Besides numerous positive transformations and unique opportunities in language pedagogy, the post-method era brought with itself several challenges for language teachers. After intensive research and empirical studies, the use of literature was welcomed in ELT classrooms. But the question arises as to what extent and in what ways does literature support language learning? In an attempt to answer these questions and fill this lacuna, the present paper highlights ways in which literature assist language teachers. Moreover, the paper presents resourceful strategies to frame exercises using poems for ELT classroom. Shakespeare's "Sonnet 65" is used to illustrate some vital themes explored in this paper. In spite of the observed difficulty level of the sonnet and the layers of meaning it encapsulates, dynamic and engaging activities can be crafted out of this poem. Since the elements discussed in this study are ubiquitous to the genre of poetry, therefore the use of the presented methodology would also be universal.