Teacher Guide for FAST-R Passage: “Sonnet 138” and “Sonnet 73” FAST-R: Formative Assessments of Student Thinking in Reading
Poetry
At a Glance
Approximate
Grade Range:
2 3 4 5 6 7 8 9 10 11
Genre: Poetry
Topic: Love belongs to those who are still in their
youth
Author: William Shakespeare
Source: “Sonnet 138” and “Sonnet 73”
Difficulty Index: Considerate . . . . . . . . . . . . Challenging
Structure:
Purpose:
Richness:
Relationships:
Vocabulary:
Style:
Lexile Measure: 1250L
Sonnets are 14-line poems, traditionally about love, that follow
particular rhythm and rhyme schemes. These two sonnets are both by
William Shakespeare, a master of the sonnet form. Both reflect on the
nature of love between an older person and a younger person. Read these
two poems and answer the questions that follow.
Relationships: Featured relationships include those
between two lovers, one mature and the other youthful,
and the poet’s understanding of his own mortality as
compared to the youthful beauty of his lover.
See especially: Questions 2, 3, 4, 5, 8, 10
Sonnet 138
1
When my love swears that she is made of truth,
I do believe her though I know she lies,
That she might think me some untutor’d youth,
Unlearned in the world’s false subtleties.
5
Thus vainly thinking that she thinks me young,
Although she knows my days are past the best,
Simply I credit her false-speaking tongue:
On both sides thus is simple truth suppress’d.
But wherefore says she not she is unjust?
Style: The use of early modern English syntax may
initially challenge some readers. The poet uses figurative
language to communicate his thoughts of love and
mortality.
See especially: Questions 1, 2, 6, 8, 9, 10
Richness: The use of language and poetic syntax lend
creativity to the sophisticated presentation of ideas
about love, youth, mortality, and introspection.
See especially: Questions 3, 5, 6, 8, 9, 10
10 And wherefore say not I that I am old?
O, love’s best habit is in seeming trust,
And age in love, loves not to have years told:
Therefore I lie with her, and she with me,
And in our faults by lies we flatter’d be.
Vocabulary: The words themselves should be fairly
familiar to most students; however, certain prefixes and
suffixes make for a less familiar use of some words.
See especially: Questions 2, 7
William Shakespeare
Continued on next page
FAST-R: Formative Assessment in Student Thinking in Reading. The poems are by William Shakespeare. All other materials are Copyright 2006 by the Boston Plan for Excellence.
Sonnet 73
1
That time of year thou mayst in me behold
When yellow leaves, or none, or few do hang
Upon those boughs which shake against the cold
Bare ruined choirs where late the sweet birds sang.
5
In me thou seest the twilight of such day
As after sunset fadeth in the west,
Which by and by black night doth steal away,
Death’s second self, which seals up all in rest.
In me thou seest the glowing of such fire
10 That on the ashes of his youth doth lie,
As the deathbed whereon it must expire,
Consumed with that which it was nourished by.
This thou perceiv’st, which makes thy love more strong,
To love that well which thou must leave ere long.
Purpose: To communicate the bittersweet experience
of someone who is growing older and is aware that their
love for someone younger thatn themselves is really their
own futile attempt to cling to youth.
See especially: Questions 5, 10
Structure: Both poems are traditional Shakespearean
sonnets that use one voice and focus on one idea.
See especially: Question 10
William Shakespeare
Spotlight On: Shakespearean Sonnets
The word “sonnet” comes from the Italian “sonnetto,” which
means “little song.” Sonnets are 14-line poems, traditionally about
love, that follow particular rhythm and rhyme schemes.
Sonnets can take several forms. Shakespeare used the
Elizabethan form, which consists of three quatrains folllowed by
a couplet. Each quatrain is four lines of two alternating rhymes
(ABAB). The couplet is rwo rhyming lines at the end of the sonnet.
Because this form uses each rhyme only once, it allows the poet
more versatility. Shakespeare used this form so frequently and
with such mastery that the Elizabethan sonnet form is now also
known as the Shakespearean sonnet form.
Important themes in Shakespeare’s sonnets include love,
beauty, and mortality. His sonnets’ construction often gives
special distinction to the break between the second and third
quatrains. The final couplets are usually somewhat separate from
the quatrains, commenting on or examining the message of the
rest of the sonnet in a new way.
Ideas for Connected Writing Activities
• Based on the information in Sonnet 73, draft a letter
from the poet to the lover explaining why the poet must
end their love affair.
• Write your own sonnet using the same themes presented
in Shakespeare’s sonnets. Pay particular attention to
rhyme scheme, rhythm, and structure.
• Choose an appropriate title for each sonnet and explain
your thinking in a well-composed essay.
Humanities Connections
• Research the life of Shakespeare to determine who
might have been the object of his affections in each of
these poems.
• Research some more recent sonnet writers (like those of
the Harlem Renaissance) and compare and contrast their
poetry with Shakespeare’s in terms of style, structure,
and themes.
FAST-R: Formative Assessment in Student Thinking in Reading. The poems are by William Shakespeare. All other materials are Copyright 2006 by the Boston Plan for Excellence.
