analyzing the building blocks of a sonnet: › cms › lib › nc01001395 › c… · web...

Analyzing the Building Blocks of a Sonnet:1. (1) Number the lines on the blanks provided (remember, in a sonnet there should be _____ lines).

2. (1) Put a box around the quatrains.

3. (1) Put a double box around the couplet.

4. (14)Remember that iambic pentameter identifies the rhythm. It is evidenced by an unstressed syllable followed by a stressed syllable (see the first to lines—bold is stressed, no bold is unstressed). Using your pencil bold and mark off couples with boxes. Make sure there are 5 couples in each line.

Ex: I see a lit tle boy of four or five

Whose face lights up whenev er we would play

5. (1) Identify the rhyme scheme by writing the letter on the left hand side of the line. For each new rhyme use a new letter. The first few have been done for you.

6. (5) Identify SOAPSa. Subject—the general topic, content and ideas in the poem:__________________________________________________________________________________________b. Occasion—The time and place of the poem. Try to understand the context that encouraged the poem to be written.__________________________________________________________________________________________c. Audience—To whom is the poem written?__________________________________________________________________________________________d. Purpose—What is the reason behind the writing of the poem?__________________________________________________________________________________________e. Speaker—What can you say about the voice speaking the poem?______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________7. (2) Identify the theme of the poem______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________8. (2) Is the theme contradicted or expanded in the sestet? Explain your response. ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Carmichael English IV: The English Renaissance: Sonnets of 12

Another Sonnet for StephenBy Alvin Lester Sitomer

___I see a little boy of four or five_A_

___Whose face lights up whenever we would play_ B_

___Who made me feel it’s great to be alive_ A _

___And wish that time would never tick away___

___I see a college youth who goes to Penn, ___

___Strong and handsome, smart in mind and dress, ___

___Enthusiastic, kind, who scores a “ten,” ___

___Possessing every trait that spells success. ___

___I see the man who came from both those boys___

___Creating business plans and paths to wealth___

___With nonchalance, with skill and unique poise___

___While fighting back attackers of his health. ___

___The boy, the youth, the man are each now gone, ___

___Except that in my heart they linger on. ___

William ShakespeareSonnets Unit

The writer of 8884,647 words & 118,406 lines. The Oxford English Dictionary attributes all of the bold faced

words below (and some 500 more to ShakespeareFrom the spectacled pedant to the schoolboy, all gentlefolk recognize Shakespeare as a fathomless fount of coinages. The honey-tongued Bard had no rival, nor could he sate his never-ending addiction to madcap, flowery (or foul-mouthed!) neologisms. Even time-honored exposure cannot besmirch our amazement at the countless and useful words that lend radiance to our lackluster lives. All in a day’s work! (see page 236—read and then complete the activity—you can use your vocabulary phrases to help you!)

Motifs in Shakespeare’s sonnets (from Norton): 1-17 addressed to young man; he urges the young man to marry and reproduce 18-126 poet expresses his love for the young man, problems poet has with young man, “rival poets”;

themes include brevity of life, the destructive power of time, and the power of love and poetry

127-154 addressed to or about “dark lady” who is alluring but destructive—she is the object of desire as well as a rival poet; the young man also seems to be involved with “dark lady”

Figures: poet speaker (Shakespeare?), a younger male aristocrat, a so-called “Dark Lady,” a rival poet.Composition: Mid-1590s-1609

Everyone in the group must actively participate in each step of this process. Steps one, two, and three are preparation steps. Always analyze the poem first. If you don’t analyze the poem you

will never be able to capture the rest. Remember with the article you must summarize and actually apply it to your analysis. Printing off an article alone

is not acceptable. Connect it to your analysis. The poster must be creative and expressive. In other words, simply writing the sonnet in the middle and drawing

hearts around it is not acceptable. Capture the theme. The best posters have more IMAGES than WORDS, but also have captions to explain those images. Posters need titles. Don’t use the title of the sonnet—be creative.

