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©2010 Secondary Solutions - 24 - Romeo and Juliet Literature Guide

Shakespeare’s Style The Sonnet Form and Iambic Pentameter

Shakespeare wrote 154 sonnets in addition to his plays. In fact, he even added sonnets into his plays. Most of his sonnets were related to the topic of love, and were often written in a sequel-like fashion. Before we dive into reading an entire play, we will be approaching Shakespeare’s style in a smaller poem, called a sonnet. The word sonnet comes from the Italian word sonnetto, meaning “little song.”

The Shakespearean sonnet almost always follows the same format. It has 14 lines with approximately 10 syllables each line. Each line of the sonnet is written in iambic pentameter. The prefix pent means “five.” A line of iambic pentameter consists of 10 syllables, or five iambs of two syllables each. An iamb is an “unstressed” syllable followed by a “stressed” syllable. When written, the “U” symbols mean unstressed, and the “/” indicates a stressed syllable.

To understand the idea of a stressed or an unstressed syllable, think about the syllables of some common names. The name Christopher can be divided into three syllables: Chris/to/pher. If we place the stress, or the emphasis, on the “Chris” it would look like this:

/ U U Chris / to / pher If we place the emphasis on the “to” the name would sound odd to our ears, and look like this: U / U Chris / to / pher When analyzing a line of Shakespeare’s work, it would look like this: U / U / U / U / U / Let me not to the mar riage of true minds (from Sonnet 116) Finally, Shakespearean sonnets always follow the same rhyme scheme: ABABCDCDEFEFGG, ending with the rhyming couplet, or two rhyming lines. Now that the technical terms have been introduced, it is time to put that knowledge to work in a practical activity. Directions: Read the sonnet on the next page. This sonnet is one of the most famous of Shakespeare’s sonnets: Sonnet 23. Read and analyze this sonnet, paying careful attention to the rhyme scheme and the pattern of syllables. Then, using the chart, divide the sonnet into syllables and label its rhyme scheme. The first line has been done for you.

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©2010 Secondary Solutions - 38 - Romeo and Juliet Literature Guide

Ex. Scene 1, Montague describes Romeo: Many a morning hath he there been seen, With tears augmenting the fresh morning dew. Adding to clouds more clouds with his deep sighs; But all so soon as the all-cheering sun Should in the furthest east begin to draw The shady curtains from Aurora's bed, Away from the light steals home my heavy son, And private in his chamber pens himself, Shuts up his windows, locks far daylight out And makes himself an artificial night

a. What we learn about Romeo: Romeo has been depressed, hiding away from

everyone, even locking himself alone in his room.

b. Why it is important to the story so far: We learn about Romeo’s lovesickness,

and how depressed he got when Rosaline refused his love.

1. Scene 1, Benvolio recaps the fight at the beginning of the play: The fiery Tybalt, with his sword prepared, Which, as he breathed defiance to my ears, He swung about his head and cut the winds, Who nothing hurt withal hiss'd him in scorn: While we were interchanging thrusts and blows, Came more and more and fought on part and part, Till the prince came, who parted either part.

a. What we learn about Tybalt:

b. Why it is important to the story so far:

2. Scene 1, Romeo: Out of her favour, where I am in love.

a. What we learn about Romeo:

b. Why it is important to the story so far:

3. Scene 2, Capulet speaks about Juliet to Paris: She is the hopeful lady of my earth: But woo her, gentle Paris, get her heart, My will to her consent is but a part; An she agree, within her scope of choice Lies my consent and fair according voice