UNIT 2

1.)ELABLRL4 The student employs a variety of writing genres to demonstrate a comprehensive grasp of significant ideas in selected literary works. The student composes essays, narratives, poems, or technical documents.
I THINK THAT THIS STANDARD IS SAYING THAT WE KNOW HOW TO WRITE ESSAYS, POEMS, WRITINGS, AND DOCUMENTS TO EXPRESS OUR IDEAS ON SELECTED LITERARY WORKS.
2.)The rhyme scheme that Spenser and Shakespeare uses is significant. Each set of pairs serve a special purpose. The first 4 lines ask a question. The next 4 lines is that same question but from a different point of vew. The next 4 lines is the turn, which shifts the focus of the poem. The last 2 lines serve as the conclusion. I personally find Spenser's method easier. He uses the a method called ABAB BCBC DCDC EE. It looks as if he uses the 2nd line of every pair's rhyme and converts it into the next pair. Which explains why B is used with A and C and C used with B and D. Leaving E to be the conclusion of the poem.
Shakespeare uses ABAB CDCD EFEF GG. Shakespeare does the complete opposite of Spenser. He takes every other line and make them rhyme. And in the next pair he does the same. Like Spenser's G is left as the concluding lines, or the end of the poem.
3.) Sonnet 15: William Shakespeare: In the first 4 lines of the poem it's asking "Should i compare you to a summer's day." And then it basically listed a couple of reasons why(Your more beautiful and cool while summer can be rough at times and it doesnt really last that long). 'The next 4 lines gives you more reasons why summer isn't always a good thing. (The sun is uncomfortable it could rain or get cloudy. Everything beautiful fades away with the season). The turning point of the poem says "The beauty within you will last forever; you'll always have it. Death can never own you. You'll always live through this poem, for it will always be here." The conclusion states that as long as people are alive and can read this sonnet the poem and your beauty will always be.
Sonnet 30: Edmund Spenser: The first 4 lines are saying that the more he wants her the colder she gets. The next 4 line are saying that the colder she gets the more he wants her. The turning point of the poem is saying that "Fire freezes ice and solid ice starts a fire. Isn't it crazy how this goes against the laws of nature." The concluding lines are saying the power of love is so strong that it can change the laws of nature.
4.) William Shakespeare: My Mistress' Eyes Are Nothing Like The Sun: The first 4 lines state that his lady's eye are dull, herlips arent red, her skin is pale, and her hair is wirey black. The next 4 lines states that her cheeks arent rosey and that perfume smells better than her breath. The turning point of the poem says that music is sounds better than her voice and that he has never seen beauty go until he met her. The concluding lines says that his love for her is special and that she really is beautiful.
Edmund Spenser: Sonnet 5: The first 4 lines are asking what could he compare his lady's eyes to for there is nothing on earth that resembles their attraction. The next 4 lines are saying that he cant compare her eyes to the sun or moon because her eyes shine at night and they never change and he cant compare her eyes to the stars or fire because her eyes are pure and sooner or later that fire burns out but her eyes always shine. The next 4 lines says that he can't compare her eyes to lightening or diamonds because they chase softly and that he can't compare her eyes to crystal or glass because they aren't pretty enough. The last lines says thats her eyes are as powerful to him as God.
5.) Finished
6.)Glamour: Delencia Wingfield:
Would Glamour a wonderful thing to possess?
You’d stand out more and attract the sun’s glare
You’d walk with more pride and finesse
It’s truly a trait that outwears
I would enjoy such a significant gift
No one would be able to look away
My spirit would receive a magnificent uplift
And you’d praise my glamour every single day
Attitude could become bittery
Glamour could be a pain and cause depression
It could start to cause insanity
Only God will know just how many times your heart will be broken
As, Glamorous as can be
Enjoy the stares of jealous eyes
7.)ELABLRL1 The student demonstrates comprehension by identifying evidence (i.e., examples of diction, imagery, point of view, figurative language, symbolism, plot events, main ideas, and characteristics) in a variety of texts representative of different genres (i.e., poetry, prose [short story, novel, essay, editorial, biography], and drama) and using this evidence as the basis for interpretation. ELABLRL3 The student deepens understanding of literary works by relating them to their contemporary context or historical background, as well as to works from other time periods. ELABLRL4 The student employs a variety of writing genres to demonstrate a comprehensive grasp of significant ideas in selected literary works. The student composes essays, narratives, poems, or technical documents.
I feel as if i've met all of these standards because i was able to analyze a sonnet written in the Renaissance time period and understand just what they were talking about. I was even able to write my very own sonnet. I was able to tell when a switch of point of view was made and convert that skill inside of my very own sonnet.