Hey cutieeee
Yeah you
Looking for a friend that’s chaotic caring and affectionate??
Well then let’s not waste time continue to read and let me give you a quick run down of me yeah? 😅
Hi I’m Hannah people call me storm tho
The gayest person you’ll ever meet I’m a huge hopeless romantic it’s like my blueprint atp-
N e ways 17 years old babyyyy🤭turn 18 in almost 2 months RAHHHHHH
Idgaf about races I want you still🫡 Buttt Ages preferred to talk to is 15-19 plssss scroll to the bottom to see important requirements
Lookin for night owl bestie <3
I love listening to music it’s my life my god😩basically every genre too fav atm is kpop,pop,and jazz so give me a song recommendation
Favorite artists at the moment is Chase Atlantic,Taylor swift,dreamcatcher,Vera Lynn, Kane brown, Alec Benjamin etc..
I’m too hyper for my own good and affectionate sorry if it makes you uncomfy it’s just apart of me the more I get used to you the more compliments and attached I will be goshhhh I really want someone thoughhh
Pls don’t ghost me I’m looking for longterm so if that’s not you kindly scroll :pp
Watching soccer Warning you will get sick of me gushing over emily sonnet and Leah Williamson-
I’m flirty so if it makes you uncomfortable please tell me and I won’t do it im respectful of boundaries 🫡(don’t we love a respective queen✨✨)
Boxing/wresting fanatic too I start classes soonnnn
I write romantic poems don’t get too flirty or you’ll be the next victim-
Roblox bestie ??oh my godddd we literally have too or we could play mine craft and build our beds next to one another🤭🤭
If you are down to call and FaceTime on discord too we might as well get married tf?🧐✨
I have other socials so if we hit it off I definitely would like to move to any other social
I have a quest and xbox so if you have any games that you’d recommend I’m always open
Queen of yapping I text a lot like a lot a lot so I need someone on my level if you not double texting are you really supposed to be texting🤨🤨
Definitely want someone to fall asleep with on face time like damnnnn I just want a connection but not instantly ofc
If you can though I’d like to do face reveals to make sure you’re real though dw if you’re not comfortable yet I can wait :pp
Mixing languages im so sorry it’s a habit learning 5 different languages will get me that way
Good morning and goodnight texts:) even though I wake up at 11am I just won’t miss-shitty sleep schedule but that won’t stop me baby 💃💃
selfies of everything going on in my life don’t you love a active queen?-😝😝
The most extroverted introvert you’ll ever meet I’m alittle to hyper but I promise I’ll try not to be annoying lol I might be shy to text a lot at first but if you want me to I’ll be that annoying notification in your phone constantlyyyy
I have a kitten named Batman and a dog named queen I love animals so if you have one please share pics!!
Spotify playlist buddies?i will make a playlist for you based on your aesthetic and vibe :p
Weird nicknames and random meme sends will be a thing can be alittleeeee inappropriate (😬😬sorry bout that it’s my humor- mostly sapphic yearning tho-)
Learning languages,drawing,dancing,singing,getting dem gains-,and reading is my spare time favorite
Im open minded and a good listener need that comfort in your life come on my shoulders empty and ready to catch you 🫶
I live in US but I want friends so dw if you don’t live out here I still want you
TW:chaos
Universe and star facts I love geography and knowing about our world and such <33
I’m chaotic ok? Hope you can handle abit of chaos sorry for future friends
I really want to be your friend sign up now it’s okay if you’re shy comment and I’ll text you first don’t leave me waiting hun
I prefer females friends more so sorry males :((I find it easier to connect with females all male encounters left me uncomfy-
No creeps man or nsfw (do I even need to explain?😃🤨)
And since it’s hard for some people to read lemme put it in bold letters
MEN DO NOT INTERACT I PREFER FEMALES/ DONT SEND JUST HEY INTRODUCE YOUR SELF HUN📍
If you read this far and plan to friend me here are Conversation starters: What’s your favorite animal and why? If you could have any power for 24hours what would it be? Fav song? If we were stranded on a island what would be 3 things you’d want to have??
Sorry for all the yapping told you I can go on and on
Hope to get to know you pooks!!💞💞

1. Sonnet:

• Definition: A 14-line poem, often expressing love or deep emotion, with various rhyme schemes.
  
• Example: Write a sonnet exploring the theme of unrequited love.
  

1. Haiku:

• Definition: A traditional Japanese poem with three lines and a 5-7-5 syllable count.
  
• Example: Craft a haiku capturing the essence of a serene moment in nature.
  

1. Villanelle:

• Definition: A 19-line poem with five tercets followed by a quatrain, using repeated lines.
  
• Example: Create a villanelle about the passage of time and its impact on memories.
  

1. Limerick:

• Definition: A humorous, five-line poem with a distinctive rhythm (AABBA).
  
• Example: Compose a limerick about a quirky character or situation.
  

1. Free Verse:

• Definition: Poetry with no set rhyme scheme or meter, allowing for free expression.
  
• Example: Write a free verse poem exploring the complexities of human relationships.
  

1. Acrostic:

• Definition: A poem where the first letter of each line spells out a word or message.
  
• Example: Create an acrostic using your name, describing your personality or aspirations.
  

1. Ghazal:

• Definition: A poetic form with rhyming couplets and a repeating refrain.
  
• Example: Craft a ghazal expressing the bittersweet nature of love and longing.
  

1. Tanka:

• Definition: A Japanese poem with five lines and a 5-7-5-7-7 syllable count.
  
• Example: Write a tanka capturing the fleeting beauty of a sunset.
  

1. *Cinquain:

• Definition: A five-line poem with a specific syllable count per line (2-4-6-8-2).
  
• Example: Create a cinquain describing the essence of a quiet winter evening.
  

1. Pantoum:

- *Definition:* A poem with repeating lines and a specific pattern, often used for reflection. - *Example:* Craft a pantoum exploring the cyclical nature of life and change. 

Week 1: Introduction to Poetry and Sonnets
Day 1: Overview of Poetry Styles - Activity: Icebreaker - Introduce yourself through a poetic name acrostic. - Lecture: Brief history of poetry, introduction to various styles. - Discussion: What draws you to poetry? Share your favorite poems.
Day 2: Understanding Sonnets - Activity: Analyze a classic sonnet together. - Lecture: Explanation of sonnet structure (Shakespearean and Petrarchan). - Discussion: Share initial impressions and feelings about sonnets.
Day 3: Writing Exercise - Crafting a Sonnet - Activity: Break down sonnet structure with examples. - Assignment: Write a sonnet exploring a personal experience or emotion. - Vocabulary Words: Quatrain, Couplet, Volta.
Day 4: Peer Review and Feedback - Activity: Peer review workshop for sonnets. - Lecture: Discuss common challenges and strategies in sonnet writing. - Discussion: Share insights gained from reviewing peers' work.
Day 5: Recap and Reflection - Activity: Reflect on the week's lessons and exercises. - Lecture: Overview of upcoming weeks. - Assignment: Write a short reflection on what you've learned about poetry and sonnets.
Study Guide Questions for Week 1: 1. What is the basic structure of a sonnet? 2. Compare and contrast Shakespearean and Petrarchan sonnets. 3. How does the volta contribute to the meaning of a sonnet? 4. Discuss the role of rhyme and meter in sonnets. 5. Explore your personal connection to poetry. What emotions or themes resonate with you?
Quiz: A short quiz assessing understanding of sonnet structure, key terms, and the historical context of poetry.
Week 2: Embracing Haiku and Villanelle
Day 1: Understanding Haiku - Activity: Analyze classic haikus. - Lecture: Explain the traditional structure and themes of haikus. - Discussion: Share thoughts on the simplicity and depth of haikus.
Day 2: Crafting Haikus - Activity: Write haikus individually. - Lecture: Discuss the significance of nature in haikus. - Discussion: Share and discuss individual haikus.
Day 3: Unraveling the Villanelle - Activity: Analyze a famous villanelle. - Lecture: Explore the structure and repetition in villanelles. - Discussion: Discuss the impact of repeated lines on the overall theme.
Day 4: Writing Exercise - Composing a Villanelle - Activity: Break down the process of crafting a villanelle. - Assignment: Write a villanelle on the theme of memory or loss. - Vocabulary Words: Tercet, Refrain, Envoi.
Day 5: Peer Review and Feedback - Activity: Peer review workshop for villanelles. - Lecture: Discuss the challenges and beauty of crafting repetitive forms. - Discussion: Share insights gained from reviewing peers' villanelles.
Study Guide Questions for Week 2: 1. What defines a haiku? Discuss its structure and thematic elements. 2. Explore the cultural significance of nature in haikus. 3. What is the structure of a villanelle, and how does repetition contribute to its impact? 4. Discuss the emotions evoked by repeated lines in a villanelle. 5. Reflect on the process of crafting a villanelle. What challenges did you face?
Quiz: Assessment on the understanding of haikus, villanelles, and the effective use of repetition in poetry.

