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

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The English Renaissance

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 1 st Wife Catherine of Aragon Edward’s Heir “Bloody Mary” Reigned Restored Catholicism 2 nd Wife Anne Boleyn Mary’s Heir Queen Elizabeth I The epitome of the Renaissance 3rd Wife Jane Seymour Henry VIII’s Heir King Edward: Reigned From age 9-15 Protestant Nation

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 bent To 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 prevent That 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 A B AOctave A B A C D ESestet C D E

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 be 2. 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 inch 10. 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 be 2. 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 inch 10. 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 European GermanicCelticBalto-SlavicLatin Greek Albanian Indo- Iranian RussianUkrainianCzechSlovak Serb- Croatian PersianKurdishHindiBengali IranianSanskrit RomanianFrenchSpanishPortugueseItalian SlavicBaltic WelshBretan Gælic LatvianLithuanian

Germanic Icelandic East Norse West Norse Old Norse Gothic East Germanic North Germanic Old Frisian Old High German HighLow West Germanic Old English Old Low German Anglian West Saxon Old Low Franconian Old Saxon Kentish Middle English Modern English Norwegian Swedish Danish

Old English Anglian West Saxon Kentish Middle English ShakespeareShakespeare Early Modern English Late

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 Stephen Pre-Analysis for Shakespearean Sonnets

Number the lines 1. I see a little boy of four or five 2. Whose face lights up whenever we would play_ 3. Who made me feel it’s great to be alive 4. And wish that time would never tick away 5. 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 boys 10. Creating business plans and paths to wealth 11. With nonchalance, with skill and unique poise 12. 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 quatrains I see a little boy of four or five Whose face lights up whenever we would play_ Who made me feel it’s great to be alive And wish that time would never tick away I 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 boys Creating business plans and paths to wealth With nonchalance, with skill and unique poise While 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 Couplet I see a little boy of four or five Whose face lights up whenever we would play Who made me feel it’s great to be alive And wish that time would never tick away I 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 boys Creating business plans and paths to wealth With nonchalance, with skill and unique poise While 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 Pentameter I see a little boy of four or five I a tle of or see lit boy four five

Iambic Pentamenter I see a little boy of four or five Whose face lights up whenever we would play Who made me feel it’s great to be alive And wish that time would never tick away I 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 boys Creating business plans and paths to wealth With nonchalance, with skill and unique poise While 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 five Whose face lights up whenever we would play Who made me feel it’s great to be alive And wish that time would never tick away I 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 boys Creating business plans and paths to wealth With nonchalance, with skill and unique poise While 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)