宿 务 亚 典 耀 圣 心 学 校

SACRED HEART SCHOOL – ATENEO de CEBU

H. Abellana Street, Canduman, Mandaue City

JUNIOR HIGH SCHOOL DEPARTMENT

English Area
S.Y. 2022 – 2023

Grouping: Group A Date: October 5, 2022

CN: 30 Name: Aeisha Jesnin L. Sepulveda Score:
Grade and Section: 9 – Xavier Subject: English 9
TOA: Summative Assessment 1.1 on SOAPStone Analysis Teacher: Ms. Aprente

Learning Competency: Analyze a poem using the SOAPstone Method by identifying the literary devices that help create and
build its message.

DIRECTIONS: Read the poem, All the World’s A stage by William Shakespeare. Create a SOAPStone analysis by following
the format below. Limit each analysis with five to seven sentences. To help you with your analysis, kindly read as well the
poet’s profile. (50 points)

All the World’s A stage

By William Shakespeare

All the world’s a stage,

And all the men and women merely players;
They have their exits and their entrances;
And one man in his time plays many parts,
His acts being seven ages. At first the infant,
Mewling and puking in the nurse’s arms;
And then the whining school-boy, with his satchel
And shining morning face, creeping like snail
Unwillingly to school. And then the lover,
Sighing like furnace, with a woeful ballad
Made to his mistress’ eyebrow. Then a soldier,
Full of strange oaths, and bearded like the pard,
Jealous in honour, sudden and quick in quarrel,
Seeking the bubble reputation
Even in the cannon’s mouth. And then the justice,
In fair round belly with good capon lin’d,
With eyes severe and beard of formal cut,
Full of wise saws and modern instances;
And so he plays his part. The sixth age shifts
Into the lean and slipper’d pantaloon,
With spectacles on nose and pouch on side;
His youthful hose, well sav’d, a world too wide
For his shrunk shank; and his big manly voice,
Turning again toward childish treble, pipes
And whistles in his sound. Last scene of all,
That ends this strange eventful history,
Is second childishness and mere oblivion;
Sans teeth, sans eyes, sans taste, sans everything.

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CHRIST-CENTEREDNESS I CONSCIENCE I COMPETENCE I COMPASSION I CHARACTER I CULTURE I COMMUNITY
Author’s Profile:
William Shakespeare was born on April 23, 1564 in Stratford-upon-Avon. The son of John Shakespeare and Mary Arden, he
was probably educated at the King Edward VI Grammar School in Stratford, where he learned Latin and a little Greek and
read the Roman dramatists. At eighteen, he married Anne Hathaway, a woman seven or eight years his senior. Together,
they raised two daughters: Susanna, who was born in 1583, and Judith (whose twin brother died in boyhood), born in 1585.

Little is known about Shakespeare’s activities between 1585 and 1592. Robert Greene’s A Groatsworth of Wit alludes to
him as an actor and playwright. Shakespeare may have taught at school during this period, but it seems more probable that
shortly after 1585 he went to London to begin his apprenticeship as an actor. Due to the plague, the London theaters were
often closed between June 1592 and April 1594. During that period, Shakespeare probably had some income from his
patron, Henry Wriothesley, earl of Southampton, to whom he dedicated his first two poems, Venus and Adonis (1593) and
The Rape of Lucrece (1594). The former was a long narrative poem depicting the rejection of Venus by Adonis, his death,
and the consequent disappearance of beauty from the world. Despite conservative objections to the poem’s glorification of
sensuality, it was immensely popular and was reprinted six times during the nine years following its publication.

In 1594, Shakespeare joined the Lord Chamberlain’s company of actors, the most popular of the companies acting at Court.
In 1599, Shakespeare joined a group of Chamberlain’s Men that would form a syndicate to build and operate a new
playhouse: the Globe, which became the most famous theater of its time. With his share of the income from the Globe,
Shakespeare was able to purchase New Place, his home in Stratford.

