YEAR 12 LESSON NINE [Tue 16TH NOV 10]: Homework.

The lesson began with a quick introduction to the ideas associated with the American Dream, the Myth of the West and the idea of the Frontier Spirit. Reference was made to Henry David Thoreau and his 'Walden Pond'. Students were introduced to Thoreau's need to 'LIVE DELIBERATELY' and his belief that 'THE MASS OF MEN LEAD LIVES OF QUIET DESPERATION'. Students should be aware of how Thoreau and Whitman viewed their America.

The second section of the lesson involved students modelling a response that reflected the level of detail expected in a quality A Level paragraph. This task was a response to the recent essays as it is apparent that some students need to develop their ability to explain how textual reference supports their opinion. This is the KEY area of our written work that has been identified as needing to improve. Student response was stunning. Much appreciated.

Students were then asked to consider why Carraway could be perceived as a sympathetic character as many essays contained this opinion but did not explain why Carraway could be considered sympathetic. The final section of the lesson explored the significance of chapter six with specific focus placed on Gatsby's attempt to capture the past and why Daisy finds the actress 'lovely' at Gatsby's party. Furthermore the class discussed the significance of the paragraph that includes the lines: ' But the rest offended her..because it wasn't a gesture but an emotion. She was appalled...by its raw vigour that chafed under the old euphemisms..'. Again, class response was outstanding.

Homework: Read chapter 7. It is a monster. This is the chapter that includes the squid fight.

YEAR 13 LESSON NINE [Mon 15th Nov 10]: Homework.

Students were asked to consider how the use of the epistolary form relates to the theme of isolation and the discussion was directed towards an exploration of the representation of nature with specific focus placed upon ch 9/10. Why does Victor fall to the floor in the penultimate paragraph of ch 9?How has his relationship with the 'majesty' of nature changed?

Students were asked to consider the significance of PB Shelley's 'Mutability' that appears in ch10 and asked to consider why Victor views the inconstant state of the human condition as a negative feature of humanity. Why does Victor struggle to celebrate the mutability of existence?

The lesson moved towards a consideration of coursework. The final section of the lesson involved the introduction of group tasks that will result in a series of presentations next week.

Homework: Begin the construction of the anthology coursework. The deadline for the initial draft is 29th Nov 10. Develop a series of notes that will allow you to offer a credible and meaningful presentation to the class in the next session. Each group must offer a sheet of A4 bullet points that summarise the content of your presentation. These sheets will be photocopied and offered to all students as a revision resource.

MR.STEVENSON'S YEAR 13 LESSON [12th NOV 10]: Homework.

The class were asked to consider the notion that 'Wuthering Heights is gothic by chance, whereas Dracula is gothic by nature'. Student group discussion was interesting.Each group will feedback next week.The slaves are advised to add a little polish/research and textual support.Who will win the sacred gothic essay next week?

AS then sent the slaves into a gothic trance with coursework feedback/advice.

Homework: Keep reading. Students will only produce a 'polished' response if they are familiar with the text. READ.READ.READ.

MR.STEVENSON'S YEAR 12 LESSON [9th NOV 10]: Homework.

The Streetcar rattled into E4. Students were encouraged to explore TW's methods in Scene 6. AS discussed coursework tasks and quite literally dragged the class through the strange and wonderful world of Scenes 1 to 6.

Homework: 'DO' the reading.

S.T.COLERIDGE: THE RIME OF THE ANCIENT MARINER. A reading by Richard Burton.

Click on link below to access Richard Burton's reading of Coleridge's poem. Read along with Burton or just sit back and let his gorgeous voice take you through the poem. This is the first of three segments.

http://www.youtube.com/watch?v=RGH4p4z4s5A

Coleridge is often associated with The Romantic Poets and there are Be Curious resources that students should access to develop a contextual understanding of this poem and the issues explored by Romanticism. Click on links below to access relevant Be Curious links:



This documentary is an essential resource:
http://becuriouslit.blogspot.com/2010/09/romantics-essential-resource-this.html

Click on link to access decent audio resource from BBC Radio 4's 'In Our Time':
http://becuriouslit.blogspot.com/2010/09/romantics-audio-resource.html

YEAR 12 LESSON EIGHT [Tue 9th NOV 10]: Homework.

Students explored issues being raised in Chapter 5 of the novel. The class were encouraged to react to questions such as 'What is the purpose of the first section of the chapter? Is it comedic? Why is Fitzgerald presenting Gatsby as vulnerable, insecure and frightened? What is the significance of the shirts? Is Daisy's character developed in any way? Does the chapter conclude in an optimistic manner or does Fitzgerald present a sense of the tragedy that is to unfold? Forewarning?

Students were also introduced to Coleridge's The Rime Of The Ancient Mariner.

Homework: Read chapters 6 and 7 and read the Mariner.

YEAR 13 LESSON EIGHT [Mon 8th Nov 10]: Homework.

Students were given exemplar material that consisted of three of the most detailed essays from the last written response. The level of effort across the whole class is admirable and some of the written work was incredibly detailed. Thanks to all. Students were encouraged to analyse the language used by Victor in ch4/5 and explore the significance of key words and phrases that suggest Victor's sense of emotional chaos and heightened sensitivity. Author's aim? The class were also encouraged to consider the significance of the location and why the North Pole could be considered to provide original and striking visual imagery that challenges the accepted codes and conventions of Gothic imagery [ 'Anti-Gothic' was the phrase used in some student essays due to the eternal light replacing Gothic darkness] whilst conforming to the thematic conventions of the Gothic. The class were encouraged to provide a more precise term to express the idea of the 'Anti-Gothic'.

The second half of the lesson explored the significance of the representation of nature in the first ten chapters and the first impression of the creature in chapter 10.

Homework: Read the creature's narrative. Consider the representation of nature in the first 10 chapters. How is nature being used by Shelley? How does Victor react when confronted with the magnificence of the natural world? Why is Shelley using nature as a restorative for Victor? Are there several symbolic meanings being attached to the natural world?