I have two paths and I have to make a decision in 3 days. My dad says go for what your gut is telling you. I don't know what my gut is telling me.
First Path: If I go to grad school and do the GA job for the soccer team, I am setting myself up for a career as a collegiate soccer coach. That path is easier to me. I know how to do school and I know how to do soccer (although not as a coach yet) as that's all I have done my entire life. This path is comfortable to me, secure, scares me less.
Second Path: The ranch position scares me. It is unstable as in 3 months I must find another position. The ranch puts me in a situation I have never experienced before. Forces me to learn things I have never learned about. It is new and exciting and scary. But if I did it, I would do everything to learn the most I can. Learn how to career climb in the hospitality industry. Learn how to give people an experience as that is something I love to do.
If there was a crystal ball that told me the outcome to each of these paths and one told me I will be a successful collegiate head coach in 10 years and the other told me I will own my own hospitality experience, I would choose the path to owning my own hospitality experience. What does that tell me? Could I ever have both? Do you know that fig tree poem by Sylvia Plath?
I guess my questions are, can seasonal work turn into a lifelong career? Where could I end up? Will I be wasting the opportunity to go to grad school being a Grad Assistant (GA) for the soccer team taking the next step to being a collegiate coach? The collegiate coach dream of mine is because it is comfortable to me, i know i would be good at it, and I could see myself doing it forever. But part of me wants to be free and adventure and work those long hard seasonal jobs in case I learn something or meet someone and it takes my life in a direction I never even would have imagined.
Hope any of you can help me.

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decline, decrease, deep, deeply, deer, defeat, defend, defendant, defense, defensive, deficit, define, definitely, definition, degree, delay, deliver, delivery, demand, democracy, Democratic, Democrat, demonstrate, demonstration, deny, department, depend, dependent, depending, depict, depression, depth, deputy, derive, describe, description, desert, deserve, design, designer, desire, desk, desperate, despite, destroy, destruction, detail, detailed, detect, detection, detective, determine, develop, developing, development, device, devil, dialogue, diet, differ, difference, different, differently, difficult, difficulty, dig, digital, dimension, dining, dinner, direct, direction, directly, director, dirt, disability, disagree, disappear, disaster, discipline, disclose, discover, discovery, discrimination, discuss, discussion, disease, dish, dismiss, disorder, display, dispute, distance, distinct, distinction, distinguish, distribute, distribution, district, diverse, diversity, divide, 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relatively, relax, release, relevant, relief, religion, religious, rely, remain, remaining, remarkable, remember, remind, remote, remove, repeat, repeatedly, replace, replacement, reply, report, reporter, represent, representation, representative, Republican, reputation, request, require, requirement, research, researcher, resemble, reservation, resident, residential, resign, resist, resistance, resolution, resolve, resort, resource, respect, respond, response, responsibility, responsible, rest, restaurant, restore, restriction, result, retain, retire, retirement, return, reveal, revenue, review, revolution, rhythm, rice, rich, rid, ride, rifle, right, ring, rise, risk, river, road, rock, role, roll, romantic, roof, room, root, rope, rose, rough, roughly, round, route, routine, row, rub, rubber, rude, ruin, rule, run, running, rural, rush, Russian, sacred, sad, safe, safety, sake, salad, salary, sale, sales, salt, same, sample, sanction, sand, satellite, satisfaction, satisfied, satisfy, sauce, save, saving, say, scale, scandal, scare, scatter, scenario, scene, schedule, scheme, scholar, scholarship, school, science, scientific, scientist, scope, score, scream, screen, script, sea, search, season, seat, second, secondary, secret, secretary, section, sector, secure, security, see, seed, seek, seem, segment, seize, select, selection, self, sell, Senate, senator, send, senior, sense, sensitive, sentence, separate, sequence, series, serious, seriously, servant, serve, service, session, set, setting, settle, settlement, seven, several, severe, sex, sexual, shade, shadow, shake, shall, shallow, shape, share, sharp, she, sheet, shelf, shell, shelter, shift, shine, ship, shirt, shock, shoe, shoot, shooting, shop, shopping, short, shortly, shot, should, shoulder, shout, show, shower, shrug, shut, shy, sibling, sick, side, sigh, sight, sign, signal, significant, significantly, silence, silent, silver, similar, similarly, simple, simply, sin, since, sing, singer, single, sink, sir, sister, sit, site, situation, six, size, ski, skill, skin, skirt, sky, slave, sleep, slice, slide, slight, slightly, slip, slow, slowly, small, smart, smell, smile, smoke, smooth, snap, snow, so, so-called, soccer, social, society, soft, software, soil, solar, soldier, sole, solid, solution, solve, some, somebody, somehow, someone, something, sometimes, somewhat, somewhere, son, song, soon, sophisticated, sorry, sort, soul, sound, soup, source, south, southern, Soviet, space, Spanish, speak, speaker, special, specialist, species, specific, specifically, specify, speech, speed, spend, spending, spin, spirit, spiritual, split, spoil, sponsor, sport, spot, spray, spread, spring, square, squeeze, stability, stable, staff, stage, stain, stair, stake, stand, standard, standing, star, stare, start, state, statement, station, statistical, status, stay, steady, steal, steel, steep, stem, step, stick, still, stimulate, stimulus, stir, stock, stomach, stone, stop, storage, store, storm, story, straight, strange, stranger, strategic, strategy, stream, street, strength, strengthen, stress, stretch, strike, string, strip, stroke, strong, strongly, structural, structure, struggle, student, studio, study, stuff, stupid, style, subject, submit, subsequent, substance, substantial, substitute, succeed, success, successful, successfully, such, sudden, suddenly, sue, suffer, sufficient, sugar, suggest, suggestion, suicide, suit, summer, summit, sun, super, supply, support, supporter, suppose, supposed, Supreme, sure, surely, surface, surgery, surprise, surprised, surprising, surprisingly, surround, survey, survival, survive, survivor, suspect, sustain, swear, sweep, sweet, swim, swing, switch, symbol, symptom, system, table, tactic, tail, take, tale, talent, talk, tall, tank, tap, tape, target, task, taste, tax, taxi, tea, teach, teacher, teaching, team, tear, technical, technique, technology, teen, teenager, telephone, telescope, television, tell, temperature, temporary, ten, tend, tendency, tennis, tension, tent, term, terms, terrible, territory, terror, terrorist, test, testimony, testing, text, than, thank, thanks, that, the, theater, their, them, theme, themselves, then, theory, therapy, there, therefore, these, they, thick, thin, thing, think, thinking, third, thirty, this, those, though, thought, thousand, threat, threaten, three, throat, through, throughout, throw, thus, ticket, tie, tight, time, tiny, tip, tire, tissue, title, to, tobacco, today, toe, together, toilet, token, tolerate, tomato, tomorrow, tone, tongue, tonight, too, tool, tooth, top, topic, toss, total, totally, touch, tough, tour, tourist, tournament, toward, towards, tower, town, toy, trace, track, trade, tradition, traditional, traffic, tragedy, trail, train, training, transfer, transform, transformation, transition, translate, translation, transmission, transmit, transport, transportation, travel, treat, treatment, treaty, tree, tremendous, trend, trial, tribe, trick, trip, troop, trouble, truck, true, truly, trust, truth, try, tube, tunnel, turn, TV, twelve, twenty, twice, twin, two, type, typical, typically, ugly, ultimate, ultimately, unable, uncle, undergo, understand, understanding, unfortunately, uniform, union, unique, unit, United, universal, universe, university, unknown, unless, unlike, until, unusual, up, upon, upper, urban, urge, us, use, used, useful, user, usual, usually, utility, utilize, vacation, valley, valuable, value, variable, variation, variety, various, vary, vast, vegetable, vehicle, venture, version, versus, very, vessel, veteran, via, victim, victory, video, view, viewer, village, violate, violation, violence, violent, virtually, virtue, virus, visibility, visible, vision, visit, visitor, visual, vital, voice, volume, voluntary, volunteer, vote, voter, voting, wage, wait, wake, walk, wall, wander, want, war, warm, warn, warning, wash, waste, watch, water, wave, way, we, weak, weakness, wealth, wealthy, weapon, wear, weather, web, website, wedding, week, weekend, weekly, weigh, weight, welcome, welfare, well, west, western, wet, what, whatever, wheel, when, whenever, where, whereas, whether, which, while, whisper, white, who, whole, whom, whose, why, wide, widely, widespread, wife, wild, wildlife, will, willing, win, wind, window, wine, wing, winner, winter, wipe, wire, wisdom, wise, wish, with, withdraw, within, without, witness, woman, wonder, wonderful, wood, wooden, word, work, worker, working, workout, workplace, works, workshop, world, worried, worry, worth, would, wound, wrap, write, writer, writing, wrong, yard, yeah, year, yell, yellow, yes, yesterday, yet, yield, you, young, your, yours, yourself, youth, zone.

