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Bellringer :

Bellringer : . Look through your notebook, and find your TP-CASTT instructions. Take out a sheet of notebook paper, and neatly create a TP-CASTT chart on your paper. Label each section appropriately. Look over your TP-CASTT instructions to prepare for today’s lesson. . Sonnets. Unit 3

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Bellringer :

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  1. Bellringer: • Look through your notebook, and find your TP-CASTT instructions. Take out a sheet of notebook paper, and neatly create a TP-CASTT chart on your paper. Label each section appropriately. • Look over your TP-CASTT instructions to prepare for today’s lesson.

  2. Sonnets Unit 3 9th grade

  3. Sonnets • Italian origin: The word sonnetcomes from Italian sonetto,meaning "little sound" or "little song." • Lyric poems • 14 lines

  4. Petrarchan Sonnets

  5. Petrarchan Sonnets • Francesco Petrarch • Born July 20, 1304 • From Italy • His primary interest was Latin Literature and writing

  6. Petrarchan Sonnets (Italian) • Two parts: • The Octave= two quatrains= 8 lines • Presents the problem • The Sestet= 6 lines • Presents the solution • The 9th line (volta or turn) represents the twist or turn in the poem.

  7. Petrarchan Sonnet Rhyme Scheme • ABBA ABBA (first 8 lines are fixed) • CDCDCD or CDECDE (you have a choice for the sestet)

  8. Spenserian Sonnet

  9. Spenserian Sonnet • Named after Edmund Spenser • 14 total lines • No requirements based on theme • Rhyme Scheme: • ABAB BCBC CDCD EE

  10. Shakespearean Sonnets

  11. Shakespearean Sonnets (English) • Named after William Shakespeare • Common themes include: • Love • Beauty • Politics • Morality (Morals) • There are 154 known sonnets written by Shakespeare • This is equal to 2, 156 lines of poetry

  12. Shakespearean Sonnets • Separated into three (4 line) stanzas known as quatrains. • The first two present the idea or story • The third quatrain provides a twist • There is one couplet at the end (a couplet consists of two lines) • This summarizes the theme or offers a fresh look at the theme • There are usually 10 syllables per line

  13. Shakespearean Sonnets Rhyme Scheme • Rhyme Scheme: • ABAB CDCD EFEF GG

  14. Review of literary terms: • Simile • Metaphor • Allusion • Symbolism • Imagery • Alliteration • Rhyme • Rhythm • Repetition • Onomatopoeia • Theme

  15. Additional Literary Terms for analyzing poetry: • Assonance-The repetition of similar vowel sounds in a sentence or a line of poetry or prose, as in "I rose and told him of my woe." Whitman's "When I Heard the Learn'd Astronomer" contains assonantal "I's" in the following lines: "How soon unaccountable I became tired and sick, / Till rising and gliding out I wander'd off by myself." • Consonance- - Consonance refers to repetition of sounds produced by consonants within a sentence or phrase. In this regard consonance can be understood to be a kind of alliteration. What sets it apart from alliterations is that it is the repetition of only consonant sounds. Consonance is the opposite of assonance, which implies repetitive usage of vowel sounds. • Synecdoche- -A figure of speech in which a part is substituted for the whole. An example: "Lend me a hand." • Metonymy-A figure of speech in which a closely related term is substituted for an object or idea. An example: "We have always remained loyal to the crown."

  16. Today… We will read “Nuns Fret Not at Their Convents’ Narrow Rooms” by Wordsworth. Identify rhyme scheme, meter and the turn of the poem. What type of sonnet is this? Complete TP-CASTT together. This will be part of your sonnet notebook, so be sure to take detailed notes!

  17. Ticket To Leave • On half a sheet of paper, answer the prompt in paragraph form (5-7 sentences): How does Wordsworth’s structural choices help to develop the theme of his poem: too much freedom can feel overwhelming?

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