YEAR 12 LESSON THIRTEEN [12th Dec 11]: Homework.

A strange Winter Festival related plague descended upon East Yorkshire but the brave students attending today's feast of culture were placed into groups to consider three key questions:

• How do you view the character of Gatsby?
• Who is the most significant character in the novel?
• Which is the most significant moment?
• Which is the most enjoyable: Christmas or New Year?

The groups produced some decent feedback and clearly comprehend the key features of the narrative.

Homework: Read the novel and consider the nature of the conclusion. What is Fitzgerald's aim?

Students should also read Coleridge's THE RIME OF THE ANCIENT MARINER. When we return we will be exploring the symbolic nature of Fitzgerald's novel, begin to discuss Coleridge's famous poem, and begin the Shakespeare coursework.

Click on link below to access a Gatsby podcast created for last year's Year 12 as a revision resource:

http://soundcloud.com/fishymedia/literature-podcast-an-as-level

Phew. Have a monumental Mid-Winter break.

YEAR 13 LESSON THIRTEEN [9th Dec 11]: Homework.

The curious youth of beaver lake were introduced to a poem by Simon Armitage and the discussion was directed towards how elements of this poem could be used to answer the canon question when constructing the Anthology coursework.

The lesson moved on to consider the extent to which Chapter 21 of Frankenstein can be considered 'gothic'. This chapter is a perfect example of the thematic and dramatic features often associated with gothic literature. Victor is presented by Shelley as suffering such an extreme form of psychological distortion that he struggles to differentiate between his nightmares and the horror of his reality. He experiences a 'hell on earth'. Victor describes himself as being 'a shattered wreck-the shadow of a human being.' IT IS A VERY POWERFUL AND SIGNIFICANT CHAPTER.

The final section of this carnival of horror involved the class experiencing Scene Seven of Marlowe's Faustus. This is the scene within which the Pope is slapped and all manner of anti-Catholicism/Blasphemy is presented to the audience. We will discuss this scene in detail when we return from the Mid-Winter festivities.

Homework: Read the texts. When we return we will have one formal two hour session and then the second Friday will be a series of tutorials that will allow me to provide feedback to the first draft of the Anthology coursework.

MR.STEVENSON's LESSONS. Week beginning 11th December 11: Homework.

Year 13 Coursework deadline is 6th January.

Some excellent presentations. Well done to those students who offered a decent level of effort.

Don't forget that Friday 16th is for resit candidates only in the first hour. The second hour is to see me about Year 13 coursework.

Have a good Xmas and resit candidates need to read their texts. I have placed a wealth of material on the Z drive under student/English.

Year 12

12A Streetcar deadline 9th Jan.

12E Streetcar deadline 16th Dec.

Look on Z drive for more TW info/mark schemes etc.

AS.

YEAR 12 LESSON TWELVE [5th Dec 11]: Homework.

The whole session was aimed at providing clarity when dealing with the title:

WRITE ABOUT SOME OF THE WAYS FITZGERALD TELLS THE STORY IN CHAPTER SEVEN.

I felt that I needed more time in the last session to illustrate how to answer this essay so the aim of today's literary journey was to provide students with the ability to produce a detailed and precise response. Students are expected to produce three paragraphs and a conclusion. Students need to show an understanding of author's aim as this is the area of the written work that needs to improve.

Here are some guidance notes to assist with the construction of this essay:

http://minus.com/ms4Ed7PXP#1

HOMEWORK: Complete essay for next Monday.

YEAR 13 LESSON TWELVE [2nd Dec 11]: Homework.

Students were asked to consider John Locke's theory of childhood and environment influencing behaviour and were also introduced to Rousseau's idea of the noble savage. Locke's theory is central to author's aim when considering the theme of education, learning, and the duality of man. The representation of Elizabeth and the creature could be used to illustrate the idea that childhood experience and environment dictates behaviour. The ideas of Locke place value upon the role of the parent and this could be linked to the theme of the family.

Students were asked to consider the significance of chapter 17, the symbolic nature of The Orkneys in Chapter 19, and whether the reader feels sympathy for Victor or the creature in Chapter 20.

The lesson concluded with a consideration of Marlowe's Faustus with focus placed upon Scene 6, the appearance of Lucifer and Marlowe's use of the seven deadly sins.

Homework: Students should be constructing the first draft of their Anthology coursework. I would like to discuss coursework with each student before I receive your work on Friday 16th December. It is the responsibility of the student to arrange a meeting with me to discuss any problems with coursework.

Students should also be reading both texts. A decent textual understanding of the last section of Shelley's Frankenstein will be expected when next our lives collide.

YEAR 12 LESSON ELEVEN [28th Nov 11]: Homework.

Students were asked to consider the question: How does Fitzgerald shape Nick's narrative to create a sense of sympathy for Gatsby?

The class discussion centred upon Nick's attempts to reassure Gatsby at the conclusion of the novel and Nick's attitude after discovering that Daisy was driving the car that killed Myrtle and that Gatsby plans to protect Daisy. Prior to receiving this information, Carraway had been quite hostile. Why does Fitzgerald present Carraway in this way?

Students were then asked to consider the exam question:

WRITE ABOUT SOME OF THE WAYS FITZGERALD TELLS THE STORY IN CHAPTER SEVEN.

Students were asked to consider the following areas of the text when responding to this examination title:

• How Fitzgerald shapes Nick's narrative to create a sense of sympathy for Gatsby.
• The significance of music [Mendelssohn's Wedding March and Jazz] and the contrast with the silence in the hotel room. How does this help Fitzgerald create dramatic tension and explore key themes?
• Daisy's reaction to the discovery that Gatsby is a 'bootlegger' and how this links to theme. How does Fitzgerald use Daisy to create dramatic tension and what is so significant about Daisy's reaction? Remember, we looked at some of Daisy's key quotes in this lesson.
• How does Fitzgerald use the death of Myrtle? What themes are being explored through this symbolic moment and how does Fitzgerald use this moment to create a sense of dramatic tension/expectation? Symbolic significance of the car? Author's aim?
• How significant is the reaction of Tom when realising Daisy loves Gatsby and later when he has regained his authority? How does he 'defeat' Gatsby? What theme is Fitzgerald exploring through this narrative development? Is Gatsby finally revealed?
• The purpose of Michaelis the 'priciple witness at the inquest'. How does this narrative shift help Fitzgerald create a sense of narrative expectation?

The lesson concluded with a brief discussion but I would have liked another 30 minutes to really explore the possible content of this essay.

HOMEWORK: Construct a three paragraph response with conclusion in response to the exam question: Write about some of the ways Fitzgerald tells the story in Chapter 7.

