Analyse von Shakespeare Sonetts

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spring. • He is my knight in shining armour. Sonnet 18 Sonnet 18 Shall 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: 5 Sometime too hot the eye of heaven shines, And often is his gold complexion dimmed; And every fair from fair sometime declines, By chance, or nature's changing course, untrimmed; But thy eternal summer shall not fade, 10 Nor lose possession of that fair thou ow'st, Nor shall death brag thou wander'st in his shade, When in eternal lines to time thou grow'st: So long as men can breathe or eyes can see, So long lives this, and this gives life to thee. https://www.youtube.com/watch?v=S2RXZN80zX0 Materialien Webcode WES-73644-110 Hintergrundinformationen Methodisches Vorgehen 2 COMPREHENSION Webcode WES-73644-110 • Sonett 18 (114 Wörter) • Video (1:12): Sonnet 18 recited by David Tennant, über den Webcode auf www.westermann.de zu finden. David Tennant (* 1971) begegnete den S schon auf der Intro-Doppelseite, als einer der acht Hamlets, die To be or not to be diskutierten. a) Bevor die Lerngruppe die Aufnahme hört/sieht, sollte L deutlich machen, dass die S nicht alles verstehen müssen. Es geht vielmehr um das Verständnis des Wesentlichen. L: It is absolutely normal not to understand every single word at first, but as you read or watch more and more, you'll get used to the language (and in the end you might even start adopting Shakespeare's style). In einem Round robin (→Methods, TM Seite 452) notiert L die Eindrücke der S auf Folie. Neben inhaltlichen Aspekten können die S Eindrücke zum Thema, zur Wirkung des Vortrags und zu Shakespeares Sprache nennen. Bei inhaltlichen Missverständnissen kann L diesen Aspekt auf der Folie kenn- zeichnen und die S bei der Überleitung zu b) dafür sensibilisieren: When you paraphrase the sonnet, check if this aspect is correct. b) Bei der Ergebnissicherung sollten inhaltliche Missverständnisse aus a) geklärt werden. Differenzierung Zwar müssen die S beim ersten Mal nicht alles verstehen, dennoch können in schwächeren Lerngruppen die folgenden Vokabeln vorentlastet werden: temperate = calm, bud = a flower that is not fully open, lease = time, fair= beautiful, to brag = to talk too proudly about sth. Lösungsvorschlag a) - focus on the lover being better than summer and nature - idea that time cannot affect love or the lover's beauty - first half of the poem focuses on nature and the summer, while the second half focuses on his love for this woman and her beauty b) Shall I compare you to a day in summer? You are lovelier than a day in summer and your mood changes less often: Rough winds shake the buds that grow in May, And summer does not last long enough: Sometimes the sun is too hot; And often it is dimmed by the clouds; And everything stops being beautiful, By accident or because of the course of nature; But your eternal summer will not fade, And nor will you lose your beauty, And nor will death brag that it is coming for you soon, Because you live and grow in my eternal verses: So as long as men can breathe or eyes can see, So long as this verse exists, it will give you life. Step by step Analysing a Shakespearean sonnet PDF Webcode You can find a link to a recital here: WES-73644-110 Annotations L. 1 thee you (object) 1.2 thou art = you are temperate calm, even- tempered 1.4 hath = has COMPREHENSION 2 a) Listen to a recital of Sonnet 18 and talk about your first impressions in class. b) Pair work Now read the sonnet and paraphrase it line by line in everyday English. date= duration 1.6 complexion = skin colour to dim to become less bright 1.7 fair beautiful 1.8 untrimmed = stripped of |= ornament 1.9 thy = your L. 10 ow'st own, possess L. 12 eternal lines = immortal verses to time thou grow'st = you become part of time (and therefore exist forever) Sonnet 18 Shall 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: 5 Sometime too hot the eye of heaven shines, And often is his gold complexion dimmed; And every fair from fair sometime declines, By chance, or nature's changing course, untrimmed; But thy eternal summer shall not fade, 10 Nor lose possession of that fair thou ow'st, Nor shall death brag thou wander'st in his shade, When in eternal lines to time thou grow'st: So long as men can breathe or eyes can see, So long lives this, and this gives life to thee. Step by step Analysing a Shakespearean sonnet ANALYSIS 3 Language awareness a) Say what you like about Shakespeare's language. b) Explain what differences to today's English you notice. You can use the info box below. Info Shakespeare's language Like other poets of his time, Shakespeare experimented with language. Any kind of wordplay and especially puns were extremely popular with the Elizabethan audience. He also made up many new words and introduced them into the English language, although in some cases, a word may have existed before Shakespeare but was never recorded. Shakespeare also modified existing words by changing their function, e.g. using verbs as if they were nouns or making verbs out of nouns by adding prefixes, e.g. "to unhair". Some words have changed their meaning since Shakespeare's time, others are not used any more and with still other words, we just do not know what they may have meant in Shakespeare's day. The words "thou", "thee" and "thy" as opposed to "you" and "your" are used frequently. To put it very simply, in 1600 "you" was polite, more formal usage whereas "thou" was more familiar. Depending on the social context, "thou" could imply either closeness and friendship or it could mean contempt and even be insulting. Shakespeare's language may at first seem quite difficult to understand and very different from today's