Topic: Sonnet 116 by William Shakespeare

I.  Objectives
At the end of the lesson, the students will be able to:
1. Paraphrase William Shakespeare’s  Sonnet 116
2. Pick out lines from poetry and identify the figure of speech used
3. Single out worthwhile human value underscored in the poem
II.  Subject Matter
1. Competency: Underscoring worthwhile human value in English literature
2. Content: Sonnet 116 by William Shakespeare
3. Materials: LCD projector, bond paper, coloring materials
4. References: Language in Literature III by Lourdes M. Ribo, et al.
5. Value: distinguishing true love from other kinds of love
III. Procedure
A. Activity
1. Show pictures about love.  Let the students tell what the picture is about
and have them give their reactions to what they see.
2. Let the students enumerate the different kinds of love they know and
describe each.
3. Let the students recall their previous lesson about Shakespeare, what
made him famous and the sonnets he had written.  Then present to the
class the Sonnet 116.
SONNET 116
Let me not to the marriage of true minds
Admit impediments. Love is not love
Which alters when it alteration finds,
Or bends with the remover to remove:
O no! it is an ever-fixed mark
That looks on tempests and is never shaken;
It is the star to every wandering bark,
Whose worth’s unknown, although his height be taken.
Love’s not Time’s fool, though rosy lips and cheeks
Within his bending sickle’s compass come:
Love alters not with his brief hours and weeks,
But bears it out even to the edge of doom.
If this be error and upon me proved,
I never writ, nor no man ever loved.
B. Analysis
Divide the class into groups with 5 members each and have them
paraphrase lines from the sonnet. If the lines assigned to them contain
figures of speech, have them identify the figure of speech used.
Instructions:  In your group, paraphrase the lines assigned to you.  Identify
also the figure of speech used, if any, and be ready to explain it to the
class.
Group 1:
Let me not to the marriage of true minds
Admit impediments. Love is not love
Which alters when it alteration finds,
Or bends with the remover to remove:
Group 2:
O no! it is an ever-fixed mark
That looks on tempests and is never shaken;
It is the star to every wandering bark,
Whose worth’s unknown, although his height be taken.
Group 3:
Love’s not Time’s fool, though rosy lips and cheeks
Within his bending sickle’s compass come:
Love alters not with his brief hours and weeks,
But bears it out even to the edge of doom.
Group 4:
If this be error and upon me proved,
I never writ, nor no man ever loved.
C. Abstraction
Have 2 or 3 students summarize the lesson learned.  Focus on the
following points:
1. Shakepeare’s definition of love (characteristics of true love)
2. Figures of speech used in the sonnet
D. Application
Have the students listen to the song “Perhaps Love.” or hear it online
at http://www.aimini.net/view/?fid=7BDVaEs0nx2X175JQAV6.
After listening, have them choose 1 only from the following:
Option 1: On a short-sized bond paper, draw the image formed in your
mind while listening to the song.  Express yourself through drawing.
Option 2: Write a short verse (minimum of 4 lines) about love and use
figures of speech in it.  Express yourself  through words.
E. Evaluation
Students will be asked to check the blog and take the online test
at <http://www.proprofs.com/quiz-school/story.php?title=sonnet-116-quiz>
IV. Assignment
A. Let the students choose from Shaskepeare’s Sonnet 116 the definition
of love they agree with.  Write it as a blog post.  The reaction/reflection
paper must be at least one paragraph.