Sonnets 29 and 35
Necessary Background Information to Access Meaning:
Shakespeare’s sonnets fit within multiple topical themes, but the origin of the relationships is often unknown.
Beyond the Sonnet Structure – Students should understand that sonnets were written to be spoken. Iambic
pentameter is thought to model regular speech with specific stress on certain syllables de DUH de DUH. Have
students practice reciting the initial sonnet (reader’s theater style) Show them an example of what it sounds like.
To HOOK students – emphasize the literary mystery of Shakespeare (we don’t know much about his life, but the
sonnets are often considered a auto-biographical)
Share that there are two figures that the sonnets often reference “the dark lady” and “the beloved” <a man> it is
unclear that if the man or woman were his lovers, ficticious, or part of his own societal observations. Students
should be able to draw their own conclusions at the end of the mini-unit.
Sonnet 29: Support in translation: http://www.shakespeare-online.com/sonnets/29detail.html
Sonnet 35: Support in translation: http://www.shakespeares-sonnets.com/sonnet/35
THE FRAMEWORK:
What do I need to know about this text to reach the student outcomes?
What is the author trying to convey?
TEXT OVERVIEW – Sonnet 29
The quick scoop:
Genre: Romantic Poetry Sonnet
Author: William Shakespeare
Background:.First Published in 1609
Shakespeare’s sonnets are very different from Shakespeare’s plays, but they do contain dramatic elements and
an overall sense of story. Each of the poems deals with a highly personal theme, and each can be taken on its
own or in relation to the poems around it. The sonnets have the feel of autobiographical poems, but we don’t know
whether they deal with real events or not, because no one knows enough about Shakespeare’s life to say whether
or not they deal with real events and feelings, so we tend to refer to the voice of the sonnets as “the Speaker”—as
though he were a dramatic creation like Hamlet or King Lear.
SONNETS -The Shakespearean sonnet, the form of sonnet utilized throughout Shakespeare’s sequence, is
divided into four parts. The first three parts are each four lines long, and are known as quatrains, rhymed ABAB;
the fourth part is called the couplet, and is rhymed CC. The Shakespearean sonnet is often used to develop a
sequence of metaphors or ideas, one in each quatrain, while the couplet offers either a summary or a new take on
the preceding images or ideas
<Taken from Wikipedia.com>
Summary: The sonnet begins with the Speaker “cursing his fate” and ultimately calling himself an outcast. He
states his grievances and by the end of the poem (final couplet) notes that remembering his love is all he needs
and would not trade the place of any King.
Shakespeare references emotions of depression and insecurity when comparing oneself to powerful men,
but ultimately concludes that the vulnerability of love is stronger than social power or material wealth.
What is the author doing to create meaning?
What must a reader do to get meaning?
Shakespeare uses the basic sonnet structure to
create a stark contrast between the feelings of the
Speaker at the beginning vs. the end. The Volta (turn)
and the couplet in particular really demonstrate this
shift and the overarching message. Students will need
to have basic knowledge of the structure to better
decode Shakespeare’s message
 Iambic Pentameter (essential to know that
the sonnet is usually spoken!)
 Volta (Turn)
 Couplet
Students should note how the imagery and word
choice contributes to the mood of the sonnet.
Like a traditional sonnet there is a definitive shift in
mood that students will have to note before the final
couplet as well as the simile which unveils the sense of
revival the Speaker feels. This also relates back to the
structure of the sonnet itself.
Make inferences about the Speaker’s social standing
and reasons for being depressed based on the
Speakers’ words.
Draw conclusions about the mood of the sonnet and
how it changes based on the words/images the
Speaker uses to describe the feeling of remembering
his love
Make text to self connections about feeling insecure
of inferior compared to other people or knowing that
you have someone that motivates/loves you.
Compare and Contrast the mood from the beginning
to the end and how this change contributes to the
theme
STUDENT OUTCOMES:
What should students know, understand, and be able to do through this text?