Dividing up the sonnet for the dramatic reason is a requirement. One person cannot do it alone. Decide which lines each person is going to do and where to split the line. Remember to identify the iambic pentameter so your reading captures the rhythm. Extra credit will be given to groups that memorize their lines to recite.


Actor Poet Dramatist

Sonnet Group Work Assignment—DUE by the end of class ___________________—presentations will start ________________ (Participation TPP: 100 points; Group project TPP 100 points; TPP 200 points) Each Group Must Complete the Following: (see back for details) 1. A personal analysis 2. A critical article from a database.3. Design and present creative poster that shows the poem’s theme or significance4. A dramatic reading

1. A personal analysis: (20 points) EVERY group member must fill out the analysis worksheet for themselves; you may work together, but it should

be in YOUR OWN WORDS2. A Critical article from a database. (15 points)

I will rotate the groups in to the computer to find the article over the next few days. You will each have approximately ½ a class period to look in class. If you do not find an article in class, it is your responsibility to find one at home.

Gale Databases—can be accessed through the school library webpage: password: clem79777 www.ncwiseowl.org>>high school zone>>research: Password: wiseowl

3. Poster will be graded by the following rubric. It should be creative and colorful. Just printing pictures is not acceptable. Be creative in other ways. (25 points)

CATEGORY 5 4 3 2Graphics - Originality

Several of the graphics used on the poster reflect a exceptional degree of student creativity in their creation and/or display.

One or two of the graphics used on the poster reflect student creativity in their creation and/or display.

The graphics are made by the student, but are based on the designs or ideas of others.

No graphics made by the student are included.

CATEGORY 4 3 2 1 Graphics - Relevance

All graphics are related to the topic and make it easier to understand. All borrowed graphics have a source citation.

All graphics are related to the topic and most make it easier to understand. All borrowed graphics have a source citation.

All graphics relate to the topic. Most borrowed graphics have a source citation.

Graphics do not relate to the topic OR several borrowed graphics do not have a source citation.

Labels All items of importance on the poster are clearly labeled with labels that can be read from at least 3 ft. away.

Almost all items of importance on the poster are clearly labeled with labels that can be read from at least 3 ft. away.

Several items of importance on the poster are clearly labeled with labels that can be read from at least 3 ft. away.

Labels are too small to view OR no important items were labeled.

Attractiveness The poster is exceptionally attractive in terms of design, layout, and neatness.

The poster is attractive in terms of design, layout and neatness.

The poster is acceptably attractive though it may be a bit messy.

The poster is distractingly messy or very poorly designed. It is not attractive.

Title Title can be read from 6 ft. away and is quite creative.

Title can be read from 6 ft. away and describes content well.

Title can be read from 4 ft. away and describes the content well.

The title is too small and/or does not describe the content of the poster well.

Knowledge Gained

Student can accurately answer all questions related to facts in the poster and processes used to create the poster.

Student can accurately answer most questions related to facts in the poster and processes used to create the poster.

Student can accurately answer about 75% of questions related to facts in the poster and processes used to create the poster.

Student appears to have insufficient knowledge about the facts or processes used in the poster.

4. Dramatic Reading: *Memorizing lines will result in extra credit!* (20 points) Step 1: Analyze the poem carefully. Identify the stressed and unstressed syllables so you are sure to express the

poem’s rhythm. Step 2: divide up the parts; most of your groups have 4 people. One way would be quatrain, quatrain, quatrain,

couplet and the person who does the couplet can be responsible for presenting explaining the poem afterward. Step 3: Act. DRAMATIC is the key. Just standing up and monotonously reading is no fun! The speaker should use

hand motions and emotions! Step 4: Practice!! Practice!! Practice!!

On presentation day you should follow this outline: Presentation (20 points) 1. Dramatic reading of the poem2. Explain the poem’s theme and your group’s interpretation as you display the poster3. Explain and summarize your critical article. 4. Ask for questions.


