The man who writes a The man who writes a good love sonnet needs good love sonnet needs not only to be enamored not only to be enamored of a woman, but also to of a woman, but also to

be enamored of the be enamored of the sonnet.sonnet.~C.S. Lewis~~C.S. Lewis~

Let’s start by brainstorming. Make sure you have a Let’s start by brainstorming. Make sure you have a paper and pencil handy. A good eraser is also paper and pencil handy. A good eraser is also recommended! Now, let’s begin. What do you want recommended! Now, let’s begin. What do you want to say in your sonnet? A lot of sonnets pertain to to say in your sonnet? A lot of sonnets pertain to love in some way, but yours doesn’t have to. If you love in some way, but yours doesn’t have to. If you are having trouble coming up with some ideas, are having trouble coming up with some ideas, here are some things to think about:here are some things to think about:-school-school-seasons-seasons-jealousy-jealousy-forgiveness-forgiveness-loving from afar-loving from afar-not loving someone back-not loving someone back-sports-sports-losing a loved one-losing a loved one-falling in love-falling in love-a pet-a pet-a problem-a problem-an emotion-an emotion

Now that you have your topic, think of a metaphor that Now that you have your topic, think of a metaphor that you want to use throughout your sonnet. Try to think of you want to use throughout your sonnet. Try to think of something that wouldn’t normally be compared to your something that wouldn’t normally be compared to your topic, and then figure out ways that they are similar. topic, and then figure out ways that they are similar. Once you have your metaphor and how you want to Once you have your metaphor and how you want to compare it to your topic, write it down so you don’t forget compare it to your topic, write it down so you don’t forget it later. Try to avoid tired metaphors and come up with it later. Try to avoid tired metaphors and come up with some originals!some originals!

Instead of Instead of “His eyes were black as night” “His eyes were black as night” trytry “his eyes glittered coal” “his eyes glittered coal”

Instead of Instead of “Her lips were red as roses” “Her lips were red as roses” try try “Heaven painted her crimson lips”“Heaven painted her crimson lips”

Work on vivid words and avoid ordinary linking Work on vivid words and avoid ordinary linking verbs such as verbs such as are, was, were, is, can, be, etc.are, was, were, is, can, be, etc.

Now that you know all the different sections of the Now that you know all the different sections of the Shakespearean sonnet and understand how each Shakespearean sonnet and understand how each one functions, you’re almost ready to write one of one functions, you’re almost ready to write one of your own. We just need to go over a few things your own. We just need to go over a few things about style and form first. about style and form first.

All Shakespearean sonnets require the following All Shakespearean sonnets require the following stylistically:stylistically:

1.1. 3 quatrains3 quatrains

2.2. 1 couplet1 couplet

3.3. 14 lines14 lines

4.4. ABABCDCDEFEFGG rhyme schemeABABCDCDEFEFGG rhyme scheme

5.5. Iambic pentameterIambic pentameter

Quatrain #1:Quatrain #1: These four lines introduce the These four lines introduce the main metaphor and theme of the sonnet.main metaphor and theme of the sonnet.

That time of year thou mayst in me beholdThat time of year thou mayst in me beholdWhen yellow leaves, or none, or few, do When yellow leaves, or none, or few, do hanghangUpon those boughs which shake against the Upon those boughs which shake against the cold,cold,Bare ruin'd choirs, where late the sweet Bare ruin'd choirs, where late the sweet birds sang.birds sang.

Here, we find out that this poem is about a man Here, we find out that this poem is about a man who’s growing old. He’s comparing his life to the who’s growing old. He’s comparing his life to the changing of the seasons. The year is coming to a changing of the seasons. The year is coming to a close as fall slowly gives way to winter, and so too close as fall slowly gives way to winter, and so too is his life. In the first line he makes it clear that he is his life. In the first line he makes it clear that he is addressing another person, as he uses the word is addressing another person, as he uses the word “thou.” This is the first stage of the sonnet’s “thou.” This is the first stage of the sonnet’s argument.argument.

Quatrain #2:Quatrain #2: The metaphor and the theme are The metaphor and the theme are continued and a creative illustration is usually given continued and a creative illustration is usually given to further the ideas of the first quatrain.to further the ideas of the first quatrain.

