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Scanning a Poem

Drill: Copy down the definition…. Scanning a Poem. A system of representing by visual symbols more or less conventional poetic rhythms for purposes of metrical analysis and criticism.

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Scanning a Poem

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  1. Drill: Copy down the definition… Scanning a Poem A system of representing by visual symbols more or less conventional poetic rhythms for purposes of metrical analysis and criticism. Objective: Students will be able to take notes on the characteristics of a sonnet in order to analyze Shakespeare’s “Sonnet 18”.

  2. Scanning a poem • The process of scanning a poem involves locating the stressed and unstressed symbols of a poem. • Stressed syllables are marked with a ‘/’ while unstressed syllables are marked with a ‘u’. Example: Shall I compare thee to a summer’s day? / u u / u u / u / / Objective: Students will be able to take notes on the characteristics of a sonnet in order to analyze Shakespeare’s “Sonnet 18”.

  3. Poetic Feet • A poetic foot is a measurable, patterned, conventional unit of poetic rhythm. • The poetic foot consists of one stressed syllable and one or two unstressed syllable. Objective: Students will be able to take notes on the characteristics of a sonnet in order to analyze Shakespeare’s “Sonnet 18”.

  4. Poetic Feet • The following are the most common “base” feet in English: • iamb; iambic, as in destroy • anapest; anapestic, as in intervene • trochee; trochaic, as in topsy • dactyl; dactylic, as in merrily u / / u u / u / / u Objective: Students will be able to take notes on the characteristics of a sonnet in order to analyze Shakespeare’s “Sonnet 18”.

  5. Recurrent Patterns • Certain poems are based on a recurrent pattern of poetic feet in each line. Objective: Students will be able to take notes on the characteristics of a sonnet in order to analyze Shakespeare’s “Sonnet 18”.

  6. Terms for line lengths • one foot monometer • two feet dimeter • three feet trimeter • four feet tetrameter • five feet pentameter • six feet hexameter • seven feet heptameter • eight feet octameter Objective: Students will be able to take notes on the characteristics of a sonnet in order to analyze Shakespeare’s “Sonnet 18”.

  7. Identifying Poetic Rhythm • Certain styles of poetry have the same number of poetic feet in each line, giving the poem a consistent rhythm. • An example would be the sonnet. Every sonnet is written in iambic pentameter, or there are five iambs per line. Objective: Students will be able to take notes on the characteristics of a sonnet in order to analyze Shakespeare’s “Sonnet 18”.

  8. The Sonnet • There are three major styles of sonnets: • Shakespearean: originated by the English poet, William Shakespeare. • Petrarchean: originated by the Italian poet, Petrarch. • Spencerean, adapted from the Shakespearean sonnets by Edmund Spencer. Objective: Students will be able to take notes on the characteristics of a sonnet in order to analyze Shakespeare’s “Sonnet 18”.

  9. The Sonnet • The sonnet is always written in iambic pentameter. • The sonnet is typically 14 lines long. • The rhyme scheme depends on the style of sonnet that the poem is written. Objective: Students will be able to take notes on the characteristics of a sonnet in order to analyze Shakespeare’s “Sonnet 18”.

  10. The Sonnet • Petrachean: • Divided into two parts: • An eight line section called the octave, with rhyme scheme: abbaabba • Followed by a six line section called the sestet, with rhyme scheme: cdecde or cdcdcd. • The octave establishes the speaker’s situation and the sestet resolves, draws conclusions about, or expresses a reaction to the situation. • Example: PAGE 400 Objective: Students will be able to take notes on the characteristics of a sonnet in order to analyze Shakespeare’s “Sonnet 18”.

  11. The Sonnet • Shakespearean • Contains three quatrains, or set of four lines, followed by a final couplet, or set of two rhyming lines. • The rhyme scheme is: • Quatrain #1: abab • Quatrain #2:cdcd • Quatrain #3: efef • Couplet: gg Objective: Students will be able to take notes on the characteristics of a sonnet in order to analyze Shakespeare’s “Sonnet 18”.

  12. The Sonnet • Shakespearean cont. • The logical organization varies, but often, the turnor shift in focus or thought begins in the beginning of the third quatrain at line 9. Objective: Students will be able to take notes on the characteristics of a sonnet in order to analyze Shakespeare’s “Sonnet 18”.

  13. Analyzing Shakespeare’s Sonnets • Class work: • Read Shakespeare’s 18th sonnet as a class. (page 391 of the green textbook) • Individually, paraphrase the three quatrains and the final couplet. • Example: • Quatrain one: • Quatrain two: • Quatrain three: • Couplet: Objective: Students will be able to take notes on the characteristics of a sonnet in order to analyze Shakespeare’s “Sonnet 18”.

  14. Analyzing Shakespeare’s Sonnets • Answer the following questions: • Where does the turn or shift in the speaker’s thought or focus occur in this poem? • What inferences can you make about the speaker based on the turn? • What is Shakespeare implying about the tradition of love poetry? • How does the rhythm of the sonnet add to its theme? Objective: Students will be able to take notes on the characteristics of a sonnet in order to analyze Shakespeare’s “Sonnet 18”.

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