Work together in pairs or groups. Go through Sonnet 18 and Sonnet 130 line by line, and paraphrase the poems in modern English. Don't worry about rhyme and rhythm - just write down what you believe the poems try to convey.
Go through your findings in class. Is there anything you don't understand? Discuss.
Compare:
Go through Sonnet 18 and Sonnet 130 again and compare their structure, rhyme scheme, and rhythm.
Structure: The Shakespearean Sonnet is divided into four stanzas: three quatrains and a couplet. Go through the sonnets and identify the different stanzas.
Rhyme scheme: Using the letters a to g, identify the rhyme scheme of the poems. Are they identical?
Rhythm: There are many different rhythmic patterns in poetry, but Shakespeare is most famous for using iambic pentameter.
Which of the poems is most consistent in its use of iambic pentameter?
Does the rhythm make some lines more difficult to read than others?
Iambic pentameter is often compared to a heart beat. Can you feel the heart beat as you read?
Studying the structure, the rhyme, and the rhythm of a poem may seem irrelevant and unimportant. But these poetic elements can make an important contribution to the overall impact of a poem. Why are these elements important in Shakespeare's work? How do they add life to his poems? Discuss.
Poetic devices:
Poetic devices are tools used to create rhythm, enhance meaning, and intensify mood using a variety of writing strategies. The words that Shakespeare chose in his poetry were not random; in one way or another, they all create a mood and they emphasis the key thematic idea of the sonnet.
Choose one of the sonnets and read through it several times looking for various poetic devices. You will find a list of devices with definitions and examples in the expandable box below.
You will find all these devices used in the two poems combined, but you will not find all devices in both poems.
Poetic devices used in Sonnet 18 and Sonnet 130
Alliteration
repetition of the same sound at the beginning of several words in a sequence.
Example: Tongue twisters often use alliteration: Peter Piper picked a peck of pickled peppers.
Allusion
A reference or suggestion to a historical or well-known person, place or thing.
Example: In his speech 'I Have a Dream', Martin Luther King Jr. alludes to Abraham Lincoln without using his name: 'Five score years ago, a great American, in whose symbolic shadow we stand today, signed the Emancipation Proclamation.'
Anaphora
The repeated use of word at the start of two or more consecutive lines.
Example: In 'I Have a Dream' both the phrases 'Let freedom ring...' and the 'I have a dream' are repeated several times at the start of the lines.
Assonance
The repetition of similar vowel sounds, usually close together.
Example: 'I might like to take a flight to an island in the sky.'
Enjambment
When a sentence continues into two or more lines in a poem.
Example: John Donne uses enjambment in his poem 'The Good Morrow': 'I wonder, by my troth, what thou and I Did, till we loved? Were we not weaned till then?'
Imagery
Elements of a poem that invoke any of the five senses (sight, hearing, smell, taste, and touch) to create a set of mental images.
Example: This is taken from 'After-Apple Picking' by Robert Frost: 'I feel the ladder sway as the boughs bend. And I keep hearing from the cellar bin The rumbling sound Of load on load of apples coming in.'
Metaphor
Indirect comparison by highlighting a particular quality of two things.
Example: In 'Romeo and Juliet', Romeo compares Juliet to the sun: 'What light through yonder window breaks? It is the East, and Juliet, the sun!'
Personification
When something non-human is given human traits.
Example: 'The waves winked in the sunlight' and 'The wind played hide-and-go-seek among the trees.'
Simile:
The comparison between two things or persons by using the words like or as.
Example: The following statement by Eleanor Roosevelt uses a simile: 'A woman is like a teabag — you never know how strong she is until she gets in hot water.'
If you are looking for further definitions and examples, the following website might be useful:
Choose one of the sonnets. Write a literary analysis where you point out some of the poetic devices used in the poem and how these tools emphasis the key thematic idea of the sonnet.
Study:
Group work.
Below, you will find the portrait of a woman from 1615.
Study the picture and answer the questions below.
What does the picture tell us about the woman's position in society?
Can the picture tell us anything about the beauty ideals of the period?
What do you think is the significance of the peach tree?
She is wearing the wild flower pansy (viola tricolor) in her hair, what do you think is the significance of that?
The woman is wearing very expensive clothes. They are lavish in silks, laces, and gold. These are garments reserved for the very rich and powerful. She is wearing expensive jewellery. She is very pale, which tells us that she leads a life protected from the sun and from hard work. This tells us that the woman had an elevated position in society.
The woman has long, flowing hair. The cleavage of the dress is very low, so focus is drawn towards her breasts. She is very pale. She has delicate, slender hands. The painting suggests that there was a beauty ideal that focused on a woman's hair and breasts. This is an ideal that appears across cultures throughout history.
Nobody knows for sure what the significance of the peach tree is. It is likely to signify something personal for the woman, but there is no record of what this may have been. At times, peaches have been associated with female sexuality, so there may be a connection there. The woman may have had many children, so the tree might symbolise being fruitful. Picking a fruit from a tree also gives associations to Eve and the garden of Eden; perhaps it is the fruit of knowledge? We can only speculate.
Again, there is no record of the significance of the flowers. Pansies are wild flowers, so that may suggest something about the woman's personality.
We do not know for certain if this painting is of Lady Tanfield, but it is believed to be her. Lady Elizabeth Tanfield was an English poet, dramatist, translator and historian. She was a child prodigy, recognised for her talent from a very young age. This makes her unusual for her time: she was a woman who achieved recognition for her own achievements, rather than for a position she was born into or who she married.
Lady Tanfield came from a very wealthy family, and was married to Viscount Falkland at the age of 15. She had 11 children.
Structure the sonnet:
Below you will find a sonnet by William Shakespeare, but the lines are not in order. Read the lines carefully, and use what you have learnt about the structure, rhyme, and rhythm of Shakespearean Sonnets to reassemble the lines in the correct order.