English. But once you have familiarized yourself with his language, you will get the gist of it, although you may not understand every single word. So if there are some passages which you just do not understand, why not turn to your neighbour and ask "Hast thou done thy homework? Hast thou understood these lines?" Materialien Methodisches Vorgehen Lösungsvorschlag 3 ANALYSIS Language awareness Sonnet 18 (114 Wörter) a) Hier sollten die S Textstellen aus dem Sonett zitieren. I like... in particular, as it... This can be seen in line... a) I like Shakespeare's use of colourful and imaginative words / the use of stylistic devices that cause onomatopoeic effects / the different pronouns that put more emphasis on the addressee / the sound of words / the images Shakespeare creates with his language b) There are lots of differences between Shakespeare's English and modern English. Shakespeare uses 'thou', 'thy' and 'thee', where we use 'you' and 'your'. He uses 'art' instead of 'are', 'hath' instead of 'has' and 'sometime' rather than 'sometimes'. His language is more complex and formal than our language today. Step by step Analysing a Shakespearean sonnet 4 Sonnet 18 can be read as an argumentative text, leading to a logical conclusion. Analyse the logical train of thought in the sonnet step by step. lines 1 2 3-6 interpretation opening of the train of thought in the form of a rhetorical question; direct address of the beloved affirmative answer to the question: The speaker claims that the beloved is ... evidence to support the claim of line 2: summer is ... → S10: How to work with poetry, p. 347 Webcode You can download this grid here: WES-73644-111 PDF 275 Materialien Methodisches Vorgehen Webcode WES-73644-111 Differenzierung 4 ANALYSIS Sonnet 18 Nachdem die S das Sonett bereits paraphrasiert haben, analysieren sie in dieser Aufgabe die logische Gedankenfolge. Dabei sollten sie Inhalt und Analyseergebnis zueinander in Beziehung setzen. Zum Beispiel: The opening of the train of thought in the form of a rhetorical question can be seen in line 1, where the speaker addresses the beloved one directly. Die S können das grid unter Webcode WES-73644-111 auf www.westermann.de herunterladen. Überleitung zu Aufgabe 5: Now that we have collected your first impressions, let's have a closer look at how these impressions are created through Shakespeare's use of language and stylistic devices. → S10: How to work with poetry, SB Seite 347. In lernschwächeren Gruppen kann L die einzelnen gedanklichen Aspekte in ungeordneter Reihenfolge vorgeben und von den S ordnen lassen. Lösungsvorschlag lines 1 Sonnet 18 Shall 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: 5 Sometime too hot the eye of heaven shines, And often is his gold complexion dimmed; And every fair from fair sometime declines, By chance, or nature's changing course, untrimmed; But thy eternal summer shall not fade, 10 Nor lose possession of that fair thou ow'st, Nor shall death brag thou wander'st in his shade, When in eternal lines to time thou grow'st: So long as men can breathe or eyes can see, So long lives this, and this gives life to thee. 2 3-6 7-8 9-12 13-14 interpretation opening of the train of thought in the form of a rhetorical question; direct address of the beloved affirmative answer to the question: speaker claims that the beloved is "more lovely and more temperate" (1.2) than the summer's day evidence to support the claim in line 2 that his love is nicer than a summer's day; the speaker talks about how changeable the weather is in comparison to the "temperate" (1.2) beloved: how "rough winds" (1.3) shake the trees, how the "eye of heaven" (1.5) can shine "too hot" (1.5) and how sometimes clouds 'dim' (cf. L. 6) the sun. continuance of the argument: all the "fair from fair" (l. 7) things die at the end of summer and are not long lasting, unlike his love for his beloved the speaker talks about how the beauty of the lover is eternal because the speaker has immortalized the beloved in his poem: "thy eternal summer shall not fade, [...] when in eternal lines to time thou grow'st" (ll. 9-12). This concludes the argument of comparing the beloved to a summer's day the poem ends with a firm statement that confirms his previous argument that the beloved will live forever in the verses of the poem "as long as men can breathe" (1.13) Step by step Analysing a Shakespearean sonnet Analysis: Analyse the sonnet with regard to the portrayal of the lover and the presentation of the relationship between speaker and lover. In doing so, focus on how the structure, imagery and stylistic devices complement the content. Revision: Summary vs. analysis SUMMARY Wiedergabe von einzelnen Aspekten des Textes (siehe Aufgabenstellung) in eigenen Worten. Tempus: Simple Present (ggf. present perfect) Eigene Meinung / Bewertung des Textes: auf keinen Fall Zitate / Textbelege: Auf keinen Fall Einleitungssatz: Titel, Autor, Datum und Ort der Veröffentlichung, Thema. ANALYSIS Analyse der Aussageabsicht / Intention des Autors unter Betrachtung verschiedenster Aspekte (siehe Aufgabenstellung) Tempus: diverse Eigene Meinung / Bewertung des Textes: auf keinen Fall Zitate / Textbelege: Unbedingt Einleitungssatz: Nicht dem vom Summary wiederholen, aus der Aufgabe formulieren. Revision: Summary vs. analysis Writing your Summary 1. Always start with the introductory sentence: The text/article (title) written by (author) and published on the (date, year) in (place of publication) deals with/ is about... 