Lesson: Analyzing Shakespeare's Sonnet 18

Lesson: Analyzing Shakespeare's Sonnet 18

Learning Objectives

At the end of the lesson you will be able to analyze the themes and literary devices in Shakespeare's Sonnet 18. At the end of the lesson you will be able to understand the structure and form of a Shakespearean sonnet. At the end of the lesson you will be able to explain the use of metaphors and compare the transient nature of a summer's day to the everlasting nature of poetry. At the end of the lesson you will be able to identify the tone and mood conveyed through the language and imagery in the poem.

What do you already know about Shakespeare's Sonnet 18?

Analysis of Shakespeare's Sonnet 18

Compares the beauty of a beloved person to a summer's day. Emphasizes the eternal quality of written verse over the fleeting nature of physical beauty.

Understanding Shakespearean Sonnet Structure

A 14-line poem written in iambic pentameter, following a specific rhyme scheme of ABAB CDCD EFEF GG. Explores themes of love, beauty, politics, and mortality.

Metaphors and Comparisons in Sonnet 18

Uses metaphors to convey the comparison between the beloved person and a summer's day. Emphasizes the enduring nature of poetry over transient beauty.

Tone and Mood in Sonnet 18

Conveys a tone of admiration and reverence for the beloved person. The mood evokes a sense of timelessness and permanence.

Definition List

Shakespearean sonnet: A 14-line poem written in iambic pentameter, following a specific rhyme scheme of ABAB CDCD EFEF GG, and typically exploring themes of love, beauty, politics, and mortality. Metaphor: A figure of speech in which a word or phrase is applied to an object or action to which it is not literally applicable. Iambic pentameter: A line of verse with five metrical feet, each consisting of one short (or unstressed) syllable followed by one long (or stressed) syllable. Tone: The general character or attitude of a place, piece of writing, situation, etc. Mood: The atmosphere or pervading feeling induced by a piece of writing.

Write down 3 things you learned in this lesson.

Have students enter three things they learned in this lesson. With this they can indicate their own learning efficiency of this lesson.

Write down 2 things you want to know more about.

Here, students enter two things they would like to know more about. This not only increases involvement, but also gives them more ownership.

Ask 1 question about something you haven't quite understood yet.

The students indicate here (in question form) with which part of the material they still have difficulty. For the teacher, this not only provides insight into the extent to which the students understand/master the material, but also a good starting point for the next lesson.