While Shakespeare was regarded as the foremost dramatist of his time, evidence indicates that both he and his
contemporaries looked to poetry, not playwriting, for enduring fame. Shakespeare’s sonnets were composed between 1593
and 1601, though not published until 1609. That edition, The Sonnets of Shakespeare, consists of 154 sonnets, all written in
the form of three quatrains and a couplet that is now recognized as Shakespearean. The sonnets fall into two groups:
sonnets 1–126, addressed to a beloved friend, a handsome and noble young man, and sonnets 127–152, to a malignant
but fascinating “Dark Lady,” who the poet loves in spite of himself. Nearly all of Shakespeare’s sonnets examine the
inevitable decay of time, and the immortalization of beauty and love in poetry.

In his poems and plays, Shakespeare invented thousands of words, often combining or contorting Latin, French, and native
roots. His impressive expansion of the English language, according to the Oxford English Dictionary, includes such words
as: arch-villain, birthplace, bloodsucking, courtship, dewdrop, downstairs, fanged, heartsore, hunchbacked, leapfrog,
misquote, pageantry, radiance, schoolboy, stillborn, watchdog, and zany.

Shakespeare wrote more than thirty plays. These are usually divided into four categories: histories, comedies, tragedies,
and romances. His earliest plays were primarily comedies and histories such as Henry VI and The Comedy of Errors, but in
1596, Shakespeare wrote Romeo and Juliet, his second tragedy, and over the next dozen years he would return to the
form, writing the plays for which he is now best known: Julius Caesar, Hamlet, Othello, King Lear, Macbeth, and Antony and
Cleopatra. In his final years, Shakespeare turned to the romantic with Cymbeline, A Winter’s Tale, and The Tempest.

Only eighteen of Shakespeare’s plays were published separately in quarto editions during his lifetime; a complete collection
of his works did not appear until the publication of the First Folio in 1623, several years after his death. Nonetheless, his
contemporaries recognized Shakespeare's achievements. Francis Meres cited “honey-tongued” Shakespeare for his plays
and poems in 1598, and the Chamberlain’s Men rose to become the leading dramatic company in London, installed as
members of the royal household in 1603.

Sometime after 1612, Shakespeare retired from the stage and returned to his home in Stratford. He drew up his will in
January of 1616, which included his famous bequest to his wife of his “second best bed.” He died on April 23, 1616, and
was buried two days later at Stratford Church.
Source: Academy of American Poets. (n.d.). Poets.org. Retrieved September 13, 2022, from https://poets.org/poet/william-shakespeare

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CHRIST-CENTEREDNESS I CONSCIENCE I COMPETENCE I COMPASSION I CHARACTER I CULTURE I COMMUNITY
 Rubrics for Scoring
CRITERIA Excellent Advanced Proficient Developing Beginning
5 4 3 2 1
The student
The student
accurately The student
insightfully
describes a describes
describes The student
couple of some
several has
dominant dominant
dominant The student trouble
elements and elements and
elements and has trouble understanding
poetic devices poetic
poetic devices identifying the most parts of
used by the devices used
used by the dominant the
Analysis poet and by the poet,
poet and elements and poem or
accurately but has
thoughtfully poetic answers
___x3 relates how difficulty
relates how devices used are incomplete
these are used describing
they are used in the poem. and
by the poet to how these
by the poet to incoherent.
reinforce the relate to the
reinforce the
theme, meaning or
theme,
meaning, feeling of the
meaning,
mood, or poem.
mood, or
feeling of the
feeling of the
poem.
poem.
The student
The student
forms a
forms a The student
somewhat The student The student
creative identifies the
reasonable identifies it has trouble
hypothesis literal
hypothesis difficult to recognizing
about the meaning of
about the interpret the basic elements
Substantiation symbolic or the word
symbolic or meaning or and
metaphorical and/or can
metaphorical mood of the poetic devices
___x2 meaning of the relate how the
meaning and work. used in the
poem and is work makes
is able to poem.
able to support her/him feel
support this
this with personally.
with evidence
evidence from
from the work.
the text.
The student’s
The student’s
responses
responses do The student’s
The student’s The student’s are not clearly
not make responses are
responses are responses are stated.
logical sense. poorly written.
well- stated well- stated Several
Organization Unrelated and Illogical and
and supported but rarely from unrelated and
unnecessary incoherent
with the textual the textual unnecessary
commentaries commentaries
evidences evidences commentaries
___x3 provided Negatively impact
lifted from the lifted from the are provided
greatly affect the analysis.
literary piece. literary piece. but entirely
the readability
affecting the
of the work.
readability of
the work.
Sentence Sentence
Sentence
structure is structure is
structures is Sentence
valued with simple and a Sentence
varied with few structure is
almost no number of structure does
or no errors in only
errors in usage sentence not
usage and occasionally
and grammar. errors are make logical
grammar. accurate.
Mechanics References present. sense.
References Language
are smoothly References Mechanical
are smoothly use is very
___x2 integrated. are not well errors strongly
integrated. limited and no
Language is integrated affect
Language is proper
coherent, and the readability
clear precise referencing is
fluent, precise language use
and fluent. applied.
and is inconsistent
sophisticated. but meaning
is clear.
TOTAL

