Renaissance. “Write down everything that comes into your mind when you see/hear the word

Renaissance.

“Write down everything that comes into your mind when you see/hear the word

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Shakespeare

Renaissance

The English Renaissance

1485-1625

Coming out of the “Dark Ages” “Renaissance” = Rebirth What are some of the quick facts about the “Dark Ages”

we discussed with A Knight’s Tale? After Romans leave The black death Decreased literacy Increased warfare Separate classes

What are some examples from A Knight’s Tale? Adhemar called to war Class distinction “Can a man change his stars?”

Reborn how? Religious discovery

Previously? Erasmus, Thomas Moore and others raise questions and

pave the way Exploration

What happens in 1492? Creativity

Shakespeare? Invention

DaVinci?

Religious discovery

First edition of the “New Testament” created by Desiderius Erasmus (Dutch)

Martin Luther’s 95 Theses of dissention (German)—Protestant Reformation

Tudor dynasty in England—changed religious practices; established as a World Power Henry VIII (Catholic)—Married 6 times

Split with Catherine of Aragon to marry Anne Boleyn—led to separation with Catholic church

Henry VIII’s Protégés

Henry VIII

1st WifeCatherine of Aragon

2nd WifeAnne Boleyn

3rd WifeJane Seymour

Henry VIII’s HeirKing Edward: Reigned

From age 9-15Protestant Nation

Mary’s HeirQueen Elizabeth IThe epitome of the

Renaissance

Edward’s Heir “Bloody Mary”

Reigned 1553-1558Restored Catholicism

The Stuart’s Reign—Exploration Elizabeth Names James of Scotland (related

to Henry VII; change of family in power) as her successor Commissioned the “King James Bible”—until

this point English versions were illegal Established “Jamestown Colony”—first

successful NA colony Persecuted Puritans

Creativity Elizabethan Age/Literature—”come of age” Lyric poetry became popular

The Sonnet: a fourteen-line poem which in English is usually in iambic pentameter and whose rhyme scheme varies.

Sonnet cycle: a series of sonnets that fit loosely together to form a story

Drama excelled Prose even gained popularity

Sonnet Basics 14 Lines Long Divided into Octave (8 lines), and a sestet (6 lines) w/

varied rhyme scheme Octave develops thought or theme Sestet expands or contradicts the thought or theme Volta (turn) occurs between octave and sestet Iambic Pentameter: Rhythm evidenced by an

unstressed syllable followed by a stressed syllable; Iamb one unstressed syllable plus one stressed syllable; Penta= 5; Iambic pentameter=5 iambs (see handout)

Sonnet Basics (Petrarchan) 14 Lines Long Divided into Octave (8 lines) w/ abbaabba

rhyme scheme, and a sestet (6 lines) w/ cdecde, or cdcdcd rhyme scheme

Octave develops thought or theme Sestet expands or contradicts the thought or

theme Volta (turn) occurs between octave and sestet Iambic Pentameter

“When I consider How My Light is Spent” by John Milton

When I consider how my light is spent,Ere half my days in this dark world wide,And that one talent which is death to hide

Lodged with me useless, though my soul more bentTo serve therewith my Maker, and present

My true account, lets he returning chide; “Doth God exact day-labor, light denied?”

I fondly ask. But Patience, to preventThat murmur soon replies, “God doth not need

Either man’s work or His own gifts. Who best Bear His mild yoke, they serve Him best. His state

Is kingly: thousands at his bidding speed, And post o’er land and ocean without rest; They also serve who only stand and wait

ABBA

OctaveABBACDE SestetCDE

Shakespearean Sonnets The Shakespearean sonnet is divided into three

quatrains and a closing couplet, with a rhyme scheme abab cdcd efef gg.

English Sonnets ~ Shakespearean Sonnets

Uses 3 quatrains (4 lines each) and ends in a couplet (2 lines): abab/ cdcd/ efef/ gg

Quatrains may develop separate metaphors and the closing couplet can either confirm or go sharply against the prior lines.

The volta comes in line 13 usually—sometimes in line 9

Complete the following expressions, each of which first saw the light in one of his plays

1. Neither a                      or a                      be2. All the world’s a                      3. With bated                      4. Break the                      5. Come full                      6. Eaten me out of house and                      7. A foregone                      8. Laugh yourselves into                      9. Not                      an inch10. Too much of a good                     

Complete the following expressions, each of which first saw the light in one of his plays

1. Neither a     borrower        or a        lender        be2. All the world’s a    stage            3. With bated    breath             4. Break the      bank            5. Come full       circle          6. Eaten me out of house and      home            7. A foregone    conclusion           8. Laugh yourselves into        stitches          9. Not     budge            an inch10. Too much of a good        thing        

Recognizing Shakespeare’s importance Witnessing the birth of a language Of the 20,138 different words that

Shakespeare employs in his plays, sonnets, and other poems, his is the first known use of more than 1,700 of them.

made up more than 8.5 percent of his written vocabulary.