1. Sonnet:

• Definition: A 14-line poem, often expressing love or deep emotion, with various rhyme schemes.
  
• Example: Write a sonnet exploring the theme of unrequited love.
  

1. Haiku:

• Definition: A traditional Japanese poem with three lines and a 5-7-5 syllable count.
  
• Example: Craft a haiku capturing the essence of a serene moment in nature.
  

1. Villanelle:

• Definition: A 19-line poem with five tercets followed by a quatrain, using repeated lines.
  
• Example: Create a villanelle about the passage of time and its impact on memories.
  

1. Limerick:

• Definition: A humorous, five-line poem with a distinctive rhythm (AABBA).
  
• Example: Compose a limerick about a quirky character or situation.
  

1. Free Verse:

• Definition: Poetry with no set rhyme scheme or meter, allowing for free expression.
  
• Example: Write a free verse poem exploring the complexities of human relationships.
  

1. Acrostic:

• Definition: A poem where the first letter of each line spells out a word or message.
  
• Example: Create an acrostic using your name, describing your personality or aspirations.
  

1. Ghazal:

• Definition: A poetic form with rhyming couplets and a repeating refrain.
  
• Example: Craft a ghazal expressing the bittersweet nature of love and longing.
  

1. Tanka:

• Definition: A Japanese poem with five lines and a 5-7-5-7-7 syllable count.
  
• Example: Write a tanka capturing the fleeting beauty of a sunset.
  

1. *Cinquain:

• Definition: A five-line poem with a specific syllable count per line (2-4-6-8-2).
  
• Example: Create a cinquain describing the essence of a quiet winter evening.
  

1. Pantoum:

- *Definition:* A poem with repeating lines and a specific pattern, often used for reflection. - *Example:* Craft a pantoum exploring the cyclical nature of life and change. 

Week 1: Introduction to Poetry and Sonnets
Day 1: Overview of Poetry Styles - Activity: Icebreaker - Introduce yourself through a poetic name acrostic. - Lecture: Brief history of poetry, introduction to various styles. - Discussion: What draws you to poetry? Share your favorite poems.
Day 2: Understanding Sonnets - Activity: Analyze a classic sonnet together. - Lecture: Explanation of sonnet structure (Shakespearean and Petrarchan). - Discussion: Share initial impressions and feelings about sonnets.
Day 3: Writing Exercise - Crafting a Sonnet - Activity: Break down sonnet structure with examples. - Assignment: Write a sonnet exploring a personal experience or emotion. - Vocabulary Words: Quatrain, Couplet, Volta.
Day 4: Peer Review and Feedback - Activity: Peer review workshop for sonnets. - Lecture: Discuss common challenges and strategies in sonnet writing. - Discussion: Share insights gained from reviewing peers' work.
Day 5: Recap and Reflection - Activity: Reflect on the week's lessons and exercises. - Lecture: Overview of upcoming weeks. - Assignment: Write a short reflection on what you've learned about poetry and sonnets.
Study Guide Questions for Week 1: 1. What is the basic structure of a sonnet? 2. Compare and contrast Shakespearean and Petrarchan sonnets. 3. How does the volta contribute to the meaning of a sonnet? 4. Discuss the role of rhyme and meter in sonnets. 5. Explore your personal connection to poetry. What emotions or themes resonate with you?
Quiz: A short quiz assessing understanding of sonnet structure, key terms, and the historical context of poetry.
Week 2: Embracing Haiku and Villanelle
Day 1: Understanding Haiku - Activity: Analyze classic haikus. - Lecture: Explain the traditional structure and themes of haikus. - Discussion: Share thoughts on the simplicity and depth of haikus.
Day 2: Crafting Haikus - Activity: Write haikus individually. - Lecture: Discuss the significance of nature in haikus. - Discussion: Share and discuss individual haikus.
Day 3: Unraveling the Villanelle - Activity: Analyze a famous villanelle. - Lecture: Explore the structure and repetition in villanelles. - Discussion: Discuss the impact of repeated lines on the overall theme.
Day 4: Writing Exercise - Composing a Villanelle - Activity: Break down the process of crafting a villanelle. - Assignment: Write a villanelle on the theme of memory or loss. - Vocabulary Words: Tercet, Refrain, Envoi.
Day 5: Peer Review and Feedback - Activity: Peer review workshop for villanelles. - Lecture: Discuss the challenges and beauty of crafting repetitive forms. - Discussion: Share insights gained from reviewing peers' villanelles.
Study Guide Questions for Week 2: 1. What defines a haiku? Discuss its structure and thematic elements. 2. Explore the cultural significance of nature in haikus. 3. What is the structure of a villanelle, and how does repetition contribute to its impact? 4. Discuss the emotions evoked by repeated lines in a villanelle. 5. Reflect on the process of crafting a villanelle. What challenges did you face?
Quiz: Assessment on the understanding of haikus, villanelles, and the effective use of repetition in poetry.

1. Sonnet:

• Definition: A 14-line poem, often expressing love or deep emotion, with various rhyme schemes.
  
