Elizabethan Poets:Elizabethan Poets:

Ben JonsonBen Jonson Henry HowardHenry Howard

Robert HerrickRobert Herrick Edmund SpenserEdmund Spenser

George HerbertGeorge Herbert Christopher Christopher MarloweMarlowe

Henry VaughnHenry Vaughn Philip SidneyPhilip Sidney

John SucklingJohn Suckling Walter RaleighWalter Raleigh

Richard LovelaceRichard Lovelace Andrew MarvellAndrew Marvell

John DonneJohn Donne Thomas WyattThomas Wyatt

Reminders for Honors 4Reminders for Honors 4

Friday:Friday: Unit test on Elizabethan terms, Unit test on Elizabethan terms, poems, and Shakespearean sonnets…poems, and Shakespearean sonnets…STUDY!STUDY!

Monday:Monday: Journal assignment due; Journal assignment due; submit analytical response to turnitin.comsubmit analytical response to turnitin.com

Tuesday: Tuesday: Group sonnet poster due Group sonnet poster due

11.11. Church of England Church of England (semicolon (semicolon ;; ) )

12.12. Michelangelo Michelangelo (colon (colon :: ) )

13.13.Renaissance mindset/philosophy Renaissance mindset/philosophy (from our art lesson/discussion) (from our art lesson/discussion)

14.14.Mary, Queen of Scots Mary, Queen of Scots (double dash (double dash ------ ) )

15.15. Martin Luther Martin Luther (colon (colon :: ) )

For each of the following, write a sentence For each of the following, write a sentence that proves you can relate the term to our that proves you can relate the term to our background study of the Renaissance. Use background study of the Renaissance. Use the provided syntax prompt correctly within the provided syntax prompt correctly within

each sentence. (two points each)each sentence. (two points each)

Colon Colon qualifier: list qualifier: list The Protestant Reformation was based upon The Protestant Reformation was based upon three “protests” for religious change: three “protests” for religious change: resentment resentment over taxes, Henry VIII’s lack of a male heir, and over taxes, Henry VIII’s lack of a male heir, and dissatisfaction with church leadership.dissatisfaction with church leadership.

Double dash Double dash ---phrase------phrase---

The Protestant ReformationThe Protestant Reformation---based upon ---based upon three three “protests” for religious change---“protests” for religious change---led to the led to the establishment of a new church in England.establishment of a new church in England.

Semi-colon Semi-colon independent clause; independent independent clause; independent clauseclause

The Protestant Reformation was based The Protestant Reformation was based upon three upon three “protests” for religious change“protests” for religious change; ; this movement led this movement led to to the establishment of a new church in England.the establishment of a new church in England.

Update to calendarUpdate to calendar

Renaissance background quiz moved Renaissance background quiz moved to Thursday, 10/30.to Thursday, 10/30.

Quiz will cover notes from opening Quiz will cover notes from opening lecture to the Renaissance, as well as lecture to the Renaissance, as well as a focus on unit terms #1-17.a focus on unit terms #1-17.

Lecture PowerPoint and review Lecture PowerPoint and review chapter are both included on website chapter are both included on website under “Poetry of the Elizabethan Age” under “Poetry of the Elizabethan Age” tab.tab.

In each support paragraphIn each support paragraphTitle of poemTitle of poemAuthor of poemAuthor of poemMood of poemMood of poem3 – 5 different types of imagery 3 – 5 different types of imagery

(with cited examples) that prove (with cited examples) that prove this tonethis tone

Transitions that link/compare/contrast Transitions that link/compare/contrast with other poemwith other poem

On your score sheet, RATE 1-10 FOR On your score sheet, RATE 1-10 FOR POEM COMPOSITION AND POSTER POEM COMPOSITION AND POSTER

DESIGN:DESIGN:

1. 231. 23 2. UGLY CHRISTMAS SWEATERS2. UGLY CHRISTMAS SWEATERS 3. FOREVER FAILING3. FOREVER FAILING 4. THE GREAT RACE4. THE GREAT RACE 5. A MERRY STATISTICAL CHRISTMAS5. A MERRY STATISTICAL CHRISTMAS 6. JUNGLE BELLS6. JUNGLE BELLS

Quiz tomorrow: 30 pointsQuiz tomorrow: 30 points

Will cover poetic terms and Will cover poetic terms and definitions.definitions.

