Sonnet 43 by_elizabeth_barrett_browning

Elizabeth Barrett Browning Use the library or Internet to research information and facts

about Elizabeth Barrett Browning’s life and poetry.

___________________________________________________

___________________________________________________

___________________________________________________

___________________________________________________

___________________________________________________

___________________________________________________

___________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

WHY do I love thee? In small groups, make a list of reasons WHY people fall in love. Share your ideas with

your teacher and the rest of the class.

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

__________________________________________________________________________

Copyright © 2011 TES English www.tes.co.uk 1

What is the poem about?Wordle.net

“Wordle is a toy for generating “word clouds” from text that you provide. The clouds give

greater prominence to words that appear more frequently in the source text. You can tweak

your clouds with different fonts, layouts, and color schemes. The images you create with

Wordle are yours to use however you like. You can print them out, or save them to the

Wordle gallery to share with your friends.”

Activity

Paste the poem into wordle.net. Based on the most prominent words in the wordle,

what, do you think, the poem is about? What do you expect the poem’s key themes and

ideas to be?

Look at the other words in the wordle. What do you notice? Are there any words that

seem linked in some way? Group words together in potential lexical sets. Give your word

sets a title.

Discuss and make a note of your ideas.

Sonnet 43 Over the page is a copy of ‘Sonnet 43’ by Elizabeth Barrett Browning. It is

arranged in alphabetical order. This is useful as it helps to:

focus attention on individual words;

draw attention to the poem’s themes and ideas;

identify patterns and repetition.


First impressions Working on your own, read the list of words from the poem. What are your first

impressions? Make a note of your ideas.

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

Where a word appears more than once, count and record the number of times it

appears. An example has been done for you. Using this information, create a bar graph to

show word frequency of the poem’s most used words.

What does the selection of words in the bar graph reveal? Which words seem to be the

most important? What types of words are they? In pairs or small groups, discuss and

explain your findings with your teacher and the rest of the class. Make a note of your ideas.

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

A to Z Sonnet 43

aafter all and 6

freelyfrom god grace

love love love me

sun tears the the


and and and and and as as being better breadth breath but by can candlelightchildhood’s choose count day’s deathdepth do ends every faithfeeling for for

griefs height how I I I I I I I I I I ideal if in let level life lose lost love love love love love love love

men most my my my my my need of of of of old out passion praise purelyput quiet reach right saints seemed shall sight smiles soul strive

the the the the theethee thee thee thee thee thee thee thee they to to to to turn use ways when withwith with with with

Chatterbox In pairs or small groups, discuss what you notice about the words from the A – Z

worksheet.

Do any words grab your attention?

Are there more nouns, verbs, adjectives, etc? What is the effect of this?


What do you notice about the tense of the verbs? What is the effect of this?

Are there any repeated words that you think might be significant? What is the effect

of this?

Are there any word sets that seem linked in some way? What is the effect of this?

What’s the mood and atmosphere? What creates this?

Can you identify words that use the senses? Which senses does the poet tend to

focus on? What is the effect of this?

What about the voice of the narrator of the poem?

What do you think the poem is going to be about?

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

RefrainRefrain: a phrase or line that is repeated throughout a poem, often at the end of stanzas.

Reprinted on the next page is a refrain. It is taken from ‘Sonnet 43’ by Elizabeth Barrett

Browning.


Based only on the limited knowledge given to you by this refrain, work in threes to make

predictions about the poem. Make a note of your ideas around the refrain.

If you want to, use the following list as a guide. Think about:

possible titles;

the themes and issues;

the message and purpose;

characters who might feature;

events & things that might happen;

where and when the events of the poem might take place;

the timescale that might feature in the poem;

mood and atmosphere;

narrative point-of-view.

In your groups, nominate one person to remain at the desk. This person needs to take on

the role of scribe (making further notes) and also of spokesperson (explaining the group’s

predictions). The other two need to visit other groups, (not the same ones) and ask them to

explain any predictions that you had not considered / thought of. Return to your scribe who

should make a note of these additional ideas.

Share your ideas with your teacher and the rest of the class.