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CHRIST-CENTEREDNESS I CONSCIENCE I COMPETENCE I COMPASSION I CHARACTER I CULTURE I COMMUNITY

CLOSE READING
S Who is the • Who is the speaker?
Speaker? • Identify the speaker’s
age, gender, class, and
education.
• The voice tells the story.
Whose voice is being
heard within the text?
• What can you tell or
what do you know about
the speaker that helps
you understand the point
of view expressed?
O What is the • What is the time and
Occasion? place of the piece? What
is the current situation
(that prompted the
writing)?
• Is this a political event,
a celebration, an
observation, a critique?
• Identify the context of
the text.
A Who is the • Who are the readers to
Audience? whom this piece is
directed? It may be one
person or a specific
group.
• Does the speaker
specify an audience?
• What assumptions exist
in the text about the
intended audience?
P What is the • What is the purpose
Purpose? behind the text? Why did
the author write it? What
is his goal? (To find the
purpose, ask, “What did
the author want his
audience to think or do as
a result of reading this
text?”)
• What is the message?
• How does the speaker
convey this message?
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CHRIST-CENTEREDNESS I CONSCIENCE I COMPETENCE I COMPASSION I CHARACTER I CULTURE I COMMUNITY
How do you know? Cite
Textual Evidences specific evidences in the
poem.
I believe that the speaker is a son, in his adulting E1.) All the world’s a stage,
years, writing a script to be recited in a funeral. And all the men and women
The speaker acts as the narrator for the story in merely players;
his script, and narrates the story of a man, who is They have their exits and their
his late father, recalling the events of his lifetime, entrances;
while in his deathbed, sadly accepting to pass E2.) And one man in his time
the bridge of death. The speaker/narrator shares plays many parts,
that his late father, in the story, goes through 7 His acts being seven ages.
acts- 7 ages. And in each age, is a phase in life. E3.) That ends this strange
eventful history,
Is second childishness and
mere oblivion;
Sans teeth, sans eyes, sans
taste, sans everything.
Speaking in the view of the speaker/narrator, the E1.) And one man in his time
occasion is a speech giving moment. Moreover, plays many parts,
the setting is within a funeral- containing the His acts being seven ages.
invited guests, a podium, and an audible quality E2.) Last scene of all,
voice from the speaker/narrator. That ends this strange
However, in the view of the man/father in the eventful history
story, the occasion is quite tragic. As the main E3.) “ (the whole poem)
focus of the story is a father on the brink of his
death, reminiscing his lifetime experiences.
Furthermore, I believe that the era this took place
in, must have been quite historical already since
the words used in the textual piece is quite old.
The audience would most definitely be the E1.) “ (the whole poem)
invited guests in the funeral. Hence, the
speaker’s/narrator’s family, extended family, and (note: since the textual piece
his late dad’s friends. Although the speaker is a very narrative work, to
doesn’t specify an audience, I believe that this is prove the audience with
directed to those mourning for the father’s loss. evidence, will have to be the
As I mentioned, the occasion is a speech giving whole poem.)
momentum, therefore, anyone listening is
considered to be the targeted audience.
Although, considering that this textual piece goes
public, then the target audience would probably
those trying to cope with loss.
The author who is the speaker/narrator, who is a E.1) [1] And one man in his