Personal Analysis Worksheet1.Which sonnet number were you assigned ______________. What motif does it encompass? ______________ __________________________________________________________________________________________ 2. Number the lines of the sonnet (remember, in a sonnet there should be _____ lines).

3. Put a box around each quatrain.

4. Put a double box around the couplet.

5. Remember that iambic pentameter identifies the rhythm. It is evidenced by an unstressed syllable followed by a stressed syllable (see the first to lines—bold is stressed, no bold is unstressed). Using your pencil bold and mark off couples with boxes. Make sure there are 5 couples in each line.

Ex: I see a lit tle boy of four or five

Whose face lights up whenev er we would play

6. Identify the rhyme scheme by writing the letter on the left hand side of the line. For each new rhyme use a new letter. 7. Circle the volta, or turn of the poem.8. Identify SOAPSa. Subject—the general topic, content and ideas in the poem:______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________b. Occasion—The time and place of the poem. Try to understand the context that encouraged the poem to be written.______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________c. Audience—To whom is the poem written?______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________d. Purpose—What is the reason behind the writing of the poem?______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________e. Speaker—What can you say about the voice speaking the poem?______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________9. Identify the theme of the poem______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Carmichael English IV: The English Renaissance: Sonnets of 12

10. Is the theme contradicted or confirmed in the couplet? Explain your response. ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________11. Identify at least 2 other types of figurative language (i.e. Imagery, Metaphor, Similes, Onomatopoeia, Hyperbole, etc):

1.

2.

12. Title of critical article:____________________________________________________________________ Author of critical article: __________________________________________________________________ Source:________________________________________________________________________________

13. Provide a brief summary of the article. ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________14. Explain your opinion of the article. Do you agree or disagree with the claims? Explain. ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


On presentation day you should follow this outline:--complete the outline to turn in. You only have to have one per group, but you all may want it so you know what your role is. Presentation (20 points) **MAKE SURE YOU HAVE A BACK UP PLAN!!! IF SOMEONE IS ABSENT, YOU STILL MUST PRESENT!!1. Dramatic reading of the poem

a. Explain how you plan to make it dramatic (ex. Make it into a song/rap; add music (no words); act it out; hand

motions etc.) ______________________________________________________________________________

_________________________________________________________________________________________

_________________________________________________________________________________________

_________________________________________________________________________________________

_________________________________________________________________________________________

_________________________________________________________________________________________

_________________________________________________________________________________________

_________________________________________________________________________________________

b. List who is reading what lines: line #s ___________:group member: _________________

line #s ___________:group member: _________________



2. Explain the poem’s theme and your group’s interpretation as you display the poster: Group member responsible: ________________________

a. Theme/Main idea of the poem (include the motif!):_________________________________________________________________________________________

_________________________________________________________________________________________

_________________________________________________________________________________________

_________________________________________________________________________________________

b. Explanation of poem and how it relates to the theme: _________________________________________________________________________________________

_________________________________________________________________________________________

_________________________________________________________________________________________

_________________________________________________________________________________________

3. Explain and summarize your critical article. Group member responsible: ____________________________________a. Main points of critical article include (must have at least 3):

i. _________________________________________________________________________________

__________________________________________________________________________________

ii. ________________________________________________________________________________

__________________________________________________________________________________

iii. ________________________________________________________________________________

__________________________________________________________________________________

b. Explain your opinion of the article in light of your own interpretation (agree/disagree and why)_________________________________________________________________________________________

_________________________________________________________________________________________

_________________________________________________________________________________________

_________________________________________________________________________________________

4. Ask for questions


5. Thank your audienceSonnet 73That time of year thou mayst in me behold

When yellow leaves, or none, or few, do hang

Upon those boughs which shake against the cold,

Bare ruin'd choirs, where late the sweet birds sang.

In me thou seest the twilight of such day

As after sunset fadeth in the west,

Which by and by black night doth take away,

Death's second self, that seals up all in rest.

In me thou see'st the glowing of such fire

That on the ashes of his youth doth lie,

As the death-bed whereon it must expire

Consumed with that which it was nourish'd by.