I will be posting a download tomorrow so watch this space. The download will offer guidance notes for this essay. The notes will be detailed as I feel that this is a challenging task and we never had time within the lesson to explore all the issues that relate to this response. All the guidance you will require will be included in my guidance structure and notes. If you have any issues with this essay, drop me an e-mail or visit me in the Dept.

YEAR 13 LESSON ELEVEN [25th Nov 11]: Homework.

Students were offered a white board experience. The class discovered that most students have a favourite word that is defined as 'favourite' because of the sound that is created by the word or the way the word 'looks' when it is written. Few students selected a word because of its meaning! Literature students eh?

After the brief white board experience, students were asked to consider Mary Shelley's aim when offering the creature's narrative. Students were asked to consider the symbolic nature of the De Lacey family and why the conclusion to Chapter 15 is so tragic and why Chapter 16 is so powerful. Can the reader feel sympathy for a child murderer?

The recent essays were very good and it is obvious that students are beginning to include the detail required to access the higher grades. The next phase of the lesson examined author's aim when presenting the creature's narrative. The focus upon author's aim was informed by the recent written work as it was clear that this area needs further explanation. Some students were considering author's aim but were not linking Shelley's aim to a theme and consequently the analysis lacked detail. Students were asked to consider the following issues when dealing with Shelley's aim:

• Many critics have linked the philosophy of John Locke to the experience of the creature. Locke believed that experience dictates behaviour therefore the brutality experienced by the creature shapes his brutal behaviour. This may allow Shelley to attack prejudice and encourage human society to display more tolerance. A brutal society will encourage brutal behaviour.
• The symbolic significance of the De Lacey family. The De Lacey family offer Shelley the opportunity to illustrate the importance of the family unit and illustrate positive human qualities such as mutual support, love and respect. The family are a symbol of hope for the creature and their violent reaction to his appearance allows Shelley to provide an example of the duality of human nature. Just as fire in this novel has a duality, it can cause pain or create comfort, so the De Lacey family could be interpreted as symbolic of the duality of man. Remember, the gothic often explores aspects of human experience that some readers may find disturbing; possibly because the representation of the human condition in gothic literature can be perceived as an accurate and frightening representation of what we really are.
• The final consideration when exploring Shelley's aims within this section of the novel is the KEY IDEA that Science should not attempt to challenge the omnipotent power of the divine OR believe Science can usurp the role of women. Shelley represents the arrogance of Science, through the work of Victor, and the chaos that Science may create is symbolised in the form and behaviour of the creature. Both Victor and the creature experience a 'hell on earth'. This intense suffering being the consequence of challenging divine power. Students need to be aware of the 'Pandaemonium' quote uttered by the creature and 'I ought to be your Adam but I am rather the fallen angel.' The creature's belief that he is trapped in hell is a consequence of Victor's lust for 'glory'. The creature is a victim of Victor's inability to accept the limitations of human knowledge.

The final section of the lesson was a consideration of Marlowe's representation of Mephistophilis in Act Three.

HOMEWORK: Students must produce a written response to two questions:

1. What is Shelley's aim when offering the creature's narrative?
2. How does Marlowe present Mephistophilis in Act 3 of Marlowe's Dr.Faustus?

Students need to offer a two paragraph response to the Shelley question and one paragraph of critical analysis when attempting the second question. The aim of this exercise is for students to construct a precise and coherent critical response. The written work should offer structure and clarity.

YEAR 12 LESSON TEN [21st Nov 11]: Homework.

Students were introduced to the world of the white board and urged to produce some dynamic and spontaneous intellectual gymnastics. Most students grasped the challenge. Good work. Particular praise should be offered to THE TIMELORD for some wonderfully surreal analysis. The JELLY SIMILE was a classic. There will be more of this white board fever next week folks.

As the white boards disappeared and the stressed teenage hearts slowed to a more comfortable rhythm, the class were steered towards a consideration of the important quote at the end of Chapter 6 and Gatsby's view of the past. Does the fact that Gatsby believes he can 'fix everything just the way it was before' present his dream as foolish? Or heroic? The class were asked to compare Gatsby's dream to the American Dream.

The lesson moved forward to consider the first section of Chapter 7 and how Fitzgerald represents Tom Buchanan after he realises that Daisy and Gatsby are romantically entwined! The question that students were asked to consider was: HOW DOES FITZGERALD CREATE A SENSE OF DRAMATIC EXPECTATION IN THIS SECTION OF CHAPTER 7?

The class discussed how Fitzgerald represents Tom's lack of control, how his authority is challenged and how Fitzgerald suggests that the chapter may contain some form of dramatic conflict. The class were asked to produce a one paragraph written response to this question.

HOMEWORK: Read the sections of Chapter 7 that we did not discuss in today's session. Our focus next week will revolve around why Daisy rejects Gatsby and how we interpret Gatsby's behaviour at the conclusion of the chapter.

I am very impressed with the precision and quality of your reading. KEEP IT UP.

YEAR 13 LESSON TEN [18th Nov 11]: Homework.

The session began with a class discussion relating to the Anthology coursework. Focus was placed upon the canon question. If students choose to answer this question they must be aware of the Montgomery et al essay in the Anthology. This essay is so important as it offers a definition of canonical value and definitions of literary value offered by critics such as Eagleton and Barthes. Students were handed two examples of Anthology coursework.

The session moved into Marlowe's Faustus and the class examined Scenes 4 and 5.

Homework: Read the exemplar material and develop an awareness of what is considered to be a decent response. Students should develop an awareness of how the material presented in the Anthology is used to inform the response of the student.

Furthermore, students should continue to read Frankenstein and Faustus.

In the last lesson I made reference to Ralph Vaughan Williams and his THE LARK ASCENDING. Williams was inspired to write this epic after reading George Meredith's poem of the same name. Williams was also inspired by watching the troops board ships in 1914 as they made their way to the Great War in France. I was listening to this tune when I was marking your last written work and I nearly collapsed. I believe that this tune is one of the most emotionally charged pieces of music I have ever pushed through my ear tubes. This is a headphones classic. See what you think:

http://www.youtube.com/watch?v=NTqp443UwEA

YEAR 12 LESSON NINE [14th Nov 11]: Homework.

A tough session. Students were asked to consider the conclusion of Chapter 5 and consider the key moments of Chapter 6.