2. Write your summary. ✓Present simple ✓ Your own words ✓No personal opinion ✓ No retelling of the text ✓No quoting Einleitung Writing an analysis Aussageabsicht definieren Die Einleitung Einleitung Aussageabsicht definieren Hauptteil Beispiele aus dem Text benennen und erklären Schluss Zusammenfassen, was man herausgefunden hat Im Einleitungssatz der Analyse ist es wichtig, dass du NICHT den Einleitungssatz aus dem Summary wiederholst- ACHTUNG! (es sein denn, es gibt keine Summary Aufgabe sondern z. B. Hörverstehen, dann kannst du auch mit dem klassischen Einleitungssatz vom Summary beginnen) Beginne immer damit, dass du die Frage beantwortest: Was möchte der Autor dem Leser mit dem Text sagen? Wovon möchte er ihn/sie überzeugen? Wenn du eine Antwort auf diese Frage findest, hast du die Aussageabsicht des Textes definiert. Für einen vollständigen Einleitungssatz wiederholst du einfach, was in der Aufgabestellung gefordert ist und ergänzt es um die Aussageabsicht. Der Hauptteil Hauptteil Writing an analysis. Beispiele aus dem Text benennen und erklären Name it In the first stanza of the poem the author lists many reasons why young people should use their right to vote. Im Hauptteil suchst du nun Beispiele aus dem Text raus, mit denen der Autor seine Aussageabsicht unterstützt Du zitierst die Textstelle und erklärst dann, wie der Autor diese für seine Zwecke nutzt. Quote it For example the fact that the young "need jobs" (1.2) or "adopt the planet". In the second stanza of the poem he (cf. II.5-8) goes even further and explains that people in other countries are dying for their right to vote and that it is a privilege. He finishes his poem with a burning He claims that "if you appeal to go and vote in order to want to make a shape a better future difference" (1.11) you should "show up" (1.12). Explain it He does this because he wants give a lot of reasons for the young generation to go vote and to show them how much of their life is touched by political decisions. By doing so he he says that they should not take the right to vote for granted and that it is not ok to complain about everything but at the same time do not user their voice to change things. This again underlines his intention to persuade young readers of his poem of the importance of voting. Der Schluss Schluss Zusammenfassen, was man herausgefunden hat Writing an analysis Zum Schluss musst du noch einmal genau auf das eingehen, was in der Aufgabe gefordert ist und deine Erkenntnisse kurz zusammenfassen. With his statement "Do nothing and complaining is outright hypocrisy" Gary Turk criticizes people who complain about politics but do not user their right to vote in order to make a change. To sum up he uses his poem to strongly convince young of the importance of voting. Name it Der Hauptteil Quote it Explain it In the first stanza of the poem For example the He does this because he wants the author lists many reasons fact that the give a lot of reasons for the why young people should use young "need young generation to go vote and their right to vote. jobs" (1.2) "adopt or to show them how much of the their life is touched by political decisions. planet". In the second stanza of the (cf. II.5-8) poem he goes even further and explains that people in other countries are dying for their right to vote and that it is a privilege. By doing so he he says that they should not take the right to vote for granted and that it is not ok to complain about everything but at the same time do not user their voice to change things. He finishes his poem with a He claims that “if This again underlines his burning appeal to go and vote in order to shape a better future you want to make a difference" (1.11) you should "show up" (1.12). intention to persuade young readers of his poem of the importance of voting. Step 5: What makes Shakespeare's language poetic? "Thou art more lovely and more temperate [than a summer's day]" (L2) Q2 GK (BLE) I ellipsis • "death brag [that] thou wander'st" (l. 11) so Nor lose possession of that fair thou ow'st, Nor shall death brag thou wander'st in his shade, When in eternal lines to time thou grow'st: So long as men can breathe or eyes can see, So long lives this, and this gives life to thee. Assignment (group work): 1. Find examples of stylistic devices and their effects and make notes on your worksheet. 2. Draw a table and fill in your findings (stylistic device example ➜effect). Shakespeare's use of ellipsis seems to mainly focus on keepin his lines within the rules of the sonnet form, but also keeps his language more conversational. Since he is addressing a lover, this makes sense, and thus Shakespeare's use of ellipsis ensures that his poetic content fits his audience. Step by step Analysing a Shakespearean sonnet Assignment: For the lesson on Friday revise the stylistic devices from the infobox (Moodle, Camden Town Buchseiten, p. 275) element alliteration allusion anaphora antithesis ellipsis metaphor extended metaphor repetition rhetorical question definition and example words beginning with the same letter or sound, e.g. "false forgeries" (Sonnet 138) sth that is said and refers to another person or subject in an indirect way, e.g. "a King who took us to the mountaintop (former US President Barack Obama in a speech, alluding to Martin Luther King) simile the repetition of identical words or phrases at the beginning of a sentence or a line, e.g. "Nobody hurt you. Nobody turned off the light" (We Remember Your Childhood Well, by Carol Ann Duffy) the opposition of ideas, words or phrases, e.g. "Fair is foul, and foul is fair" (Macbeth) leaving out words deliberately, e.g. "Therefore I'll lie with her, and she [will lie] with me" (Sonnet 138) a word or phrase used to describe sb/sth else in a way that is different from its normal use, e.g. "the eye of heaven" (Sonnet 18) onomatopoeia parallelism the repetition of sentence structure, e.g. "Some say thy fault is... Some say thy grace