Wednesday 27 April 2011

GATSBY RESOURCES FOR YEAR 12.
















Click on link below to access an exemplar version of the essay: ' The Great Gatsby is a sordid tale of deception, adultery and murder.' How do you respond to this view of the novel?

Click on link below to access some notes I gave you in October that relate to the opening chapter:

More Gatsby/Mariner notes and essays will follow in the near future....keep being curious.

Tuesday 19 April 2011

OTHELLO RESOURCES FOR AJ.

Here are all the links that will help you with your Easter Project! Good luck.

These resources are for a Year 13 student who is also attempting to complete the AS Lit coursework component. Obviously, my Year 12 have completed the coursework and need to concentrate on the exam texts: Gatsby, TROTAM, TGOST and Auden.

http://becuriouslit.blogspot.com/2011/02/year-twelve-lesson-nineteen-8th-feb-11.html
http://becuriouslit.blogspot.com/2011/02/resources-for-othello-act-5.html
http://becuriouslit.blogspot.com/2011/01/year-12-lesson-sixteen-18th-jan-11.html

Sunday 17 April 2011

YEAR 12 LESSON TWENTY SEVEN [12th April 11]: Homework.





The lesson was brief and beautiful due to the Literature coursework moderation. However, students were provided with some revision guidance. Students should visit BE CURIOUS throughout the Spring break as I intend to publish exemplar essays, notes and podcasts.

HOMEWORK: Obviously....YOUR READING IS CRUCIAL. I expect all students to read/re-read Gatsby and TROTAM. Students have past papers and I would encourage students to attempt two or three essays over the break and e-mail them to me for marking.
Remember...there will always be a Section A [a] question: 'How does the author tell the story in chapter/section ??? of the novel/poem?' so make notes for each section of Gatsby/TROTAM.

I will be spending most of my break searching for the mysterious and elusive Westwood Elk and despite my hiding in camouflaged huts secretly secreted throughout the Westwood, I will have access to digital media so fire those essays down the digital pipe!

EAT CHOCOLATE.

YEAR 13 LESSON TWENTY SIX [11th April 11]: Homework.


Students were asked to consider the significance of Marlowe using the form of the play to express his ideas before considering how the form of the novel allows Shelley to express her ideas. The class were also encouraged to revisit the 'new ideas'/ philosophies linked to the Renaissance period and how these ideas link to the Enlightenment and the embracing of ideas that emphasise reason and individualism rather than traditionally accepted views of divine authority.

It is important that students are aware of the Renaissance ideas that were challenging traditional ideas of divine authority. Why are the discoveries of Copernicus and Galileo so important? Why might Faustus/Macbeth be considered to be conservative texts? Is Shelley's novel embracing new ideas or embracing traditional views?

Students were then introduced to the January 2010 exam paper. Students were placed into groups and asked to consider the following questions:

To what extent do you agree with the view that, in Frankenstein, Mary Shelley is exploring 'the dark side of the human psyche'?

Mephistophilis says, 'Why, this is hell, nor am I out of it.' To what extent do you think Marlowe presents life on earth as hellish in Doctor Faustus?

To what extent do you think gothic literature is characterised by a fascination with death?

'Gothic settings are desolate, alienating and full of menace.'
In the light of this comment, consider some of the ways in which writers use settings in the gothic texts you have read.

Consider the view that gothic writing often explores the powerlessness of humanity when faced with the power of the supernatural.

HOMEWORK: Students need to read the texts and list/memorise a series of key quotes. I would also encourage students to attempt essays and e-mail them to me for marking. You have a lot of AQA essay titles and I encourage all students to attempt two or three essays over the Easter break. STUDENTS SHOULD VISIT BE CURIOUS THROUGHOUT THE SPRING BREAK AS I WILL BE POSTING NOTES, ESSAYS AND PODCASTS.

EAT CHOCOLATE.

Sunday 10 April 2011

CAROL ANN DUFFY POEM: A CUT BACK. A response to the cutting of Arts Council funding to literature.


In response to the Arts Council cuts to literature last week, Carol Ann Duffy, our poet laureate, created this poem. It borrows the tone, rhyme and rhythm of Louis MacNiece's Bagpipe Music. MacNeice's poem can be found here:
http://www.poemhunter.com/poem/bagpipe-music/

I'm not sure whether you lot have noticed but there is a significant cultural debate at the moment concerning the role and funding of art and culture at a time of economic recession. We discussed the role and purpose of literature last summer when students returned from AS exams. The argument still rages.

