Love: platonic, courtly, unrequited, godly, familial

1. Love: platonic, courtly, unrequited, godly, familial Social Context: Renaissance, ballad, Tudors, Puritans, Humanism LIT TERMS: pentameter, free verse, alliteration, sexual language, Spenserian sonnet, rhyme scheme, couplet Spenser’s Faerie QueeneLQ: Can I analyse Canto 1 of Spenser’s Faerie Queene, and his presentation of courtly love – comparing it to Chaucer’s presentation in the Miller’s Tale

2. Love: platonic, courtly, unrequited, godly, familial Social Context: Renaissance, ballad, Tudors, Puritans, Humanism LIT TERMS: pentameter, free verse, alliteration, sexual language, Spenserian sonnet, rhyme scheme, couplet Outstanding progress: well-chosen quotations, sophisticated language used, literary devices analysed, effect on reader argued with perceptive points made, alternative interpretations revealed, developed consideration of social and historical context LESSON 4:LQ: Can I understand the Spenserian Sonnet structure and use my understanding to analyse the presentation of love in two Sonnets by Spenser? Excellent progress: well-chosen quotations, literary devices analysed, effect on reader discussed, alternative interpretations considered and social context mentioned

3. Love: platonic, courtly, unrequited, godly, familial Social Context: Renaissance, ballad, Tudors, Puritans, Humanism LIT TERMS: pentameter, free verse, alliteration, sexual language, Spenserian sonnet, rhyme scheme, couplet What do we know about the 1500s?

4. Love: platonic, courtly, unrequited, godly, familial Social Context: Renaissance, ballad, Tudors, Puritans, Humanism LIT TERMS: pentameter, free verse, alliteration, sexual language, Spenserian sonnet, rhyme scheme, couplet The Spenserian stanza is a fixed verse form invented by Edmund Spenser for his epic poem The Faerie Queene. Each stanza contains nine lines in total: eight lines in iambic pentameter followed by a single “Alexandrine” line in iambic hexameter. The rhyme scheme is “ababbcbcc”.

5. Love: platonic, courtly, unrequited, godly, familial Social Context: Renaissance, ballad, Tudors, Puritans, Humanism LIT TERMS: pentameter, free verse, alliteration, sexual language, Spenserian sonnet, rhyme scheme, couplet Outstanding progress: well-chosen quotations, sophisticated language used, literary devices analysed, effect on reader argued with perceptive points made, alternative interpretations revealed, developed consideration of social and historical context Read through the extract of the Faerie Queene.Which type of love do we see? Excellent progress: well-chosen quotations, literary devices analysed, effect on reader discussed, alternative interpretations considered and social context mentioned

6. Love: platonic, courtly, unrequited, godly, familial Social Context: Renaissance, ballad, Tudors, Puritans, Humanism LIT TERMS: pentameter, free verse, alliteration, sexual language, Spenserian sonnet, rhyme scheme, couplet Outstanding progress: well-chosen quotations, sophisticated language used, literary devices analysed, effect on reader argued with perceptive points made, alternative interpretations revealed, developed consideration of social and historical context In pairs, annotate the text, focussing on the language and how courtly love is presented – try to compare to Chaucer’s presentation (or parody of courtly love)EXT: does the FORM affect the reader/listener Excellent progress: well-chosen quotations, literary devices analysed, effect on reader discussed, alternative interpretations considered and social context mentioned

7. Love: platonic, courtly, unrequited, godly, familial Social Context: Renaissance, ballad, Tudors, Puritans, Humanism LIT TERMS: pentameter, free verse, alliteration, sexual language, Spenserian sonnet, rhyme scheme, couplet Outstanding progress: well-chosen quotations, sophisticated language used, literary devices analysed, effect on reader argued with perceptive points made, alternative interpretations revealed, developed consideration of social and historical context Now, focus on the comparison. In fours:Plan an essay answering the question: How do Chaucer and Spenser present courtly love in The Miller’s Tale and The Faerie Queen? Excellent progress: well-chosen quotations, literary devices analysed, effect on reader discussed, alternative interpretations considered and social context mentioned

8. Love: platonic, courtly, unrequited, godly, familial Social Context: Renaissance, ballad, Tudors, Puritans, Humanism LIT TERMS: pentameter, free verse, alliteration, sexual language, Spenserian sonnet, rhyme scheme, couplet Outstanding progress: well-chosen quotations, sophisticated language used, literary devices analysed, effect on reader argued with perceptive points made, alternative interpretations revealed, developed consideration of social and historical context Model Planning Excellent progress: well-chosen quotations, literary devices analysed, effect on reader discussed, alternative interpretations considered and social context mentioned

9. Love: platonic, courtly, unrequited, godly, familial Social Context: Renaissance, ballad, Tudors, Puritans, Humanism LIT TERMS: pentameter, free verse, alliteration, sexual language, Spenserian sonnet, rhyme scheme, couplet Outstanding progress: well-chosen quotations, sophisticated language used, literary devices analysed, effect on reader argued with perceptive points made, alternative interpretations revealed, developed consideration of social and historical context Feedback to classListen and prepare to:EXTEND/ARGUE/QUESTION Excellent progress: well-chosen quotations, literary devices analysed, effect on reader discussed, alternative interpretations considered and social context mentioned