commands or requests that begin with a verb, giving direct instructions

restoring energy, vitality, or youthfulness; refreshing and invigorating

descriptions that use elements from nature, like landscapes, weather, or living things

substituting a mild or indirect expression for something that is considered rude or taboo

Analysing the poem 'Sonnet 29' by Elizabeth Barrett Browning

English

Exploring and responding to the Eduqas poetry anthology

Understanding ideas of war and isolation in Owen's ‘Disabled’

Analysing ideas of war and isolation in Owen's ‘Disabled’

Understanding the Poem 'Kamikaze'

Analysing the Poem 'Kamikaze'

Comparing ideas of identity and isolation in ‘Disabled and ‘Kamikaze’

Understanding the poem 'Remains'

Analysing the Poem 'Remains'

Developing interpretations of ‘Remains’ with Simon Armitage

Understanding ideas of war in Hardy’s ‘Drummer Hodge’

Analysing ideas of war and inevitability in Hardy’s ‘Drummer Hodge’

Comparing ideas of war in Hardy’s ‘Drummer Hodge’ and Armitage’s ‘Remains’

Understanding the poem ‘Sonnet 29’ by Elizabeth Barrett Browning

Understanding the poem 'Cousin Kate' by Christina Rossetti

Analysing the poem 'Cousin Kate' by Christina Rossetti

Understanding ideas of love and obsession in Kay's 'Dusting the Phone'

Analysing ideas of uncertainty and intensity in Kay's 'Dusting the Phone'

Comparing ideas of love in ‘Sonnet 29’, ‘Cousin Kate’ and ‘Dusting the Phone’

Understanding ideas of youth and nature in Blake’s ‘The Schoolboy’

Analysing ideas of youth and nature in Blake’s ‘The Schoolboy’

Understanding ideas of youth and nostalgia in Heaney’s ‘Blackberry Picking’

Analysing ideas of youth and nostalgia in Heaney’s ‘Blackberry Picking’

Comparing ideas of youth and nature in ‘The Schoolboy’ and ‘Blackberry Picking’

Understanding the poem 'Catrin' by Gillian Clarke

Analysing the poem 'Catrin' by Gillian Clarke

Understanding ideas of love and relationships in Ewing’s ‘Origin Story’

Analysing ideas of love and relationships in Ewing’s ‘Origin Story’

Comparing ideas of love and identity in ‘Catrin’ and  ‘Origin Story’

Analysing extended responses to the Eduqas poetry anthology

Planning a written response on the Eduqas poetry anthology

Writing a written response on the Eduqas poetry anthology

Reviewing a written response on the Eduqas poetry anthology

In 'AQA Power and Conflict Poetry', pupils compared the language, form and structure of a variety of poems connected by the themes of power and conflict. In 'AQA Power and Conflict Poetry continued', pupils work on making more nuanced comparisons between poems.

In 'A World at War: Poetry', pupils explore how poets presents the atrocities of World War One through their poetry. In 'AQA Power and Conflict Poetry', pupils analyse how a variety of different wars have been presented through poetry.

In this unit, pupis explore 11 of the 15 poems from the Eduqas poetry anthology. Pupils complete two lessons about each poem: one on understanding and one on analysis. Pupils study the poems in a thematically linked order so they can complete comparative and thematic lessons during the unit.

Poetry anthology: first study

Depiction or discussion of sex or sexual body parts, including sex education.

Depiction or discussion of sexual content

the sadness felt by the speaker when her lover is away from her.

the speaker's thoughts of her love when he is absent.

the joy felt by the speaker when her lover returns.

In 'Sonnet 29', the extended metaphor of vines is used to symbolise...

In 'Sonnet 29', the speaker describes how her lover's return allows her to "breathe [...] a new air" which presents the lover as a {{}} presence.

substituting a mild, indirect expression for something that is taboo

descriptions including elements from nature, like weather or animals

commands or requests that begin with a verb

Match these methods to the correct definition.

"I do not think of thee - I am too near thee"

Match each of these methods to the correct quotation from 'Sonnet 29'.

"let these bands of greenery which insphere thee / Drop heavily down"

"wild vines [...] Put out broad leaves, and soon there's nought to see"

"Rustle thy boughs and set thy trunk bare"

"I will not have my thoughts instead of thee / Who are dearer, better!"

Which of these quotations from 'Sonnet 29' best supports this topic sentence? 'The speaker’s thoughts of her love spread quickly, obscuring what he is really like.'

The speaker views her lover as weak and wishes he'd stop avoiding her/

The speaker feels that her thoughts of her lover are overwhelming.

The speaker longs to be reunited with her lover and feel the power of his love.

The speaker prefers the thoughts of her lover to the real thing.

When the speaker is with her lover, she does not need her fantasy thoughts.

Which of the topic sentences below best links to this quotation from 'Sonnet 29'? "Renew thy presence; as a strong tree should"

it is influenced by her own relationship with her husband.

it is written about her best friend's relationship with her husband.

it is entirely fictional and based on characters from the Bible.

it is written about characters from a famous Greek myth.

it was translated from a Portuguese folk tale.

It is rumoured that Barrett Browning's poem 'Sonnet 29' is autobiographical. This means...

In 'Sonnet 29', Barrett Browning presents a __________ view of love.

Her lover has died and will never return so she avoids thinking about him.

She refuses to think about him as he has left her and broken her heart.

When the couple are reunited and she no longer relies on her fantasy thoughts.

Her obsessive thoughts have driven her insane.

In the final line of 'Sonnet 29', the speaker says "I do not think of thee - I am too near thee". Why does she say this?

During which century did Elizabeth Barrett Browning live and write?

Sonnets were typically written about which topic?

Read this quotation from 'Sonnet 29': "my thoughts do twine and bud". Which word class are the words "twine' and "bud"?

Analysing the poem 'Sonnet 29' by Elizabeth Barrett Browning

Lesson outcome

Content guidance