Analysing the poem 'Porphyria's Lover' by Robert Browning
Lesson details
Learning outcome
I can include meaningful context when writing about modern poems in the ‘Love and Relationships’ anthology.
Key learning points
- Browning uses pathetic fallacy to reflect the emotional turmoil the speaker initially feels.
- Browning uses symbolism to convey the taboo nature of Porphyria's sexuality and the illicit relationship.
- Browning reveals the speaker's desire to exert total control over Porphyria by killing her.
- In the resolution, Browning conveys the speaker's psychotic lack of remorse for his gruesome murder.
- Browning uses the form of a dramatic monologue to explore the motivations and psyche of a murderer.
Keywords
Taboo - something forbidden by social norms
Pivotal - crucially important
Symbolism - using symbols to represent deeper meanings
Fallen woman - a woman shunned for moral failings
Psyche - the human mind and spirit
Common misconception
Porphyria is entirely passive and without agency.
Porphyria displays agency by actively seeking out the speaker and initiating intimacy. Her actions challenge societal norms, reflecting her independence and desire, despite her eventual victimisation.
Teacher tip
If you have time, you may wish to draw parallels in the poem with 'My Last Duchess', another poem by Robert Browning that explores the cruel acts of an unreliable and insane narrator.
Equipment
You will need a copy of the poem 'Porphyria's Lover' by Robert Browning which can be found in the AQA 'Love and Relationships' anthology and the additional materials.
Content guidance
Depiction or discussion of serious crime
Supervision
Adult supervision required
Licence
Lesson video
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Prior knowledge starter quiz
6 Questions
Q1.'Porphyria's Lover' was written by ...
Q2.'Porphyria's Lover' is written from the perspective of a troubled narrator who reveals much about his personal thoughts. As such we would say it is ...
Q3.Starting with the first, put these events from 'Porphyria's Lover' in chronological order.
Q4.Complete the sentence: 'Arguably, in 'Porphyria's Lover', Porphyria is presented as a very provocative character, doing several things that would seem __________ to a Victorian audience.'
Q5.Which language device is being described here: 'using symbols to explore deeper meanings'?
Q6.If something is 'taboo' then it is __________ by social norms.
Assessment exit quiz
6 Questions
Q1.Which of the below are reasonable synonyms of the word 'pivotal'?
Q2.In Victorian society, a woman shunned for moral failings would have been described as a woman.
Q3.Which of these are effective ways to develop our analysis in English?
Q4.Which of the below discourse markers would be effective for comparing and contrasting?
Q5.Which of the below are reasonable points to make about the pathetic fallacy at the start of 'Porphyria's Lover'?
Q6.Aisha makes a point about 'Porphyria's Lover': 'As a symbol of her sexuality, Porphyria's hair would have been shocking to a Victorian audience.' Why is this not the most effective use of context?
To help you plan your 11 English lesson on: Analysing the poem 'Porphyria's Lover' by Robert Browning, download all teaching resources for free and adapt to suit your pupils' needs...
To help you plan your 11 English lesson on: Analysing the poem 'Porphyria's Lover' by Robert Browning, download all teaching resources for free and adapt to suit your pupils' needs.
The starter quiz will activate and check your pupils' prior knowledge, with versions available both with and without answers in PDF format.
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The assessment exit quiz will test your pupils' understanding of the key learning points.
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Explore more key stage 4 English lessons from the Love and relationships poetry continued unit, dive into the full secondary English curriculum, or learn more about lesson planning.