• Example: Write a sonnet exploring the theme of unrequited love.
  

1. Haiku:

• Definition: A traditional Japanese poem with three lines and a 5-7-5 syllable count.
  
• Example: Craft a haiku capturing the essence of a serene moment in nature.
  

1. Villanelle:

• Definition: A 19-line poem with five tercets followed by a quatrain, using repeated lines.
  
• Example: Create a villanelle about the passage of time and its impact on memories.
  

1. Limerick:

• Definition: A humorous, five-line poem with a distinctive rhythm (AABBA).
  
• Example: Compose a limerick about a quirky character or situation.
  

1. Free Verse:

• Definition: Poetry with no set rhyme scheme or meter, allowing for free expression.
  
• Example: Write a free verse poem exploring the complexities of human relationships.
  

1. Acrostic:

• Definition: A poem where the first letter of each line spells out a word or message.
  
• Example: Create an acrostic using your name, describing your personality or aspirations.
  

1. Ghazal:

• Definition: A poetic form with rhyming couplets and a repeating refrain.
  
• Example: Craft a ghazal expressing the bittersweet nature of love and longing.
  

1. Tanka:

• Definition: A Japanese poem with five lines and a 5-7-5-7-7 syllable count.
  
• Example: Write a tanka capturing the fleeting beauty of a sunset.
  

1. *Cinquain:

• Definition: A five-line poem with a specific syllable count per line (2-4-6-8-2).
  
• Example: Create a cinquain describing the essence of a quiet winter evening.
  

1. Pantoum:

- *Definition:* A poem with repeating lines and a specific pattern, often used for reflection. - *Example:* Craft a pantoum exploring the cyclical nature of life and change. 

I realize you may think the suggestion of the Secret Five Act Structure is ridiculous, and that's okay. However, that's not the question. Even if you disagree with the premise, do you believe Sonnet 43 provides evidence for those that do?
(NOTE: The Secret Five Act Structure is the idea that 154 sonnets break into 11 sections of 14 [11x14=154], where each sonnet functions as a line within a larger sectional sonnet. The first three sections form Act 1. Sonnet 43 (14x3+1) is the first poem of Section 4 and Act 1. Hence, it has the responsibility of creating a new narrative arc.)
If you need a refresher, here's Sonnet 43 (or 4.1):
When most I wink, then do mine eyes best see, For all the day they view things unrespected; But when I sleep, in dreams they look on thee And, darkly bright, are bright in dark directed.
Then thou whose shadow shadows doth make bright, How would thy shadow’s form form happy show To the clear day with thy much clearer light When to unseeing eyes thy shade shines so?
How would, I say, mine eyes be blessèd made By looking on thee in the living day, When in dead night thy fair imperfect shade Through heavy sleep on sightless eyes doth stay?
All days are nights to see till I see thee, And nights bright days when dreams do show thee me.
​
Are these interpretations feasible?

1. Day is a reference to Shakespeare's living life, night is a reference to after his death, and sleep is a reference to the secret being undiscovered or in hibernation.
2. "Wink" is a reference to an inside joke.
3. "Unrespected" is a reference to the idea that no one in Shakespeare's time or afterwards fully respected the full quality of The Sonnets.
4. "Darkly bright" references Shakespeare's cunning or secret genius to do this.
5. "Shadows shadow" can be interpreted many ways, most of them support the idea that something hidden that the reader would want to see.
6. "Form form" is reference to structure and form, indicating that understanding 14x11 (knowing that this is first sonnet of Section 4, for example) is key to decoding the secret.
7. "Happy show" is a reference to the idea that his isn't just numerology. Readers will like what they see.
8. "Unseeing eyes" and "sightless eyes" is a reference to people who read The Sonnets without know the structure.
9. The third quatrain is Shakespeare asking the question: How can I say that what I've made is so amazing when its true value will not be understood after I'm gone?
10. The couplet could be interpreted as: Life is death until my secret is seen, and death is life if the future reveals what I've done.

Sonnet 43 begins a 14 sonnet narrative arc about secrets and endless with Sonnet 56, which is very much an apology. Many sonnets in this section are as deep as Sonnet 43. Using the principles of literary criticism, please decide whether or not the ideas listed above are supported by textual evidence from the text.
All feedback is valued.
View Poll

Week 1: Introduction to Poetry and Sonnets
Day 1: Overview of Poetry Styles - Activity: Icebreaker - Introduce yourself through a poetic name acrostic. - Lecture: Brief history of poetry, introduction to various styles. - Discussion: What draws you to poetry? Share your favorite poems.
Day 2: Understanding Sonnets - Activity: Analyze a classic sonnet together. - Lecture: Explanation of sonnet structure (Shakespearean and Petrarchan). - Discussion: Share initial impressions and feelings about sonnets.
Day 3: Writing Exercise - Crafting a Sonnet - Activity: Break down sonnet structure with examples. - Assignment: Write a sonnet exploring a personal experience or emotion. - Vocabulary Words: Quatrain, Couplet, Volta.
Day 4: Peer Review and Feedback - Activity: Peer review workshop for sonnets. - Lecture: Discuss common challenges and strategies in sonnet writing. - Discussion: Share insights gained from reviewing peers' work.
Day 5: Recap and Reflection - Activity: Reflect on the week's lessons and exercises. - Lecture: Overview of upcoming weeks. - Assignment: Write a short reflection on what you've learned about poetry and sonnets.
Study Guide Questions for Week 1: 1. What is the basic structure of a sonnet? 2. Compare and contrast Shakespearean and Petrarchan sonnets. 3. How does the volta contribute to the meaning of a sonnet? 4. Discuss the role of rhyme and meter in sonnets. 5. Explore your personal connection to poetry. What emotions or themes resonate with you?
Quiz: A short quiz assessing understanding of sonnet structure, key terms, and the historical context of poetry.
Week 2: Embracing Haiku and Villanelle
Day 1: Understanding Haiku - Activity: Analyze classic haikus. - Lecture: Explain the traditional structure and themes of haikus. - Discussion: Share thoughts on the simplicity and depth of haikus.
Day 2: Crafting Haikus - Activity: Write haikus individually. - Lecture: Discuss the significance of nature in haikus. - Discussion: Share and discuss individual haikus.
Day 3: Unraveling the Villanelle - Activity: Analyze a famous villanelle. - Lecture: Explore the structure and repetition in villanelles. - Discussion: Discuss the impact of repeated lines on the overall theme.
Day 4: Writing Exercise - Composing a Villanelle - Activity: Break down the process of crafting a villanelle. - Assignment: Write a villanelle on the theme of memory or loss. - Vocabulary Words: Tercet, Refrain, Envoi.
Day 5: Peer Review and Feedback - Activity: Peer review workshop for villanelles. - Lecture: Discuss the challenges and beauty of crafting repetitive forms. - Discussion: Share insights gained from reviewing peers' villanelles.
Study Guide Questions for Week 2: 1. What defines a haiku? Discuss its structure and thematic elements. 2. Explore the cultural significance of nature in haikus. 3. What is the structure of a villanelle, and how does repetition contribute to its impact? 4. Discuss the emotions evoked by repeated lines in a villanelle. 5. Reflect on the process of crafting a villanelle. What challenges did you face?
Quiz: Assessment on the understanding of haikus, villanelles, and the effective use of repetition in poetry.

