Introduction
MR: MNYUKA
SUBJECT: ENGLISH
TOPIC: POEM
GRADE: 12
Greetings to you all grade 12 learners. Welcome to the English FAL WebQuest. Today we are going to look at poetry, specifically Shakespearean sonnet “Let Me not To the Marriage of True Minds”. Firstly, I hope you all recall the definition of a poetry if not here it goes, a poetry is literary work in which the expression of feelings and ideas is given intensity using distinctive style and rhythm, poems collectively or as a genre of literature. Poetry is often seen as confusing and hard to understand but it is a very misunderstood drama This lesson will help you gain knowledge about poetry. Greetings to you all grade 12 learners. Welcome to the English FAL WebQuest. Today we are going to look at poetry, specifically Shakespearean sonnet “Let Me not To the Marriage of True Minds”. Firstly, I hope you all recall the definition of a poetry if not here it goes, a poetry is literary work in which the expression of feelings and ideas is given intensity using distinctive style and rhythm, poems collectively or as a genre of literature. Poetry is often seen as confusing and hard to understand but it is a very misunderstood drama This lesson will help you gain knowledge about poetry.
Task
Task
- Analyse the external structure of sonnet 116. (5)
- Refer to line 1-4.
What kind of love is described by the words, ‘a marriage of true minds ‘? ( 2)
- Suggest two kinds of ‘alteration’ that line 3 could refer to. ( 2)
- Briefly explain why the comparison, ‘{love} is an ever-fixed mark’, works well. ( 3)
- Refer to lines 9- 12.
As what has Time been personified? Use your own words. (1)
- What do the facial features, ‘rosy lips and cheeks’ suggest? (2)
- What happens to ‘rosy lips and cheeks’ when they come within his bending sickle’s compass’?
- How does love deal with Time?
- Refer to lines 13 -14.
- Make sense of these lines as a fitting way of closing this poem. (1)
Process
The learner’s task is to complete the assigned work which they should work individually. Through this WebQuest, you will start by reading the whole poem and try to understand it, basically you will analyse the Shakespearean poem and answer questions based on it. Use these links to access the poem and an example of an analysed poem.
https://www.poetryfoundation.org/poems/45106/sonnet-116-let-me-not-to-the-marriage-of-true-minds
https://poemanalysis.com/william-shakespeare/sonnet-118/#Summary
Evaluation
Poem Analysis Rubric
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LEVEL 1 |
LEVEL 2 |
LEVEL 3 |
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Understanding of Task |
Demonstrates little or no understanding of the task. Did not analyze a poem. Did not use evidence from the text to back up interpretation. |
Demonstrates partial understanding of the task. Analyzed parts of the poem. Used some evidence from the text. |
Demonstrates thorough understanding of the task. Thoroughly analyzed the poem. Used many good quotes or examples to back up interpretation. |
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Conceptual Understanding |
Demonstrates little or no understanding of the concepts embodied in the task: diction (word choice), denotation/connotation, imagery, figurative language, theme. |
Demonstrates partial understanding of the concepts embodied in the task: diction (word choice), denotation/ connotation, imagery, figurative language, theme. |
Demonstrates thorough understanding of the concepts embodied in the task: diction (word choice), denotation/ connotation, imagery, figurative language, theme. |
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Level of Thinking |
Thinking limited to knowledge and comprehension. States the basic situation in the poem with no real analysis of imagery, figurative language or description of theme. Or uses quotes without adequate explanation. |
Demonstrates some analytical thinking. Analyzes elements of the poem (imagery, figurative language or theme) using quotes or examples to back up interpretation. |
Demonstrates synthetic thinking. Analyzes elements of the poem using quotes or examples to back up interpretation. Critically examines the author’s purpose, style, effect of the poem on the reader. |
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Evidence |
Presents little or no evidence or relevant support. Presents few or no quotes or examples from the poem. References are vague or unclear. |
Presents some evidence. Uses good quotes or examples from the poem. Parenthetically cites direct quotes. References are clear.
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Presents extensive evidence and relevant support. Parenthetically cites direct quotes. References are clear. |
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Vocabulary |
Uses little or no vocabulary of the discipline correctly. |
Uses some vocabulary of the discipline correctly. |
Uses extensive vocabulary of the discipline correctly. |
Conclusion
Conclusion
Congratulations! You have expectantly been successful in completing all the tasks assigned! You are now familiar with poetry on how to analyse it, able to answer the questions with good understanding. The learners really enjoyed the assigned tasks as they all participated
Credits
Baldwin, Emma. "Sonnet 118 by William Shakespeare". Poem Analysis,
Joel Harrison, 'grace 2' (2005)
http://www.arts.auckland.ac.nz/images/cms/ENGLISH/347/Grace2.jpg The WebQuest Page ; Laurie Foster The WebQuest Slideshare Group Evaluation Teacher Script
Sonnet 116 William Shakespear..
Teacher Page
Learners can do more research on poetry on the internet to help them understand more if necessary.
Learners are more than welcome to email and contact me if they need any explanation on the task – 218274394@mycput.ac.za
Contact number- 0740828451