week 47 Lesson 1

• Engels
• Middelbare school
• havo
• Leerjaar 5

Welcome to today's class

Today's lesson:

• Familiarize ourselves with William Shakespeare
• Some historical context
• If you were to write a love poem
• Read sonnet 18
• Analyze 
• Answer study questions

Goals:

• Understand what a sonnet is
• Is able to distinquish between an Italian and an English sonnet
• Know who Shakespeare was
• Can analyse a poem

William Shakespeare

Read the introduction on p. 26-28

Historical background

- Women at this time were seen as ornaments. If you were an upper class or middle class woman, your life depended on marrying well. Their lives were owned by their fathers or husbands. They were not seen as people with intelligence or souls even.

- If you were a lower class woman, you probably had to work in a work house, factory or as a servant. 

Women in Shakespeare's poetry

Shakespeare portrayed women differently. 

They were seen as actual people, with minds of their own. 

Sonnet 18, which we will read today, is a love poem to such a woman. 

Some literary devices

Alliteration:

Repetion of consonant (medeklinker) sounds in words nearby.

Shakespeare – Sonnet 12:

When I do count the clock that tells the time,

Personification:

A form of metaphor. Human characteristics are attributed to nonhuman things. This allows writers to create life and motion within inanimate objects, animals, and even abstract ideas by giving them recognizable human behaviours and emotions.

Imagery:

Using figurative language in a way that appeals to our physical senses (beeldspraak)

The cold wind pierced her body. 

Metaphor and Simile

A simile is a metaphor but not all metaphors are similes.

A metaphor compares two things directly by stating that one thing is the other (symbolically, not literally)

’All the world’s a stage, And all the men and women merely players;’ W. Shakespeare, As You Like It, Act 2, Scene 7.

A simile is a metaphor that uses “like” or “as” in it, 

“As cunning as a fox” or “My love is like a red, red rose.”

If you wrote a love poem...

What kind of imagery would you use?

What kind of words?

Let's read the poem together

We'll analyse it afterwards. 

Work on the study questions in twos. 

Let's discuss the answers

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.