Teacher Guide for FAST-R Passage: “Sonnet 138” and “Sonnet 73” FAST-R: Formative Assessments of Student Thinking in Reading
Poetry
The annotated answer key below highlights common reasons why students might choose each answer, and the sidebar gives
more insight into the question types, to help you understand patterns of student responses. Always make time to follow up with
students in conferences or small groups to probe their thinking, teach in response to patterns, and help them apply effective reading
and thinking strategies to their everyday reading.
Note: You may find it helpful to refer to the “Types and Levels of Thinking Assessed on FAST-R” sheet from your teacher
resource folder as you examine your students’ responses. The icon in the right-hand column, below, corresponds to that sheet’s
more detailed explanations of the kinds of thinking each type of question asks of readers.
Sonnet 138
1. In “Sonnet 138,” the apostrophe in line 3 is another way of writing
A. in French. (OOB)
 B. the letter “e.”
C. the word “did.” (OOB)
D. the letter “o.” (OOB)
MI5: Determine meaning
by using an understanding of
literary concepts
2. Which of the following is the best paraphrase for line 7 of “Sonnet 138”?
A. She refuses to be quiet. (OOB)
B. I just call her a liar. (OOP2)
C. I blame her for what she says. (OOP2)
 D. I believe her lies.
FE2: Recognize the explicit
meaning from varied
wording in the text
3. In “Sonnet 138,” what is the “simple truth” that is being “suppressed” in line 8?
A. She does not love the speaker. (OOB)
B. The speaker is much older and she doesn’t realize the age difference.
(OOP2)
 C. The speaker is old and she knows it.
D. She doesn’t realize the speaker is old. (OOP2, line 6)
MI1: Determine implicit
meaning from words in
context
4. Which of the following is the best paraphrase of “Sonnet 138,” line 11?
A. People in love cheat on each other. (OOB)
B. If you are in love, you are automatically young. (OOP2)
C. Loving a person makes him/her trustworthy. (OOP1)
 D. Love’s best use is in seeming trust.
FE2: Recognize the explicit
meaning from varied
wording in the text
5. Why do the lovers in “Sonnet 138” lie to each other?
 A. to flatter themselves
B. to credit each other (OOP1)
C. because the speaker is dying (OOB)
D. because they do not care about each other (OOB)
FE2: Recognize the explicit
meaning from varied
wording in the text
FAST-R: Formative Assessment in Student Thinking in Reading. The poems are by William Shakespeare. All other materials are Copyright 2006 by the Boston Plan for Excellence.
Grades 10-11 • Poetry • “ Sonnet 138” and “Sonnet 73”
Sonnet 73
6. In lines 1-4 of “Sonnet 73,” the speaker is comparing himself to
A. yellow autumn leaves. (OOP1, line 2)
 B. a tree in winter. (Line 4)
C. birds in winter. (OOP2, line 4)
D. someone who is sick. (OOB)
FE2: Recognize the explicit
meaning from varied
wording in the text
7. In line 4 of “Sonnet 73,” the word “late” means
A. night. (OOP2, line 5)
B. dead. (OOP1, lines 2-3 suggest frailty)
C. tardy. (OOB)
 D. previously.
MI1: Determine implicit
meaning from words in
context
8. In “Sonnet 73,” what is “Death’s second self”?
 A. darkness
B. coma (OOB)
C. sleep (OOP1, line 8)
D. the spirit (OOB)
FE2: Recognize the explicit
meaning from varied
wording in the text
9. The simile in line 6 of “Sonnet 73” supports the idea that
A. a tree has died. (OOP2)
 B. the speaker is no longer a young man.
C. the speaker has died. (OOP1, lines 1-4)
D. the speaker is sleeping. (OOB)
MI3: Determine implicit
meaning by understanding
the organization of
information in the text
10. Both sonnets address the themes of
A. lies and death. (OOP1)
 B. age and love.
C. birds and faults. (OOP2)
D. romance and revenge. (OOB)
MI2: Determine a single
implicit meaning from the
total text
FAST-R: Formative Assessment in Student Thinking in Reading. The poems are by William Shakespeare. All other materials are Copyright 2006 by the Boston Plan for Excellence.
FAST-R
+
Formative Assessments of Student Thinking in Reading
Name
Shakespeare “Sonnets 138 and 73” • Poetry
Date
Teacher/Class
Sonnets are 14-line poems, traditionally about love, that follow particular rhythm and rhyme schemes. These two
sonnets are both by William Shakespeare, a master of the sonnet form. Both reflect on the nature of love between an
older person and a younger person. Read these two poems and answer the questions that follow.
Sonnet 138
Sonnet 73
1 When my love swears that she is made of truth,
1
That time of year thou mayst in me behold
I do believe her though I know she lies,
When yellow leaves, or none, or few do hang
That she might think me some untutor’d youth,
Upon those boughs which shake against the cold
Unlearned in the world’s false subtleties.
Bare ruined choirs where late the sweet birds sang.