is... (Sonnet 96) personification representing objects, concepts, etc. as humans, e.g. "Make war upon this bloody tyrant Time" (Sonnet 16) deliberately repeating words or phrases a metaphor extended over several lines, e.g. "All the world's a stage, and all the men and women merely players" (As You Like It) words that sound like their meanings, e.g. the word "cuckoo" a question which expects no answer, e.g. "Shall I compare thee to a summer's day?" (Sonnet 18) a word or phrase that compares sth to sth else using the words like or as, e.g. "My love is like a red, red rose" (A Red, Red Rose, by Robert Burns) effect helps to enrich the poetic effect to arouse the reader's interest to emphasize a thought or a claim to express and underline conflict, or to heighten the intensity of feeling to give a statement more emphasis or to make a text stylistically more conversational/lively to create an image in the reader's mind which makes the description more powerful engages the audience intellectually to add emphasis and make a text more lively may be used to contrast certain aspects or viewpoints to underline certain qualities in an object, concept, etc. to enrich meaning and emotional appeal direct address of the reader, often intended to influence him or her to create an image in the reader's mind which makes the description more powerful Step by step Analysing a Shakespearean sonnet 5 Language awareness Although the sonnet follows a logical train of thought, it also has a great poetic impact. What makes Shakespeare's language poetic? In order to find out, analyse the language and imagery. Use the info box below to find examples of stylistic devices and their effects. →SUPPORT D1, p. 322 Stylistic devices element alliteration allusion anaphora antithesis ellipsis metaphor definition and example words beginning with the same letter or sound, e.g. "false forgeries" (Sonnet 138) sth that said and refers to another person or subject in an indirect way, e.g. "a King who took us to the mountaintop" (former US President Barack Obama in a speech, alluding to Martin Luther King) the repetition of identical words or phrases at the beginning of a sentence or a line, e.g. "Nobody hurt you. Nobody turned off the light" (We Remember Your Childhood Well, by Carol Ann Duffy) the opposition of ideas, words or phrases, e.g. "Fair is foul, and foul is fair" (Macbeth) leaving out words deliberately, e.g. "Therefore I'll lie with her, and she [will lie] with me" (Sonnet 138) a word or phrase used to describe sb/sth else in a way that is different from its normal use, e.g. "the eye of heaven" (Sonnet 18) Info effect helps to enrich the poetic effect to arouse the reader's interest to emphasize a thought or a claim to express and underline conflict, or to heighten the intensity of feeling to give a statement more emphasis or to make a text stylistically more conversational/lively to create an image in the reader's mind which makes the description more powerful extended metaphor onomatopoeia parallelism personification repetition rhetorical question simile → S10: How to work with poetry, p. 347 a metaphor extended over several lines, e.g. "All the world's a stage, and all the men and women merely players" (As You Like It) words that sound like their meanings, e.g. the word "cuckoo" the repetition of sentence structure, e.g. "Some say thy fault is..., Some say thy grace is..." (Sonnet 96) representing objects, concepts, etc. as humans, e.g. "Make war upon this bloody tyrant Time" (Sonnet 16) deliberately repeating words or phrases a question which expects no answer, e.g. "Shall I compare thee to a summer's day?" (Sonnet 18) a word or phrase that compares sth to sth else using the words like or as, e.g. "My love is like a red, red rose" (A Red, Red Rose, by Robert Burns) engages the audience intellectually to add emphasis and make a text more lively may be used to contrast certain aspects or viewpoints to underline certain qualities in an object, concept, etc. to enrich meaning and emotional appeal direct address of the reader, often intended to influence him or her to create an image in the reader's mind which makes the description more powerful Materialien Methodisches Vorgehen Differenzierung 5 ANALYSIS Language awareness Sonnet 18 Die Infobox stylistic devices kann als vorbereitende Hausaufgabe gestellt werden. L: Revise the stylistic devices. Die Kontrolle erfolgt zu Beginn der nächsten Stunde, indem L über Folie/Beamer Beispiele vorgibt, die die S bestimmen müssen. example stylistic device "cuckoo" onomatopoeia parallelism "Some say thy fault is [...], Some say thy grace is [...]" Es kommt bei einer Stilmittelanalyse nicht auf die Vollständigkeit der genannten Stilmittel an, sondern auf die Analyse der Stilmittel, die zur Atmosphäre des Textes/ Sonetts beitragen. Mögliches Tafelbild: Wortschatz William Shakespeare: Sonnet 18 Mindmap Aufzählung Stylistic devices Word field Impressions • romantic • eternal love ● imperfect nature • perfect love ● comparison → SUPPORT D1, SB Selte 322. Die Diff section unterstützt S, die Unterstützung brauchen, mit Satzstrukturhilfen/Satzanfängen. → S10: How to work with poetry, SB Seite 347. Die dreiseitige Skills page unterstützt die S beim Lesen, Verstehen und Analysieren der Gedichte. Es kann bei der Analyse des Sonnets hilfreich sein, den S ein DIN-A3-Arbeitsblatt zu geben, auf dem das Sonett in der Mitte aufgeklebt ist, damit die S ihre Annotationen um das Sonett gruppieren können. element alliteration Alltiterations example • "too hot the eye of heaven shines" (1.5) • "every fair from fair" (1.7) • "So long lives this" (L. 14) effect Some of the alliteration in this sonnet helps to enrich the poetic effect of the poem. For