The session began with some jazz. The boogie woogie beauty of Cow Cow Davenport and the sublime majesty of Duke Ellington was offered to the bewildered teenagers. Students were invited to dance. The aim of this jazz moment was to make students aware of the significance of music in Chapter 5. Fitzgerald uses The Love Nest and Ain't We Got Fun to offer an ironic counterpoint. Ain't We Got Fun includes the line ' The rich get richer and the poor get- children' and the whole song offers a vision of America that suggests the tough lives experienced by the poor in America during the 1920s. Students were asked to consider why Fitzgerald uses this song at this moment in the text. Reference was also made to the significance of Daisy's extreme reaction to Gatsby's shirts and the tone of the conclusion.

The second session began with the modelling of an exemplar paragraph in response to the question: AT THE END OF CHAPTER 5, HOW DOES FITZGERALD REPRESENT THE RELATIONSHIP BETWEEN GATSBY AND DAISY?

Students were also asked to consider the significance of the four key elements of Chapter 6. These elements being:

• The biography of Gatsby offered by Nick
• The significance of Tom, Sloane and 'a pretty woman' riding horses and appearing at Gatsby's house
• Gatsby's Party
• Gatsby's discussion with Nick at the end of the chapter.

Students were asked to consider why Daisy fails to enjoy the party. Specific attention was placed upon the quote: ' But the rest offended her - and arguably, because it wasn't a gesture but an emotion.' Discussion examined the difference between gesture and emotion and how this relates to the character and social class of Daisy.

HOMEWORK: READ CHAPTER 7. Next week's lesson will be a journey through this dramatic and significant section of the novel. Students might want to focus their reading towards a consideration of how Fitzgerald creates the dramatic tension and dramatic expectation within this chapter.

YEAR 13 LESSON NINE [11TH NOV 11]: Homework.

Students were roundly applauded for their written work which was superb. Most students transformed the ambiguous tangle and narrative chaos of their original essays into works of precision and clarity. I was seriously pleased with the quality of the work.

Marlowe's Faustus was the main focus of the first session and students were introduced to Scene Three within which Faustus summons Mephistophilis. Students were asked to focus upon the representation of Mephistophilis and to be aware of how Marlowe shapes the character of this 'unhappy spirit'. Furthermore, students were offered a beginner's guide to the history of British blasphemy laws with the aim of illustrating the SHOCKING nature of Marlowe's play. Thomas Aikenhead received the death penalty for blasphemy in Edinburgh in 1697, Edward Moxon was found guilty of blasphemy in 1841 after publishing P.B.Shelley's Queen Mab and forced to remove the offensive passages, and in 1921 John Gott became the last person in Britain to be imprisoned for blasphemy. The class were also made aware of the Christian context and the fact that Marlowe panders to the protestant sensibility. For example, Mephistophilis reappears as a Franciscan Friar which is loaded with controversial religious symbolism. Students need to be aware of the historical context of this play.

The second section of the lesson was an exploration of Chapters 11/12/13. The focus of the discussion was the question: HOW DOES SHELLEY CREATE A SENSE OF SYMPATHY FOR THE CREATURE IN CHAPTERS 11/12/13?

HOMEWORK: Students are expected to create a three/four paragraph response with precise conclusion to the Frankenstein question that was the focus of class discussion in the second session. Detailed guidance notes will be posted to Be Curious asap. Students should download the notes. HERE IS THE DOWNLOAD:

http://minus.com/mvXPbAyB#1

Furthermore, students need to be preparing their Anthology coursework. First drafts will be expected before the end of this term.

MR.STEVENSON'S LESSONS. Week beginning 7th November 11: Homework.

12A Monday 7th.

This was a Streetcar session. The group stepped up and blew the lid off Scene 5 with good, academic, mature feedback. FOCUS UPON YOUR HOMEWORK.

12E Tuesday 8th.

Only a few slaves present due to the Maths Carnival of Numbers. A lazy session that involved watching the play. Too many undecided regarding the coursework. You must let me know next week or you will find yourself on the Streetcar.....

Year 13 Friday 11th.

YOU KNOW. SEE AS if unclear.

YEAR12 LESSON EIGHT [7th Nov 11]: Homework.

Students were introduced to the beginning of chapter 5. This is a key moment as the seduction of Daisy has been Gatsby's focus for five years. This section of the novel was used to develop student understanding of paragraph structure. The paragraph structure that students are encouraged to follow is:

• OPINION
• TEXTUAL REFERENCE
• EXPLAIN HOW TEXTUAL REFERENCE SUPPORTS OPINION
• THE FINAL SECTION SHOULD BE A FUSION OF QUESTION FOCUS and AUTHOR'S AIM.

The question used to focus class discussion was: AT THE BEGINNING OF CHAPTER FIVE, IS GATSBY PRESENTED BY FITZGERALD AS BEING A COMEDIC CHARACTER?

The class were encouraged to model a response that followed the appropriate paragraph structure. The whole aim of this exercise was to encourage students to construct a precise and detailed written response. Some recent written work has been somewhat 'muddled' so this session was intended to encourage students to produce more coherent examples of critical analysis.

Homework: Read the text. Next week we will be looking at chapters 5 and 6.

Furthermore, students need to produce a one paragraph response to each of these questions:

1. What is the significance of Wolfsheim's appearance in chapter 4?
2. How is Nick presented at the beginning of chapter 5? Author's aim?

THE WHOLE FOCUS OF TODAY'S SESSION WAS PARAGRAPH STRUCTURE THEREFORE I EXPECT EACH PARAGRAPH TO REFLECT THE MODEL THAT WAS OFFERED THROUGHOUT TODAY'S CEREBRAL JOURNEY.

Toodle pip.

YEAR 13 LESSON EIGHT [4th Nov 11]: Homework.

Students were introduced to Christopher Marlowe's 'The Tragical History of Doctor Faustus'. Students were introduced to The Chorus and Act 1 Scene 1 and the class discussion considered the thematic nature of the introduction and the shocking 'blasphemous' behaviour displayed by Faustus. The fact that Faustus is so critical of the bible ['divinity adieu'] is a shocking aspect of this sixteenth century text. It is thought the play was first performed in the 1590s. Students need to be aware that this is a controversial and dramatic opening scene that is comparable with Victor's 'profane' behaviour in Frankenstein.

The second session was an exploration of how Shelley creates a sense of sympathy for the creature in chapters 10 and 11. The ArchdeaconOfNonsense read sections of the text and bullied a response from the class. As ever, class response was magnificent.

HOMEWORK: Read the whole of the creature's narrative and pay particular attention to the symbolic nature of the DeLacey family. How does Shelley use the DeLacey family to humanise the creature?

Students should also have selected their text for the Anthology coursework. I will be discussing the coursework at the beginning of the next session.

A free download of Marlowe's Faustus is available from i-tunes.It is not a fantastic reading; in fact it is rank. Really dire. BUT IT IS FREE! There is a much better i-tunes download available for £2.49. The choice is your own.