In me thou seest the twilight of such In me thou seest the twilight of such daydayAs after sunset fadeth in the west,As after sunset fadeth in the west,Which by and by black night doth take Which by and by black night doth take away,away,Death's second self, that seals up all Death's second self, that seals up all in rest.in rest.We see the same theme continued here, only We see the same theme continued here, only

now the man has shifted from comparing now the man has shifted from comparing himself to the end of the year to the end of a himself to the end of the year to the end of a day. He has narrowed down his argument from day. He has narrowed down his argument from a year to a day. This makes the poem seem a year to a day. This makes the poem seem more urgent because days pass much more more urgent because days pass much more quickly than years do. The creative example we quickly than years do. The creative example we see here is the reference to night being “death’s see here is the reference to night being “death’s second self.”second self.”

Quatrain #3:Quatrain #3: This is where your turn occurs. This is where your turn occurs. This is where you reflect on your topic, take it in a This is where you reflect on your topic, take it in a new direction, or extend your metaphor in an new direction, or extend your metaphor in an unexpected way. unexpected way.

In me thou see'st the glowing of such In me thou see'st the glowing of such firefireThat on the ashes of his youth doth lie,That on the ashes of his youth doth lie,As the death-bed whereon it must As the death-bed whereon it must expireexpireConsumed with that which it was Consumed with that which it was nourish'd by.nourish'd by.Here, the argument continues and the Here, the argument continues and the

metaphor shifts to something even more metaphor shifts to something even more fleeting than a day—a dying fire. fleeting than a day—a dying fire.

Couplet:Couplet: These two lines summarize the entire These two lines summarize the entire sonnet and give the reader something new to think sonnet and give the reader something new to think about. They often act as the “thesis” of the poem.about. They often act as the “thesis” of the poem.

This thou perceivest, which makes thy love This thou perceivest, which makes thy love more strong,more strong,To love that well which thou must leave ere To love that well which thou must leave ere long.long.

Here, Shakespeare does not continue with Here, Shakespeare does not continue with another metaphor. The speaker explains that the another metaphor. The speaker explains that the reason the other person loves him so strongly is reason the other person loves him so strongly is because he/she knows that the speaker will soon because he/she knows that the speaker will soon die. They must experience all the love they can die. They must experience all the love they can now, before he passes away. This acts as the now, before he passes away. This acts as the thesis because he states that their love is strong, thesis because he states that their love is strong, and uses the first three quatrains to tell us why and uses the first three quatrains to tell us why their love is strong.their love is strong.

Now poets. . .

Write your own sonnet!

Congratulations! You’ve just written your own Congratulations! You’ve just written your own Shakespearean sonnet! Now remember, just Shakespearean sonnet! Now remember, just because you’ve finished doesn’t mean you’re because you’ve finished doesn’t mean you’re done. Good writing is all about revision. done. Good writing is all about revision.

The next slide will give you The next slide will give you some ways revise it and give some ways revise it and give it that Renaissance flair!it that Renaissance flair!

Write like a Shakespearean! If you have an extra syllable in a line, do what Shakespeare If you have an extra syllable in a line, do what Shakespeare

does: take out a vowel or two and replace with an does: take out a vowel or two and replace with an apostrophe. Growest = grow’stapostrophe. Growest = grow’st

Need and extra syllable? Add a diacritical mark worked = Need and extra syllable? Add a diacritical mark worked = workedworked

Make sure the last word in the line is easy to rhymeMake sure the last word in the line is easy to rhyme

Throw in some Elizabethan pronounsThrow in some Elizabethan pronouns You = Thy, Thine, TheeYou = Thy, Thine, Thee Your = ThouYour = Thou My = MineMy = Mine Add a literary apostrophe by addressing an inanimate object Add a literary apostrophe by addressing an inanimate object

with `O ; for example, `O, thy beautiful textbook!with `O ; for example, `O, thy beautiful textbook! And if you are really creative, try to invert a sentence by And if you are really creative, try to invert a sentence by

changing the order of the words. This also may help if you changing the order of the words. This also may help if you are stuck on trying to figure out a rhyme.are stuck on trying to figure out a rhyme.

““My heart will love you always” My heart will love you always” becomes becomes

“ “Always will mine heart love thee.”Always will mine heart love thee.”

Assignment Write your sonnet and make sure you

have the following: 14 lines (3 quatrains and a couplet) Rhyme scheme abab/cdcd/efef/gg 10 syllables per line in an iambic pattern

if possible Interesting metaphor(s), vivid verbs,

Shakespearean pronouns (thy, thou, thee, etc.

Using pencil, check your sonnet by filling it in on the grid that is the back of your Sonnet 18 worksheet.