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 Feedback - Lesson 17 LQ: Can I respond effectively to feedback and can I write a band 5 response?

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 Feedback - Lesson 17 LQ: Can I respond effectively to feedback and can I write a band 5 response? 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?

Look at the feedback you have been given. 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 Look at the feedback you have been given. Now look at the mark scheme. What do you need to do to make sure you are hitting the higher band for each AO? Ext: Can you identify ways that your vocabulary could be more sophisticated?

Look at the following example. 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 Look at the following example.

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 Can you identify ways in which it successfully meets band five criteria? Can you identify ways in which it can be improved? Ext: Can you ensure that AO3 is sophisticated and developed?

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 Taking on board this feedback and what has been discussed this lesson, can you rewrite a paragraph from your own essay? If you haven’t included a particular AO, please make sure that you do now. Outstanding progress: Perceptive, assured and sophisticated, assured engagement with how meanings are shaped through method, perceptive understanding of significance of relevant contexts, perceptive exploration of connections across literary texts arising out of historicist study, perceptive and confident engagement with the debate set up in the task Excellent progress: Logical argument, ideas debated in depth, thorough engagement with how meanings are shaped by methods used, thorough understanding of significane of context, logical exploration of contexts, thorough engagement with question

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 Christina Rossetti – Lesson 16 LQ: Can I understand the relevance of a female voice? 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?