kaLle kalmes

SLudenL 1eachlng
02/13/14
!"#$%& lnLroducLlon Lo SonneLs
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9%/,0":#"1. ;<=> /%.#%.,%/?& ln Lhls lesson, sLudenLs wlll become famlllar wlLh sonneLs whlch are a flxed
verse sLyle of poeLry. AL Lhe end of Lhe lesson, Lhey wlll be expecLed Lo wrlLe Lhelr own sonneL abouL
love maklng sure Lo meeL Lhe requlremenLs (elemenLs of sonneLs) LhaL we dlscussed ln class.

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2d. use preclse language, domaln-speclflc vocabulary, and Lechnlques such as meLaphor, slmlle, and
analogy Lo manage Lhe complexlLy of Lhe Loplc.
3d. use preclse words and phrases, Lelllng deLalls, and sensory language Lo convey a vlvld plcLure of Lhe
experlences, evenLs, seLLlng, and/or characLers.

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SonneL 130" by Wllllam Shakespeare
Pow uo l Love 1hee" by LllzabeLh 8arreLL 8rownlng
SLoned SLudenLs" by !oseph S. Saleml
8euben 8rlghL" by Ldwln ArllngLon 8oblnson

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SLudenLs wlll be able Lo ldenLlfy and explaln characLerlsLlcs of sonneL poeLry boLh
Shakespearean and eLrarchan sLyles.
SLudenLs wlll wrlLe a flxed verse poem - a sonneL - for varled audlences and purposes.

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Pow do l effecLlvely wrlLe poeLry for a speclflc purpose and audlence?
Pow do l apply flguraLlve language, form, and volce ln poeLry?

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ulrecL lnsLrucLlon
1hlnk Aloud
o Cradual 8elease of 8esponslblllLy

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1hlnk Aloud
o owerolnL resenLaLlon - CharacLerlsLlcs of SonneLs (SLL A11ACPLu CWLCln1
SLluLS lC8 lu81PL8 uLSC8l1lCn Cl LLSSCn 8CCLuu8LS)
! l uo
Co Lhrough and explaln Lhe general characLerlsLlcs of sonneLs
Lxplaln deflnlLe rhyme scheme and sLrucLure of Shakespearean or
Lngllsh sonneLs.
kaLle kalmes
SLudenL 1eachlng
02/13/14
Model analysls of SonneL 130" by Wllllam Shakespeare
o 8hyme Scheme
o SLrucLure (3 CuaLrlans and 1 coupleL)
o LlLerary uevlces
Lxplaln deflnlLe rhyme scheme and sLrucLure of eLrarchan or lLallan
sonneLs.
! We uo
1ogeLher (Lhe class and l), wlll go Lhrough Lhe analysls of Pow do l Love
1hee" by LllzabeLh 8arreLL 8rownlng. l wlll name whaL area we are
looklng aL aL Lhe Llme and sLudenLs wlll help me flll ln/label Lhe dlfferenL
parLs and wlll explaln Lhe meanlng of Lhe poem.
o 8hyme Scheme
o SLrucLure (CcLave and SesLeL)
o LlLerary uevlces
! ?ou uo 1ogeLher
l wlll provlde sLudenLs wlLh coples of SLoned SLudenLs" by !oseph S.
Saleml and 8euben 8rlghL" by Ldwln ArllngLon 8oblnson. 8oLh are
modern examples of a Shakespearean and eLrarchan sonneL. 1hls way
sLudenLs can see and analyze an example LhaL ls wrlLLen ln modern
dlcLlon.
1hey wlll be expecLed Lo compleLe/answer Lhe followlng wlLh a parLner:
o WhaL klnd of sonneL ls Lhls poem?
o WhaL ls Lhe sLrucLure? Meanlng?
o WhaL ls Lhe rhyme scheme?
o WhaL are some llLerary devlces used ln Lhls poem?
! ?ou uo Alone
SLudenLs wlll (for homework) wrlLe Lhelr own sonneL. 1hey may choose
whlch sLyle Lo model Lhelr sonneL on buL Lhey musL ldenLlfy whlch one
Lhey are uslng. 1hey also musL employ rhyLhm (lamblc penLameLer)

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CompuLer
ro[ecLor

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Wlll provlde sLudenLs prlnL-ouLs of Lhe elemenLs of sonneLs, Lhe sonneL examples and/or Lhe
asslgnmenL sheeL as needed.