Will ask questions regarding the Will ask questions regarding the poems we have read thus far in class poems we have read thus far in class (not the Shakespearean sonnets), so (not the Shakespearean sonnets), so reread and remember the plot/type of reread and remember the plot/type of each poem.each poem.

Short answer in format.Short answer in format. You need to study!You need to study!

Homework for tomorrow:Homework for tomorrow:

Define poetic terms #23-43 on your Define poetic terms #23-43 on your unit guide. Make sure that you use a unit guide. Make sure that you use a literary glossaryliterary glossary, not dictionary.com., not dictionary.com.

Bring terms/definitions to tomorrow’s Bring terms/definitions to tomorrow’s class, along with your finished two-class, along with your finished two-quatrain (eight-line) response to your quatrain (eight-line) response to your woo.woo.

Elizabethan PoetryElizabethan PoetryThe Elizabethan poets were humanists; they The Elizabethan poets were humanists; they

believed in three essential ideas:believed in three essential ideas: LOVELOVE AND PASSION AND PASSION (despite their hardships) (despite their hardships)

are essential to enjoying a “good life.”are essential to enjoying a “good life.”

TIMETIME is a fleeting moment; making plans for the is a fleeting moment; making plans for the future is meaningless. All we have is future is meaningless. All we have is NOWNOW to to live fully in the present.live fully in the present.

DEATHDEATH is to be appreciated, not feared; is to be appreciated, not feared; however, dying with unresolved regrets is tragic. however, dying with unresolved regrets is tragic. Flesh and bone are temporal. The moment we Flesh and bone are temporal. The moment we die, we become part of the “one big soul that die, we become part of the “one big soul that belongs to everyone”: the belongs to everyone”: the AFTERLIFEAFTERLIFE. .

The Petrarchan SonnetThe Petrarchan Sonnet

(also known as the Italian-style sonnet)(also known as the Italian-style sonnet)Francis PetrarchFrancis Petrarch—known as the Father of —known as the Father of

Humanism—was in love with a woman Humanism—was in love with a woman named Laura. She named Laura. She rejected himrejected him for the for the very proper reason that she was already very proper reason that she was already married to another man. Her presence married to another man. Her presence causes him unspeakable joy, but his causes him unspeakable joy, but his unrequited love creates unendurable unrequited love creates unendurable

desires and inner conflictsdesires and inner conflicts between the between the ardent lover and the humble man. ardent lover and the humble man.

Because it is impossible to reconcile the Because it is impossible to reconcile the two, his quest for love is a hopeless, two, his quest for love is a hopeless,

endless agony. endless agony.

KeyKey Points to Points to UnderstandingUnderstanding

Shakespearean Sonnets:Shakespearean Sonnets: All of Shakespeare’s sonnets had the All of Shakespeare’s sonnets had the

same rhyme scheme: same rhyme scheme: abab/cdcd/efef/ggabab/cdcd/efef/gg

All of Shakespeare’s sonnets include All of Shakespeare’s sonnets include the same structure:the same structure:

3 3 quatrains (groups of four lines) and a quatrains (groups of four lines) and a rhymed couplet (two lines that rhymed couplet (two lines that rhyme), and finallyrhyme), and finally

a turn, or a change in tone (usually a turn, or a change in tone (usually marked by a signal word such as “but” marked by a signal word such as “but” or “yet”)or “yet”)

ApostropheApostrophe AntithesisAntithesis AllusionAllusion Conceit/metaphor/simileConceit/metaphor/simile Euphony/dissonanceEuphony/dissonance Hyperbole/overstatementHyperbole/overstatement Imagery Imagery

(auditory/visual/tactile,…)(auditory/visual/tactile,…) IronyIrony OxymoronOxymoron ParadoxParadox PersonificationPersonification SynecdocheSynecdoche TurnTurn UnderstatementUnderstatement