MR.STEVENSON'S YEAR 12 LESSONS. WEEK BEGINNING 31st October.

Year 12..AS led the slaves through the dreaded Assessment Objectives. We then explored Scene 5 in relation to how language, form and structure shapes meanings. AS emphasised the importance of relating these readings to the context of TRAGEDY.

12A will feedback their findings on Scene 5 on Monday 7th November. 12E will feedback on Scenes 5 and 6 on Tuesday 15th November. Many students will be on the Maths trip next Tuesday- the remainder should still attend my session on Tuesday afternoon.

Coursework deadlines: you will complete one polished draft and one final essay.

12A [Mon group] polished first draft 1500 words 16th December 2011.

12E [Tues group] polished first draft 1500 words 6th December 2011.

YEAR 12 LESSON SEVEN [31st Oct]: Homework.

Students discussed the nature of idealism and the class discussion involved students offering their views relating to their 'ideal' society. The old teacher found the comments of the fine young students genuinely heartwarming. The idealism of the students was directed towards the novel and the idealism of Fitzgerald.

The second session was a consideration of Chapter Four and how Fitzgerald introduces the notion that Gatsby is linked to organised crime. Students considered Gatsby's discussion with Nick and the significance of Wolfsheim. Students were asked to consider whether Fitzgerald is providing the reader with an insight into Gatsby's character or continuing to develop the mystery surrounding the nature of the 'Great' Mr.Gatsby.

Students were also asked to consider the significance of Jordan's narrative and how Fitzgerald uses this moment to provide the reader with information relating to Daisy's relationship with Gatsby before she eventually married Tom. Why does Fitzgerald slowly reveal crucial information? Why does he wait until Chapter Four to reveal the link between Daisy and Gatsby? Furthermore, when Nick discovers the reason for Gatsby's elaborate parties and realises that Gatsby has planned a massive and elaborate seduction in an attempt to capture a moment from the past, why does Carraway offer the line: 'HE CAME ALIVE TO ME, DELIVERED SUDDENLY FROM THE WOMB OF HIS PURPOSELESS SPLENDOUR.' ?

HOMEWORK: READ CHAPTER FIVE. What does Fitzgerald reveal about Gatsby, Daisy and Carraway?

YOU LOT WERE MAGNIFICENT TODAY. Katie deservedly won the bun for outstanding contribution but the bun could easily have been munched by several of the class such was the quality of the response. KEEP IT UP.

BRIDGE FOR THE LIVING: A film representation of Larkin's poem.

Year 13 need to be considering their choice of text for the Anthology coursework. Students may wish to select one of the Larkin poems that we perused at the end of Year 12.This award winning film attempts to capture the beauty of Larkin's poem and the majesty of the bridge. This is well worth 3 minutes and 47 seconds of your time.

http://www.youtube.com/watch?v=PNUZ-s7FmYw

Dave Lee also made a film to accompany Larkin's 'Here'. Click on link below:

http://www.youtube.com/watch?v=JZEgh5vhPVk&feature=related

YEAR 13 LESSON SEVEN [21st Oct 11]: Homework.

This lesson was a response to the recent essays. The essays were poor and lacked precise detail therefore the whole aim of this two hour session was to ensure that students are aware of how a detailed response is created. The ArchdeaconOfNonsense attempted to model a series of detailed and appropriate paragraphs on the whiteboard to offer specific examples of appropriate critical analysis.When constructing a written response all students must...:

• Ensure that the argument is coherent and precise. RESPECT LANGUAGE. Too often the Shelley essays were general and ambiguous and were phrased in such a crude manner that it was very difficult to comprehend the argument being offered in the response.
• All opinion must be supported with textual reference. Students must then clearly explain how this use of textual reference supports their view. This is a crucial moment in any Literature response.
• Ensure that the response is engaging the requirements of the question.
• Always consider author's aim. Follow my paragraph structure. The final section of each paragraph should be an engaging fusion of author's aim and question focus.
• Realise that the gothic is an extremely ambiguous genre. There are certain thematic concerns that are associated with the gothic genre, such as isolation and alienation, and certain visual motifs that carry symbolic significance, such as the darkness of night being used as a dramatic backdrop for the narrative action, but is is very difficult to categorise this genre in simplistic terms.

THIS WAS AN IMPORTANT LESSON. ALL ESSAYS NEED TO BE PRECISE AND COHERENT.

HOMEWORK: All students that did not achieve a C grade in the last essay need to construct a three paragraph response to this essay. Note my comments on your original essays and refer to the class notes we created today. Furthermore, refer to my essay structure. If you lot were D grade students working to the best of your ability, the essay grades would not be an issue. However, this class is capable of producing much more impressive work than the quality being presented to me in the essays I marked last week.

Students also need to read the whole of the novel. All students need to complete their reading of Frankenstein.

YEAR 12 LESSON SIX [17th Oct 11]: Homework.

Students explored chapter three of The Great Gatsby. Discussion related to the five key moments of the chapter:

• The significance of the opulent nature of Gatsby's party.
• The significance of 'Owl Eyed' man in the library.
• The significance of the crying 'red-haired girl' and the fact that the party disintegrates into alcohol inspired chaos.
• The significance of Gatsby's introduction.
• The significance of Carraway's concluding comments.

This is a very significant chapter and students were bullied towards considering how descriptive language is used at the beginning of the chapter to represent the vibrant nature of Gatsby's parties.

The second session involved students discussing the following question: HOW DOES FITZGERALD PRESENT THE WORLD OF THE VALLEY OF ASHES AND GATSBY'S PARTY? WHAT IS FITZGERALD'S AIM HERE?

Students produced a thirty minute timed response to this question after class discussion.

This session also introduced students to the philosophy of the 1776 American Declaration of Independence and the quote:

"WE HOLD THESE TRUTHS TO BE SELF EVIDENT, THAT ALL MEN ARE CREATED EQUAL, THAT THEY ARE ENDOWED BY THEIR CREATOR WITH CERTAIN UNALIENABLE RIGHTS,THAT AMONG THESE ARE LIFE, LIBERTY AND THE PURSUIT OF HAPPINESS."

To what extent does this novel reflect the philosophy being proposed by the Declaration of Independence?

Students seemed perplexed when I discussed the resignation of Liam Fox and the significance of the 'OCCUPY' movement. Below are some links that explore the nature of the 'OCCUPY' movement. Students might want to consider how these demonstrations relate to Fitzgerald's novel. Click on links below:

Michael Moore interview:

http://www.youtube.com/watch?v=gaXBWpN7ii8&feature=related

Film from The Guardian online reporting on OCCUPY demo in London:

http://www.youtube.com/watch?v=oybho73YFJY

Rome OCCUPY demo becomes violent

http://www.bbc.co.uk/news/world-europe-15322883

Photographs of global demonstration from BBC online:

http://www.bbc.co.uk/news/in-pictures-15320678

Channel Four news report:

http://www.channel4.com/news/occupy-movement-ripples-worldwide

HOMEWORK: READREADREADREADREADREADREADREADREAD..........