Poem: Geography Lesson
In the poem “Geography Lesson” the writer uses language to convey to the readers the impression they should get from the Geography teacher. We can first see this is the very first line, were it says “Our teacher told us one day he would leave” this immediately is able to convey a sense of mystery to the reader, it gives the impression that they are missing something. This line also manages to establish a few quite basic things without directly saying them, for example the usage of the word teacher is typically used in schools, so this gives us the impression that the speaker is a child, but this is countered by the fact that this sentence is in the past tense, which suggests that this is being written by an adult reminiscing about their past. This whole feeling is supported by the very title of the piece “Geography Lesson”. With the references to lessons and teachers and the fact that an adult is unlikely to be taking a Geography lesson all gives weight and credibility to the idea that the speaker experienced this in the past. This is also supported by the references to the passage of time present later on in the piece. The first line also sets up a mystery for the reader with the phrase “one day he would leave”, the simplistic language choice once again reinforces the concept of a child, and it sets up a mystery on what would compel a teacher to leave this position.
The first stanza contains a lot of imagery to help this, for example in the second line “And sail cross a warm blue sea” we can see the usage of a metaphor, this is brilliant because it is a romanticisation of the sea, the sea in reality is cold and unforgiving but this is were the theme of Exploration and its romanticisation, this helps the reader understand that this will be a reoccurring theme in the piece. The next line is “To places he had only known from maps,”. This suggests to the reader that despite being so endowered with the idea of Exploration the teacher has never actually done any. But in the next line we can see that the desire is there “And all his life he had longed to be”. This line is important because it acts as a relating point for the readers, the teacher is simply just chasing his passions and isn’t that we are all trying to do at the end of the day? The usage of the past tense here combined with the specific phrasing “all his life” suggests that in the present of the poem the teacher has passed away. Another thing of note in this stanza is that it is the only one that contains two rhyming couplets, this is to create a good flow for the first, more positive stanza. This acts as a good way of contrasting with the more saddening undertones present.
The next stanza acts as a good way of showing contrast. The opening line speaks of the quality of the teachers living “The house he lived in was narrow and grey” but this stanza shows that despite the fact that the teacher isn’t living his dream, he is still optimistic. We can see this because in the next few lines the speaker talks about how the Teacher was able to remain optimistic. Especially in the lines “But in his minds eye he could see Sweet-scented Jasmine clinging to the walls”. The usage of enjambment here is clever, because it gives an impression to the reader that there is a clear difference between reality and what the Teacher is merely imagining. This Stanza, like all the others (excluding the first) uses rhyming couplets between its second and fourth line to continue the flow of the poem in its ABABBBCCDDDEEFF rhyme scheme
The Next stanza shows more of the hope of the teacher, the usage of the word “longing” really puts an emotional emphasis on the perception of freedom that the teacher has, this is effective because it allows relatability to the audience. We can also see yet more contrast, in the line “And shook off the school’s stranglehold” this adds yet more emotion behind the character of the Teacher, as to the reader he is a man who doesn’t have the best life, he doesn’t live in the best house and the school is cruel towards him. The use of the word “stranglehold” is also quite impactful as it gives the sense of being trapped.
The next stanza ramps up the tragic elements of the piece, best illustrated in the lines “Then halfway through the term he took ill and never returned” this is another affective use of enjambment, as the first line of this sentence could indicate an uptick, as if the light at the end of the tunnel is being reached and the reader will want to see this due to the relatability of the Teacher, only to be crushed by the second line. This is a gut punch as the reader’s light in this cruel world has been extinguished. This is also sad for the reader as the teacher dies before he is able to travel the world, only a term away from finally achieving that goal as well. This is naturally sad for the reader as unfinished business is a classic element of Tragedy
The next stanza begins to develop the final message of this piece. We can see this in the first 2 lines, namely “The maps were redrawn on the classroom wall; His name was forgotten, it faded away”, this is used to show the death of the Teacher’s legacy, the mention of the Map ties back into the first stanzas of the poem were the Teacher talks about his fascination with exploring the world, which reminds the reader of the tragedy of the piece. This is important for the Reader as it continues the tragic elements, the reference to the Map also acts as a good progress check, with the reminder of the first stanzas it really paints how drastic the change of tone is looking back as opposed to the gradual change the reader would experience on their first time through.
Overall, the author is able to use imagery, metaphor and relation to create an emotionally numbing experience for the reader.

1. Sonnet:

• Definition: A 14-line poem, often expressing love or deep emotion, with various rhyme schemes.
  
• Example: Write a sonnet exploring the theme of unrequited love.
  

1. Haiku:

• Definition: A traditional Japanese poem with three lines and a 5-7-5 syllable count.
  
• Example: Craft a haiku capturing the essence of a serene moment in nature.
  

1. Villanelle:

• Definition: A 19-line poem with five tercets followed by a quatrain, using repeated lines.
  
• Example: Create a villanelle about the passage of time and its impact on memories.
  

1. Limerick:

• Definition: A humorous, five-line poem with a distinctive rhythm (AABBA).
  
• Example: Compose a limerick about a quirky character or situation.
  

1. Free Verse:

• Definition: Poetry with no set rhyme scheme or meter, allowing for free expression.
  
• Example: Write a free verse poem exploring the complexities of human relationships.
  

1. Acrostic:

• Definition: A poem where the first letter of each line spells out a word or message.
  
• Example: Create an acrostic using your name, describing your personality or aspirations.
  

1. Ghazal:

• Definition: A poetic form with rhyming couplets and a repeating refrain.
  
• Example: Craft a ghazal expressing the bittersweet nature of love and longing.
  

1. Tanka:

• Definition: A Japanese poem with five lines and a 5-7-5-7-7 syllable count.
  
• Example: Write a tanka capturing the fleeting beauty of a sunset.
  

1. *Cinquain:

• Definition: A five-line poem with a specific syllable count per line (2-4-6-8-2).
  
• Example: Create a cinquain describing the essence of a quiet winter evening.
  

1. Pantoum:

- *Definition:* A poem with repeating lines and a specific pattern, often used for reflection. - *Example:* Craft a pantoum exploring the cyclical nature of life and change. 

Week 1: Introduction to Poetry and Sonnets
Day 1: Overview of Poetry Styles - Activity: Icebreaker - Introduce yourself through a poetic name acrostic. - Lecture: Brief history of poetry, introduction to various styles. - Discussion: What draws you to poetry? Share your favorite poems.
Day 2: Understanding Sonnets - Activity: Analyze a classic sonnet together. - Lecture: Explanation of sonnet structure (Shakespearean and Petrarchan). - Discussion: Share initial impressions and feelings about sonnets.
Day 3: Writing Exercise - Crafting a Sonnet - Activity: Break down sonnet structure with examples. - Assignment: Write a sonnet exploring a personal experience or emotion. - Vocabulary Words: Quatrain, Couplet, Volta.
Day 4: Peer Review and Feedback - Activity: Peer review workshop for sonnets. - Lecture: Discuss common challenges and strategies in sonnet writing. - Discussion: Share insights gained from reviewing peers' work.
Day 5: Recap and Reflection - Activity: Reflect on the week's lessons and exercises. - Lecture: Overview of upcoming weeks. - Assignment: Write a short reflection on what you've learned about poetry and sonnets.
Study Guide Questions for Week 1: 1. What is the basic structure of a sonnet? 2. Compare and contrast Shakespearean and Petrarchan sonnets. 3. How does the volta contribute to the meaning of a sonnet? 4. Discuss the role of rhyme and meter in sonnets. 5. Explore your personal connection to poetry. What emotions or themes resonate with you?
Quiz: A short quiz assessing understanding of sonnet structure, key terms, and the historical context of poetry.
Week 2: Embracing Haiku and Villanelle
Day 1: Understanding Haiku - Activity: Analyze classic haikus. - Lecture: Explain the traditional structure and themes of haikus. - Discussion: Share thoughts on the simplicity and depth of haikus.
Day 2: Crafting Haikus - Activity: Write haikus individually. - Lecture: Discuss the significance of nature in haikus. - Discussion: Share and discuss individual haikus.
Day 3: Unraveling the Villanelle - Activity: Analyze a famous villanelle. - Lecture: Explore the structure and repetition in villanelles. - Discussion: Discuss the impact of repeated lines on the overall theme.
Day 4: Writing Exercise - Composing a Villanelle - Activity: Break down the process of crafting a villanelle. - Assignment: Write a villanelle on the theme of memory or loss. - Vocabulary Words: Tercet, Refrain, Envoi.
Day 5: Peer Review and Feedback - Activity: Peer review workshop for villanelles. - Lecture: Discuss the challenges and beauty of crafting repetitive forms. - Discussion: Share insights gained from reviewing peers' villanelles.
Study Guide Questions for Week 2: 1. What defines a haiku? Discuss its structure and thematic elements. 2. Explore the cultural significance of nature in haikus. 3. What is the structure of a villanelle, and how does repetition contribute to its impact? 4. Discuss the emotions evoked by repeated lines in a villanelle. 5. Reflect on the process of crafting a villanelle. What challenges did you face?
Quiz: Assessment on the understanding of haikus, villanelles, and the effective use of repetition in poetry.