This poem appeared in The Guardian yesterday.If you click on the poem it should appear in a readable form.

Saturday 9 April 2011

MR.STEVENSON'S YEAR 13 LESSON [8th April 11]: Homework.


AS went through his A* quotes for glory. The slaves looked rather bemused. Is it the pressure of the final run in? When the slaves return, each student will take the group through their key quotes.AS will expect some essays over the next 5 week period. Give the A3 sheet some academic attention over Easter. Concentrate some of your attention on the concept of the soul...

Homework: READ.READ.READ.

MR.STEVENSON'S YEAR 12 LESSON [5th April 11]: Homework.

AS went through all of the past papers and gave advice regarding exam technique. The second half of the session was a timed essay.

Homework: READ THE TEXTS. I expect the essay box to be brimming!

Wednesday 6 April 2011

MR.STEVENSON'S YEAR 13 LESSON [1st April 11]: Homework.

A very strange session. DON"T CRACK UNDER THE STRAIN. YOU KNOW YOUR STUFF. AS cancelled the timed response due to the mass hysteria that swept the group. Students are reminded that the 'life on earth' essay is now a homework for submission next Friday. In an atmosphere of madness and decay AS served a gothic feast.

AS went over various ways of tackling the examination questions.Next week we will look at key quotes and connections for one hour. This will be followed by our final timed response in session. See AS for questions- Hollie and Helena. FINAL SESSION. DO YOUR PREP. We only have one more Friday together after Easter. This will be a big summary.

READ...READ...READ.

MR.STEVENSON'S YEAR 12 LESSON [29th March 11]: Homework.
























First hour timed essay.
This was followed by AS covering Auden for 50 minutes. See link for notes.
Timed essay next week. see links.

Kite Runner essay:

Kite Runner resources from BE CURIOUS:

Auden essay:

Tuesday 5 April 2011

YEAR 12 LESSON TWENTY SIX [5th April 11]: Homework.


Students considered Section B of the examination. The focus of the first half of the session was a consideration of the title: Write about the ways that writers aim to make the beginnings of their texts exciting.Refer to three texts you have studied.

The second half of the session was a timed essay.

Homework: Read the texts.

YEAR 13 LESSON TWENTY FIVE [ 4th April 11]: Homework.


Students were asked to consider Macbeth, Faustus and Frankenstein as gothic texts. Students were encouraged to define 'gothic' and apply this definition to the examination texts. The focus of this session was section B of the examination paper.

The class discussion considered the question: To what extent can these three texts be considered to be examples of gothic literature?

The final thirty minutes of the session consisted of students attempting to construct two paragraphs in response to the exam question.

Homework: READ.READ.READ.

YEAR 12 LESSON TWENTY FIVE [29th March 11]: Homework.


Students were encouraged to consider Section B of the exam paper. The coursework is now complete so Gatsby and TROTAM were back in the classroom along with Miss.Gee by W.H.Auden. The focus of the first section of the lesson was a class discussion that related to the exam title:
Write about the importance of places in the telling of the narratives in three texts that you have studied.

The second half of the session was a timed essay. Students were made aware that they need to make connections between texts. The essays were generally very, very good. Thanks to all.

Homework: READ.READ.READ.

Saturday 2 April 2011

YEAR 13 LESSON TWENTY FOUR [ 28th March 11]: Homework.


Students were offered feedback to the last 'timed essay'. It is clear that some students need to improve their understanding of author's aim if they are to access the higher grades. The essays were generally very good but it is clear that some students are struggling to link Shelley's aim to narrative content. A previous blog posting allows students to consider Shelley's aims:

The main focus of the lesson was a consideration of Walton's letters at the beginning of Shelley's novel and Marlowe's use of the chorus in Faustus. Students were encouraged to consider how both authors guide the reader/audience to interpret the narrative in a specific manner. The chorus clearly asks its audience to view the play as a didactic fable or Morality Tale and Shelley uses Victor to offer his tale as a warning to Walton.

Students were asked to produce a 45 minute response to the question:
What is the narrative significance of the chorus in Marlowe's Faustus and Walton's letters at the beginning of Shelley's novel?

The whole aim of this session was to improve the student understanding of author's aim.

Homework: Read.Read. Read.