When we meet after half-term, I expect all students to have completed their reading of this novel.

MR.STEVENSON'S YEAR 13 LESSON [14th Oct 11]: Homework.

First half was an exploration of Duffy's Anne Hathaway.AS was disappointed with the number of slaves who spoke of 'pizza for tea and boyfriends'.The group should be sustaining an academic approach to their studies. Feedback in the second session was satisfactory. Very disappointing display notes.

COURSEWORK FIRST DRAFT DEADLINE IS NOW 4TH NOVEMBER.

NEXT WEEK IS APPOINTMENTS.TEN MINUTE SLOTS.IF YOU DO NOT WANT AN APPOINTMENT YOU STILL NEED TO GET YOUR MARK! IF I DO NOT SEE YOU I WILL MARK YOU ABSENT...

AS.

MR.STEVENSON'S YEAR 12 LESSONS [Week beginning 10th Oct]: Homework.

This week both groups reflected upon Scene 3 of 'Streetcar'.12A stole the show with some stunning notes/ideas. AS modelled examples of AS level essays. Please take note of the AO's!

All students should prepare for the timed essay next week. You have been taken through a methodology- I want to see you use it.

12C too many people off task. LEAVE COD/HALO outside of E4.

We will explore the issues and techniques in Scene Four next week for 50 minutes.You will then complete the timed essay below in the second hour:

EXPLORE THE THEMES AND TECHNIQUES IN SCENE FOUR.

AS.

YEAR 13 LESSON SIX [14th Oct 11]: Homework.

Students received feedback in response to the recent Prufrock essay. The main issues with the essays is that students are not attempting to 'unpack' meaning when discussing metaphor and not providing the level of detailed argument required at A2. When attempting the metaphor/canon coursework students must:

• Identify the association being made through the metaphor. Students must 'unpack' meaning.
• Explain why the metaphor avoids cliche and allows the author to shape meaning.
• Consider the significance of structure and form.

The class were given an essay from last year that used 'A Love Story in Reverse' by John Cooper Clarke. This was a wonderful response due to its eloquence, quality of argument, questioning of the elitist nature of the canon, close and perceptive textual focus, use of Anthology, and strong personal voice. Click on link to access JCC's poem:

http://www.youtube.com/watch?v=vS5QMT-JUt4

Here is JCC's 'Beasley Street':

http://www.youtube.com/watch?v=_FsA3zDZNWk&feature=related

Link to his website:

http://www.johncooperclarke.com/

Students should be aware of the text they will be using for the Anthology coursework.

The second session began with this clip from James Whale's classic 1931 film Frankenstein:

http://www.youtube.com/watch?v=8H3dFh6GA-A

This film is interesting due to its complete lack of precise reference to Shelley's novel. Elements of Shelley's novel are clearly beyond the medium of film, even with digital technology. The representation of Victor is simplistic and Whale avoids providing the creature with the eloquence that is a central feature of the text.

Students were pushed towards a consideration of the representation of nature and the gothic elements being reflected in this novel. The class were also asked to consider the significance of Justine.

HOMEWORK: Read and be aware of how nature is represented in ch 7 to 10. What is Shelley's aim here? Next week we shall discuss the creature so students must read chapters 11 to 16. READ.READ.READ.

YEAR12 LESSON FIVE [10th Oct]: Homework.

THIS WAS A VERY IMPORTANT SESSION. Students received feedback to their first essays and the whole focus of today's lesson was a reaction to the technical issues raised by these first essays. The essays were stuffed full of effort but lacked structure therefore the main aim of this session was to make students aware of the significance of structure and using specific textual reference. Students were also made aware that they need to consider author's aim in a more detailed manner.

Students were given the title: HOW DOES FITZGERALD ATTEMPT TO ENGAGE THE READER IN THE OPENING CHAPTER OF THE GREAT GATSBY?

This question was the focus of class discussion. A series of notes were produced via class discussion and the class were provided with pre-prepared essay guidance notes. The class were bullied towards a consideration of the following features of the text:

• How Fitzgerald uses Carraway to present the influence of Gatsby and why this may be considered engaging. This is worthy of at least two paragraphs.
• Fitzgerald's aim when offering Nick Carraway as the narrative voice.
• Fitzgerald's aim when presenting Tom. Students may also consider the presentation of Daisy and why this might be considered engaging. To what extent can the presentation of these characters be considered engaging?

Class response was good. This is not an easy task and students had just received their first essay grades...which is always traumatic for Year 12. If you have problems with this Fitzgerald essay, drop me an e-mail or visit the English Dept.

I will be offering more guidance notes in the very near future to ensure that every student raises their grade by at least one full grade.

GOOD LUCK.

Ta.

YEAR 13 LESSON FIVE [7th Oct 11]: Homework.

Students were asked to consider the themes being explored by Shelley in the opening chapters of the novel before being asked to focus upon a specific section of chapter four. This section of chapter four was used to explore how Victor's use of language reflects his state of mind and how Shelley's use of language is used to engage the reader. Students were then asked to consider Victor's motivation.

The second session consisted of students providing a response to the question:
HOW DOES SHELLEY ATTEMPT TO ENGAGE THE READER IN THE FIRST FIVE CHAPTERS OF THE NOVEL?
Students were asked to consider a specific chapter and provide feedback to the class in response to the question.

HOMEWORK: Complete the essay and keep reading the novel. I will be providing an essay structure in the very near future. In fact...here it is:
http://www.docstoc.com/docs/98468055/frank-essay-one-a2

Mark has informed me that docstoc is less user friendly than minus.com so here is the same document available from the minus document site. Let me know which site works best for you lot and I'll use the more student-friendly site:

http://minus.com/m1OJou9hz

Any problems...contact me via e-mail or blog.

TENNESSEE WILLIAMS DOCUMENTARY.

Click on link to access the first You Tube section of a documentary that explores the life and times of this complicated literary figure:
http://www.youtube.com/watch?v=Ur3XB80FE3k&feature=related

MR.STEVENSON'S YEAR 12 COURSEWORK TITLES.

Click on link to access Tennessee Williams's 'Streetcar' AS Level coursework titles:

http://www.docstoc.com/docs/97942122/Streetcar-coursework-essay-titles

MR.STEVENSON'S YEAR 13 LESSON [30th Sept 11]: Homework.