“I love thee …”


Rhyme in Sonnet 43 – Version 1

5

10

How do I love thee? Let me count the ________.

I love thee to the depth and breadth and ________

My soul can reach, when feeling out of ________

For the ends of Being and ideal ________.

I love thee to the level of every ________

Most quiet need, by sun and ______________.

I love thee freely, as men strive for ________;

I love thee purely, as they turn from ________.

I love thee with the passion put to ________

In my old griefs, and with my childhood’s ________.

I love thee with a love I seemed to ________

With my lost saints – I love thee with the ________,

Smiles, tears, of all my life! – and, if God ________,

I shall but love thee better after ________.

breath

candlelight

choose

day’s

death

faith

Grace

height

lose

Praise

Right

sight

use

ways

Elizabeth Barrett Browning



Rhyme: the use of words with similar sounds, usually at the end of a line of poetry.

TASK

Work in pairs on the following activities.

Read the words from the column on the right-hand side of the page.

Colour code the rhyming words and then add the words to the poem.

What is the rhyme scheme?

Is this a simple or a complex rhyme scheme? What is the form of the

poem? Does Browning’s choice of rhyme scheme also link with the content,

themes and language of the poem? Explain your answer.

How do the sounds relate to what has been written? The poet’s choice of

words, in this instance, rhyming words should add to the meaning or mood of

the poem. Do they? Select two examples and explain how they are effective.

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________



5

10

How do I love thee? Let me count the ________.

I love thee to the depth and breadth and ________

My soul can reach, when feeling out of ________

For the ends of Being and ideal ________.

I love thee to the level of every ________

Most quiet need, by sun and ______________.

I love thee freely, as men strive for ________;

I love thee purely, as they turn from ________.

I love thee with the passion put to ________

In my old griefs, and with my childhood’s ________.

I love thee with a love I seemed to ________

With my lost saints – I love thee with the ________,

Smiles, tears, of all my life! – and, if God ________,

I shall but love thee better after ________.

breath

candlelight

choose

day’s

death

faith

Grace

height

lose

Praise

Right

sight

use

ways




Rhyme: the use of words with similar sounds, usually at the end of a line of poetry.

Activities

Work in pairs. This poem takes the form of a Petrachan sonnet. The rhyme scheme of this

type of poem is usually:

a b b a a b b a c d c d c d Read the poem and then read the words from the column on the right-hand side of the

page.

Use the rhyme scheme above to help you add the words to the poem.

What is a Petrachan sonnet? Identify the features, structure and typical content of a

Petrachan sonnet.

Using your researched information, think about why Browning has chosen this form of

poem. Why is it appropriate to the content, themes and ideas?

How do the sounds relate to what has been written? The poet’s choice of words, in this

instance, rhyming words should add to the meaning or mood of the poem. Do they? Select

one or two examples and explain how they are effective. Make a note of your ideas.

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________


Narrative point-of-viewNarrative point-of-view: whether the poem is told from a first, second or third person

perspective.

Read ‘Sonnet 43’ by Browning.

First person: In first person narration, the narrator takes part and is an actual

character in the poem. In this form of narration, personal experience, thoughts and

ideas are expressed. The use of ‘I’ for singular and ‘we’ for plural indicates first

person narration.

Second person: The narrator does not take part in the poem but relates it to the

readers / audience. It can make the audience feel as though they are characters in

the poem, as the narrator speaks directly to us. The use of ‘you’ indicates second

person narration.

Third person: Again, the narrator does not take part in the poem but relates it to the

readers / audience. Third person narrators might know everything about the

characters and events in the poem, including the thoughts and feelings of, for

example, the characters. Or, they might not. Sometimes, third person narrators are

more distant, and merely observe events and characters.

Identify the narrative point-of-view used in the poem. Why has the poet used this

narrative voice? Think about the mood and atmosphere created by the narrative voice, and

how this links to the themes and messages of the poem.

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________


Images and imageryConcentration, listening and memory

Count to ten

Pupils form a circle. The aim of the activity is for pupils to count, as a group, from

1 – 10. Only one person at a time is allowed to call a number: pupil 1 calls 1,

pupil 2 calls 2, etc. Pupils are not allowed to signal intent and are not allowed to

count around the circle. If more than one person calls the same number, the

sequencing must start again.