Culminating Question:
Sample Student Response:
The mood at the beginning of the sonnet is
How does Shakespeare’s shift in mood during the
distressed/destitute/depressive.
“volta” uncover the theme of the sonnet?
In your response indicate
 The overall theme (message) that the Speaker
is conveying
 Evidence of the shift in mood.
 An explanation for how this evidence supports
the overall theme of the sonnet.
Possible Text Evidence
 Disgrace with fortune
 Beweep my outcast state
 Myself alone despising
The Speaker ultimately feels like he is an outcast who is not as
wealthy or skilled as other men.
In line 10 there is a shift in the mood of the poem from depressed
to grateful/hopeful/appreciative.
Possible Text Evidence
 Haply I think on thee
 Use of a simile (lark day rising)
 Sullen earth – hymns at heaven’s gates
The Speaker sees his love as his savior from his depressed state
and in conclusion states that remembering his love brings him
“wealth” and he wouldn’t trade the place of a king.
Through this clear shift in mood, Shakespeare messages that no
matter how unfortunate or depressed a person may be, love
triumphs
Correlating Objectives:
*Building background will include an overview of the sonnet structure.
How to translate a sonnet:
On the initial day students will need to read the sonnet aloud and also begin to translate it. To comprehend
Shakespeare means students (and teacher!) may need to look up words for definitions to use context clues.
Words that students will most likely have to translate the following words/phrases (what does this mean?)
to reach comprehension
“disgrace with fortune”
Beweep
Outcast
Deaf heaven
Curse my fate
Possess’d
Man’s scope
Contented least
Despising
State (not like the US but actual social status!)
Lark
Sullen
Scorn my chance
Day 1:
SWBAT paraphrase in their own words what the Speaker is telling us using context clues
SWBAT identify the “volta” in the sonnet
Day 2
SWBAT make inferences about the life the Speaker has and wishes he had through his words in lines (1-8) and
draw conclusions about the mood of the Speaker
SWBAT describe how the mood changes from lines 9-12 providing text evidence
Day 3
SWBAT compare and contrast the Speaker’s mood at the beginning of the sonnet to the final couplet using text
evidence
SWBAT analyze how Shakespeare uses the mood shift to convey a message about love.
Sonnet 29
(1)When in disgrace with Fortune and men's eyes,
(2)I all alone beweep my outcast state,
(3)And trouble deaf heaven with my bootless cries,
(4)And look upon myself and curse my fate,
(5)Wishing me like to one more rich in hope,
(6)Featured like him, like him with friends possess'd,
(7)Desiring this man's art, and that man's scope,
(8)With what I most enjoy contented least.
(9)Yet in these thoughts myself almost despising,
(10)Haply I think on thee, and then my state,
(11)Like to the lark at break of day arising
(12)From sullen earth, sings hymns at heaven's gate;
(13)For thy sweet love remember'd such wealth brings
(14)That then I scorn to change my state with kings.
RHYME SCHEME/STRUCTURE:
Students should see the rhyme scheme of
COMPREHENSION (Lines 1-4)
the sonnet (eyes/cries) etc.
Students should pull out the initial
emotions of the Speaker in the first
4 lines as that of a social outcast
and is depressed about his
COMPREHENSION (Lines 5-8)
condition.
Students should note that he is
envious of others and doesn’t feel
as skilled or happy with himself.
COMPREHENSION (Lines 9-12)
Students should pull out that the
Speaker is saying that although he
despises himselve when he thinks
of his love and then how horrible
he feels about himself that his is
uplifted.
COMPREHENSION (Lines 13-14
FINAL COUPLET)
Students should note that because
of the memory of his love he
wouldn’t trade the place of kings.
(Note that it isn’t clear whether or
not this person is still in his life)
TEXT OVERVIEW – Sonnet 35
The quick scoop:
Genre: Romantic Poetry Sonnet
Author: William Shakespeare
Published around 1610
Background: Shakespeare’s sonnets are very different from Shakespeare’s plays, but they do contain dramatic
elements and an overall sense of story. Each of the poems deals with a highly personal theme, and each can be
taken on its own or in relation to the poems around it. The sonnets have the feel of autobiographical poems, but
we don’t know whether they deal with real events or not, because no one knows enough about Shakespeare’s life
to say whether or not they deal with real events and feelings, so we tend to refer to the voice of the sonnets as
“the Speaker”—as though he were a dramatic creation like Hamlet or King Lear.
