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Elizabethan Poets:

Elizabethan Poets:. Ben Jonson Henry Howard Robert Herrick Edmund Spenser George Herbert Christopher Marlowe Henry Vaughn Philip Sidney John Suckling Walter Raleigh Richard Lovelace Andrew Marvell John Donne Thomas Wyatt. Reminders for Honors 4.

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Elizabethan Poets:

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  1. Elizabethan Poets: Ben Jonson Henry Howard Robert Herrick Edmund Spenser George Herbert Christopher Marlowe Henry Vaughn Philip Sidney John Suckling Walter Raleigh Richard Lovelace Andrew Marvell John Donne Thomas Wyatt

  2. Reminders for Honors 4 Friday: Unit test on Elizabethan terms, poems, and Shakespearean sonnets…STUDY! Monday: Journal assignment due; submit analytical response to turnitin.com Tuesday: Group sonnet poster due

  3. For each of the following, write a sentence that proves you can relate the term to our background study of the Renaissance. Use the provided syntax prompt correctly within each sentence. (two points each) • Church of England (semicolon ; ) • Michelangelo (colon : ) • Renaissance mindset/philosophy (from our art lesson/discussion) • Mary, Queen of Scots (double dash --- ) • Martin Luther (colon : )

  4. Colon qualifier: list The Protestant Reformation was based upon three “protests” for religious change: resentment over taxes, Henry VIII’s lack of a male heir, and dissatisfaction with church leadership. • Double dash ---phrase--- The Protestant Reformation---based upon three “protests” for religious change---led to the establishment of a new church in England. • Semi-colon independent clause; independent clause The Protestant Reformationwas based upon three “protests” for religious change; this movement led to the establishment of a new church in England.

  5. Update to calendar • Renaissance background quiz moved to Thursday, 10/30. • Quiz will cover notes from opening lecture to the Renaissance, as well as a focus on unit terms #1-17. • Lecture PowerPoint and review chapter are both included on website under “Poetry of the Elizabethan Age” tab.

  6. In each support paragraph • Title of poem • Author of poem • Mood of poem • 3 – 5 different types of imagery (with cited examples) that prove this tone • Transitions that link/compare/contrast with other poem

  7. On your score sheet, RATE 1-10 FOR POEM COMPOSITION AND POSTER DESIGN: • 1. 23 • 2. UGLY CHRISTMAS SWEATERS • 3. FOREVER FAILING • 4. THE GREAT RACE • 5. A MERRY STATISTICAL CHRISTMAS • 6. JUNGLE BELLS

  8. Quiz tomorrow: 30 points • Will cover poetic terms and definitions. • Will ask questions regarding the poems we have read thus far in class (not the Shakespearean sonnets), so reread and remember the plot/type of each poem. • Short answer in format. • You need to study!

  9. Homework for tomorrow: • Define poetic terms #23-43 on your unit guide. Make sure that you use a literary glossary, not dictionary.com. • Bring terms/definitions to tomorrow’s class, along with your finished two-quatrain (eight-line) response to your woo.

  10. Elizabethan Poetry The Elizabethan poets were humanists; they believed in three essential ideas: • LOVEAND PASSION (despite their hardships) are essential to enjoying a “good life.” • TIME is a fleeting moment; making plans for the future is meaningless. All we have is NOW to live fully in the present. • DEATH is to be appreciated, not feared; however, dying with unresolved regrets is tragic. Flesh and bone are temporal. The moment we die, we become part of the “one big soul that belongs to everyone”: the AFTERLIFE.

  11. The Petrarchan Sonnet (also known as the Italian-style sonnet) Francis Petrarch—known as the Father of Humanism—was in love with a woman named Laura. She rejected him for the very proper reason that she was already married to another man. Her presence causes him unspeakable joy, but his unrequited love creates unendurable desires and inner conflicts between the ardent lover and the humble man. Because it is impossible to reconcile the two, his quest for love is a hopeless, endless agony.