This thou perceivest, which makes thy love more strong,

To love that well which thou must leave ere long.

Sonnet 12When I do count the clock that tells the time,

And see the brave day sunk in hideous night;

When I behold the violet past prime,

And sable curls, all silvered o'er with white;

When lofty trees I see barren of leaves,

Which erst from heat did canopy the herd,

And summer's green all girded up in sheaves,

Borne on the bier with white and bristly beard,

Then of thy beauty do I question make,

That thou among the wastes of time must go,

Since sweets and beauties do themselves forsake

And die as fast as they see others grow;

And nothing 'gainst Time's scythe can make defence

Save breed, to brave him when he takes thee hence.


Sonnet 73 Modern English Version You may see that time of year in me when few, or no, yellow leaves hang on those branches that shiver in the cold bare ruins of the choir stalls where sweet birds sang so recently. You see, in me, the twilight of a day, after the sun has set in the west, extinguished by the black night that imitates Death, which closes everything in rest. You see in me the glowing embers that are all that is left of the fire of my youth - the deathbed on which youth must inevitably die, consumed by the life that once fed it. This is something you can see, and it gives your love the strength deeply to love that which you have to lose soon.

Sonnet 12 Modern English Version When I count the chimes of the clock and watch the bright day sunken into terrifying night; when I see violets fading, and black curls all silvered over with white; when I see tall trees which previously offered shade to sheep and cattle but now with no leaves; and the green crops of summer tied up in harvested sheaves covered with scratchy dried out leaves, carried away on a wagon; then I begin to think about the endurance of your beauty and that you will have to decline and decay like everything else, because sweet and beautiful things lose their sweetness and beauty and die while watching new sweet and beautiful things taking their place. The only defence against Time's scythe is to defy him when he takes you away, by having children.

Sonnet 18Shall I compare thee to a summer's day?

Thou art more lovely and more temperate:

Rough winds do shake the darling buds of May,

And summer's lease hath all too short a date:

Sometime too hot the eye of heaven shines,

And often is his gold complexion dimm'd;

And every fair from fair sometime declines,

By chance or nature's changing course untrimm'd;

But thy eternal summer shall not fade

Nor lose possession of that fair thou owest;

Nor shall Death brag thou wander'st in his shade,

When in eternal lines to time thou growest:

So long as men can breathe or eyes can see,

So long lives this and this gives life to thee.

Sonnet 29When in disgrace with fortune and men's eyes

I all alone beweep my outcast state,

And trouble deaf heaven with my bootless cries,

And look upon myself, and curse my fate,

Wishing me like to one more rich in hope,

Featured like him, like him with friends possessed,

Desiring this man's art, and that man's scope,

With what I most enjoy contented least;

Yet in these thoughts my self almost despising,

Haply I think on thee, and then my state,

Like to the lark at break of day arising

From sullen earth, sings hymns at heaven's gate;

For thy sweet love remembered such wealth brings


Sonnet 18: Translation to modern English Shall I compare you to a summer's day? You are more lovely and more moderate: Harsh winds disturb the delicate buds of May, and summer doesn't last long enough. Sometimes the sun is too hot, and its golden face is often dimmed by clouds. All beautiful things eventually become less beautiful, either by the experiences of life or by the passing of time. But your eternal beauty won't fade, nor lose any of its quality. And you will never die, as you will live on in my enduring poetry. As long as there are people still alive to read poems this sonnet will live, and you will live in it.

Sonnet 29: Translation to modern English When my luck has failed and no-one gives me any sympathy, I sit all alone and cry about being an outcast, and bother the deaf ears of heaven with my useless cries; and examine myself and curse my fate, wishing that I was like someone with good prospects; or that I looked like another, or had friends like yet another, coveting this man's skill, and that man's range - totally dissatisfied with the things I usually enjoy. Yet, as I'm thinking these thoughts, almost believing myself despicable, I think of you by chance and then my soul, like the lark rising from the glum earth at daybreak, sings hymns at heaven's gate. Because when I remember your sweet love, the thought brings such wealth that I'd then refuse to change places with kings.