Proto Indo EuropeanProto Indo European

GermanicGermanicCelticCelticBalto-SlavicBalto-SlavicLatinLatinGreek Greek AlbanianAlbanian

Indo-Indo-IranianIranian

RussianRussian

UkrainianUkrainian

CzechCzech

SlovakSlovak

Serb-Serb-CroatianCroatian

PersianPersian

KurdishKurdish

HindiHindi

BengaliBengali

IranianIranianSanskritSanskritRomanianRomanian

FrenchFrench

SpanishSpanish

PortuguesePortuguese

ItalianItalian

SlavicSlavicBalticBaltic WelshWelsh

BretanBretan

GGælicælic

LatvianLatvian

LithuanianLithuanian

GermanicGermanic

IcelandicIcelandic

East East NorseNorse

West West NorseNorse

Old NorseOld NorseGothicGothic

East East GermanicGermanic

North North GermanicGermanic

Old FrisianOld Frisian

Old High Old High GermanGerman

HighHighLowLow

West West GermanicGermanic

Old EnglishOld English Old Low GermanOld Low German

AnglianAnglianWest West SaxonSaxon

Old Low Old Low FranconianFranconian

Old Old SaxonSaxonKentishKentish

Middle EnglishMiddle English Modern EnglishModern English

NorwegianNorwegian

SwedishSwedish

DanishDanish

Old EnglishOld English

AnglianAnglianWest West SaxonSaxon

KentishKentish

Middle EnglishMiddle English

ShakespeareShakespeare

ShakespeareShakespeare

EarlyEarly

Modern EnglishModern English

LateLate

Modern EnglishModern English

English Sonnets ~ Shakespearean Sonnets Uses 3 quatrains (4 lines each) and ends in a couplet

(2 lines): abab/ cdcd/ efef/ gg Quatrains may develop separate metaphors and the

closing couplet can either confirm or go sharply against the prior lines.

The volta comes in line 13 usually—sometimes in line 9

Iambic Pentameter: Iamb= unstressed +stressed syllable; Penta=5; Iambic Pentameter=5 iambs; 10 syllables

A Sonnet for StephenPre-Analysis for Shakespearean Sonnets

Number the lines1. I see a little boy of four or five2. Whose face lights up whenever we would play_3. Who made me feel it’s great to be alive4. And wish that time would never tick away5. I see a college youth who goes to Penn, 6. Strong and handsome, smart in mind and dress, 7. Enthusiastic, kind, who scores a “ten,”8. Possessing every trait that spells success. 9. I see the man who came from both those boys10. Creating business plans and paths to wealth11. With nonchalance, with skill and unique poise12. While fighting back attackers of his health. 13. The boy, the youth, the man are each now gone, 14. Except that in my heart they linger on.

Box the quatrainsI see a little boy of four or fiveWhose face lights up whenever we would play_Who made me feel it’s great to be aliveAnd wish that time would never tick awayI see a college youth who goes to Penn, Strong and handsome, smart in mind and dress, Enthusiastic, kind, who scores a “ten,”Possessing every trait that spells success. I see the man who came from both those boysCreating business plans and paths to wealthWith nonchalance, with skill and unique poiseWhile fighting back attackers of his health. The boy, the youth, the man are each now gone, Except that in my heart they linger on.

Double Box the CoupletI see a little boy of four or fiveWhose face lights up whenever we would playWho made me feel it’s great to be aliveAnd wish that time would never tick awayI see a college youth who goes to Penn, Strong and handsome, smart in mind and dress, Enthusiastic, kind, who scores a “ten,”Possessing every trait that spells success. I see the man who came from both those boysCreating business plans and paths to wealthWith nonchalance, with skill and unique poiseWhile fighting back attackers of his health. The boy, the youth, the man are each now gone, Except that in my heart they linger on.

Identify the Iambic PentameterI see a little boy of four or five

I

a

tle

of

or

see

lit

boy

four

five

Iambic PentamenterI see a little boy of four or fiveWhose face lights up whenever we would playWho made me feel it’s great to be aliveAnd wish that time would never tick awayI see a college youth who goes to Penn, Strong and handsome, smart in mind and dress, Enthusiastic, kind, who scores a “ten,”Possessing every trait that spells success. I see the man who came from both those boysCreating business plans and paths to wealthWith nonchalance, with skill and unique poiseWhile fighting back attackers of his health. The boy, the youth, the man are each now gone, Except that in my heart they linger on.

Rhyme Scheme!I see a little boy of four or fiveWhose face lights up whenever we would playWho made me feel it’s great to be aliveAnd wish that time would never tick awayI see a college youth who goes to Penn, Strong and handsome, smart in mind and dress, Enthusiastic, kind, who scores a “ten,”Possessing every trait that spells success. I see the man who came from both those boysCreating business plans and paths to wealthWith nonchalance, with skill and unique poiseWhile fighting back attackers of his health. The boy, the youth, the man are each now gone, Except that in my heart they linger on.

Analyze Subject

Stephen’s Life Occasion

The time span of Stephen’s life Written after his death—eulogy?

Audience Those who love Stephen Stephen himself

Purpose To eulogize and pay respects to a dear departed friend

Speaker A friend of Stephen’s who misses him very much

Theme What is the main idea of the poem? What

should we get out of it? Moral?

Volta & Couplet Volta: line 13—there is a turn

Instead of talking about Stephen’s life the speaker is now talking of his death

Contradicted or expanded? Contradicted (see above)