example, with the alliteration in the line "too hot the eye of heaven shines”, Shakespeare draws attention to his use of another device (the personification of the sun as a being with an eye), thereby heightening the effect of this device. anaphora Anaphora "And [...] And [...]" (LL. 6-7) "Nor [...] Nor [...]” (LL. 10-11) The use of anaphora emphasizes certain lines. In this poem it occurs more frequently towards the end. The final two lines use • "So long [...] So long [...]" "So long as men can breathe (ll. 13-14) or eyes can see, / So long lives this, and this gives life to thee.", which emphasizes Shakespeare's final claim that the beauty of his beloved will last as long as mankind and as long as his poem. antithesis Antithesis • "temperate" (l. 2) vs. "rough" (1.3) • "gold" vs. "dimmed" (l. 6) • "eternal" vs. "fade" (1.9) "lose" vs. "possession" (L. 10) In his sonnet, Shakespeare mainly uses antithesis to exaggerate his beloved's beauty. By describing his beloved's mood as "temperate" and then immediately afterwards describing the winds of May as "rough", Shakespeare is able to put his lover directly above nature and more beautiful than it. The direct comparison only increases this. ellipsis Ellipsis • "Thou art more lovely and more temperate [than a summer's day]" (1.2) • "death brag [that] thou wander'st" (l. 11) Shakespeare's use of ellipsis seems to mainly focus on keeping his lines within the rules of the sonnet form, but also keeps his language more conversational. Since he is addressing a lover, this makes sense, and thus Shakespeare's use of ellipsis ensures that his poetic content fits his audience. metaphor Metaphor "the eye of heaven” (l.5) "his gold complexion" (L. 6) • "death brag thou wander'st in his shade" (l. 11) The use of metaphor in this poem makes the images more powerful. Shakespeare often uses a special kind of metaphor called personification. Here, he makes both the sun ("the eye of heaven" who has a "gold complexion") and death (who is able to "brag") into men. The creation of the human imagery not only makes the description more vivid but also more relatable. extended metaphor "Sometime too hot the eye of heaven shines, / And often is his gold complexion dimmed" (ll. 5-6) • By extending this metaphor, ● Shakespeare encourages his readers to think more deeply about it and what it means for the subject of the poem. • He is able to elaborate on his comparison between the failings of nature and the perfection of his beloved by extending the metaphor. parallelism Parallelism "And often is his [...] / And every fair from fair [...]" (ll. 6-7) "Nor lose possession [...] / Nor shall death brag [...]" (ll. 10-11) "So long as men can breathe or eyes can see, / So long lives this, and this gives life to thee." (LL. 13-14) Shakespeare's use of parallelism in Sonnet 18 does not so much create contrast as it ties themes together. While his repetition of 'and' draws parallels between two ways in which the beauty of nature can decline or be subdued, his repetition of 'nor' links together two ways in which the beauty of his beloved shall not decline or be subdued. • Meanwhile, the parallel 'so long' in the couplet at the end of the sonnet reiterates the idea that the beauty of his beloved is lasting. ● personification Personification "Sometime too hot the eye of heaven shines, / And often is his gold complexion dimmed" (ll. 5-6) • "death brag thou wander'st in his shade" (l. 11) • The personification that Shakespeare uses allows a more real and visual comparison between the beauty of his beloved and the beauty of nature. By making the sun into a man, with "his gold complexion", Shakespeare allows the reader to more readily see the comparison that is drawn between natural and human beauty. • Personification also allows the reader to relate and understand the message of the poem more easily. By making death a man who is capable of bragging and casting a shadow, Shakespeare creates a more material and relatable image of something we are all ultimately afraid of (dying) and simultaneously makes it seem avoidable. After all, you can't actually escape death, but you can escape a person. The personification makes Shakespeare's storytelling more plausible. pun/wordplay Pun/wordplay "temperate" (l. 2) can refer to a mild character or to mild weather/temperatures rhetorical question Rhetorical question "Shall I compare thee to a summer's day?” (l. 1) The rhetorical question in this sonnet occurs in the very first line of the poem. This means that from its very beginning it is clear who the poem is addressing ('thee') and what the content will cover (the comparison between the recipient and a summer's day). • The fact that this is formed as a rhetorical question engages the reader and makes him or her more engaged in finding out the answer, therefore keener to read on. element alliteration anaphora antithesis example • "too hot the eye of heaven shines" (1.5) • "every fair from fair" (L.7) • "So long lives this" (L. 14) "And [...] And [...]" (LL. 6-7) • "Nor [...] Nor [...]" (LL. 10-11) • "So long [...] So long [...]" (IL. 13-14) ● • "temperate" (l. 2) vs. "rough" (1.3) • "gold" vs. "dimmed" (1.6) • "eternal" vs. "fade" (1.9) • "lose" vs. "possession" (L. 10) effect Some of the alliteration in this sonnet helps to enrich the poetic effect of the poem. For example, with the alliteration in the line "too hot the eye of heaven shines", Shakespeare draws attention to his use of another device (the personification of the sun as a being with an eye), thereby heightening the effect of this device. The use of anaphora emphasizes certain lines. In this poem it occurs more frequently towards the end. The final two lines use "So long as men can breathe or