Shop  |  Calendar  |  Join  |  Buy Tickets  |  Hamnet  |  Site Rental  |  Press Room  
About UsWhat's OnUse the CollectionDiscover ShakespeareTeach & LearnFolger InstituteSupport Us
Teaching Resources
• Teaching Modules
Teaching Modules Archive

   Sign up for E-news!
   Printer Friendly

When...Then...So... Sonnet 29

Teachers' Rating:
  1 rating

Alberto Sangorski. Songs and Sonnets by William Shakespeare. Manuscript, 1926

May 2012

Dr. Barbara Cobb is the Associate Professor of English and the Education Coordinator of the Murray Shakespeare Festival at Murray State University, Kentucky


Plays/Scenes Covered
Sonnet 29
What's On for Today and Why

In this lesson, students will explore Shakespeare's Sonnet 29. Students will also create an original poem, loosely based on the sonnet covered, using a "when" / "then" / "so" structure in order to describe a change in emotional state and to explain the importance of that change.


This lesson addresses 4th Grade Reading Literature Standards 1,2,4,5,6, Foundational Skills 3,4, Writing Standards 1,3,  as well as a number of the Language standards.

Common Core Standards


This lesson may be completed in a 90-minute class period, with additional time allotted for revision and peer editing, or it may be divided into several shorter lessons.


What You Need

Shakespeare Sonnet 29

Sonnet 29 Graphic Organizer


Shakespeare Sonnet 29
Sonnet 29 Graphic Organizer
What To Do

1. Introduce the Sonnet: Present students with Sonnet 29. Have them read the first two lines out loud. Ask for volunteers to recite these two lines, adding emotion and inflection.

2. Discuss the metaphors in line 1: what is "fortune"? what does it mean to be "in disgrace with fortune"? What are "men's eyes"? Does "eyes" mean eyes? What does it mean to be "in disgrace" with "men's eyes"?

3.  Discuss sound devices (assonance, consonance) in line 2: what is the effect of these repetitions?

4. Work through lines 3 and 4: how do the "and" clauses add to the meaning presented in lines 1-2? Then move to lines 5-8: how does the content of these lines further modify the meaning presented in lines 1-4? How is the speaker developing his description of his or her feelings? Have students evaluate  the speaker's emotional state.

5. Introduce the term "turn" or "volta," in which the speaker
 presents a problem and then uses a  transition word like "Yet" or "But" to move  from the problem to the solution. What is the transition word in this sonnet?  How does the speaker describe his/her change in emotion? Why does his/her  mood change?

6. Have students look closely at the last two lines of the sonnet: how do these lines sum up the meaning of the poem as a whole?

7. Writing the Poem: Use the graphic organizer to brainstorm and to create a poem! Encourage students to work through several drafts, developing ideas and making the parts fit together in logical sequence: "when" / "then" / "so.


How Did It Go?

Were students able to identify the literary and poetic devices such as metaphor, volta, etc?


Was each student able to produce at least a “when” / “then” sequence? At best a poem that demonstrates a change in emotion, and the cause of that change?


If you used this lesson, we would like to hear how it went and about any adaptations you made to suit the needs of YOUR students.

Login or register to post comments.

45 CommentsOldest | Newest

I was very impressed by this post, this site has always been pleasant news Thank you very much for such an interesting post, and I meet them more often then I visited this site. United Nations Field Staff Union
jak January 31, 2015 11:43 AM

This lesson might be completed in a 90-point sort stretch, accompanying auxiliary pace allotted for change plus equal editing, or it might be asunder toward distinct shorter lessons. Commercial and Industrial air conditioners
monu January 29, 2015 4:24 AM

lowes project starter coupon I need to acknowledge that this is the majority of finest content of which I've actually examined. Indeed, it really is. The audience are merely completely astonished by this post
jack January 28, 2015 11:23 AM

The debate about individual insurance and the growing cost is on the rise today..sell my car for cash
peter January 23, 2015 5:56 AM

Professional Carpet Cleaning Service Champaign IL We want to take you on a journey of discovering why it is you don't have a girlfriend or why you are finding it hard to get a girlfriend. We will
jack January 21, 2015 2:36 AM

your points and have come to the conclusion that you are right about many of them....free vpn service
peter January 20, 2015 6:21 AM

Great info happy valentines day | valentines day quotes for him | whatsapp status for valentine day
Prakash January 17, 2015 2:18 AM

Excelent info from: When...Then...So... Sonnet 29. Thank you Homestay jogja also between Tiket Pesawat Promo
Arduan January 16, 2015 1:54 AM

or a link back to mine. Please send me an email if interested...totally electric cars
peter January 15, 2015 7:10 AM

Extremely fascinating post and exceptionally breathtaking, I trust you will continue redesigning for the useful article, this is incredible for the individuals to think about this. BBB ao vivo Futebol ao vivo
marcos January 8, 2015 1:01 PM

View More
  Common Core State Standards

There are no standards associated with this Lesson Plan.
Additional Information

Metaphor and Metrical Effects in the Sonnets

You might also like ...

Elementary Shakespeare Teaching Modules and Techniques for Younger Students

Shakespeare for Kids

Bookmark and Share   
     Copyright & Policies   |   Sitemap   |   Contact Us   |   About This Site
201 East Capitol Street, SE
Washington, DC 20003
Get directions »

Federal Tax ID #04-2103542
PublicReading Room
10am to 5pm, Monday through Saturday8:45am to 4:45pm, Monday through Friday
12pm to 5pm, Sunday9am to noon and 1pm to 4:30pm, Saturday
Main: 202 544 4600
Box Office: 202 544 7077
Fax: 202 544 4623