Simon Says

Pupils should find a space in the classroom. The teacher calls instructions but

only instructions which start with ‘Simon says’ should be obeyed. If pupils follow

instructions which do not start with ‘Simon says’, they are out of the game.

I went to the market and bought …

Pupils form a circle. The first person starts the shopping list. ‘I went to the

market and bought an apple.’ The second person has to remember the item from

the first person, and then add another item. ‘I went to the market and bought an

apple and a balloon.’ And so on.

Listen carefully to a reading or recording of ‘Sonnet 43’ by Browning. Listen again.

As you listen, you need to try and remember the entire poem.

Working on your own, try and write the poem. Then, pair up with a classmate

and share your versions of the poem. Work together to write an improved and

perfected version of the poem. Your task is to try and write the poem exactly as

Elizabeth Barrett Browning wrote it.

Read the original poem and compare it to the versions you wrote.

Discuss your findings with your teacher and the rest of the class. Compare

moments where your versions were very similar and / or very different to the original.

Which elements of the poem were the easiest to recall? Which elements were the

most difficult?


Images and imagery (cont) Work in pairs to highlight and label the images and imagery in ‘Sonnet 43’ by

Elizabeth Barrett Browning.

Design commission

A developer of interactive whitebeard teaching resources would like a design &

illustration concept of the poem for publication in a digital, e-poetry booklet. Plan

and design your version of the poem for the booklet. Explain your decisions in the

space below.

(An example digital e-poetry booklet can be found here:

www.tes.co.uk/aqacharacterandvoice)

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________


Earning full marks

Examiner’s Hint

Technical terms, device spotting, counting lines and alphabetising rhyme schemes

are only of any use if they support your understanding of the poems and the

comparisons between them – and you show this.

So, there is very little point in saying:

Browning uses a strong image in line … of the poem.

There is also very little point in saying:

In this image she ...

The above, although useful in focusing your thoughts, will not earn you many marks

in terms of the assessment objectives and they will only be of use if you also do

the following.

To earn the marks, you must:

analyse and explain the use of any technical terms and poetic devices;

show your understanding and detail your personal response;

make comparisons;

link all of the above to the wider content of the poem.


Earning full marks (cont)

Select one image from the poem. Write your response to Browning’s use of the

image. Try to earn full marks.

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

Select one example where she uses imagery. Write your response to Browning’s

use of the imagery. Try to earn full marks.

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________


___________________________________________________________________________

Meaning, and mood and atmosphere Read the poem again.

The next task asks you think about the meaning, and the mood and atmosphere of

the poem – but in an abstract way. This task should also help you to develop a

personal response to the poem.

What would the poem, ‘Sonnet 43’ by Browning, be in the following situations? You

will need to use your imaginations but you will also need to explain your decision

and choice – which must be based on something in the poem.

If … Becomes Explanation

a type of weather

a season

a month

a day of the week

a time of day

a colour

a shape

an animal

a bird

a tree

a flower

a food

a place

a song

a book

an emotion

earth, air, fire or water

a movement

a sound


a word

Deeper meaning

For this poem, you will find it fairly easy to think about some of

the possible ‘if’ options. That is, you can use the literal

information in the poem for certain areas. However, and for the

purposes of this activity, you don’t have to do this.

Others will be far more complicated and will require a lot more

thought and considered explanation. If you can explain your

decisions for these more complicated ‘if’ options, you will be

engaging with the poem’s mood and atmosphere and also

with the deeper meaning of the poem.

So, is this poem just about love? Think about the content of the poem.

Think about the mood and atmosphere.

Think about the ideas that the poet might have wanted us to think about.

Review the work you have done on the poem and then, in small groups, consider


and discuss the above question and pointers. Use this information to create a

theme tree. Share your ideas with your teacher and the rest of the class.

Imagine that you are Browning’s editor. Suggest an alternative title to the poem.

How do I love thee? Let me count the ways. By now, you should realise that Browning does not use the poem to describe WHY she

loves her husband. Rather, she uses it to describe HOW she loves him. Does this mean how

much? In what ways? How many ways does she love him?