Hello, I hope you're having a good day! Please help chance me on which colleges I could possibly get into!! Really need advice because none of my family has ever gone through the college application experience.
Demographics: Bay Area Immigrant parents, mom never went to high school and my dad was a dropout. Started off low income, but then rose to lower-middle class as of right now. Living in a blue collar neighborhood. Seeking financial aid + scholarships. Gender: Female Race/ethnicity: Biracial, Hispanic and Filipina State: California Type of school: Competitive College Prep - many students end up attending UCLA, USC, and T20s. Hooks: URM, first generation, and volleyball playerecruited athlete.
Intended Major(s): Criminal Justice/Corrections Thinking of minoring in Theology or History
ACT/SAT/SAT II: ACT - 34, SAT - 1500 May possibly apply test optional or retake
UW/W GPA and Rank: 3.98UW/4.6W (B+ one semester in Algebra 2 Honors which I took freshman year....😢), school doesn't rank so assuming top 10%
Coursework: AP/IB/Dual Enrollment classes, AP/IB scores, etc
AP Psych - 5 AP Comparative Gov - 4 AP Japanese - 5 AP Lit - 5 AP Lang - 5 AP Bio - 4 AP Stats - 4 APUSH - 5 Looking to submit only my 5s if possible
Awards: Competed at GJNC (nationals) with my club volleyball team and placed two years in a row - went to nationals 4 years total. My club team is nationally ranked, along with my club.
Got 1st, 2nd, 3rd at multiple National Qualifiers over a span of 6 years (National Qualifiers with over 300 teams total per region competing for a bid)
WorldStrides National Choir competition - part of school choir who won 1st place 4 years in a row, attended their invitational Honors choir competition for all those years.
Made it to state 2 years in a row for Policy Debate and Dramatic Interpretation, youngest and first ever in my school to do so
Founder and President of NHS Chapter, founded late freshman year
AP Scholar
Half ride to my college prep due to merit (no idea if this is an award....??) + Honor Roll all of HS career due to merit
Japanese Honors Society / Japanese N3 certified
Publication of two different poems
Extracurriculars: These are mainly community/public service based
Spent part of freshman summer + sophomore summer + this summer as a law office intern in Chicago
Internship under prominent DA (being vague) and judge for one and a half years
300+ volunteer hours: - 200 hours taking care of special needs children through Park and Rec - 100+ hours volunteering at Juvenile Hall and prisons
Ministering for 3 years and evangelizing at prisons, impacted over 1500 prisoners and 100 correctional officers. Baptized 79 prisoners and 17 correctional officers.
Worked with a non-profit that serves the underprivileged in the Bay Area. Known the founders since childhood, prayed on sidewalks with people, along with made food for the homeless for 3 years consistently.
Volunteesocial worker for A non-profit 501c international public charity that has raised over $100,000 in donation money to rescue sex trafficking victims in Nepal. Went on a mission trip with that group, preached at a Christian conference + sexual abuse awareness meeting to over 500 people (some people traveled over 14 hours to get to the conference), gave out soccer balls, candy and food to little children in the Nepal slums, and rescued 3 women from prostitution + sex trade hands-on. I was able to get one of those women back in contact with her family which was a miracle. Along with this, I helped initiate the arrests of a couple human traffickers within the Nepal mountains.
Ran tech at my church for over 5 years, church of over 200 members
Campus Ministry President of my school for Junior year (going on to Senior year), helped run spiritual retreats for students for two years, leading activities for the community, and be spiritual mentors to younger kids. Worked alongside a couple brothers and priests to study theology/attend seminars. Current leader of the school Bible Study, a humble group of 10 people.
President of Womens Choir at my school (40 members)
3 years varsity volleyball (division 3 school), Been playing volleyball for 11 years, club volleyball at a nationally-ranked club for 5 years
Essays/LORs/Other:
LOR: Relative who works + does research for a Tier 1 school that I'm applying to (being very vague here) They became my admissions coach + provided me with help - 10/10
LOR: Campus Ministry Director - 9/10 Super good connection, very deep conversations spiritually
LOR: Pastor - 8.5/10 Known me since childhood
LOR: Two attorneys I interned under - 9.5/10
LOR: Retired criminal justice official (being vague again), family friend who provided me with help - 9/10 Known him since middle school
LOR: Club volleyball coach, known him for 5 years. 8/10 he's not the best writer lol
Schools: List of colleges, ED/EA/RD, etc
Northwestern UChicago Vanderbilt Cornell Brown Duke Harvard Yale UPenn Columbia NYU Georgetown Dartmouth UCLA Stanford UC Berkeley Williams College Rice Baylor Purdue UTexas- Austin Washington University - St. Louis University of Georgia USC Boston University Boston College JHU Other safeties.
Shooting for the stars here, and praying that I will get into a Tier 1/T20. Very nervous about test scores however I'm hoping my ECs are decent enough to get me into one of these schools. Relying on the ECs, however there are plenty of EC warriors within Reddit and America. I will probably apply test optional unless recommended otherwise because my test scores are somewhat weak compared to others. I'm applying everywhere because I have no idea where I'll end up, so I'd rather go big. Along with this, I'm looking to be recruited for college volleyball, because that is what I'm passionate about aswell. If you all have any advice, I would love to hear it! Thanks for your time.