eyes can see, / So long lives this, and this gives life to thee.", which emphasizes Shakespeare's final claim that the beauty of his beloved will last as long as mankind and as long as his poem. In his sonnet, Shakespeare mainly uses antithesis to exaggerate his beloved's beauty. By describing his beloved's mood as "temperate" and then immediately afterwards describing the winds of May as "rough", Shakespeare is able to put his lover directly above nature and more beautiful than it. The direct comparison only increases this. ellipsis metaphor . "Thou art more lovely and more temperate [than a summer's day]" (L.2) • "death brag [that] thou wander'st" (L. 11) • "the eye of heaven" (1.5) • "his gold complexion" (L.6) • "death brag thou wander'st in his shade" (11) Shakespeare's use of ellipsis seems to mainly focus on keeping his lines within the rules of the sonnet form, but also keeps his language more conversational. Since he is addressing a lover, this makes sense, and thus Shakespeare's use of ellipsis ensures that his poetic content fits his audience. The use of metaphor in this poem makes the images more powerful. Shakespeare often uses a special kind of metaphor called personification. Here, he makes both the sun ("the eye of heaven" who has a "gold complexion") and death (who is able to "brag") into men. The creation of the human imagery not only makes the description more vivid but also more relatable. element example extended metaphor "Sometime too hot the eye of heaven shines, / And often is his gold complexion dimmed" (II.5-6) parallelism • "And often is his [...]/ And every fair from fair [...]" (11.6-7) • "Nor lose possession [...] / Nor shall death brag [...]" (L. 10-11) • "So long as men can breathe or eyes can see, / So long lives this, and this gives life to thee." (IL. 13-14) effect • By extending this metaphor, Shakespeare encourages his readers to think more deeply about it and what it means for the subject of the poem. • He is able to elaborate on his comparison between the failings of nature and the perfection of his beloved by extending the metaphor. Shakespeare's use of parallelism in Sonnet 18 does not so much create contrast as it ties themes together. • While his repetition of 'and' raws parallels between ways in which the beauty of nature can decline or be subdued, his repetition of 'nor' links together two ways in which the beauty of his beloved shall not decline or be subdued. . Meanwhile, the parallel 'so long' in the couplet at the end of the sonnet reiterates the idea that the beauty of his beloved is lasting. . personification pun/wordplay • "Sometime too hot the eye of heaven shines, / And often is his gold complexion dimmed" (II.5-6) "death brag thou wander'st in his shade" (L. 11) "temperate" (L.2) • The personification that Shakespeare uses allows a more real and visual comparison between the beauty of his beloved and the beauty of nature. By making the sun into a man, with "his gold complexion", Shakespeare allows the reader to more readily see the comparison that is drawn between natural and human beauty. • Personification also allows the reader to relate and understand the message of the poem more easily. By making death a man who is capable of bragging and casting a shadow, Shakespeare creates a more material and relatable image of something we are all ultimately afraid of (dying) and simultaneously makes it seem avoidable. After all, you can't actually escape death, but you can escape a person. The personification makes Shakespeare's storytelling more plausible. can refer to a mild character or to mild weather/temperatures element rhetorical question example "Shall I compare thee to a summer's day?" (L. 1) effect • The rhetorical question in this sonnet occurs in the very first line of the poem. This means that from its very beginning it is clear who the poem is addressing ('thee') and what the content will cover (the comparison between the recipient and a summer's day). • The fact that this is formed as a rhetorical question engages the reader and makes him or her more engaged in finding out the answer, therefore keener to read on. Diff section - stylistic devices D1 SUPPORT FOR TASK 5 (P. 275) EXAMPLE: The speaker employs the metaphor "the eye of heaven" (l. 5) to refer to the sun, thus stressing the importance of the sun. In the same line, however, he criticizes the sun for being too hot, thereby emphasizing his beloved's perfection in comparison. The sonnet employs the imagery of ... The dominant image is .../the dominant imagery is of... The image which runs through this sonnet is of... The images (of...) are contrasted with (images of) ... The metaphor of ... is used to ... The speaker addresses... The (opening) words... establish a ... tone which ... Throughout the sonnet, ... is repeated The poem creates/evokes/conveys a sense of/an impression of ... Language support Step by step Analysing a Shakespearean sonnet Analysis: Analyse the sonnet with regard to the portrayal of the lover and the presentation of the relationship between speaker and lover. In doing so, focus on how the structure, imagery and stylistic devices complement the content. Step by step Analysing a Shakespearean sonnet → S10: How to work with poetry, p. 347 6 →SUPPORT D2, p. 322 Analyse the structure of the sonnet. Consider the following: number of lines • rhyme scheme • stanzas ● ● turning point • rhythm Info Sonnets A sonnet is a fourteen-line poem with conventional demands as to its structure and rhyme scheme. A sonnet can be divided into quatrains (four lines) and tercets (three lines) or quatrains (four lines) and a couplet (two lines). There are different types of sonnets: The Italian (Petrarchan) sonnet consists of