___________________________________________________________________________

In the space below, make a note of the quotes where Browning describes HOW she

loves her husband. Alongside, explain what you think she means.

QUOTE WHAT DOES IT MEAN?

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

__________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________


___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

PunctuationPunctuation: Poets will use punctuation as they structure and write their poems. Some will

use punctuation conventionally. Others will not. Others will use a mixture of both

conventional and unconventional punctuation in their poems. Whichever is used, the use of

punctuation will, along with word choices, be central to the poem’s messages, ideas and

themes.

Capitalisation: The use of capital letters for certain words.

End-stopped lines: An end-stopped line is one in which a grammatical pause comes

at the end of the line. It can be shown, for example, by the use of a comma,

semicolon or full stop.

Enjambment: or run-on lines. This is a line ending in which the syntax, rhythm and

thought are continued into the next line without pausing or stopping. Run-on lines

can also straddle verses – not just lines.

In ‘Sonnet 43’, the poet largely uses punctuation in a conventional, traditional manner.

Below, the poem has been converted into a piece of prose.

How do I love thee? Let me count the ways. I love thee to the depth

and breadth and height My soul can reach, when feeling out of sight

For the ends of Being and ideal Grace. I love thee to the level of

every day’s Most quiet need, by sun and candlelight. I love thee

freely, as men strive for Right; I love thee purely, as they turn from

Praise. I love thee with the passion put to use In my old griefs, and


with my childhood’s faith. I love thee with a love I seemed to lose

With my lost saints – I love thee with the breath, Smiles, tears, of all

my life! – and, if God choose, I shall but love thee better after death.

Punctuation (cont)

Working in pairs, try and turn the text back into a poem. There is one stanza. Each line

is written in iambic pentameter.

Examiner’s Hint

1. Some poets will capitalise the start of every line in their poem.

2. Some poets will only capitalise the start of a line if it is also the start of a sentence.

3. Some poets will capitalise the start of some (but not all) lines – even if it is not the

start of a sentence. If this latter strategy is used, the poet is making a conscious

decision to give special emphasis to a word.

Tips for writing ‘Sonnet 43’.

Capitalisation. In her poem, Browning uses version 1 above. However, there are

five occasions where words elsewhere within the line are capitalised. (For the

purposes of this activity, these five capitalised words have been changed to lower

case in the text above.)

End-stopped lines. There are nine examples of end-stopped lines – six full stops,

two commas and one semicolon.

Enjambment. There are five examples of enjambment.

As you structure your version of the poem, try and think about the poet’s message and

theme.

TASK


Compare your version of the poem to the original. Browning’s use of punctuation is

central to meaning. There is a pause before she decides this is a big question. It’s almost as

though she needs a bit of time to count. Has she got enough fingers? Would you need a

calculator? Whatever, she appears to be approaching the answer systematically - maybe

because this is the only way she do can it - by listing the ways, in turn. It doesn’t sound

mechanical though; there’s too much passion in the language she uses.

Punctuation (cont)Look closely at Elizabeth Barrett Browning’s original version. Working on your own, identify

and label the places in the poem where she has used:

capitalisation;

end-stopped lines;

enjambment.

You can use highlighting, colour coding or annotation.

Work in pairs to identity two of the most effective examples of each technique. Make a

note of your ideas below and explain why they were effective.

Capitalisation

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

End-stopped lines

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________


Enjambment

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

Agree? Disagree? To what degree?How much do you agree with the following statements? Circle your answer. Provide

evidence to support your answer. Explain how the evidence proves your answer.

1 = Do not agree at all 10 = Fully agree

Browning finds her own question - ‘How do I love thee?’ - difficult to answer.

1 2 3 4 5 6 7 8 9 10

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

Browning’s use of punctuation is effective and adds to the poem’s meaning.

1 2 3 4 5 6 7 8 9 10

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

Browning successfully answers the self-imposed question – ‘How do I love thee?’


1 2 3 4 5 6 7 8 9 10

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

Though Browning systematically lists the ways that she loves her husband, the poem does

not sound mechanical.

