1. Spensers Faerie Queene LQ: Can I analyse Canto 1 of Spensers Faerie Queene, and his presentation of courtly love – comparing it to Chaucers presentation in the Millers Tale 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

2. 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 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 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

3. What do we know about the 1500s? 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

4. 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. 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

5. 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 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 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

6. In pairs, annotate the text, focussing on the language and how courtly love is presented – try to compare to Chaucers 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 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 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

7. Now, focus on the comparison. In fours: Plan an essay answering the question: How do Chaucer and Spenser present courtly love in The Millers Tale and The Faerie Queen? Excellent progress: well- chosen quotations, literary devices analysed, effect on reader discussed, alternative interpretations considered and social context mentioned 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 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

8. Model Planning Excellent progress: well- chosen quotations, literary devices analysed, effect on reader discussed, alternative interpretations considered and social context mentioned 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 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

9. Feedback to class Listen and prepare to: EXTEND/ARGUE/QUESTI ON Excellent progress: well- chosen quotations, literary devices analysed, effect on reader discussed, alternative interpretations considered and social context mentioned 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 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