two quatrains and two tercets, often with a turn or change of theme in the two tercets. The English (Shakespearean) sonnet consists of three quatrains and a couplet, often with a turn or change of theme in the couplet. The turn can come before the couplet, usually at line 9. Structure of poems element blank verse enjambment free verse iambic pentameter metre Structure of poems rhythm rhyme rhyme scheme stanza/verse definition unrhymed lines with a five-beat rhythm (iambic pentameter) one line continuing onto the next poetry without a regular rhythm or rhyme five stressed (/) syllables alternating with five unstressed (x) syllables, giving a ten- syllable line the pattern of stressed and unstressed syllables the pace or "movement" of a poem; the rhythm is determined by the metre and by the length of sentences the repetition of sounds, usually at the end of two or more lines the pattern created by the repetition of sounds at the end of lines a section of a poem consisting of a group of lines example "So foul and fair a day I have not seen." (Macbeth) "Let me not to the marriage of true minds Admit impediments." (Sonnet 116) X / X / X / X / X / "No longer mourn for me when I am dead" (Sonnet 71) And then my heart with pleasure fills, And dances with the daffodils. (I wandered lonely as a cloud, by William Wordsworth) The rhyme scheme of Shakespeare's sonnets is abab cdcd efef gg. 276 Materialien Methodisches Vorgehen Differenzierung Lösungsvorschlag 6 ANALYSIS Sonnet 18 Als vorbereitende Hausaufgabe wird der Infokasten zu Sonnets auf SB Seite 276 gelesen. Zur Überprüfung können die Elemente und Definitionen auf Folie kopiert, zerschnitten und auf dem Tageslichtprojektor präsentiert werden. L: Match the elements and their definitions, please. Im Anschluss Analyse in Partner- oder Einzelarbeit. Ergebnissicherung im Plenum. Die Analysen dienen dazu, das Bewusstsein der S für das Zusammenspiel von Form und Inhalt des Sonetts zu schulen. →SUPPORT D2, SB Selte 322. Die Diff section bietet S, die Unterstützung brauchen, Satzstrukturhilfen und Satzanfänge. →S10: How to work with poetry, SB Seite 347. • The sonnet is a perfect model of the Shakespearean sonnet form. • The poem is made up of 14 lines of alternate rhyme in one stanza, written in very regular iambic pentameter (with ten syllables per line). • As in most Shakespearean sonnets, there is a turning point in the ninth line. In this case, it is where Shakespeare stops talking about summer and starts focusing on the beauty of his beloved. • The final rhyming couplet: "So long as men can breathe or eyes can see, / So long lives this, and this gives life to thee" is also typical of a Shakespearean sonnet (and one of the main differences between the English sonnet and the Italian sonnet). • While the turning point allows Shakespeare to explore two themes in only fourteen lines, the rhyming couplet allows him to neatly summarize his case. The Shakespearean sonnets A sonnet is a poem of fourteen lines which follows a strict rhyme pattern. It is usually divided into two parts: the octave (the first 8 lines) and the sestet (= the last 6 lines). The octave and the sestet are separated by a break in thought: a general statement made in the octave is illustrated or amplified (verstärke) in the sestet. The Shakespearean sonnet has a much simpler rhyme pattern. It consists of three stanzas with four lines each (=quatrain) and an ending of two lines (=couplet) - which is 14 lines in all. Most of Shakespeare's 154 sonnets are written in iambic pentameter. ABAB CDCD EFEF (= 3 quatrains) GG➜ a couplet with a conclusive thought Sonnet 18 Shall 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: 5 Sometime too hot the eye of heaven shines, And often is his gold complexion dimmed; And every fair from fair sometime declines, By chance, or nature's changing course, untrimmed; But thy eternal summer shall not fade, 10 Nor lose possession of that fair thou ow'st, Nor shall death brag thou wander'st in his shade, When in eternal lines to time thou grow'st: So long as men can breathe or eyes can see, So long lives this, and this gives life to thee. Lösung • The sonnet is a perfect model of the Shakespearean sonnet form. • The poem is made up of 14 lines of alternate rhyme in one stanza, written in very regular iambic pentameter (with ten syllables per line). • As in most Shakespearean sonnets, there is a turning point in the ninth line. In this case, it is where Shakespeare stops talking about summer and starts focusing on the beauty of his beloved. • The final rhyming couplet: "So long as men can breathe or eyes can see, / So long lives this, and this gives life to thee" is also typical of a Shakespearean sonnet (and one of the main differences between the English sonnet and the Italian sonnet). • While the turning point allows Shakespeare to explore two themes in only fourteen lines, the rhyming couplet allows him to neatly summarize his case. Step by step Analysing a Shakespearean sonnet Analysis: Analyse the sonnet with regard to the portrayal of the lover and the presentation of the relationship between speaker and lover. In doing so, focus on how the structure, imagery and stylistic devices complement the content. Homework Analysis: Analyse the sonnet with regard to the portrayal of the lover and the presentation of the relationship between speaker and lover. In doing so, focus on how the structure, imagery and stylistic devices complement the content. Language support - stylistic devices The sonnet employs the imagery of... The dominant image is .../the dominant imagery is of... The image which runs through this sonnet is of... The images (of ...) are contrasted with (images of) .. *** www The metaphor of... is