Been seeing a lot of M24 finals posts so I thought I'd put out the funniest thing that occurred to me during my exams, and maybe help some other students' nerves.
I graduated a bit ago and when I was doing the IB my school was lucky enough to have a Latin course. So I did Latin, the content of which is 2 literary units. The units my cohort did were Love Poetry, and Heroes and Villains in Prose.
We covered a variety of classical authors. The length of the poems ranged from several lines to spanning over ten pages. The prose readings could either be the simplest clauses we translated in our lives, or complete run-on sentence hell. Because our Paper 2 required us to translate, analyse, interpret, and answer comprehension questions about these excerpts (randomly selected from the ones we'd studied) we had to prioritise revising specific readings over others.
Which ones? Well, our teacher made a list for us marking out all past excerpts from the last several years, the frequency at which they had appeared, and how difficult he personally thought they were. After reviewing his list, we concluded in collective relief, that we could near-definitively rule out the two longest and most tedious love poems of the bunch: Carmina 61 and Carmina 67 by Catullus, also colloquially known as 'the wedding poem', and 'the door poem'.
It became a meme, over the months. Our class already hated the wedding poem and the door poem anyways, so thank god we didn't really have to focus on them, right? "O Hymenaee Hymen, O Hymen Hymenaee", I would find myself chanting in hendecasyllabic verse at the end of every couplet in my sleep. (In case you were wondering, it translates to "Oh Hymenaeus Hymen, Oh Hymen Hymenaeus"). I studied with gratitude to the heavens for not shackling me to such indignities. I revised with the self-confident assurance of a woman who planned meticulously for her future, who knew the exact path her destiny would take her through.
Then comes the day of the exam. We loiter outside the hall, chatting breezily. Our expectations. Our excitement. Our dreams. My friend turns to me and says, "Hey, DragonflyHopeful, wouldn't it be absolutely hilarious if the excerpts end up being the wedding and door poems after all?"
"Imagine doing all that for nothing," I chuckle. "The two-year long Google Doc we made with every single reading and analysis, every single time we mocked Catullus mercilessly in class. How funny would that be?"
The comment slips off like water on a duck's back. Nobody actually thinks it's going to be the wedding and door poems. Even the IB itself doesn't like those poems! The people who wrote the exams had used them just a few years ago. And we know they don't recycle recently-used exam materials.
The room is quiet when we slip in. The invigilator begins her monotonous, ouroboric speech. "Five minutes of reading time," she says. "And then you may begin."
The clock ticks down. I open my test paper to the first page...
Yeah, anyways, it was both the fucking wedding and door poems.
After the exam half of us ran across the school to find our teacher and drag him out of his 8th grade class to spend a good ten minutes alternatively cracking up about it/bashing Catullus. It was genuinely so, so ironically unexpected and yet karmically anticipated at the same time that we still laugh about it now.
So that's my story! It's probably not as funny for you (though, seriously, our hatred of the wedding and door poems was on Caecilius est in horto meme levels for our class) and I'm just typing this out to procrastinate on a uni assignment, but I hope that at least one person (preferably a fellow Latin-ite) can relate on some degree. And good luck in general to everyone!
...
TLDR; the one, absolute fucking thing my N22 Latin class was 100000% sure was not going to be on the test (which we even, jokingly, had a discussion about before the test, like Cassandra telling herself something in the mirror and not believing it) was on the test.

1. Sonnet:

• Definition: A 14-line poem, often expressing love or deep emotion, with various rhyme schemes.
  
• Example: Write a sonnet exploring the theme of unrequited love.
  

1. Haiku:

• Definition: A traditional Japanese poem with three lines and a 5-7-5 syllable count.
  
• Example: Craft a haiku capturing the essence of a serene moment in nature.
  

1. Villanelle:

• Definition: A 19-line poem with five tercets followed by a quatrain, using repeated lines.
  
• Example: Create a villanelle about the passage of time and its impact on memories.
  

1. Limerick:

• Definition: A humorous, five-line poem with a distinctive rhythm (AABBA).
  
• Example: Compose a limerick about a quirky character or situation.
  

1. Free Verse:

• Definition: Poetry with no set rhyme scheme or meter, allowing for free expression.
  
• Example: Write a free verse poem exploring the complexities of human relationships.
  

1. Acrostic:

• Definition: A poem where the first letter of each line spells out a word or message.
  
• Example: Create an acrostic using your name, describing your personality or aspirations.
  

1. Ghazal:

• Definition: A poetic form with rhyming couplets and a repeating refrain.
  
• Example: Craft a ghazal expressing the bittersweet nature of love and longing.
  

1. Tanka:

• Definition: A Japanese poem with five lines and a 5-7-5-7-7 syllable count.
  
• Example: Write a tanka capturing the fleeting beauty of a sunset.
  

1. *Cinquain:

• Definition: A five-line poem with a specific syllable count per line (2-4-6-8-2).
  
• Example: Create a cinquain describing the essence of a quiet winter evening.
  

1. Pantoum:

- *Definition:* A poem with repeating lines and a specific pattern, often used for reflection. - *Example:* Craft a pantoum exploring the cyclical nature of life and change. 

A man once came to Imām Ahlus-Sunnah, Ahmad bin Hanbal and asked him, “O Imām, what is your opinion on poetry?”
He replied, “Which poetry is this?” to which the man responded by reciting the following couplets:
إذا ما قال لي ربي اما استحييت تعصيني
If my Lord asks me, “Have you shyness in disobeying me?
وتخفي الذنب عن خلقي وبالعصيان تأتيني
You conceal your sins from my creation – and with sins you come to me.”
Imām Ahmad took these lines and repeated them over and over again, and wept profusely to such an extent that one his students said that he almost perished due to him crying so much.
“If my Lord asks me…”
إذا ما قال لي ربي اما استحييت تعصيني
If my Lord asks me, “Have you shyness in disobeying me?
وتخفي الذنب عن خلقي وبالعصيان تأتيني
You conceal your sins from my creation – and with sins you come to me.”
فكيف أجيبُ يا ويحي ومن ذا سوف يحميني؟
So how will I answer? O woe to me – and who shall protect me?
أسُلي النفس بالآمالِ من حينٍ الى حيني
I keep averting my soul with thoughts of hope – from time to time.
وأنسى ما وراءُ الموت ماذا بعد تكفيني
And I forget what is to come after death – and what is to come after I am shrouded.
كأني قد ضّمنتُ العيش ليس الموت يأتيني
As if I am guaranteed life (eternally) – and that death will not come to me.
وجائت سكرة الموتُ الشديدة من سيحميني
And when the severe stupor of death overtakes me – who will protect me?
نظرتُ الى الوُجوهِ أليـس منُهم من سيفدينـــي
I looked at the faces; is there not from amongst them who will ransom me?
سأسأل ما الذي قدمت في دنياي ينجيني
I will be asked regarding what I have prepared in my life to save me (on the Day of Judgement).
فكيف إجابتي من بعد ما فرطت في ديني
Then how will I answer – after I have neglected my religion.
ويا ويحي ألــــم أسمع كلام الله يدعوني
Woe to me! Did I not hear the Speech of Allāh inviting me?
ألــــم أسمع لما قد جاء في قاف ويسِ
Did I not hear what came in (the chapters of) Qāf and Yā-Sīn?
ألـــم أسمع بيوم الحشر يوم الجمع و الديني
Did I not hear about the Day of Gathering, the Day of Assemble and the Day of Judgement?
ألـــم أسمع مُنادي الموت يدعوني يناديني
Did I not hear the crier of death inviting me, calling me?
فيا ربــــاه عبدُ تــائبُ من ذا سيؤويني
So O my Lord, a slave (turning to you) I have repented – so who then shall shelter me?
سوى رب غفور واسعُ للحقِ يهديني
Except a Lord extensive in forgiveness – to the truth He will guide me.
أتيتُ إليكَ فارحمني وثقــّـل في موازيني
I have come to you (in repentance) – so have mercy on me, and make heavy my scales (with good deeds).
وخفَفَ في جزائي أنتَ أرجـى من يجازيني
And lighten my account – You are the best of who will bring me to account.
Source: P.205 Manāqib Imām Ahmad by Ibn al-Jawzi
Here is a beautiful recitation of this poem which I highly recommend listening to: https://youtu.be/sBXztgPN6KM?si=Poehcb2WwdG4k0ne