DO NOT USE:DO NOT USE:

EnjambmentEnjambment Sonnet formSonnet form Rhyme schemeRhyme scheme Masculine Masculine

rhymerhyme Feminine rhymeFeminine rhyme Internal rhymeInternal rhyme IncrementalIncremental

RepetitionRepetition

In your sonnet groupIn your sonnet group 1. Read your sonnet for understanding.1. Read your sonnet for understanding. 2. Paraphrase each of the three quatrains and 2. Paraphrase each of the three quatrains and

ending rhymed couplet.ending rhymed couplet. 3. Locate the sonnet’s turn (if one is evident)3. Locate the sonnet’s turn (if one is evident) 4. Provide the sonnet with an appropriate title.4. Provide the sonnet with an appropriate title. HOMEWORK: Select your individual sonnet by HOMEWORK: Select your individual sonnet by

going to going to http://www.shakespeares-sonnets.com. Begin your . Begin your analytical response for journal assignment. analytical response for journal assignment.

KeyKey Points to Points to UnderstandingUnderstanding

Shakespearean Sonnets:Shakespearean Sonnets: All of Shakespeare’s sonnets had the All of Shakespeare’s sonnets had the

same rhyme scheme: same rhyme scheme: abab/cdcd/efef/ggabab/cdcd/efef/gg

All of Shakespeare’s sonnets include All of Shakespeare’s sonnets include the same structure:the same structure:

3 3 quatrains quatrains (groups of four lines) and a (groups of four lines) and a rhymed couplet rhymed couplet (two lines that rhyme), (two lines that rhyme), and finallyand finally

sometimes includes a sometimes includes a turnturn, or a change , or a change in tone (usually marked by a signal in tone (usually marked by a signal word such as “but” or “yet”)word such as “but” or “yet”)

Friday’s unit testFriday’s unit test Unit test on terms/terms found within Unit test on terms/terms found within

packet poems andpacket poems and Shakespearean Shakespearean sonnetssonnets

STUDY your terms and their STUDY your terms and their definitions, your sonnets, and definitions, your sonnets, and application of your terms to the application of your terms to the poemspoems

Test = 50 points, with combination of Test = 50 points, with combination of multiple choice, matching and short multiple choice, matching and short answeranswer

Sample test questionSample 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?

Sample test questionsSample 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).

Sample test questionSample test question

Read The Nymph’s Reply by Raleigh, then list AND define AND explicate examples of the following:

EnjambmentUnderstatement

AntithesisAllusion

Synecdoche

Sample test questionSample test questionAnd Philomel becometh dumb a. conceit Why so pale and wan, fond lover? b. incremental repetitionPrithee, why so pale? The glorious eye of heaven c. archaism Is fancy’s spring, but sorrow’s fall d. allusion 

““Vain man,” said she, Vain man,” said she, e. antithesis

““that doest in vain assay …”that doest in vain assay …” 

Sample test questionSample 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

  

Sample test questionSample 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 imageb. Antithesis/synecdochec. Archaism/turnd. Personification/tactile image

For your sonnet illustrationFor your sonnet illustration

No handwriting…type all text. 24fontNo handwriting…type all text. 24font Remember neatness, organization, Remember neatness, organization,

and “matting” of photos.and “matting” of photos. Maintain a consistent “theme” with Maintain a consistent “theme” with

your choice of colors and papers.your choice of colors and papers. DO NOT PUT YOUR NAMES ON YOUR DO NOT PUT YOUR NAMES ON YOUR

POSTER. DO NOT FOLD IT.POSTER. DO NOT FOLD IT. Posters are due on Monday.Posters are due on Monday.

Spenser’s Spenser’s AmorettiAmoretti #75#75One day I wrote her name upon the One day I wrote her name upon the strandstrand, ,

But came the waves and washed it away: But came the waves and washed it away: Again I wrote it with a second Again I wrote it with a second handhand, , But came the tide, and made my pains his prey. But came the tide, and made my pains his prey.