AS battered the slaves with 'Work and Play' by the great Ted Hughes. This was an enjoyable session with students offering much more insight than in previous sessions.

Homework: Notes on Duffy-Mrs.T. Link 'Was It A Dream' with Wuthering. Look on THE BLOG OF GLORY at Richardson's cracking resources...especially the nature of metaphor. If you have not read Wuthering by Friday you will be locked in the library until you have completed the reading of this novel.

Cheers.

The Old Man And The Sea.

YEAR 12 LESSON FOUR [3rd Oct 11]: Homework.

Students were offered the text of The Star Spangled Banner, the text of the Emma Lazarus poem that is graven on a tablet within the pedestal of The Statue of Liberty, and Walt Whitman's 'I hear America Singing.' The class were asked to consider the representation of America that is offered through these texts and asked to compare this representation with the America being presented to the reader in Fitzgerald's novel.

Students were then asked to consider the first two chapters of Fitzgerald's novel. Students were asked to consider several key questions:

• Who is Nick Carraway?
• How do we know that Gatsby will be a key influence upon Nick?
• What is the significance of Myrtle?
• How is human experience presented in The Valley of Ashes?
• Why is the movement of Jordan and Daisy described as 'ballooned'?
• Is the party in chapter two comedic, tragic or grotesque?
• How significant is alcohol in this novel?
• How does Fitzgerald attempt to engage the reader in the opening chapters?

The class were a little slow to gauge the pace of the game in the first session but the class response in the second session was superb.

HOMEWORK: This was an interesting session as student comments were too general in the first session but there was far more specific detail and insight in the second session when student commentary was much more textually specific. It is important that students comprehend that Fitzgerald is a very subtle author and a tiny fragment of the narrative can have huge significance.

Students must read the first three chapters of the novel before our next session. I would advise students to re-read the first two chapters and consider the text in a more detailed A Level manner. Next week I will be providing feedback to the first essay and asking students to consider the question: HOW DOES FITZGERALD TELL THE STORY IN THE OPENING CHAPTER? This question demands a secure understanding of how and why Fitzgerald uses Carraway within the novel. I will also begin the next session with an exploration of the themes being examined by Fitzgerald in the first three chapters. I expect every student to have read this book before half-term as we need to be connecting chapters. Next week we will look at the character of Gatsby so you must be familiar with chapter three.

READ.READ.READ.READ.READ.

MLR.

YEAR 13 LESSON FOUR [30th Sept 11]: Homework.

Students were introduced to the elements of the Anthology that need to be considered when answering the metaphor component of the A2 coursework. The class were encouraged to consider the question: HOW DOES T.S.ELIOT USE METAPHOR TO SHAPE MEANING IN 'THE LOVE SONG OF J.ALFRED PRUFROCK'?

Students were guided towards possible content when constructing a response to this question. Students also received detailed guidance notes to ensure that they are able to produce a quality response to this challenging task. Students were also offered: IS ELIOT'S POEM WORTHY OF CANONICAL STATUS? One of these essays should be completed for homework. Any problems, fire an e-mail down the digital pipe.

The second session examined the first five chapters of Shelley's Frankenstein.

HOMEWORK: Read the first five chapters of Frankenstein. Next week I will be offering the title: HOW DOES SHELLEY ATTEMPT TO ENGAGE THE READER IN THE FIRST FIVE CHAPTERS OF THE NOVEL? We had a general discussion on Friday and next week I want students to support opinion with specific reference to the text. If you have not perused the Discovery Channel documentary...you should! It will provide some useful historical context. Click on link below:

http://www.youtube.com/watch?v=5QsDyItTSBY

I look forward to receiving your beautifully precise, detailed and sophisticated essays.

Tally Ho.

MLR.

YEAR 12 LESSON THREE [26th Sept 11]: Homework.

Students were pushed through the world of the metaphor and asked to consider other features of form and structure that allow Marvell/Larkin/Shakespeare to shape meaning. The class discussion generated some very perceptive comments. Massive thanks to all.

The second session moved into a general overview of the first chapter of F.S. Fitzgerald's The Great Gatsby. Students were urged to consider the significance of the epigraph and consider how Fitzgerald presents the narrator. What do we learn about Carraway in the opening pages and what clues are provided as to the nature of the content that the reader can expect when reading this novel? Students were dragged towards key quotes such as 'I wanted no more riotous excursions with privileged glimpses into the human heart'....' there was something gorgeous about him'....'it was an extraordinary gift for hope'....'Gatsby turned out alright at the end; it is what preyed on Gatsby, what foul dust floated in the wake of his dreams that temporarily closed out my interest in the abortive sorrows and short-winded elations of men.' These quotes suggest the level of influence and admiration that Nick holds for Gatsby. The 'foul dust' also suggests some form of dramatic conflict. Students were also asked to consider the information offered by Fitzgerald that allows the reader to gauge the nature of Carraway's social and economic background and the significance of Carraway returning from the War and feeling like his home 'seemed like the ragged edge of the universe.'

HOMEWORK: Students are expected to select one of the essay titles and hand an essay to me next Monday. This is a significant piece of work. E-mail me or visit me in the Dept if you are having any problems or you have any queries.

Furthermore, students should read the first two chapters of Gatsby. Next week we will attempt to define the character of Nick and consider the significance of some of the key characters and locations. When reading, consider how the Valley of Ashes differs from the opulence of the Buchanan family home. How does Fitzgerald present Tom? Daisy? How would you describe the nature of their relationship? What do we learn about Myrtle? How would you describe George Wilson? What is Myrtle's attitude towards her husband? What are the key themes being explored in the first two chapters?

Below is a link to a BE CURIOUS resource that may provide some useful contextual information relating to Fitzgerald's famous novel. This blog entry will navigate you towards two documentaries that explore the life and times of Fitzgerald.

http://becuriouslit.blogspot.com/2010/09/fscott-fitzgerald-documentary.html

During our second session a gentleman entered the classroom and I informed the class that I had made a film about this classroom intruder. The gentleman was Chris Goodwin. Click on link below to access the film:

http://vimeo.com/28397234

KEEP READING.

MLR.

MR.STEVENSON'S LESSONS: Week beginning 19th Sept.

YEAR 12: Following the insane introduction last week, the Lit slaves are to be praised for their exploration of Hughes's 'Hawk Roosting'. The Tuesday group swept the board with some excellent analysis. Both groups then went on to begin our journey on the Streetcar. The Monday group have a choice of essays and they must complete one by next Monday. See AS if unsure about the task. The Tuesday group will be given their first written task next week. All students are expected to conduct research into the life and times of Mr. T Williams.