  12. KeyPoints to UnderstandingShakespearean Sonnets: • All of Shakespeare’s sonnets had the same rhyme scheme: abab/cdcd/efef/gg • All of Shakespeare’s sonnets include the same structure: • 3 quatrains (groups of four lines) and a • rhymed couplet (two lines that rhyme), and finally • a turn, or a change in tone (usually marked by a signal word such as “but” or “yet”)

  13. Apostrophe Antithesis Allusion Conceit/metaphor/simile Euphony/dissonance Hyperbole/overstatement Imagery (auditory/visual/tactile,…) Irony Oxymoron Paradox Personification Synecdoche Turn Understatement DO NOT USE: Enjambment Sonnet form Rhyme scheme Masculine rhyme Feminine rhyme Internal rhyme Incremental Repetition

  14. In your sonnet group • 1. Read your sonnet for understanding. • 2. Paraphrase each of the three quatrains and ending rhymed couplet. • 3. Locate the sonnet’s turn (if one is evident) • 4. Provide the sonnet with an appropriate title. • HOMEWORK: Select your individual sonnet by going to http://www.shakespeares-sonnets.com. Begin your analytical response for journal assignment.

  15. KeyPoints to UnderstandingShakespearean Sonnets: • All of Shakespeare’s sonnets had the same rhyme scheme: abab/cdcd/efef/gg • All of Shakespeare’s sonnets include the same structure: • 3 quatrains (groups of four lines) and a • rhymed couplet (two lines that rhyme), and finally • sometimes includes a turn, or a change in tone (usually marked by a signal word such as “but” or “yet”)

  16. Friday’s unit test • Unit test on terms/terms found within packet poems and Shakespearean sonnets • STUDY your terms and their definitions, your sonnets, and application of your terms to the poems • Test = 50 points, with combination of multiple choice, matching and short answer

  17. Sample test question How does Spenser’s Petrarchan-style sonnet in Sonnet #30 of Amoretti (copy of poem provided for you) convey a paradox to depict his love for Elizabeth Boyle?

  18. Sample test questions Explain the metaphysical conceit of John Donne’s Death Be Not Proud (copy of poem provided for you). Explain how Herrick’s To The Virgins, To Make Much Of Time depicts a Cavalier poem (copy of poem provided for you).

  19. Sample test question Read The Nymph’s Reply by Raleigh, then list AND define AND explicate examples of the following: • Enjambment • Understatement • Antithesis • Allusion • Synecdoche

  20. Sample test question And Philomel becometh dumba. conceit Why so pale and wan, fond lover? b. incremental repetition Prithee, why so pale? The glorious eye of heaven c. archaism Is fancy’s spring, but sorrow’s fall d. allusion “Vain man,” said she, e. antithesis “that doest in vain assay …”

  21. Sample test question After reading the above sonnet #29 (copy of poem provided) by Shakespeare, list AND define AND explain at least FIVE different literary devices of your own choice (taken from our study of poetic terms and definitions). Do the following for FIVE of your selected terms: • name the term • provide its definition • list your example from the sonnet • provide brief explanation/analysis

  22. Sample test question But we have a love so much refin’d,/That ourselves know not what it is… These lines from Donne’s “A Valediction: Forbidding Mourning” is a dual example of a(n) a. Personification/olfactory image b. Antithesis/synecdoche c. Archaism/turn d. Personification/tactile image

  23. For your sonnet illustration • No handwriting…type all text. 24font • Remember neatness, organization, and “matting” of photos. • Maintain a consistent “theme” with your choice of colors and papers. • DO NOT PUT YOUR NAMES ON YOUR POSTER. DO NOT FOLD IT. • Posters are due on Monday.

  24. Spenser’s Amoretti#75 One day I wrote her name upon the strand, But came the waves and washed it away: Again I wrote it with a second hand, But came the tide, and made my pains his prey. “Vain man,” said she, “that doest in vain assay A mortal thing so to immortalize, For I myself shall like to this decay, And eek my name be wiped out likewise.” “Not so” (quoth I), “let baser things devise To die in dust, but you shall live by fame: My verse your virtues rare shall eternize, And in the heavens write your glorious name. Where whenas Death shall all the world subdue, Our love shall live, and later life renew.”

  25. Woo Poem Assignment • Write a pastoral poem of today that aims to entice, or “woo” your partner for friendship. • The poem should comprise four ABAB quatrains • Focus: think of your values, morals, talents, skills that you could offer your partner • Emphasis on friendship---NOT a romantic relationship! • Due tomorrow. Write your poem neatly on your index card.

  26. “Virtue” or “Still To Be Neat” Select one and read the poem. In one sentence, explain why it is an example of a Cavalier poem. In a concise paragraph, explain how (through precise images, metaphors and word choice) Herbert or Jonson includes a carpe diemelement in this poem.

  27. Psalm 23 The Lord is my shepherd; I shall not want. He maketh me to lie down in green pastures: he leadeth me beside the still waters. He restoreth my soul: he leadeth me in the paths of righteousness for his name's sake. Yea, though I walk through the valley of the shadow of death, I will fear no evil: for thou art with me; thy rod and thy staff they comfort me. Thou preparest a table before me in the presence of mine enemies: thou anointest my head with oil; my cup runneth over. Surely goodness and mercy shall follow me all the days of my life: and I will dwell in the house of the Lord forever.