For an overview: http://www.shmoop.com/william-shakespeare/
SONNETS -The Shakespearean sonnet, the form of sonnet utilized throughout Shakespeare’s sequence, is
divided into four parts. The first three parts are each four lines long, and are known as quatrains, rhymed ABAB;
the fourth part is called the couplet, and is rhymed CC. The Shakespearean sonnet is often used to develop a
sequence of metaphors or ideas, one in each quatrain, while the couplet offers either a summary or a new take on
the preceding images or ideas
Summary: Sonnet 35 is part of the sonnet sequence commonly agreed to be addressed to a young man; more
narrowly, it is part of a sequence running from 33 to 42, in which the Speaker considers a sin committed against
him by the young man, which the Speaker struggles to forgive.
THE FRAMEWORK:
What do I need to know about this text to reach the student outcomes?
What is the author trying to convey?
Shakespeare exposes an internal conflict through contradictory images in this sonnet. At the beginning (quatrain
1) the Speaker expresses the duality of love (beauty and imperfection) and continues in this analogy to reveal a
duality in guilt both biblical and through law. Despite the Speaker’s desire to add logic to better understand his
turmoil he sends a message that love may be beautiful, but it is imperfect and can cause inevitable pain.
How does the author create meaning?
What must a reader do to get meaning?
Shakespeare uses the basic sonnet structure to
uncover the turmoil the Speaker is going through in the
sonnet. The Volta (turn) in particular really
demonstrates a shift by trying to bring “sense” or logic
(also a play on a sexual pun) to the “sin.” Students will
need to have basic knowledge of the structure to better
decode Shakespeare’s message
 Iambic Pentameter (essential to know that
the sonnet is usually spoken!)
 Volta (Turn)
Within the structure of the sonnet comes the author’s
attempt to draw comparisons between his guilt through
forgiveness.
Analogy –
1. Beauty and love is imperfect and at times
painful.
2. Biblical analogy to sin and allowing the
“trespass” to take place (Lord’s Prayer)
3. Connection to going to trial and confessing that
he (the Speaker) is at fault
Because the Speaker feels a sense of guilt and at fault,
he provides us with a clear
Internal conflict. He is guilty of forgiving the person
that has caused him supposed emotional hardship.
Visualize to further understand the first analogy
Infer/draw conclusions about how the Speaker feels
toward the person that hurt him and why he feels he is
at fault
Compare and contrast within the first analogy to
better understand broader connections to life
experiences.
Identify and analyze analogies to uncover clues as to
why the author feels responsible (guilty) for his own
internal conflict.
STUDENT OUTCOMES:
What should students know, understand, and be able to do through this text?
Culminating Question:
Sample Student Response:
The Speaker in Sonnet 35 expresses contradictory emotions of
love and hate for the supposed “lover.” How did Shakespeare use
analogies to convey the idea that that love may be beautiful, but it
is imperfect and can cause inevitable pain. Why does the Speaker
feel responsible for his own pain?
Your response must include:
 At least two examples of analogies that contributes to
the theme
 What pain the author feels and why does he have it?
Sample Claim: Shakespeare uses a biblical and legal analogy to
demonstrate that the Speaker feels that he is guilty for his own
pain.
Text Evidence for the for Biblical:
 All men make faults, and even I in this
 Authorizing thy trespass (the Speaker is guilty as well by
letting it happen)
 For more than sins are (overreacting)
The Speaker is ultimately saying that he has sinned by
overreacting and allowing the betrayal in the first place.
