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 John Wilmot, Earl of Rochester – Lesson 11 LQ: Can I analyse a poem within its 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 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 Excellent progress: well-chosen quotations, literary devices analysed, effect on reader discussed, alternative interpretations considered and social context mentioned John Wilmot, Earl of Rochester – Lesson 11 LQ: Can I analyse a poem within its 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?

Starter: What do you know about the Restoration period? 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 Starter: What do you know about the Restoration period?

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 John Wilmot, Earl of Rochester An English poet and courtier of King Charles II's Restoration court. The Restoration reacted against the "spiritual authoritarianism" of the Puritan era. Rochester was the embodiment of the new era, and he is as well known for his rakish lifestyle as his poetry, although the two were often interlinked. In 1669 he committed treason by boxing the ears of Thomas Killigrew in sight of the monarch, and in 1673 he accidentally delivered an insulting diatribe to the King. He died at the age of 33 from venereal disease.

Read from The Imperfect Enjoyment 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 Read from The Imperfect Enjoyment What were you expecting from this poet? Was this it?

Read A Song how is this atypical for Rochester’s more common verse? 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 A Song how is this atypical for Rochester’s more common verse? Excellent progress: well-chosen quotations, literary devices analysed, effect on reader discussed, alternative interpretations considered and social context mentioned

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 Excellent progress: well-chosen quotations, literary devices analysed, effect on reader discussed, alternative interpretations considered and social context mentioned John Wilmot, Earl of Rochester – Lesson 11 LQ: Can I analyse a poem within its 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?