Objectives

• Analyse how Barrett Browning uses the Petrarchan sonnet form and its conventions to position a female speaker as the desiring subject rather than the silent muse.
• Analyse how spatial imagery in lines 1–4 ('depth and breadth and height / My soul can reach') constructs love as a measurable yet infinite force.
• Analyse how the emotional and moral catalogue in lines 5–12 links love to grief, faith, childhood innocence, and everyday life to argue for love's totality.
• Analyse how the volta and closing couplet (lines 13–14) reframe earthly love as a foretaste of eternal, post-death love, connecting the themes of mortality, faith, and hope.
• Write a fully evidenced analytical paragraph that embeds quotation, names a technique, and links it to a specific thematic or contextual argument about Sonnet 43.

The sequence

1. Lesson 1: Subverting Petrarch: Barrett Browning's Female Voice and Sonnet Form

   60 min · ch. 1

   Do now

   On the board: 'A Petrarchan sonnet consists of an octave (8 lines) followed by a sestet (6 lines). Read Sonnet 43 quietly. Identify where the octave ends and the sestet starts. Then, write one sentence explaining what changes at that point.' Students will use a printed copy of the poem. No teacher guidance is necessary.

   Teacher input

   Model the ONE move of identifying how Barrett Browning subverts the Petrarchan tradition using the poem's opening line. Project line 1: 'How do I love thee? Let me count the ways.' In classical Petrarchan sonnets, like Petrarch's Rime Sparse, the male poet typically addresses a silent woman. However, here, the speaker — a woman — not only poses the question but also answers it herself, taking control of both the gaze and the voice. Annotate 'I' and 'thee' on the board: the subject is female, while the object remains unnamed and silent. Additionally, consider the context: Barrett Browning kept these poems secret, worried they were too personal for publication.

   Independent task

   Students are required to write a PEEL paragraph (Point, Evidence, Explain, Link) that addresses the question: 'How does Barrett Browning use the sonnet form and the opening line to establish the speaker's voice?' In their response, they need to include a quote from line 1, identify the Petrarchan convention being subverted, and make at least one contextual reference to the 1850 publication or the courtship. The paragraph should be a minimum of 120 words and can be handed in on paper or submitted digitally.

   Exit ticket

   On a sticky note or mini-whiteboard: 'Identify ONE way Sonnet 43 challenges the Petrarchan tradition and ONE way it maintains it. Write one sentence for each.'

2. Lesson 2: Mapping Infinity: Spatial Imagery in Lines 1–4

   60 min · ch. 1

   Do now

   On the board: 'Write down all the words in lines 1–4 that imply size, space, or measurement. You have four minutes. No dictionaries allowed.' Students will work individually from their printed copies. Expected answers include: depth, breadth, height, reach, Being, ideal Grace.

   Teacher input

   Model close reading of lines 2–4: '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.' Annotate the tricolon 'depth and breadth and height' — these three dimensions represent the full capacity of love as experienced by the soul. Notice how 'out of sight' transitions from a physical realm to a spiritual one: the soul extends beyond what can be seen. Link 'ideal Grace' (capitalized) to Neoplatonic thought and Barrett Browning's Christian beliefs — love seeks a divine ideal. This isn't just for dramatic effect; it’s a statement rooted in theology.

   Independent task

   Students should annotate lines 1–4 on their printed copy, then write two analytical sentences for each of the following: (a) the impact of the tricolon 'depth and breadth and height'; (b) the importance of the capitalized 'Being' and 'ideal Grace'. They need to identify the technique, quote the relevant word or phrase, and explain its thematic effect. This should be submitted as an annotated sheet along with their written sentences.

   Exit ticket

   'In one sentence, explain why Barrett Browning chooses to use three spatial dimensions instead of just one. What effect does the tricolon create that a single word like 'completely' cannot convey?'

3. Lesson 3: Love's Catalogue: Emotion, Morality, and Memory in Lines 5–12

   60 min · ch. 1

   Do now

   On the board: 'Lines 5–12 have six distinct declarations of love starting with 'I love thee…'. Identify all six. Next, organize them into two columns: EMOTIONAL and MORAL/SPIRITUAL. Be prepared to discuss any that fit into both categories.' Students will work independently. This encourages careful reading before the teacher provides input.

   Teacher input

   Model the reading of lines 9–10: 'I love thee with the passion put to use / In my old griefs, and with my childhood's faith.' Pay special attention to the phrase 'put to use' — this suggests that love isn't something entirely new but rather a reallocation of existing emotional energy. The intensity that was once consumed by grief (biographical link: Barrett Browning's chronic illness and the death of her brother Edward in 1840) is now redirected towards love. The mention of 'childhood's faith' adds an element of innocence and genuine belief. Annotate: Barrett Browning is making the case that love doesn’t replace grief or faith; instead, it absorbs and transforms them, resulting in a complete and total love.

   Independent task

   Students should select ONE of the six "I love thee" declarations found in lines 5–12 (excluding lines 9–10, which has been demonstrated). They are to compose a complete analytical paragraph: quote the chosen line, identify the technique or comparison being used, explain what aspect of love it reveals (whether emotional, moral, spiritual, or biographical), and connect it to one of the poem's themes (such as memory, faith, or mortality). The paragraph should be at least 150 words in length. Submit it upon completion.

   Exit ticket

   What does the phrase 'put to use' (line 9) reveal about Barrett Browning's view on the connection between love and grief? One sentence.