Text Evidence for the blame being placed on the Speaker
through Legal Analogy:
 Myself corrupting, salving thy amiss (he corrupts himself
for smoothing over the sin)
 Lawful plea commence (the Speaker is confessing)
 Use of the word “accessory” meaning that he helped his
lover commit this crime
By using a legal analogy, the Speaker condemns himself and
“confesses” that he is “guilty” of both loving and hating the person
that betrayed him.
(USING ANALOGY 1)
The speaker ALSO forgives his lover because he knows that
love can bring pain as in Analogy 1
Text evidence:
 Roses have thorns
 Silver fountains have mud
 Moon/sun are stained
 The “sweet thief robs” the speaker
The Speaker knows that with love comes pain, but still continued
into the relationship. Shakespeare is ultimately saying that all
people make mistakes and he has made one because he knew
love is never perfect.
Correlating Objectives:
How to translate a sonnet:
On the initial day students will need to read the sonnet aloud and also begin to translate it. To comprehend
Shakespeare means students (and teacher!) may need to look up words for definitions to use context clues.
Words that students will most likely have to translate the following words/phrases (what does this mean?)
to reach comprehension
Analogy 1: Beauty:Imperfect
Analogy 2:
Biblical
Analogy 3:
Legal
Grieve
Authorizing thy trespass (Lord’s Prayer!)
“sense” – logic or a sexual pun (incense)
Loathsome canker
Salving thy amiss
Excusing these sins (meaning-he is
overreacting)
Sensual fault (lust!)
Adverse…advocate
Plea commence
Accessory
“sweet thief” –oxymoron!
Day 1
(Read through 1 time with students paraphrasing then begin to make inferences and draw conclusions)
SWBAT paraphrase in their own words what the Speaker is telling us using context clues
SWBAT identify the initial analogy between things of beauty and imperfection
SWBAT draw conclusions about the Speaker’s feelings toward the intended audience.
Day 2
SWBAT identify the biblical analogy through the Shakespeare’s language (sin, trespassing, salving, corrupting)
SWBAT identify the law analogy through Shakespeare’s language (advocate, sense, lawful plea, accessory).
SWBAT make inferences about why the Speaker believes he is “at fault” and should “advocate” for the “adverse
party.”
Day 3
SWBAT synthesize the Speaker’s feelings toward his “lover” and himself across each analogy.
SWBAT identify the Speaker’s internal conflict and describe the causes of the internal conflict (he knew that love was
imperfect, he has sinned, he is ultimately the guilty party letting his “sweet thief” rob him)
Sonnet 35
(1)No more be grieved at that which thou hast done.
(2)Roses have thorns, and silver fountains mud;
(3)Clouds and eclipses stain both moon and sun,
(4)And loathsome canker lives in sweetest bud.
(5)All men make faults, and even I in this,
(6)Authórizing thy trespass with compare,
(7)Myself corrupting, salving thy amiss,
(8)Excusing these sins more than these sins are.
(9)For to thy sensual fault I bring in sense—
(10)Thy adverse party is thy advocate—
(11)And 'gainst myself a lawful plea commence.
(12)Such civil war is in my love and hate
(13)That I an áccessory needs must be
(14)To that sweet thief which sourly robs from me.
COMPREHENSION (Lines 1-4)
ANALOGY 1: Beauty/Love:
Imperfection/Pain
Students should paraphrase on the first run
and identify the connection between the
words
“rose/thorns,(Lines
silver 5-8)
fountain/mud”
COMPREHENSION
Also
noting
that
during
this
time period
ANALOGY 2: Bibilical
eclipses
thought
to that
be harmful.
Studentswere
should
pull out
the Speaker
recognizes that everyone makes mistakes
and that the Speaker deems himself at fault
for overreacting “excusing these sins more
than these sins are.” Ss should recognize
that the words are biblically
charged.
COMPREHENSION
(Lines 9-12)
ANALOGY 3: Legal
Students should note that this is a SEXUAL
sin potentially cheating or lusting after
someone else. Students should also note the
legal metaphor. The Speaker is providing a
confession that he is to blame and feels a
sense of turmoil (conflicting emotions of
love/hate.)