““Vain man,” said she, “that Vain man,” said she, “that doestdoest in vain in vain assay assay A mortal thing so to immortalize, A mortal thing so to immortalize, For I myself shall like to this decay, For I myself shall like to this decay, And And eek eek my name be wiped out likewise.”my name be wiped out likewise.”

““Not so” (quoth I), “let baser things devise Not so” (quoth I), “let baser things devise To die in dust, but you shall live by fame: To die in dust, but you shall live by fame: My verse your virtues rare shall eternize, My verse your virtues rare shall eternize, And in the heavens write your glorious name. And in the heavens write your glorious name.

Where whenas Death shall all the world subdue, Where whenas Death shall all the world subdue, Our love shall live, and later life renew.”Our love shall live, and later life renew.”

Woo Poem AssignmentWoo Poem Assignment Write a pastoral poem of today that aims to Write a pastoral poem of today that aims to

entice, or “woo” your partner for friendship.entice, or “woo” your partner for friendship. The poem should comprise four ABAB The poem should comprise four ABAB

quatrainsquatrains Focus: think of your values, morals, talents, Focus: think of your values, morals, talents,

skills that you could offer your partnerskills that you could offer your partner Emphasis on friendship---NOT a romantic Emphasis on friendship---NOT a romantic

relationship!relationship! Due tomorrow. Write your poem neatly on Due tomorrow. Write your poem neatly on

your index card.your index card.

1.1. Select one and read the poem. Select one and read the poem.

2.2. In one sentence, explain why it is In one sentence, explain why it is an example of a an example of a Cavalier poemCavalier poem..

3.3. In a concise paragraph, explain In a concise paragraph, explain how (through precise images, how (through precise images, metaphors and word choice) metaphors and word choice) Herbert or Jonson includes a Herbert or Jonson includes a carpe diemcarpe diem element in this poem.element in this poem.

““Virtue” or “Still To Be Virtue” or “Still To Be Neat”Neat”

Psalm 23Psalm 23

The Lord is my shepherd; I shall not want. The Lord is my shepherd; I shall not want. He maketh me to lie down in green pastures: he He maketh me to lie down in green pastures: he

leadeth me beside the still waters. leadeth me beside the still waters. He restoreth my soul: he leadeth me in the paths of He restoreth my soul: he leadeth me in the paths of

righteousness for his name's sake. righteousness for his name's sake. Yea, though I walk through the valley of the shadow Yea, though I walk through the valley of the shadow

of death, I will fear no evil: for thou art with me; of death, I will fear no evil: for thou art with me; thy rod and thy staff they comfort me.thy rod and thy staff they comfort me.

Thou preparest a table before me in the presence of Thou preparest a table before me in the presence of mine enemies: thou anointest my head with oil; mine enemies: thou anointest my head with oil; my cup runneth over. my cup runneth over.

Surely goodness and mercy shall follow me all the Surely goodness and mercy shall follow me all the days of my life: and I will dwell in the house of the days of my life: and I will dwell in the house of the Lord forever.Lord forever.

In your group:In your group: Reread and summarize the plot of each of Reread and summarize the plot of each of

the assigned poems in your packet. the assigned poems in your packet. Label each as Label each as

Pastoral/Cavalier/Metaphysical/Petrarchan.Pastoral/Cavalier/Metaphysical/Petrarchan. Using your poetic terms/definitions, Using your poetic terms/definitions,

HIGHLIGHT AND LABEL TWO EXAMPLES OF HIGHLIGHT AND LABEL TWO EXAMPLES OF EACH TERM within the assigned poems in EACH TERM within the assigned poems in your packet.your packet.

STUDY FOR TOMORROW’S QUIZ!STUDY FOR TOMORROW’S QUIZ!

In your group:In your group:

1.1. Read your assigned sonnet for Read your assigned sonnet for understanding. Locate its turn.understanding. Locate its turn.

2.2. Practice reading the sonnet aloud and Practice reading the sonnet aloud and explicating it quatrain by quatrain.explicating it quatrain by quatrain.