used to The speaker addresses... The (opening) words... establish a ... tone which... Throughout the sonnet, ... is repeated www The poem creates/evokes/conveys a sense of/an impression of Language support - structure The sonnet contains a turn/a change of theme/thought/mood... The poem is divided into/is composed of/consists of... The... quatrain contains ... images of ... The... quatrain raises the question... The couplet draws a conclusion ... The concluding couplet claims that ... The couplet contradicts the... The sonnet is written in iambic pentameter. The rhythm of the sonnet is varied/flexible/unvaried. The poet varies the sonnet structure. Step by step Analysing a Shakespearean sonnet → S6: How to write a discussion/ comment, p. 338 COMMENT/CREATIVE WRITING 7 CHALLENGE CHOOSE Discuss whether the claim of the last two lines is still valid today. OR Write your own declaration of love. →SUPPORT D3, p. 322 • Choose the lyrical form (e.g. sonnet, song, rap, free verse) that will best express your feelings. • Choose your own addressee. This need not be a person. You might want to address your text to e.g. your hometown, your most cherished childhood memory, a hobby you particularly enjoy, your favourite music group - anything you love. Language awareness Include a variety of stylistic devices. Materialien Methodisches Vorgehen Differenzierung Lösungsvorschlag COMMENT/CREATIVE WRITING Sonnet 18 CHALLENGE kennzeichnet anspruchsvollere Aufgaben. CHOOSE -Aufgaben dienen der Neigungsdifferenzierung. Die S widmen sich je nach Neigung einem der beiden Vorschläge. • Erster Vorschlag: Die Diskussionsgruppe kann ihre Ansichten zunächst mündlich diskutieren. L oder ein/e language manager (→KV1) achten darauf, dass Diskussionsredemittel (➡ KV 2) verwendet werden. Redemittel/language support: - KV2 Discussion phrases - Außerdem: language support auf SB Seite 369 und 310 Im Anschluss verschriftlichen die S ihre Ergebnisse. • Zweiter Vorschlag: Die S, die die kreative Aufgabe gewählt haben, können ihre Ergebnisse mit Kamera aufnehmen oder im Rahmen eines poetry slam präsentieren. →SUPPORT D3, SB Selte 322. Die Diff section unterstützt S, die den zweiten Vorschlag wählen, mit Wortmaterial, nouns and expressions sowie adjectives. →S6: How to write a discussion/comment, SB Seite 338. Is the claim of the last two lines of Sonnet 18 is still valid today? Yes, it is. The concept of eternal love still exists, and it is universal and human. - No, it isn't. We don't really know who Shakespeare was writing about, and therefore their beloved person has not lived forever. Step by step Analysing a Shakespearean sonnet 8 EXTRA Learn Sonnet 18 by heart. Be prepared to recite it to your class. Think about how you personally want to speak the lines. What words do you want to stress? Why? Materialien Methodisches Vorgehen 8 EXTRA Sonnet 18 Das Sonett im Unterricht auswendig zu lernen, ist eine gute Konzentrationsübung. • Am Ende der Stunde oder zu Beginn kann sich L vor die Lerngruppe stellen und das erste Quatrain vortragen. Mit Blick zu einem/r imaginären Partner/in: Shall I compare thee [bis] too short a date. Now it's your turn... • Die S üben zunächst in Einzelarbeit, dann in Partnerarbeit, anschließend vor der Lerngruppe oder in Kleingruppen. Es sollte darauf geachtet werden, dass das Sonett im jambischen Pentameter ausdrucksvoll vorgetragen wird. • In der nächsten Stunde präsentieren die S ihre Version. • Wenn jedem/r S die Möglichkeit gegeben werden soll, das Sonett aufzusagen, kann dies in Kleingruppen erfolgen. L geht dabei umher und horcht in die Präsentationen der S hinein. Alternativ kann das Sonett jeweils zu Beginn oder am Ende einer Stunde von ein oder zwei S aufgesagt werden, bis alle S präsentiert haben. Auf diese Weise hört die Lerngruppe das Sonett immer wieder, sodass es sich verfestigen kann. Diff section - structure D2 SUPPORT FOR TASK 6 (P. 276) The sonnet contains a turn/a change of theme/thought/mood... The poem is divided into/is composed of/consists of ... The... quatrain contains... images of ... The... quatrain raises the question... The couplet draws a conclusion ... The concluding couplet claims that ... The couplet contradicts the... The sonnet is written in iambic pentameter. The rhythm of the sonnet is varied/flexible/unvaried. The poet varies the sonnet structure. Language support And every f y chance, or notarts thanging co 46 ● ● https://www.youtube.c https://player.shakespe om/watch?v=S2RXZN80 aresglobe.com/ ZXO Sonnets https://www.youtube.c om/watch?v=cKyuzXwS OIA https://vimeo.com/447 35899 D3 SUPPORT FOR TASK 7 (P. 276) For the declaration of love, you might want to use some of these (over)emotional words: nouns and expressions agony | anguish bitterness desire | despair | disgrace distrust | fever | fire | flame grief | joy | loss | lust pain passion | remorse | resentment | shame | sorrow | tender love trust | undivided love | yearning adjectives adorable | anxious | betrayed | bitter | brilliant | cheerful | cruel | dearest | deceitful | desperate destructive | devoted | delightful | desirable dishonourable | divine | everlasting evil | excellent | extraordinary | false | faultless | fiery | foolish | frantic | furious generous | gentle | glorious | graceful | hateful | heartfelt | heavenly | honourable hopeless | ideal | immortal | incomparable | inspiring | jealous | joyful | longing | lovely | loving | malicious | miserable | mournful painful | passionate | perfect pleasant | precious | pure | remorseless | resentful | rude | shameful | sincere | sinful | sorrowful | stubborn | superficial | sweet | tearful | treacherous | triumphant | troubled | truthful | unfaithful | vain | vicious | virtuous worried | wretched | youthful