of each line .In the last box, place the rhyme scheme letter for each of the lines. Line #
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1
2
3
4
5
6
7
8
9
10
11
12
13
14
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Rhyme Letter