3.3. You will READ, PRESENT and TEACH You will READ, PRESENT and TEACH this assigned sonnet to the class.this assigned sonnet to the class.

4.4. Let Mrs. Peters know if you need help. Let Mrs. Peters know if you need help. Do not teach something that you do Do not teach something that you do not know!not know!

Pastoral poetryPastoral poetry Poetry that relates to rural, Poetry that relates to rural,

naturalistic life and scenes; emphasis naturalistic life and scenes; emphasis on the natural, pastoral lifeon the natural, pastoral life

Many pastoral poems are Many pastoral poems are carpe diemcarpe diem in naturein nature

They aim to “woo” or entice a partner They aim to “woo” or entice a partner to embrace the poet’s quality of lifeto embrace the poet’s quality of life

An “invitation” to accept one’s An “invitation” to accept one’s inherent nature, values, skills and inherent nature, values, skills and talentstalents

Cavalier poetryCavalier poetry

Known as Known as carpe diemcarpe diem, or “Seize the , or “Seize the moment” poetrymoment” poetry

Characteristics:Characteristics:– Light, airy tone and subjectLight, airy tone and subject– Highly polished and mannerlyHighly polished and mannerly– Love is depicted as carefree, rather than Love is depicted as carefree, rather than

seriousserious– SprezzaturaSprezzatura: careless grace; effortless : careless grace; effortless

stylestyle– Aimed to woo and TO WARN!Aimed to woo and TO WARN!

Metaphysical poetryMetaphysical poetry

Meta = transcending beyond Meta = transcending beyond Physical = the real and tangible realmPhysical = the real and tangible realm Characteristics:Characteristics:

– Deals with “deep” subjects like love, Deals with “deep” subjects like love, death, faith in Goddeath, faith in God

– Conversational style, but formal structureConversational style, but formal structure– Intense meditationsIntense meditations– Rich in imagery and Rich in imagery and metaphysical metaphysical

conceits, conceits, or metaphors or metaphors

On the reverse side of your On the reverse side of your card:card:

Compare/contrast the Compare/contrast the distinct purpose between distinct purpose between a Cavalier and a Pastoral a Cavalier and a Pastoral

poem.poem.

To His Coy (shy) MistressTo His Coy (shy) Mistress

If we only had enough timeIf we only had enough time

Then his coyness lady, Then his coyness lady, would be would be finefine..

My My strongstrong love should grow love should grow

BiggerBigger than than buildingsbuildings, and more , and more slow…slow…

To His Coy (shy) MistressTo His Coy (shy) Mistress

_____________________________,_____________________________,

Then his coyness lady, Then his coyness lady, ____________________..

My My ___________ ___________ love should growlove should grow

_______ than _______ than __________________, and more , and more slow…slow…

The Elizabethan Age The Elizabethan Age of Poetryof PoetryEnglish English

RenaissanceRenaissance

1485 - 16601485 - 1660

First part of today’s lessonFirst part of today’s lesson

Find your assigned partner.Find your assigned partner. Retrieve chapter on the European Retrieve chapter on the European

Renaissance from Ms. Peters.Renaissance from Ms. Peters. Read the chapter and complete the Read the chapter and complete the

coordinating notes in packet.coordinating notes in packet. Present information for review.Present information for review. The sooner you finish, the quicker we The sooner you finish, the quicker we

can get to this week’s film.can get to this week’s film.

Art in the RenaissanceArt in the Renaissance

The Sistine ChapelThe Sistine Chapel

. . . human beings are noble and capable of perfection . . .

Humanism: The Age of Humanism: The Age of ScholarshipScholarship

Milton, in his essay Milton, in his essay Of Education:Of Education:

The aim of The aim of humanismhumanism was was “not to produce scholars but to “not to produce scholars but to fit students to perform justly, fit students to perform justly, skillfully… all the duties, public skillfully… all the duties, public and private, of peace and war.”and private, of peace and war.”