son as well, wrote this poem in a narrative view. time plays many parts. His
Moreover, had written this to dedicate it to his acts being seven ages. [2]
late father. Furthermore, I believe that the Last scene of all,
purpose is to share to the audience that the That ends this strange
speaker’s/narrator’s late father lived many events eventful history,
and on his last breath, definitely wished he had Is second childishness and
lived more. However, this textual piece also mere oblivion;
serves to remind the audience how the speaker’s Sans teeth, sans eyes, sans
late father appreciates that many “stages” he taste, sans everything.
went through. To add, this textual piece also E2.) [1] All the world’s a
explains how a man’s life is a cycle. And once stage,
again, considering that this textual piece And all the men and women
releases publicly, the purpose would then be to merely players;
educate society as well. And while reciting this They have their exits and their
textual piece, a sorrowful tone can be heard. entrances; [2] Sans teeth,
sans eyes, sans taste, sans
everything.
S What is the What topic, content, and
Subject? ideas are included in the
text?
• State the subject in a
few words or a short
phrase.
• Is there more than one
subject?
• How does the author
present the subject? Does
he introduce it
immediately or do you,
the reader, have to make
an inference?
Tone What is the •What is the attitude of
Tone? the author?
• Is the author emotional,
objective, neutral, or
biased about this topic?
• What types of details
“tell” the author’s feelings
about the topic?
• What types of diction
(choice of words), syntax
(sentence structure), and
imagery (metaphors,
similes, and other types of
figurative language) help
reflect the tone?
• How would you read the
passage aloud if you were
the author?
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CHRIST-CENTEREDNESS I CONSCIENCE I COMPETENCE I COMPASSION I CHARACTER I CULTURE I COMMUNITY
There are so many subjects and events E1.) His acts being seven
happening in the textual piece. To corelate it to ages.
my interpretation, the subject is about the life of E2.) And one man in his time
a late father that goes through 7acts- 7 ages. plays many parts,
“Ages” being different phases in life. E3.) At first the infant,
From starting as an infant, to the brink of death. Mewling and puking in the
The father goes through many events. nurse’s arms
Since the start; during birth, he then grows to a E4.) And then the whining
child, quickly becoming a teenager, rebelling and school-boy, with his satchel
experience puberty, then undergoing many And shining morning face,
difficulties in life, grows up into a manly adult, creeping like snail
and finally reaches the moment of his death. Unwillingly to school.
E5.) Then a soldier,
Full of strange oaths, and
bearded like the pard,
E6.) That ends this strange
eventful history,
Is second childishness and
mere oblivion;
Since the occasion is in the setting of a funeral, E1.) [1] All the world’s a
the textual piece is definitely sad. The tone is a stage,
feeling that sets an atmosphere which presents a And all the men and women
mixture of sadness, appreciation, and merely players;
acceptance. Moreover, the author must’ve They have their exits and their
intended for this textual piece to be emotional, as entrances; [2] Sans teeth,
to affect the emotional state of the audience. To sans eyes, sans taste, sans
add, the author/speaker definitely used a couple everything.
of figurative words to deepen the meaning of his E2.) [1] “sans”, [2] “soldier”,
late father’s life. [3] “the world’s a stage”, [4]
“all the men and women
merely players”, [5] “His acts
being seven ages”
(note: most of the words in
the poem)