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SLudenLs wlll wrlLe Lhelr own sonneL ln whlch Lhey musL lnclude all Lhe characLerlsLlcs of sonneLs LhaL we
dlscussed ln class.
kaLle kalmes
SLudenL 1eachlng
02/13/14
1hey musL:
! Lmploy Lhe approprlaLe rhyme scheme for Lhelr Lype of sonneL.
! oem musL be 14 llnes long
! oem musL use rhyLhm - lamblc penLameLer
! oem musL be rlch ln descrlpLlon and address a Loplc effecLlvely
! SonneL musL use a Lurn effecLlvely
! AL leasL Lwo llLerary devlces are effecLlvely used and musL be labeled

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l wlll assess my sLudenLs learnlng Lhrough Lhelr compleLlon and performance as evldenced by Lhe sonneL
Lhey wrlLe. lollowlng ls Lhe gradlng rubrlc:

SonneL follows approprlaLe rhyme scheme and ls 14 llnes long
3 4 3 2 1 0
SonneL uses lamblc penLameLer
3 4 3 2 1 0
SonneL ls rlch ln descrlpLlon and addresses a Loplc effecLlvely
3 4 3 2 1 0
SonneL uses a Lurn effecLlvely
3 4 3 2 1 0
SonneL's Lheme ls LhoughLfully addressed ln Lhe coupleL
3 4 3 2 1 0
An addlLlonal devlce of sound ls effecLlvely used and labeled
3 4 3 2 1 0
1C1AL _______


!"#"$%
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! 14 lines long
! Iambic Pentameter
! One stressed and unstressed syllable
! TURN
! Signifies change in the subject matter
! Definite rhyme scheme
! Literary Devices
! Rhyme: ababcdcdefefg
! Structure:
! Three Quatrains
! Four line stanzas
! Each has a different thought (like a paragraph)
! Couplet
! Conclusion comments on preceding quatrains
! TURN
! Starts @ 3
rd
stanza
! Shift in attitude or emotion
My 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 damask'd, 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:
And yet, by heaven, I think my love as rare
As any she belied with false compare.
My 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 damask'd, 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:
And yet, by heaven, I think my love as rare
As any she belied with false compare.
A
B
A
B
C
D
C
D
E
F
E
F
G
G
Rhyme Scheme/Rhythm
My 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 damask'd, 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:
And yet, by heaven, I think my love as rare
As any she belied with false compare.
Structure 3 Quatrains 1 Couplet
Her eyes, lips, skin and hair
arent that great
Her cheeks arent as pink as a
rose and her smell not as great
He loves her voice even if music
is better; he doesnt care how a
goddess walks because her walk
is better
He loves her not for her outer
beauty but for something better
or higher (heaven)
TURN
!"#"$%
#
My 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 damask'd, 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:
And yet, by heaven, I think my love as rare
As any she belied with false compare.
Literary Devices
Simile
Metaphor
Compares his love to
things she is not
Hyperbole
Exaggerates his loves
unattractiveness
Alliteration
! Rhyme: abbaabbacdcdcd
! Structure:
! Octave (8 lines)
! Sestet (6 lines)
! TURN
! Line 9
! Shift in rhyme scheme and subject matter
How do I love thee? Let me count the ways.
I love thee to the depth and breadth and height
My soul can reach, when feeling out of sight
For the ends of Being and Ideal Grace.
I love thee to the level of everydays
Most quiet need, by sun and candle-light.
I love thee freely, as men strive for Right;
I love thee purely, as they turn from Praise.
I love thee with the passion put to use
In my old griefs, and with my childhood faith.
I love thee with a love I seemed to lose
With my lost saints I love thee with the breath,
Smiles, tears, of all my life! and, if God choose,
I shall but love thee better after death.
How do I love thee? Let me count the ways.
I love thee to the depth and breadth and height
My soul can reach, when feeling out of sight
For the ends of Being and Ideal Grace.
I love thee to the level of everydays
Most quiet need, by sun and candle-light.
I love thee freely, as men strive for Right;
I love thee purely, as they turn from Praise.
I love thee with the passion put to use
In my old griefs, and with my childhood faith.
I love thee with a love I seemed to lose
With my lost saints I love thee with the breath,
Smiles, tears, of all my life! and, if God choose,
I shall but love thee better after death.
Rhyme Scheme/Rhythm
A
B
B
A
A
B
B
A
C
D
C
E
C
E
Structure Octave and Sestet
How do I love thee? Let me count the ways.
I love thee to the depth and breadth and height
My soul can reach, when feeling out of sight
For the ends of Being and Ideal Grace.
I love thee to the level of everydays
Most quiet need, by sun and candle-light.
I love thee freely, as men strive for Right;
I love thee purely, as they turn from Praise.
I love thee with the passion put to use
In my old griefs, and with my childhood faith.
I love thee with a love I seemed to lose
With my lost saints I love thee with the breath,
Smiles, tears, of all my life! and, if God choose,
I shall but love thee better after death.
Octave
Analogy of her love,
religious and political
views
Sestet
Analogy of her love
and her love she gained
from previous
experiences
TURN
Literary Devices
How do I love thee? Let me count the ways.
I love thee to the depth and breadth and height
My soul can reach, when feeling out of sight
For the ends of Being and Ideal Grace.
I love thee to the level of everydays
Most quiet need, by sun and candle-light.
I love thee freely, as men strive for Right;
I love thee purely, as they turn from Praise.
I love thee with the passion put to use
In my old griefs, and with my childhood faith.
I love thee with a love I seemed to lose
With my lost saints I love thee with the breath,
Smiles, tears, of all my life! and, if God choose,
I shall but love thee better after death.
!"#"$%
!
Literary Devices
How do I love thee? Let me count the ways.
I love thee to the depth and breadth and height
My soul can reach, when feeling out of sight
For the ends of Being and Ideal Grace.
I love thee to the level of everydays
Most quiet need, by sun and candle-light.
I love thee freely, as men strive for Right;
I love thee purely, as they turn from Praise.
I love thee with the passion put to use
In my old griefs, and with my childhood faith.
I love thee with a love I seemed to lose
With my lost saints I love thee with the breath,
Smiles, tears, of all my life! and, if God choose,
I shall but love thee better after death.
Anaphora/
Repetition
Internal Rhyme
Simile
Metaphor
Compares her soul to
an object in the world
With a partner, identify and answer:
What kind of sonnet is this poem? What is the structure? And meaning?
What is the rhyme scheme? What are some literary devices used?

