Browning Poetry

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Poetic terminology, Robert and Elizabeth Barrett Browning

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Browning Poetry

  1. 1. WELCOME! English IIIA Week 9 Who is the couple above…the Schaurers, Melvilles, Lahettas, Woollams, or someone else?Write your guess in on the whiteboard. 1
  2. 2. Use your arrow tool All the time. It is my passionDo you likewriting/readingpoems about love or Sometimes..it’sother okaystrong emotions? Are you kidding? Who has time to read or write poetry? Too sappy!
  3. 3. Robert Browning and Elizabeth Barrett Browning Who are they? What did they do? 3
  4. 4. Robert and Elizabeth Barrett Browning Her 1844 Poems made her one of the most popular writers in the land, and inspired Robert Browning to write her, telling her how much he loved her poems. Kenyon arranged for Browning to come see her in May 1845, and so began one of the most famous courtships in literature. Six years his elder and an invalid (she injured her spine in a fall), she could not believe that the vigorous and worldly Browning really loved her as much as he professed to, and her doubts are expressed in the Sonnets from the Portuguese which she wrote over the next two years. Love conquered all, however, and Browning married Elizabeth. No female poet was held in higher esteem among cultured readers in both the United States and England than Elizabeth Barrett Browning during the nineteenth century Victorian poetry movement. Public sympathy for Robert after her death (she was a much more popular poet during their lifetimes) surely helped the critical reception of his Collected Poems (1862) and Dramatis Personae (1863). His influence continued to grow, however, and finally lead to the founding of the Browning Society in 1881. From: VictorianWeb.net 4
  5. 5. Guided Notes Elizabeth and Robert are from what time period?_________ What is a common theme of their poems?____Which poet was more famous while living?_________ 5
  6. 6. So how did these two lovers expressthemselves through poetry and how can you express yourself through poetry?  Our focus today:  Look at how they describe a universal theme of love in their own unique way. Also note how they use poetic devices that we studied last week.  Also, look at how they tailor their poetry to their audience (each other). 6
  7. 7.  from  “Sonnets from the Portuguese” By Elizabeth Barrett Browning  (1806- 1861) Let’s watch this performed by a student on video XLIIIHow 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 everydays 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 childhoods 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 7
  8. 8. New terms A sonnet is a poem with 14 lines. There are different types of sonnets. “How Do I Love thee..” (Sonnet 43) is a sonnet. You can write a sonnet in this week’s dropbox. Let’s look back at it. It has two quatrains (or groupings of four lines of poetry). What are the rhyme schemes on the quatrains? 8
  9. 9. By Robert Browning (1812-1889) "Life in Love" Escape me?ever---eloved! hile I am I, and you are you,o long as the world contains us both, e the loving and you the loth hile the one eludes, must the other pursue. y life is a fault at last, I fear: seems too much like a fate, indeed!hough I do my best I shall scarce succeed.ut what if I fail of my purpose here? is but to keep the nerves at strain,o dry ones eyes and laugh at a fall,nd, baffled, get up and begin again,---o the chace takes up ones life thats all. hile, look but once from your farthest bound me so deep in the dust and dark,o sooner the old hope goes to groundhan a new one, straight to the self-same mark,shape me---veremoved! 9
  10. 10. Let’s talk about “Life in Love” 10
  11. 11. Theme What is it? “lesson” about life…universal idea…often not stated, but inferred – look for repeated ideas Examples from Sonnet XLIII: "Sonnet 43" expresses the poet’s intense love for her husband-to-be, Robert Browning. So intense is her love for him, she says, that it rises to the spiritual level (Lines 3 and 4). She loves him freely, without coercion; she loves him purely, without expectation of personal gain. She even loves him with an intensity of the suffering (passion: Line 9) resembling that of Christ on the cross, and she loves him in the way that she loved saints as a child. Moreover, she expects to continue to love him after death.  Examples from “Life in Love”…the chase! 11
  12. 12. Class Discussion Which poem do you prefer? Elizabeth’s (green check) Robert’s (red x) Why did you choose the one you did? The way it was written or the content of the poem or both? Explain on the mic! 12
  13. 13. Quiz question #1Parallelism deals with a relationship between two or more lines.A. true (green check)B. false (red x) 13
  14. 14. Answer - #1Parallelism deals with a relationship between two or more lines.A. true 14
  15. 15. Quiz question #2Robert Browning and Elizabeth Barrett Browning were:A. husband and wife (hands)B. father and daughter (red x)C. brother and sister (green check) 15
  16. 16. Answer - #2Robert Browning and Elizabeth Barrett Browning were:A. husband and wife 16
  17. 17. Quiz question #3"Life in Love" and Sonnet XL111 both:A. look at the relationships found in romantic love (hands)B. deal primarily with nature (red x)C. offer advice to new lovers (green check) 17
  18. 18. Answer - #3"Life in Love" and Sonnet XL111 both:A. look at the relationships found in romantic love 18
  19. 19. Quiz question #4"Life in Love" and Sonnet XL111 both have structure rhyme scheme; however, they are not the same rhyme scheme.A. true (green check)B. false (red x) 19
  20. 20. Answer - #4Life in Love" and Sonnet XL111 both have structured rhyme scheme; however, they are not the same rhyme scheme.A. true 20
  21. 21. Quiz question #5What is the rhyme scheme of the following lines of poetry:"My life is a fault at last, I fear:/It seems too much like a fate, indeed!/Though I do my best, I shall scarce succeed.But what if I fail of my purpose here?”A. AABB (green check)B. ABCA (red x)C. ABBB (hands)D. ABBA (smiley) 21
  22. 22. Answer - #5What is the rhyme scheme of the following lines of poetry:"My life is a fault at last, I fear:/It seems too much like a fate, indeed!/Though I do my best, I shall scarce succeed.But what if I fail of my purpose here?” 22
  23. 23. Web Tour http://www.poets.org/•http://galleryofwriting.org/galleries/316820 23
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  26. 26. We are DONE! Remember to finish strong…complete the Haiku Quiz and Dropbox 5.2 Poetry Assignment. Are you proctored? If not, call your teacher today! 888.326.8395 Thanks for your participation! Our sessions continue for Quarter Four. 26
  27. 27. Nature poetryHaikuFrom the Japanese culture, we have an example of Haiku.Traditional Haiku consists of three lines.The first contains 5 syllables; the second contains 7syllables; the third contains 5 syllables. The typicalsubject for Haiku poetry is an instant in time which occurs innature.Think about the split second when the rain drops on a leaf or theinstant when a bird spreads its wings just before launching intoflight. These are typical moments captured by a Haiku. Spring morning marvel lovely nameless little hill on a sea of mistHave you ever written a Haiku? You can write one in ourdropbox! 27

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