YEAR 13: This week the group explored the 'gothic elements' in the opening chapters of Wuthering Heights. Students also explored how metaphor shapes meaning in the work of Larkin and Plath. Explore the blog to find a poem that students may wish to use for the Anthology coursework.

AS.

YEAR 13 LESSON THREE [23rd Sept 11]: Homework.

Students were handed the section of the A2 Anthology that explores 'METAPHOR'. Students now have the metaphor and canon sections of the Anthology and need to read these essays as the ideas being explored within the Anthology need to be applied to a text when producing our A2 coursework.

Students were encouraged to identify metaphor in Eliot's Prufrock and were also encouraged to consider how Eliot uses form to shape meaning. Some of the comments from the class were stunning. The idea that Eliot takes risks with form to present a character terrified of undertaking any form of risk is a very perceptive consideration of the poem. Well done Joe. Hope you appreciate your gothic mask.

The second session explored the opening sections of Shelley's Frankenstein and considered the significance of Walton's letters, the representation of Victor's family life in the opening chapters, the significance of the 'blasted stump', the significance of location, the representation of nature and the significance of Catherine's death. This was a very general overview.

Homework: Students need to read the Anthology as in our next session I will be applying Prufrock to the ideas offered by the Anthology. Students also need to read and re-read the first five chapters of Shelley's novel in preparation for a detailed class discussion next Friday.

When leaving work after our lesson, I noticed a strange hybrid creature eating nuts on the school drive. On Monday I saw a squirrel with the head of an English Bull Terrier. On Friday I saw a squirrel with the head of a gorilla! What is going on? It really is a remarkable world.

Here are some links that may enhance your understanding of metaphor and your contextual understanding of Shelley's novel:

http://becuriouslit.blogspot.com/2010/12/history-of-metaphor-bbc-radio-4s-in-our.html

This History Channel documentary explores the scientific context of the novel. This is a very accessible resource:

http://www.youtube.com/watch?v=5QsDyItTSBY

In Our Time explores the gothic. This discussion explores literature, architecture, film and philosophy and is possibly more suitable for the teacher rather than the student. See what you think:

http://becuriouslit.blogspot.com/2010/09/gothic-audio-resource.html

There was a brilliant theatrical performance of the novel last year at The National Theatre. Here are some resources that were used to market/advertise/contextualise the performance:

http://becuriouslit.blogspot.com/2011/02/nick-dear-discusses-his-adaptation-of.html

Keep reading.

YEAR 12 LESSON TWO [19th Sept 11]: Homework.

Students were asked to consider the themes being explored by Kurt Vonnegutt in his short story 'Harrison Bergeron'. The class discussed themes such as control, the abuse of power, perception and individualism.

The discussion moved into a consideration of technology and how Vonnegut views the use of technology.What is the significance of Vonnegut providing Diana Moon Glampers with a crude shotgun in a short story that presents a world where it is possible to distort human thought patterns with a radio transmitter? Why not provide DMG with a ray-gun or some form of futuristic weapon?

The second session began with a discussion of author's aim, the significance of inference, and character as symbol. Discussion also considered the change of language adopted by the third person omniscient narrator when Harrison breaks free of his 'junkyard' handicaps. Why does the language become more descriptive? Author's aim?

Students were then asked to consider the question: How does each poet explore the theme of time? This question linked to last week's homework and related to the work of Larkin, Marvell and Shakespeare. Students were asked to consider how metaphor shapes the representation of time and how this use of metaphor relates to author's aim. For example Larkin uses the theme of time to explore issues relating to death and old age.

Students produced some very perceptive comments in today's session. Keep it up.

Homework: Students must read the notes that relate to Vonnegut's short story. My notes will allow you to develop a more sophisticated understanding of theme, historical context and how language and form shape meaning.Furthermore, students need to consider the question: How does each poet explore the theme of time? Next week the class response to this question will be organised to form potential content for an essay response.

Students also need to read the first chapter of Fitzgerald's 'The Great Gatsby'.

Next week you will be offered your first written task.Your reading will determine the quality of this written response so this is an important homework.

I referred to Robert Oppenheimer in today's lesson. Click on link below to access his famous words that relate to his role as one of the leading scientists responsible for developing the atomic bomb:

http://www.youtube.com/watch?v=n8H7Jibx-c0&feature=related

I also asked you to imagine a squirrel with the head of a dog. Consequently, I hope you appreciate the photograph posted at the beginning of this blog entry. I saw this squirrel with the head of an English Bull Terrier on the school drive as I was leaving work. What are the chances of that happening? It is a remarkable world.

KEEP READING. SEE YOU NEXT MONDAY.

MLR.

RESOURCES FOR NW: Ancient Mariner.

NW...here are some resources from last year that may help you with this psychedelic classic.

Revision podcast:

http://becuriouslit.blogspot.com/2011/05/rime-of-ancient-mariner-podcast.html

A reading of the poem:

http://becuriouslit.blogspot.com/2010/11/stcoleridge-rime-of-ancient-mariner.html

Science V. Religion: BBC News Article.

This BBC article considers whether religion can tell us more about life than science. The whole of the Year 13 A2 course explores the philosophical conflict between religion and science. This is definitely worth a read.

http://www.bbc.co.uk/news/magazine-14944470

YEAR 13 LESSON TWO [16th Sept 11]: Homework.

Students were asked to consider very specific features of Eliot's 'Prufrock'. The class were pushed towards a consideration of how Eliot represents the experience of the city and how Eliot's use of metaphor shapes meaning. An attempt was made to show the class a wonderful BBC documentary within which comedian and Cambridge Literature graduate Robert Webb explains why Prufrock is one of his favourite poems. This documentary is not available via You Tube but this link will take you to Webb reading a poem that was created by his girlfriend and the poem represents Webb's influence upon her life. It really is quite beautiful.

Click on link to access the poem:

http://www.youtube.com/watch?v=b1KLkyk1rIQ

The second session examined Walton's letters at the beginning of Shelley's Frankenstein and attempted to answer questions such as: What kind of man is Walton? What is our first impression of the creature? What is our first impression of Victor? How does Shelley attempt to engage the reader in this section? How significant is Coleridge's 'TROTAM'? To what extent can this introduction be considered gothic?

Homework: Continue to read Eliot's Prufrock. Students must consider the significance of the representation of the city. Remember, there seems to be different elements of the city experience in this poem. How does the polite world of manners and 'tea' affect Prufrock? How significant is the theme of identity? How significant is the line: 'There will be time, there will be time To prepare a face to meet the faces that you meet..' ? What is the link between the experience of the city and Prufrock's sense of identity?