Week 1: Introduction to Poetry and Sonnets
Day 1: Overview of Poetry Styles - Activity: Icebreaker - Introduce yourself through a poetic name acrostic. - Lecture: Brief history of poetry, introduction to various styles. - Discussion: What draws you to poetry? Share your favorite poems.
Day 2: Understanding Sonnets - Activity: Analyze a classic sonnet together. - Lecture: Explanation of sonnet structure (Shakespearean and Petrarchan). - Discussion: Share initial impressions and feelings about sonnets.
Day 3: Writing Exercise - Crafting a Sonnet - Activity: Break down sonnet structure with examples. - Assignment: Write a sonnet exploring a personal experience or emotion. - Vocabulary Words: Quatrain, Couplet, Volta.
Day 4: Peer Review and Feedback - Activity: Peer review workshop for sonnets. - Lecture: Discuss common challenges and strategies in sonnet writing. - Discussion: Share insights gained from reviewing peers' work.
Day 5: Recap and Reflection - Activity: Reflect on the week's lessons and exercises. - Lecture: Overview of upcoming weeks. - Assignment: Write a short reflection on what you've learned about poetry and sonnets.
Study Guide Questions for Week 1: 1. What is the basic structure of a sonnet? 2. Compare and contrast Shakespearean and Petrarchan sonnets. 3. How does the volta contribute to the meaning of a sonnet? 4. Discuss the role of rhyme and meter in sonnets. 5. Explore your personal connection to poetry. What emotions or themes resonate with you?
Quiz: A short quiz assessing understanding of sonnet structure, key terms, and the historical context of poetry.
Week 2: Embracing Haiku and Villanelle
Day 1: Understanding Haiku - Activity: Analyze classic haikus. - Lecture: Explain the traditional structure and themes of haikus. - Discussion: Share thoughts on the simplicity and depth of haikus.
Day 2: Crafting Haikus - Activity: Write haikus individually. - Lecture: Discuss the significance of nature in haikus. - Discussion: Share and discuss individual haikus.
Day 3: Unraveling the Villanelle - Activity: Analyze a famous villanelle. - Lecture: Explore the structure and repetition in villanelles. - Discussion: Discuss the impact of repeated lines on the overall theme.
Day 4: Writing Exercise - Composing a Villanelle - Activity: Break down the process of crafting a villanelle. - Assignment: Write a villanelle on the theme of memory or loss. - Vocabulary Words: Tercet, Refrain, Envoi.
Day 5: Peer Review and Feedback - Activity: Peer review workshop for villanelles. - Lecture: Discuss the challenges and beauty of crafting repetitive forms. - Discussion: Share insights gained from reviewing peers' villanelles.
Study Guide Questions for Week 2: 1. What defines a haiku? Discuss its structure and thematic elements. 2. Explore the cultural significance of nature in haikus. 3. What is the structure of a villanelle, and how does repetition contribute to its impact? 4. Discuss the emotions evoked by repeated lines in a villanelle. 5. Reflect on the process of crafting a villanelle. What challenges did you face?
Quiz: Assessment on the understanding of haikus, villanelles, and the effective use of repetition in poetry.

1. Sonnet:

• Definition: A 14-line poem, often expressing love or deep emotion, with various rhyme schemes.
  
• Example: Write a sonnet exploring the theme of unrequited love.
  

1. Haiku:

• Definition: A traditional Japanese poem with three lines and a 5-7-5 syllable count.
  
• Example: Craft a haiku capturing the essence of a serene moment in nature.
  

1. Villanelle:

• Definition: A 19-line poem with five tercets followed by a quatrain, using repeated lines.
  
• Example: Create a villanelle about the passage of time and its impact on memories.
  

1. Limerick:

• Definition: A humorous, five-line poem with a distinctive rhythm (AABBA).
  
• Example: Compose a limerick about a quirky character or situation.
  

1. Free Verse:

• Definition: Poetry with no set rhyme scheme or meter, allowing for free expression.
  
• Example: Write a free verse poem exploring the complexities of human relationships.
  

1. Acrostic:

• Definition: A poem where the first letter of each line spells out a word or message.
  
• Example: Create an acrostic using your name, describing your personality or aspirations.
  

1. Ghazal:

• Definition: A poetic form with rhyming couplets and a repeating refrain.
  
• Example: Craft a ghazal expressing the bittersweet nature of love and longing.
  

1. Tanka:

• Definition: A Japanese poem with five lines and a 5-7-5-7-7 syllable count.
  
• Example: Write a tanka capturing the fleeting beauty of a sunset.
  

1. *Cinquain:

• Definition: A five-line poem with a specific syllable count per line (2-4-6-8-2).
  
• Example: Create a cinquain describing the essence of a quiet winter evening.
  

1. Pantoum:

- *Definition:* A poem with repeating lines and a specific pattern, often used for reflection. - *Example:* Craft a pantoum exploring the cyclical nature of life and change. 

Week 1: Introduction to Poetry and Sonnets
Day 1: Overview of Poetry Styles - Activity: Icebreaker - Introduce yourself through a poetic name acrostic. - Lecture: Brief history of poetry, introduction to various styles. - Discussion: What draws you to poetry? Share your favorite poems.
Day 2: Understanding Sonnets - Activity: Analyze a classic sonnet together. - Lecture: Explanation of sonnet structure (Shakespearean and Petrarchan). - Discussion: Share initial impressions and feelings about sonnets.
Day 3: Writing Exercise - Crafting a Sonnet - Activity: Break down sonnet structure with examples. - Assignment: Write a sonnet exploring a personal experience or emotion. - Vocabulary Words: Quatrain, Couplet, Volta.
Day 4: Peer Review and Feedback - Activity: Peer review workshop for sonnets. - Lecture: Discuss common challenges and strategies in sonnet writing. - Discussion: Share insights gained from reviewing peers' work.
Day 5: Recap and Reflection - Activity: Reflect on the week's lessons and exercises. - Lecture: Overview of upcoming weeks. - Assignment: Write a short reflection on what you've learned about poetry and sonnets.
Study Guide Questions for Week 1: 1. What is the basic structure of a sonnet? 2. Compare and contrast Shakespearean and Petrarchan sonnets. 3. How does the volta contribute to the meaning of a sonnet? 4. Discuss the role of rhyme and meter in sonnets. 5. Explore your personal connection to poetry. What emotions or themes resonate with you?
Quiz: A short quiz assessing understanding of sonnet structure, key terms, and the historical context of poetry.
Week 2: Embracing Haiku and Villanelle
Day 1: Understanding Haiku - Activity: Analyze classic haikus. - Lecture: Explain the traditional structure and themes of haikus. - Discussion: Share thoughts on the simplicity and depth of haikus.
Day 2: Crafting Haikus - Activity: Write haikus individually. - Lecture: Discuss the significance of nature in haikus. - Discussion: Share and discuss individual haikus.
Day 3: Unraveling the Villanelle - Activity: Analyze a famous villanelle. - Lecture: Explore the structure and repetition in villanelles. - Discussion: Discuss the impact of repeated lines on the overall theme.
Day 4: Writing Exercise - Composing a Villanelle - Activity: Break down the process of crafting a villanelle. - Assignment: Write a villanelle on the theme of memory or loss. - Vocabulary Words: Tercet, Refrain, Envoi.
Day 5: Peer Review and Feedback - Activity: Peer review workshop for villanelles. - Lecture: Discuss the challenges and beauty of crafting repetitive forms. - Discussion: Share insights gained from reviewing peers' villanelles.
Study Guide Questions for Week 2: 1. What defines a haiku? Discuss its structure and thematic elements. 2. Explore the cultural significance of nature in haikus. 3. What is the structure of a villanelle, and how does repetition contribute to its impact? 4. Discuss the emotions evoked by repeated lines in a villanelle. 5. Reflect on the process of crafting a villanelle. What challenges did you face?
Quiz: Assessment on the understanding of haikus, villanelles, and the effective use of repetition in poetry.