1 2 3 4 5 6 7 8 9 10

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

The writer is truly, madly, deeply in love.

1 2 3 4 5 6 7 8 9 10

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

The writer finds it difficult to describe and measure her love.

1 2 3 4 5 6 7 8 9 10


___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

There are no boundaries to her love for her husband.

1 2 3 4 5 6 7 8 9 10

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

The writer’s love is total and complete.

1 2 3 4 5 6 7 8 9 10

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

The language of the poem is full of passion and enthusiasm.

1 2 3 4 5 6 7 8 9 10

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________


___________________________________________________________________________

Browning’s use of rhythm and rhyme is effective and adds to the meaning of the poem.

1 2 3 4 5 6 7 8 9 10

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

Much of the language in the poem is linked to religious and spiritual fervour.

1 2 3 4 5 6 7 8 9 10

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

Much of the language in the poem is linked to politics and justice.

1 2 3 4 5 6 7 8 9 10

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

Browning’s use of capitalised words within lines is very important.

1 2 3 4 5 6 7 8 9 10


___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

The images and imagery in the poem are strong and ostentatious.

1 2 3 4 5 6 7 8 9 10

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

‘Sonnet 43’ does not shout. Rather, Browning says what she has to say quietly but firmly.

1 2 3 4 5 6 7 8 9 10

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

Browning loves her husband with everything that life can offer, in all its moods.

1 2 3 4 5 6 7 8 9 10


___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

The poet believes that their love will outlast life itself.

1 2 3 4 5 6 7 8 9 10

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

The poet believes that their love will be better after death.

1 2 3 4 5 6 7 8 9 10

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

The mood and atmosphere of the poem is completely positive.

1 2 3 4 5 6 7 8 9 10

___________________________________________________________________________

___________________________________________________________________________


___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

Your response. I would like my boyfriend / girlfriend to have written this poem for me.

1 2 3 4 5 6 7 8 9 10

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

Comparing ‘Sonnet 43’ and Romeo and Juliet’s Sonnet Duet (Enlarge to A3)

- AO3: Make comparisons and explain links between texts, evaluating writers’

different ways of expressing meaning and achieving effects

Use the Venn diagram to find the differences and similarities.


‘Sonnet 43’Romeo and Juliet’s

Sonnet Duet

Think about:

FORM, structure &

style

languag

e

themes +

ideas

subject genre YOUR RESPONSE

Don’t forget that in your final essay you will have to refer to MORE than the above two sonnets. Though you will refer to Romeo and Juliet’s relationship in an early part of the play, you will also have to show knowledge of the rest of the play. Similarly, you will have to refer to OTHER poems.

GENERIC TASK 1

Theme: male / female relationships

Many plays and poems are concerned with relationships between men and women. Choose

a relationship in a Shakespeare play you have studied and link it to the way a similar

relationship is presented in poetry.

Poetry selection The Passionate Shepherd: Marlowe

The Sun Rising: Donne

Cousin Kate: Christina Rossetti

Sonnet 18: Shakespeare

Valentine: Carol Ann Duffy

A Frosty Night: Robert Graves

Sonnet 43: Elizabeth Barrett Browning

The Flea: Donne


Twice Shy: Heaney

Whoso List to Hunt: Wyatt

Porphyria's Lover: Browning

A Married State: Katherine Philips

A Woman to her Lover: Christina Walsh

You will need to read ALL of the poems from the poetry selection. Other poems that you might want to refer to have been made bold above. However, you DO NOT have to use these. The choice is yours.

Sonnet 43

5

10

How do I love thee? Let me count the ways.

I love thee to the depth and breadth and height

My soul can reach, when feeling out of sight

For the ends of Being and ideal Grace.

I love thee to the level of every day’s

Most quiet need, by sun and candlelight.

I love thee freely, as men strive for Right;

I love thee purely, as they turn from Praise.

I love thee with the passion put to use

In my old griefs, and with my childhood’s faith.

I love thee with a love I seemed to lose

With my lost saints – I love thee with the breath,

Smiles, tears, of all my life! – and, if God choose,

I shall but love thee better after death.




Education

Sonnet 43 by_elizabeth_barrett_browning