That then I scorn to change my state with kings

Sonnet 116Let me not to the marriage of true minds

Admit impediments. Love is not love

Which alters when it alteration finds,

Or bends with the remover to remove:

O, no! it is an ever-fixed mark,

That looks on tempests and is never shaken;

It is the star to every wandering bark,

Whose worth's unknown, although his height be taken.

Love's not Time's fool, though rosy lips and cheeks

Within his bending sickle's compass come;

Love alters not with his brief hours and weeks,

But bears it out even to the edge of doom.

If this be error and upon me proved,

I never writ, nor no man ever loved.

Sonnet 130My mistress' eyes are nothing like the sun;

Coral is far more red, than her lips red:

If snow be white, why then her breasts are dun;

If hairs be wires, black wires grow on her head.

I have seen roses damasked, red and white,

But no such roses see I in her cheeks;

And in some perfumes is there more delight

Than in the breath that from my mistress reeks.

I love to hear her speak, yet well I know

That music hath a far more pleasing sound:

I grant I never saw a goddess go,

My mistress, when she walks, treads on the ground:


Sonnet 116: Translation to modern English I would not admit that anything could interfere with the union of two people who love each other. Love that alters with changing circumstances is not love, nor if it bends from its firm state when someone tries to destroy it. Oh no, it's an eternally fixed point that watches storms but is never itself shaken by them. It is the star by which every lost ship can be guided: one can calculate it's distance but not gauge its quality. Love doesn't depend on Time, although the rosy lips and cheeks of youth eventually come within the compass of Time's sickle. Love doesn't alter as the days and weeks go by but endures until death. If I'm wrong about this then I've never written anything and no man has ever loved.

Sonnet 130: Translation to modern English My mistress' eyes are nothing like the sun; coral is far more than her lips are. If snow is white, all I can say is that her breasts are a brownish grey colour. If hairs can be compared with wires then black hairs grow on her head. I know what pink, red and white roses look like but I don't see any roses in her cheeks. And there's more pleasure in some perfumes than there is in my mistress' reeking breath! I love her voice although I know that music is more pleasing to the ear. I admit I've never seen a goddess walking; when my mistress walks she treads firmly on the ground. And yet, by heaven, I think that my love is as unique as any woman who is the subject of a romantic poem.

And yet by heaven, I think my love as rare,

As any she belied with false compare.

Sonnet 138When my love swears that she is made of truth,

I do believe her though I know she lies,

That she might think me some untutored youth,

Unlearned in the world's false subtleties.

Thus vainly thinking that she thinks me young,

Although she knows my days are past the best,

Simply I credit her false-speaking tongue:

On both sides thus is simple truth suppressed:

But wherefore says she not she is unjust?

And wherefore say not I that I am old?

O! love's best habit is in seeming trust,

And age in love, loves not to have years told:

Therefore I lie with her, and she with me,

And in our faults by lies we flattered be.

Sonnet 144Two loves I have of comfort and despair,

Which like two spirits do suggest me still:

The better angel is a man right fair,

The worser spirit a woman coloured ill.

To win me soon to hell, my female evil,

Tempteth my better angel from my side,

And would corrupt my saint to be a devil,

Wooing his purity with her foul pride.

And whether that my angel be turned fiend,

Suspect I may, yet not directly tell;

But being both from me, both to each friend,

I guess one angel in another's hell:


Sonnet 138: Translation to modern English When my mistress swears that she speaks nothing but the truth I believe her so that she will think that I'm a naïve youth, ignorant of the complex ways of the world - even though I know she's lying. So, to satisfy my vanity, I believe that she regards me as young, even though she knows that my best days are behind me. I agree with her lies without reservation. And so we're both concealing the truth from each other. But why does she insist on her lies? And why don't I insist that I'm old? Oh, it's best for lovers to pretend to trust each other; and older lovers don't like having their age pointed out. So I lie with her and she lies with me, and both being imperfect, we flatter each other with our lies.

