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Porphoria’s Lover

Porphoria’s Lover. LO: To understand the poem and it’s key themes and ideas. . Write down what you think has happened in this painting. Remember to back up your ideas with evidence. . In each of the following paintings, write down what you think the woman is thinking.

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Porphoria’s Lover

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  1. Porphoria’s Lover LO: To understand the poem and it’s key themes and ideas.

  2. Write down what you think has happened in this painting. Remember to back up your ideas with evidence.

  3. In each of the following paintings, write down what you think the woman is thinking... • http://www.ngfl-cymru.org.uk/vtc/2008-09/english/irf08-86/flash-dev/porphyria.html

  4. We are now going to listen to the poem divided into sections. • At the end of each section, write a one sentence summary about what has happened.

  5. We are now going to look at some characters who may have known Porphyria. • Here there are images of the people who might have known Porphyria when she was alive and may know something about her death. On these screens we meet her father, her maid, her sister and a gardener. • We are going to look at the pictures and the prompts to discover what kind of relationship they had. • http://www.ngfl-cymru.org.uk/vtc/2008-09/english/irf08-86/flash-dev/porphyrias-people.html

  6. Group 1: Theme • What are some dominant themes in the poem?  sex, madness, violence, love, etc.) • List examples of these themes using quotations • Critical: what point do you think the poet is trying to make? What does the poem suggest about gender (attitude towards the subject)? Group 2: Atmosphere/personification/pathetic fallacy - I chose all three because there are few examples of each (as opposed to “theme,” which is more broad) • What is the atmosphere of the poem and when is it set?  dark and eerie, set in the beginning • List examples of personification and pathetic fallacy in the poem using quotations • Critical: How do all three stylistic devices set up our expectations throughout the rest of the poem? Or do they? Does the atmosphere change? Group 3: Diction • Does Browning use simple or complicated terminology?  mostly simple • Are there any words that stand out? • Critical: What does this say about the flow of the poem? Reader comprehension? Group 4: Symbolism • Name one of the dominant symbols in the poem  ex: her hair, the storm, the word “love,” etc. • What is this repetitive word symbolic of?  ex: her hair = “struggle,” “fall,” “string” = death • Critical: How is this symbol used to build tension in the last dramatic scene? Group 5: Imagery • What words are used to describe the last scene? • What other words stand out and create a contextual image in your mind? • Critical: how does imagery add meaning to the poem? What does it do for the audience?

  7. Your creative task • You are now going to write a dramatic monologue in the style of Browning from the character’s point of view. • What will we need to include?

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