Stoned Students by Joseph S. Salemi
You tell them by their wobbling zigzag stride
They stagger into class for one half-hour,
Head down and collar up, so as to hide
the fact that eyes are glazed, and breath is sour.

With brains unhinged by hashish, pot, or coke
They sit there in a semi-conscious fuddle.
They dont buy textbooks, never take a note;
Their prose is sheer confusion, utter muddle.

Their mouths breathe forth a narcotizing vapor;
They sleep in class, or leave before the bell
They miss the midterm, dont submit a paper,
And log four weeks of absences as well,

And then drift to your office, in a daze,
Inquiring why they havent gotten As.


Reuben Bright by Edwin Arlington Robinson
Because he was a butcher and threby
Did earn an honest living (and did right),
I would not have you think that Reuben Bright
Was any more a brute than you or I:
For when they told him that his wife must die,
He started at them, and shook with grief and fright,
And cried like a great baby half the night,
And made the women cry to see him cry.

And after she was dead, and he had paid
The singers and the sexton and the rest,
He packed a lot of things that she had made
Most mournfully away in an old chest
Of hers, and put some chopped-up cedar boughs
In with them, and tore down the slaughterhouse.
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Sonnet Grading Sheet

Sonnet follows appropriate rhyme scheme, structure and is 14 lines long
5 4 3 2 1 0

Sonnet uses iambic pentameter
5 4 3 2 1 0

Sonnet is rich in description and addresses a topic effectively
5 4 3 2 1 0

Sonnet uses a turn effectively
5 4 3 2 1 0

Sonnets theme is thoughtfully addressed in the couplet
5 4 3 2 1 0

Two literary devices are effectively used and labeled
5 4 3 2 1 0
TOTAL _______



Sonnet Grading Sheet

Sonnet follows appropriate rhyme scheme, structure and is 14 lines long
5 4 3 2 1 0

Sonnet uses iambic pentameter
5 4 3 2 1 0

Sonnet is rich in description and addresses a topic effectively
5 4 3 2 1 0

Sonnet uses a turn effectively
5 4 3 2 1 0

Sonnets theme is thoughtfully addressed in the couplet
5 4 3 2 1 0

Two literary devices are effectively used and labeled
5 4 3 2 1 0


TOTAL _______