  28. In your group: • Reread and summarize the plot of each of the assigned poems in your packet. • Label each as Pastoral/Cavalier/Metaphysical/Petrarchan. • Using your poetic terms/definitions, HIGHLIGHT AND LABEL TWO EXAMPLES OF EACH TERM within the assigned poems in your packet. • STUDY FOR TOMORROW’S QUIZ!

  29. In your group: • Read your assigned sonnet for understanding. Locate its turn. • Practice reading the sonnet aloud and explicating it quatrain by quatrain. • You will READ, PRESENT and TEACH this assigned sonnet to the class. • Let Mrs. Peters know if you need help. Do not teach something that you do not know!

  30. Pastoral poetry • Poetry that relates to rural, naturalistic life and scenes; emphasis on the natural, pastoral life • Many pastoral poems are carpe diem in nature • They aim to “woo” or entice a partner to embrace the poet’s quality of life • An “invitation” to accept one’s inherent nature, values, skills and talents

  31. Cavalier poetry • Known as carpe diem, or “Seize the moment” poetry • Characteristics: • Light, airy tone and subject • Highly polished and mannerly • Love is depicted as carefree, rather than serious • Sprezzatura: careless grace; effortless style • Aimed to woo and TO WARN!

  32. Metaphysical poetry • Meta = transcending beyond • Physical = the real and tangible realm • Characteristics: • Deals with “deep” subjects like love, death, faith in God • Conversational style, but formal structure • Intense meditations • Rich in imagery and metaphysical conceits, or metaphors

  33. On the reverse side of your card: Compare/contrast the distinct purpose between a Cavalier and a Pastoral poem.

  34. To His Coy (shy) Mistress If we only had enough time Then his coyness lady, would be fine. My strong love should grow Bigger than buildings, and more slow…

  35. To His Coy (shy) Mistress _____________________________, Then his coyness lady, __________. My ___________ love should grow _______ than _________, and more slow…

  36. The Elizabethan Age of Poetry English Renaissance 1485 - 1660

  37. First part of today’s lesson • Find your assigned partner. • Retrieve chapter on the European Renaissance from Ms. Peters. • Read the chapter and complete the coordinating notes in packet. • Present information for review. • The sooner you finish, the quicker we can get to this week’s film.

  38. Art in the Renaissance • The Sistine Chapel . . . human beings are noble and capable of perfection . . .

  39. Humanism: The Age of Scholarship Milton, in his essay Of Education: The aim of humanism was “not to produce scholars but to fit students to perform justly, skillfully… all the duties, public and private, of peace and war.”

  40. The Proliferation of the University KNOWLEDGE IS POWER! (Francis Bacon)

  41. Printing Press With new creation of moveable type and printing presses, books could now become available for mass production…and consumption. As a result, the English become more knowledgeable, more educated, and more powerful.

  42. Factors which led to the development of the Protestant Reformation: • Public resentment with the Catholic church regarding mandatory tithes and corruption in leadership • King Henry the VIIIth in need of a male heir • He is in love with Anne Boleyn and wants a divorce from current wife Catharine of Aragon • New religious ideas (Martin Luther)

  43. King Henry VIII • Second heir to the House of Tudor, after his deceased older brother Arthur • He is more popularly known for his role in the separation of the Church of England from the Roman Catholic Church. Henry's struggles with Rome ultimately led to the separation of the Church of England from papal authority, the dissolution of monasteries, and establishing himself as the Supreme Head of the Church of England • His struggle for a male heir led him to marry six wives

  44. Catherine of Aragon (Wife one…divorced for several reasons) Mother of Mary I

  45. Anne Boelyn(wife two…beheaded for treason and heresy) Mother of Elizabeth I

  46. Jane Seymour(wife three: “my one true wife”…she dies) Mother of Edward VI

  47. Anne of Cleves(wife four…divorced for one major reason!)

  48. Catherine Howard(wife five…beheaded for adultery/treason!)

  49. Catherine Parr(wife six…survives Henry)

  50. After The Death of King Henry the 8th • His daughter, Mary, born of Catharine of Aragon and a fervent Catholic, becomes queen and reinstates the Catholic church in England • She acquires the name “Bloody Mary” because she has hundreds of Protestant “heretics” burned at the stake

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