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 ID: 208740
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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
Love: platonic, courtly, unrequited, godly, familial
Social Context:
Renaissance, ballad,
T
udors, Puritans,
Humanism
LIT TERMS: pentameter, free verse, alliteration, sexual
language, Spenserian sonnet, rhyme
scheme, coupletSlide2
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,
T
udors, Puritans,
Humanism
LIT TERMS: pentameter, free verse, alliteration, sexual
language, Spenserian sonnet, rhyme
scheme, coupletSlide3
What do we know about the 1500s?
Love: platonic, courtly, unrequited, godly, familial
Social Context:
Renaissance, ballad,
T
udors, Puritans,
Humanism
LIT TERMS: pentameter, free verse, alliteration, sexual
language, Spenserian sonnet, rhyme
scheme, coupletSlide4
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,
T
udors, Puritans,
Humanism
LIT TERMS: pentameter, free verse, alliteration, sexual
language, Spenserian sonnet, rhyme
scheme, coupletSlide5
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,
T
udors, Puritans,
Humanism
LIT TERMS: pentameter, free verse, alliteration, sexual
language, Spenserian sonnet, rhyme
scheme, coupletSlide6
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
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,
T
udors, Puritans,
Humanism
LIT TERMS: pentameter, free verse, alliteration, sexual
language, Spenserian sonnet, rhyme
scheme, coupletSlide7
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
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,
T
udors, Puritans,
Humanism
LIT TERMS: pentameter, free verse, alliteration, sexual
language, Spenserian sonnet, rhyme
scheme, coupletSlide8
Model PlanningExcellent 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,
T
udors, Puritans,
Humanism
LIT TERMS: pentameter, free verse, alliteration, sexual
language, Spenserian sonnet, rhyme
scheme, coupletSlide9
Feedback to class
Listen 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
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,
T
udors, Puritans,
Humanism
LIT TERMS: pentameter, free verse, alliteration, sexual
language, Spenserian sonnet, rhyme
scheme, couplet