The Proliferation of the The Proliferation of the UniversityUniversity

KNOWLEDGE IS POWER! (Francis Bacon)KNOWLEDGE IS POWER! (Francis Bacon)

Printing PressPrinting Press

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

Factors which led to the Factors which led to the development of the Protestant development of the Protestant

Reformation:Reformation:

Public resentment with the Catholic Public resentment with the Catholic church regarding mandatory tithes church regarding mandatory tithes and corruption in leadershipand corruption in leadership

King Henry the VIIIKing Henry the VIIIthth in need of a in need of a male heirmale heir

He is in love with Anne Boleyn and He is in love with Anne Boleyn and wants a divorce from current wife wants a divorce from current wife Catharine of AragonCatharine of Aragon

New religious ideas (Martin Luther)New religious ideas (Martin Luther)

King Henry VIIIKing Henry VIII Second heir to the House of Second heir to the House of

Tudor, after his deceased Tudor, after his deceased older brother Arthurolder brother Arthur

He is more popularly known He is more popularly known for his role in the separation for his role in the separation of the of the Church of England from from the the Roman Catholic Church. . Henry's struggles with Rome Henry's struggles with Rome ultimately led to the ultimately led to the separation of the Church of separation of the Church of England from papal authority, England from papal authority, the dissolution of the dissolution of monasteries, and establishing monasteries, and establishing himself as the himself as the Supreme Head of the Church of England

His struggle for a male heir His struggle for a male heir led him to marry six wivesled him to marry six wives

Catherine of Aragon Catherine of Aragon (Wife one…divorced for (Wife one…divorced for

several reasons)several reasons)Mother of

Mary I

Anne BoelynAnne Boelyn(wife two…beheaded for (wife two…beheaded for

treason treason and heresy)and heresy)

Mother of Elizabeth I

Jane SeymourJane Seymour(wife three: “my one true (wife three: “my one true

wife”…she dies)wife”…she dies)Mother of Edward VI

Anne of ClevesAnne of Cleves(wife four…divorced for one (wife four…divorced for one

major reason!)major reason!)

Catherine HowardCatherine Howard(wife five…beheaded for (wife five…beheaded for

adultery/treason!)adultery/treason!)

Catherine ParrCatherine Parr(wife six…survives Henry)(wife six…survives Henry)

After The Death of King After The Death of King Henry the 8thHenry the 8th

His daughter, Mary, His daughter, Mary, born of Catharine of born of Catharine of Aragon and a fervent Aragon and a fervent Catholic, becomes Catholic, becomes queen and reinstates queen and reinstates the Catholic church the Catholic church in Englandin England

She acquires the She acquires the name “Bloody Mary” name “Bloody Mary” because she has because she has hundreds of hundreds of Protestant Protestant “heretics” burned at “heretics” burned at the stakethe stake

Mary Mary dies; dies;

Princess Princess Elizabeth Elizabeth becomes becomes queen!queen!

She reinstates the Protestant church as the She reinstates the Protestant church as the National Church of England (and becomes National Church of England (and becomes excommunicated from the Catholic Church)excommunicated from the Catholic Church)

She resurges the Royal Navy which defeats She resurges the Royal Navy which defeats the Spanish Armada’s effort to reclaim the Spanish Armada’s effort to reclaim England as CatholicEngland as Catholic

She encourages national writers, She encourages national writers, musicians, artists and architects to create musicians, artists and architects to create new works which depict the humanist view new works which depict the humanist view of the Renaissanceof the Renaissance

She reigns for over forty years, thwarting She reigns for over forty years, thwarting enemy attempts to marry her off and to enemy attempts to marry her off and to assassinate herassassinate her

Good Queen Bess!

Threats to Elizabeth’s Threats to Elizabeth’s ThroneThrone

Mary, Queen of Scots Mary, Queen of Scots (Elizabeth’s cousin)(Elizabeth’s cousin)

Mary, a devout Mary, a devout Catholic, denounces Catholic, denounces Elizabeth’s legitimacy Elizabeth’s legitimacy as queen (since as queen (since Elizabeth is Protestant)Elizabeth is Protestant)

Death threats plague Death threats plague Elizabeth’s reign; Mary Elizabeth’s reign; Mary is beheaded for is beheaded for treasontreason