EWC4U1
Earl Haig Secondary School
English Department
The Sonnet
The sonnet – whose name is derived from the Italian word sonnetto, meaning
“little song” – is a 14-line lyric poem that follows a specific metre and rhyme
scheme. Originally sonnets primarily dealt with love and were accompanied by
mandolin or lute music. Most of the early sonnets are either concerned with the
torments of love or with chivalry and courtly love (they were often used to woo
potential suitors).
Metre: is the rhythmical pattern of stressed and unstressed syllables used in poetry.
The unit of metre is called a Foot (feet).
Octave: an eight-line stanza.
Sestet: a six-line stanza.
Quatrain: a four-line stanza.
Couplet: two successive lines of poetry that are similar in both metre and rhyme.
There are two classic forms of sonnets:
the Italian (Petrarchan) Sonnet and the English (Shakespearean) Sonnet.
Structure
Rhyme Scheme
Metrical Pattern
Metre:
# of Feet in a line:
Subject
Italian (Petrarchan)
14 lines comprised of:
- 1 Octave
- 1 Sestet
English (Shakespearean)
14 lines comprised of:
- 3 Quatrains
- 1 Couplet
abba abba cdcdcd
Iambic Pentameter (˘|´)
10 Syllables
abab cdcd efef gg
Iambic Pentameter (˘|´)
10 Syllables
Iambic: unstressed|stressed
Pentameter: 5
Iambic: unstressed|stressed
Pentameter: 5
The octave usually presents
a problem or situation, and
the sestet provides a
resolution.
Each quatrain usually
develops a different aspect
of the subject, while the
final couplet sums up the
poet’s feelings toward the
subject.
EWC4U1
Earl Haig Secondary School
English Department
Sonnet xiv (From Sonnets From the Portuguese)
by Elizabeth Barrett Browning
If thou must love me, let it be for nought
Except for love’s sake only. Do not say
“I love her for her smile – her look – her way
Of speaking gently, – for a trick of thought
That falls in well with mine, and certes brought
A sense of pleasant ease on such a day” –
For these things in themselves, Belovèd, may
Be changed, or change for thee, – and love, so wrought,
May be so unwrought so. Neither love me for
Thine own dear pity’s wiping my cheeks dry, –
A creature might forget to weep, who bore
Thy comfort long, and lose thy love thereby!
But love me for love’s sake, that evermore
Thou mayst love on, through love’s eternity.
Sonnet 116 by William Shakespeare
Let me not to the marriage of true minds
Admit impediments, love is not love
Which alters when it alteration finds,
Or bends with the remover to remove.
O no, it is an ever-fixed mark
That looks on tempests and is never shaken;
It is the star to every wand'ring bark,
Whose worth's unknown, although his height be taken.
Love's not Time's fool, though rosy lips and cheeks
Within his bending sickle's compass come,
Love alters not with his brief hours and weeks,
But bears it out even to the edge of doom:
If this be error and upon me proved,
I never writ, nor no man ever loved.
EWC4U1
Earl Haig Secondary School
English Department
Sonnet 29 by William Shakespeare
When in disgrace with Fortune and men's eyes,
I all alone beweep my outcast state,
And trouble deaf heaven with my bootless cries,
And look upon my self and curse my fate,
Wishing me like to one more rich in hope,
Featured like him, like him with friends possessed,
Desiring this man's art, and that man's scope,
With what I most enjoy contented least,
Yet in these thoughts my self almost despising,
Haply I think on thee, and then my state,
(Like to the lark at break of day arising
From sullen earth) sings hymns at heaven's gate,
For thy sweet love remembered such wealth brings,
That then I scorn to change my state with kings.
Oh Mother, Mother, Where is Happiness?
By Gwendolyn Brooks
Oh mother, mother, where is happiness?
They took my lover’s tallness off to war,
Left me lamenting. Now I cannot guess
What I can use an empty heart-cup for.
He won’t be coming back here any more.
Some day the war will end, but, oh, I knew
When he went walking grandly out that door
That my sweet love would have to be untrue.
Would have to be untrue. Would have to court
Coquettish death, whose impudent and strange
Possessive arms and beauty (of a sort)
Can make a hard man hesitate and change.