Read the Anthology document. Be aware of the final essay that explores the notion of the canon.

Furthermore, continue to read Shelley's Frankenstein. On Friday we will revisit the significance of Walton's letters and discuss the opening chapters of this epic novel.

I made reference to the very thorough and engaging BBC documentary 'The Romantics'. There are three one hour episodes. Here is the link to the You Tube version of the whole series.Peter Ackroyd, the human walrus, really is a man worthy of you ear attention and your time. This series will provide students with a seriously useful historical overview of this literary moment. This will inform contextual understanding when studying Shelley's novel and explores the general power and influence of literature. IT IS MAGNIFICENT. Here is the link to the first complete episode:

http://www.youtube.com/watch?v=TMA85_IkFxg&feature=related

The second episode is 'NATURE', the third is 'ETERNITY'.

Here is a link to BBC Radio 4's essential resource IN OUR TIME and provides an audio resource that explores the life of Mary Shelley's famous Mother:

http://becuriouslit.blogspot.com/2010/09/mary-wollstonecraft-audio-resource.html

You lot are an impressive bunch of engaged students and I urge you all to trawl through the IN OUR TIME archive. This is a digital treasure chest of a resource for any human being interested in the history of ideas. This is not just a resource for your A Levels, but should be useful when you attend University and beyond! Seriously, it is a wonderful archive. Try and listen to one a week for the rest of your life! Go on, I dare you. Below is a link to the archive.

http://www.bbc.co.uk/radio4/features/in-our-time/archive/

Keep Reading. See you on Friday.

MLR

YEAR 12 LESSON ONE [12th Sept 11]: Homework.

Welcome to the whirligig world of AS Level Literature. We hope your stay here is challenging, confusing, demanding, stimulating and, ultimately, intellectually enlightening.

The first lesson began with the students being offered three poems:

1. The Old Fools by Philip Larkin

2.To His Coy Mistress by Andrew Marvell.

3. Sonnet 18 by William Shakespeare.

Poems by Dorothy Parker, Charles Bukowski and Ted Hughes were also offered to the class but Larkin,Marvell and Shakey Bill were the texts that were used to generate class discussion. Discussion centred upon the use of metaphor and how this use of metaphorical language is used by the author to shape meaning. This was a very gentle introduction to the intellectual rigour of GCE Literature.

Homework: Read all the texts that were handed to you in this session and I also expect you to read the Kurt Vonnegut short story 'Harrison Bergeron'. The focus of your reading should be how each author uses metaphor to shape meaning. For example how does Larkin represent life and death? How do Larkin, Marvell and Shakespeare represent time through their choice of metaphor? To what extent can Vonnegut's short story be considered a fable? Is it an allegory? Is it didactic?Is Vonnegut's story a surreal adult fairy tale?

Remember, use this method to help identify textual meaning:

What ideas are being expressed?

Why are the ideas being expressed?

What is the aim of the author?

Which words are the key words within the poem and why?

H

O

W are the ideas being shaped by the author through use of form, structure and language?

You have a lot of reading folks. Don't forget, you also need to begin your reading of Fitzgerald's 'The Great Gatsby'.

Click on link to access a reading of The Old Fools:

http://www.youtube.com/watch?v=1nzCQL0NbZM

Click on link to access a reading of To His Coy Mistress:

http://www.youtube.com/watch?v=mhZuxUyNA14

Click on link to access a reading of Sonnet 18:

http://www.youtube.com/watch?v=lKKGMozN0-I

These poetry readings are not wonderful but I know some students enjoy listening to a reading rather than digesting a poem via their own silent reading of a text.

Click on link to access a previous BE CURIOUS entry that navigates students towards a fine documentary that concerns itself with the work and influence of the great Kurt Vonnegut:

http://becuriouslit.blogspot.com/2010/09/kurt-vonnegut-interview-and-documentary.html

Lots to do. See you next week.

MLR.

YEAR 13 LESSON ONE [9th Sept 11]: Homework.

Welcome back and congratulations on an outstanding set of results. Now we can really dig into the world of Literature.

The first session began with a brief overview of the AQA A2 course structure [closed book exam = 60% of final A2 mark, coursework = 40% of final A2 mark].

Students were then encouraged to consider the features of the gothic tradition. Students received copies of 'Little RedCape' from the Grimm Brothers 1812 Collection of Germanic folk tales and Angela Carter's 'The Werewolf' from The Bloody Chamber published in 1979. These two texts were used along with reference to Poe and Maupassant as generally accepted examples of Literature believed to reflect elements of the gothic tradition.

The second section of the session involved the class discussing the themes, form and general content of T.S.Eliot's 'The Love Song of J.Alfred Prufrock'. This poem was offered to the class as a potential coursework text but students, as always, are encouraged to discover their own poem.Students now have access to a whole range of poems that are suitable for the coursework task.

The links below will take you to The National Poetry Archive and a BBC Poetry site. Feel free to browse and discover a world of poets and their poetry:

http://www.poetryarchive.org/poetryarchive/poetsHome.do

http://www.bbc.co.uk/poetryseason/poets/

Any student interested in the life and work of the formidable T.S.Eliot might be interested in this excellent BBC documentary.Click on link to access the You Tube version. This BE CURIOUS link also contains a link to Eliot reading Prufrock. Note the reader comments reacting to the reading of this famous poem:

http://becuriouslit.blogspot.com/2010/09/ts-eliot-arena-bbc-documentary.html

Homework: Read Eliot's Prufrock and begin to read Mary Shelley's Frankenstein. In the next session I will be discussing the significance of Walton's letters. Students should try and watch the BBC 'Romantics' documentary. It will provide some valid and relevant contextual information that will benefit your reading of Shelley's disturbing and brilliant novel.

The attitude throughout this session was superb.Keep it up you crazy freaks. It was great to see you all again. Keep reading.

BRILLIANT BBC SERIES: THE ROMANTICS.

Students should be aware that this brilliant series is now being repeated on BBC 4. Below is a link to the i-player. There are links to this series elsewhere on BE CURIOUS and this entry is a gentle nudge to students who have not yet watched this series. IT IS FANTASTIC and is relevant for AS and A2 study.
http://www.bbc.co.uk/iplayer/episode/b007903t/The_Romantics_Nature/

CAROL ANN DUFFY: A text message is a form of poetry.

Click on link to access Carol Ann Duffy's recent article printed in The Guardian that links the text to the form of the poem. Do you agree with our poet laureate?
http://www.guardian.co.uk/education/2011/sep/05/carol-ann-duffy-poetry-texting-competition?INTCMP=SRCH

There is a Guardian poetry competition linked to this article. Feel free to enter. Can you construct a text poem?