4. Lesson 4: The Volta and the Couplet: Mortality, Faith, and Eternal Love in Lines 13–14

   60 min · ch. 1

   Do now

   On the board: 'Read lines 13–14: 'I shall but love thee better after death.' Write down two questions this line brings up for you as a reader. Then share your interpretation of what Barrett Browning means. There are no right or wrong answers — just reflect.' Students work independently. Responses will reveal interpretive uncertainties that the teacher can discuss.

   Teacher input

   Model a structural reading of the volta and closing couplet, lines 12–14: '…I love thee with the breath, / Smiles, tears, of all my life! — and, if God choose, / I shall but love thee better after death.' The dash after 'life!' signals a syntactic pause that marks the shift from the earthly realm to the eternal. The phrase 'If God choose' introduces a sense of conditional faith: while love may continue beyond death, its endurance hinges on divine will, echoing Barrett Browning's Anglican beliefs. The assertion 'better after death' stands as the poem's central claim, suggesting that earthly love is just the starting point, not the ultimate goal. This connects to the theme of hope and reflects the biographical context of her illness—death was a tangible reality for Barrett Browning, not merely an abstract concept.

   Independent task

   Students are tasked with crafting a structured comparison of the poem's opening line (line 1) and its closing couplet (lines 13–14). They should focus on several key aspects: the shift in tone from a questioning stance to a confident assertion; the transition in imagery from the physical realm to the spiritual; and the implications of the structural journey from the octave to the couplet in relation to Barrett Browning's overall argument. The comparison should be at least 200 words long and submitted on time.

   Exit ticket

   What impact does the phrase "if God choose" in line 13 have? Why doesn't Barrett Browning just say, "I will love thee better after death"? Please respond in one or two sentences.

5. Lesson 5: Writing the Argument: How Barrett Browning Presents Love as Earthly and Eternal

   60 min · ch. 1

   Do now

   On the board: 'Write down three quotations from Sonnet 43, the technique used in each, and the theme each relates to—without looking at your notes. You have five minutes.' This is a quick retrieval check that also prepares students for the essay task.

   Teacher input

   Model the construction of a thesis-driven introduction using the entire poem. Start with a weak opening: 'In Sonnet 43, Barrett Browning writes about love in many ways.' Then, show how to strengthen it: identify the poem's central argument that love is both earthly and eternal, name the structural device that supports this argument (the shift from spatial imagery in lines 1–4 to the transcendent couplet in lines 13–14), and highlight the contextual lens (the Petrarchan subversion and Barrett Browning's Christian faith). Write the improved introduction on the board, explaining each decision as you go along. Students will then annotate their own copies of this model.

   Independent task

   Students will compose a complete essay response (three to four paragraphs, including an introduction and conclusion) addressing the question: "How does Barrett Browning present love as both earthly and eternal in Sonnet 43?" Each paragraph should include a quotation, a specific literary technique, an explanation of the theme, and at least one reference to context or structure. This draft serves as the final submission and will be graded according to the rubric provided to students beforehand.

   Exit ticket

   'Compose a single sentence that articulates the main argument of your essay — your thesis — using your own words. Be sure to include both a technique and a theme.'

Activities

Assessment

• Lesson 1 exit ticket — checks whether students can name one Petrarchan convention Sonnet 43 subverts and one it retains, showing understanding of form.
• Lesson 2 annotated sheet — checks whether students can identify and name the tricolon 'depth and breadth and height' and explain the thematic significance of capitalised 'Being' and 'ideal Grace'.
• Lesson 3 PEEL paragraph — checks whether students can link a specific 'I love thee' declaration to a named technique and a theme (memory, faith, or mortality) without teacher scaffolding.
• Lesson 4 comparative paragraph — checks whether students can track the structural journey from spatial imagery (lines 1–4) to the transcendent couplet (lines 13–14) and articulate the tonal shift.
• Lesson 5 exit ticket thesis sentence — checks whether students can synthesise technique and theme into a single arguable claim before the essay is marked.

Standards covered

Common Core 11 12

• RL.11-12.1 — Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
• RL.11-12.4 — Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyse the impact of specific word choices on meaning and tone.
• RL.11-12.5 — Analyse how an author's choices concerning how to structure specific parts of a text contribute to its overall structure and meaning.
• RL.11-12.6 — Analyse a case in which grasping point of view requires distinguishing what is directly stated from what is really meant.

AP Literature

• Literary Argumentation (LAN-1) — Develop a thesis that makes a defensible claim about an interpretation of literature.
• Close Reading (CHR-1) — Explain the function of word choice, imagery, and figurative language in a literary text.
• Structure (STR-1) — Explain how the arrangement of the parts of a text contribute to its meaning and effect.
• Narration (NAR-1) — Explain the function of point of view and the relationship between speaker and subject in a poem.

AQA

• AO1 — Read, understand and respond to texts; maintain a critical style and develop an informed personal response; use textual references, including quotations, to support and illustrate interpretations.
• AO2 — Analyse the language, form and structure used by a writer to create meanings and effects, using relevant subject terminology where appropriate.
• AO3 — Show understanding of the relationships between texts and the contexts in which they were written and received.
• AO5 (A-level component) — Explore literary texts informed by different interpretations.

Edexcel

• AO1 — Articulate informed, personal and creative responses to literary texts, using associated concepts and terminology, and coherent, accurate written expression.
• AO2 — Analyse ways in which meanings are shaped in literary texts, with particular reference to language, form and structure.
• AO3 — Demonstrate understanding of the significance and influence of the contexts in which literary texts are written and received.
• AO4 — Explore connections across literary texts.