5 Thus vainly thinking that she thinks me young,
5
In me thou seest the twilight of such day
Although she knows my days are past the best,
As after sunset fadeth in the west,
Simply I credit her false-speaking tongue:
Which by and by black night doth steal away,
On both sides thus is simple truth suppress’d.
Death’s second self, which seals up all in rest.
But wherefore says she not she is unjust?
In me thou seest the glowing of such fire
10 And wherefore say not I that I am old?
10 That on the ashes of his youth doth lie,
O, love’s best habit is in seeming trust,
As the deathbed whereon it must expire,
And age in love, loves not to have years told:
Consumed with that which it was nourished by.
Therefore I lie with her, and she with me,
This thou perceiv’st, which makes thy love more strong,
And in our faults by lies we flatter’d be.
To love that well which thou must leave ere long.
William Shakespeare William Shakespeare
Spotlight On: Shakespearean Sonnets
The word “sonnet” comes from the Italian “sonnetto,” which means “little song.” Sonnets are 14-line poems, traditionally
about love, that follow particular rhythm and rhyme schemes.
Sonnets can take several forms. Shakespeare used the Elizabethan form, which consists of three quatrains folllowed by
a couplet. Each quatrain is four lines of two alternating rhymes (ABAB). The couplet is rwo rhyming lines at the end of the
sonnet. Because this form uses each rhyme only once, it allows the poet more versatility. Shakespeare used this form so
frequently and with such mastery that the Elizabethan sonnet form is now also known as the Shakespearean sonnet form.
Important themes in Shakespeare’s sonnets include love, beauty, and mortality. His sonnets’ construction often gives
special distinction to the break between the second and third quatrains. The final couplets are usually somewhat separate
from the quatrains, commenting on or examining the message of the rest of the sonnet in a new way.
FAST-R, the Formative Assessments of Student Thinking in Reading. The poems are by William Shakespeare. All other materials are Copyright 2007 by the Boston Plan for Excellence.
FAST-R
+
Formative Assessments of Student Thinking in Reading
Name
Date
Shakespeare “Sonnets 138 and 73” • Poetry
Teacher/Class
Directions: Answer the following multiple-choice questions by filling in the circle for the best answer
on your answer sheet.
Sonnet 138
1. In “Sonnet 138,” the apostrophe in line 3 is another way of writing
A. in French.
B. the letter “e.”
C. the word “did.”
D. the letter “o.”
2. Which of the following is the best paraphrase for line 7 of “Sonnet 138”?
A. She refuses to be quiet.
B. I just call her a liar.
C. I blame her for what she says.
D. I believe her lies.
3. In “Sonnet 138,” what is the “simple truth” that is being “suppressed” in line 8?
A. She does not love the speaker.
B. The speaker is much older and she doesn’t realize the age difference.
C. The speaker is old and she knows it.
D. She doesn’t realize the speaker is old.
4. Which of the following is the best paraphrase of “Sonnet 138,” line 11?
A. People in love cheat on each other.
B. If you are in love, you are automatically young.
C. Loving a person makes him/her trustworthy.
D. Love’s best use is in seeming trust.
5. Why do the lovers in “Sonnet 138” lie to each other?
A. to flatter themselves
B. to credit each other
C. because the speaker is dying
D. because they do not care about each other
FAST-R, the Formative Assessments of Student Thinking in Reading. The poems are by William Shakespeare. All other materials are Copyright 2007 by the Boston Plan for Excellence.
Name
School
Date
Teacher/Class
Sonnet 73
6. In lines 1-4 of “Sonnet 73,” the speaker is comparing himself to
A. yellow autumn leaves.
B. a tree in winter.
C. birds in winter.
D. someone who is sick.
7. In line 4 of “Sonnet 73,” the word “late” means
A. night.
B. dead.
C. tardy.
D. previously.
8. In “Sonnet 73,” what is “Death’s second self”?
A. darkness
B. coma
C. sleep
D. the spirit
9. The simile in line 6 of “Sonnet 73” supports the idea that
A. a tree has died.
B. the speaker is no longer a young man.
C. the speaker has died.
D. the speaker is sleeping.
10. Both sonnets address the themes of
A. lies and death.
B. age and love.
C. birds and faults.
D. romance and revenge.
FAST-R, the Formative Assessments of Student Thinking in Reading. The poems are by William Shakespeare. All other materials are Copyright 2007 by the Boston Plan for Excellence.
Teachers: Please duplicate and use this answer sheet only for students for whom you did not receive a pre-printed answer sheet!
FAST-R Answer Sheet
Name
School
Date
Grade
Passage Title
Teacher Name
Completely fill the circle
for the correct answer.
1.
A
B
C
D
2.
A
B
C
D
3.
A
B
C
D
4.
A
B
C
D
5.
A
B
C
D
6. A
B
C
D
7.
A
B
C
D
8.
A
B
C
D
9.
A
B
C
D
10.
A
B
C
D
Class
Write your answer to the open response prompt in the lined space below
if your teacher directs you to do so.
OFFICE USE ONLY
RESEARCH:
Y
N
OPEN RESPONSE: 1 2 3
4