Sonnet 144: Translation to modern English I love two people: one brings me comfort, the other despair. Like two angels, they're always suggesting things to me. The good angel is a fair-haired man; the bad one is a dark complexioned woman. To take me swiftly into hell, my evil female tempts my good angel away from me, trying to turn him into a devil, corrupting him with her evil self-assurance. And whether that angel has indeed turned into a fiend is something I suspect but can't be sure about. But since they are both away from me and friends with each other I'm guessing that one angel is inside the other's hell. I'll never know, though, and I'll live in doubt until my bad angel shoots my good one out of hell.

Yet this shall I ne'er know, but live in doubt,

Till my bad angel fire my good one out

SONNET GROUP NAME: ___________________________________________________________________CATEGORY 4 3 2 1

Enthusiasm Facial expressions and body language generate a strong interest and enthusiasm about the topic in others. More than just reading; a truly dramatic representation.

Facial expressions and body language sometimes generate a strong interest and enthusiasm about the topic in others. Somewhat dramatic

Facial expressions and body language are used to try to generate enthusiasm, but seem somewhat faked. A touch of dramatics

Very little use of facial expressions or body language. Did not generate much interest in topic being presented. Just reading

Preparedness Student is completely prepared and has obviously rehearsed.

Student seems pretty prepared but might have needed a couple more rehearsals.

The student is somewhat prepared, but it is clear that rehearsal was lacking.

Student does not seem at all prepared to present.

Speaks Clearly

Speaks clearly and distinctly all (100-95%) the time, and mispronounces no words.

Speaks clearly and distinctly all (100-95%) the time, but mispronounces one word.

Speaks clearly and distinctly most ( 94-85%) of the time. Mispronounces no more than one word.

Often mumbles or can not be understood OR mispronounces more than one word.

Stays on Topic

Stays on topic all (100%) of the time.

Stays on topic most (99-90%) of the time.

Stays on topic some (89%-75%) of the time.

It was hard to tell what the topic was.

Evaluates Peers

Fills out peer evaluation completely and always gives scores based on the presentation rather than other factors (e.g., person is a close friend).

Fills out almost all of the peer evaluation and always gives scores based on the presentation rather than other factors (e.g., person is a close friend).

Fills out most of the peer evaluation and always gives scores based on the presentation rather than other factors (e.g., person is a close friend).

Fills out most of the peer evaluation but scoring appears to be biased.

Student Name: Total Score:

Below, you should write your FINAL COPY of your sonnet. I would suggest drafting it on a separate sheet, because part of the grade is neatness. Check the rubric on the back for how you will be graded Good luck! I’m excited to read what you come up with!!

_________________________________ Title

_____________________________________________________________________________________(1) A

_____________________________________________________________________________________(2) B

_____________________________________________________________________________________(3) A

_____________________________________________________________________________________(4) B

_____________________________________________________________________________________(5) C

_____________________________________________________________________________________(6) D

_____________________________________________________________________________________(7) C

_____________________________________________________________________________________(8) D

_____________________________________________________________________________________(9) E

____________________________________________________________________________________(10) F

____________________________________________________________________________________(11) E

____________________________________________________________________________________(12) F


volta_________________________________________________________________________________(13) G

____________________________________________________________________________________(14) G

Checklist Rubric:

____/2 Title that represents the sonnet as a whole or the theme of the sonnet____/7 All fourteen lines have been attempted____/7 ten syllables per line with an ATTEMPT at iambic pentameter (10 syllables is the most

important— you may use slang to help achieve this if you need to)____/7 rhyme scheme ____/5 a clearly identifiable theme ____/2 volta (turn) clearly identifiable____/5 neatness/grammar and mechanicsTOTAL____/35 points

Staple your anticipation (theme/person tribute) to the poem and turn it in by -__________ for full credit. This will be included as a part of your sonnet quiz grade. If you really spend time with it, you will do very well. Good luck!


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