And he will be the one to stammer, “Yes.”
Oh mother, mother, where is happiness?
EWC4U1
Earl Haig Secondary School
English Department
The Sonnet
“Sonnet xiv” (E. Barrett Browning)
“Sonnet 116” (W. Shakespeare)
“Sonnet 29” (W. Shakespeare)
“Oh Mother, Mother, Where is Happiness” (G. Brooks)
Analysis
Use specific examples from the poem(s) to support your answers. The assignment
must be submitted as part of your portfolio, and will be evaluated.
1) Choose one of the four sonnets above and scan* the poem. Don’t forget
to indicate the line numbers along the left-hand side.
2) Whereas narrative poetry tells a story, lyric poetry presents a personal and
emotional impression of a subject. Identify the subject and the emotion
that is central to the poem. Identify what problem is posed in the octave
and the solution given in the sestet OR what aspects of the subject is
investigated in the quatrains and the overall feeling given in the couplet.
3) Identify two poetic devices in your chosen sonnet. Explain how these
devices contribute to the overall meaning.
4) Recall people, places or things you love. Choose a subject that evokes a
strong emotional response and explore your feelings about it. Decide
whether it would best fit an Italian or English sonnet pattern. Write a
sonnet about your subject using either the problem-solution approach or
the exploration of different aspects. You must include three poetic devices.
Use the poem(s) and the information above to help you structure your
own.
*Scansion” or “scanning” a poem means to identify the metrical pattern and
rhyme scheme by drawing in the appropriate symbols.
EWC4U1
Earl Haig Secondary School
English Department
Task Rubrics
Strand (RW)
0-49%
50-59%
60-69%
70-79%
80-100%
demonstrates an
understanding of
the concepts and
content
- does not
demonstrate
understanding of
iambic pentameter
or scansion
- does not
demonstrate
knowledge of
literary devices
and content
-demonstrates little
understanding of
iambic pentameter
and scansion
-demonstrates little
knowledge of
literary devices and
content
-demonstrates
some
understanding of
iambic pentameter
and scansion
-demonstrates
some knowledge
of literary devices
and content
-demonstrates
strong
understanding of
iambic pentameter
and scansion
-demonstrates
strong knowledge
of literary devices
and content
-demonstrates
thorough
understanding of
iambic pentameter
and scansion
-demonstrates
thorough
knowledge of
literary devices and
content
answers questions
using support
-answers are not
specific and do not
include support
and explanation
-answers are
mostly summary
and include limited
support and
explanation
-answers include
some support and
some explanation
-answers include
specific support
and explanation
-answers are
specific,
thoroughly
supported.
and include
explanation
spelling, grammar,
punctuation, and
usage, and
attention to style
Mark
Total
meaning is
obscured due to
errors; no attention
to style
limited accuracy
and attention to
style
some accuracy and
attention to style
considerable
accuracy and
attention to style
thorough and
accurate and
attention to style
0-49%
50-59%
60-69%
70-79%
80-100%
does not
demonstrate
knowledge of
sonnet form,
content, or
literary devices
does not
structure sonnet
correctly; does
not include
literary devices
demonstrates
limited knowledge
of sonnet form,
content, and
literary devices
demonstrates
some knowledge
of sonnet form,
content, and
literary devices
demonstrates strong
knowledge of
sonnet form,
content, and
literary devices
uses sonnet
structure with
limited accuracy;
uses literary
devices with
limited
effectiveness
limited accuracy
and attention to
style
uses sonnet
structure with
some accuracy ;
uses literary
devices with some
effectiveness
demonstrates
considerable
knowledge of
sonnet form,
content, and
literary devices
uses sonnet
structure with
considerable
accuracy; uses
literary devices
with considerable
effectiveness
considerable
accuracy and
attention to style
Strand (PW)
shows knowledge
and understanding
of sonnet form,
content , and
literary devices
sonnet structure,
organization and
use of literary
devices
spelling, grammar,
punctuation, and
usage, and
attention to style
Mark
Total
meaning is
obscured due to
errors; no
attention to style
some accuracy
and attention to
style
uses sonnet
structure with a
high degree of
accuracy; uses
literary devices
with a high degree
of effectiveness
thorough and
accurate and
attention to style