THE HISTORY OF METAPHOR: BBC Radio 4's In Our Time.

This discussion relates to the history of metaphor in literature. This may be interesting for A2 students attempting the metaphor question for their coursework. This link may provide contextual understanding. Click on link below to access this episode of In Our Time:
http://www.bbc.co.uk/programmes/b00w227c

This is a very 'dry' and academic discussion and may be a resource aimed more at the teacher rather than the student.

YEAR 12 LESSON FOURTEEN [21st Dec 10]: Homework.

Students considered the question 'How does Fitzgerald tell the story in chapter 7 ?' and the first lesson was used to focus on the key areas of the text that would allow students to engage the appropriate assessment objective and access the higher grades. The Archdeacon of Nonsense attempted to guide students towards a consideration of how Fitzgerald uses Carraway's narrative, the use of symbolic representation [with specific focus placed upon the 'death car' incident], how Fitzgerald uses Daisy to explore key themes and create a sense of tragedy and emotional chaos, and the significance of Gatsby 'watching over nothing' at the end of the chapter.

The final hour was a timed essay! Sorry.

Homework: Have a stimulating, engaging and adventurous Winter break. BE CURIOUS. Thank you all for your hard work this term.Much appreciated. You really are a very impressive gaggle of gurgling literature students.

When we return we will be crashing into Shakespeare's OTHELLO and continuing the psychedelic journey through the mesmerising mind of ST Coleridge.

BON NOEL.

YEAR 13 LESSON THIRTEEN [20th Dec 10]: Homework.

Students were asked to consider three elements of the text:

1. The moment in chapter 24 when Victor calls on 'you, spirits of the dead' as he kneels on the graves of his dead family.

2. Victor's reaction to Walton's crew wishing to return southward.

3.Victor's final speech before his death.

How do these three moments develop themes or ideas raised previously and how do these three moments relate to author's aim?

The content of group discussion will be explored in the first lesson after the Winter break.

Homework: Complete the second draft of the coursework. I will expect all students to hand me a detailed essay before we begin the first lesson of the new term. The final draft will be completed by the end of January. Bah humbug. Bon Noel.

YEAR 12 LESSON THIRTEEN [14th Dec 10]: Homework.

Students explored the representation of the Mariner, the representation of the Wedding Guest, and the representation of Nature in the first three sections of The Rime Of The Ancient Mariner. Students were asked to consider the nature of the aural imagery, along with Coleridge's use of light and movement. One student described this wonderful old poem as being 'a bit mad'. Too right. This is its strength. This poem is a riot of colour, movement, ideas and imagination.

The second section of the lesson was a consideration of the question: ' The Great Gatsby is a sordid tale of deception, adultery and murder.' How do you respond to this view of the novel?

Homework: Students are expected to produce a four/five paragraph response to the Gatsby question. I plan to post some guidance notes to BE CURIOUS so keep perusing this blog entry. Remember, this is a very moral novel and is critical of deception, adultery and murder. Fitzgerald is critical of the 'sordid' behaviour that litters the novel.

Students should also plan a response to the title: ' Write about the ways that Fitzgerald tells the story in chapter 7'. This response should consider the nature of Carraway's narrative, use of significant symbolism, and the significance of this chapter in the context of the whole novel. Never lose sight of Fitzgerald's aim. We will discuss this title in the first section of Tuesday's lesson and produce a timed response in the second section of the lesson. Bah humbug eh kids?

YEAR 13 LESSON TWELVE [13th Dec 10]: Homework.

Students considered the significance of chapters 16/21. Specific focus was placed on Victor's description of himself [..' unparalleled suffering...detested toils...haunted by a curse that shut up every avenue to enjoyment..i am a blasted tree...wrecked humanity...hopeless...miserable self..etc] and the significance of The Orkneys as a symbol of psychological isolation.

Students were also asked to consider the representation of Science and the significance of the blurred boundaries between dreams and reality in Chapter 21 when Victor is trapped in Ireland accused of murder.

Homework: Read the concluding paragraphs of the novel. We will be discussing the Anthology next week so revisit the metaphor section.

Apologies for far too many confusing and cynical comments directed at the X factor...but 20 million....karaoke nonsense...bread and circuses.....where is the soul?....keep the people stupid...high pants....moan...moan...mutter....mutter.

ANDREW MOTION TALKS ABOUT HIS YEARS AS POET LAUREATE.

Students may be interested to hear Andrew Motion discuss his time as poet laureate and offer his views about poetry and some of the poets who have influenced his own writing and thinking. Motion is responsible for founding the poetrey archive which is an INCREDIBLE resource for any human being with a beating heart and an interest in the power of words.

Click on link to hear a 30 minute BBC Radio 4 documentary first broadcast in April 2009:
http://www.bbc.co.uk/programmes/b00jh474

Motion recently gave a very emotional lecture at Hull University about his relationship with Big Phil Larkin and Be Curious have an audio version of the lecture. See MLR if you want an audio copy of the lecture.

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

We once more explored key areas from the Anthology.Feedback was given on the slaves' presentation many moons distant. AS then guided the brood through the glory of the LITB3 paper.The session then revolved around coursework tips/feedback.AS aimed to reassure the coven that they stand on the edge of greatness.The essays look very promising and we look ahead to the dawn of 'Macbeth'.

AS expects the next version of the essay Fri 14th Jan.

MR.STEVENSON'S YEAR 12 LESSON [7th Dec 10]: Homework.

We finally reached 'Cemetries' and explored the various implications of scene 10. The comments ranged from the sublime to the ridiculous. Some excellent insight into Gilbert's 'Menacing Message' article. AS again went over the old tracks of the markscheme and insisted that the captives engage with the objectives. The captives should remember that next week you must prepare the set task:

'In Scene 11 TW confirms the tragic nature of the play.' To what extent do you agree/disagree?

Coursework draft deadline Tuesday 21st December.

YEAR 12 LESSON TWELVE [7th Dec 10]: Homework.

Students offered a series of presentations to the class relating to the issues being explored within The Great Gatsby. The quality of the response was mostly magnificent and occasionally stunning.

Homework: READ  FITZGERALD'S NOVEL and  COLERIDGE'S POEM.

 

A Gatsby essay will be offered to the class in the next lesson. 

YEAR 13 LESSON ELEVEN [6th Dec 10]: Homework.

Students examined the creature's narrative. The significance of the De Lacey family and how Shelley uses the family to explore/express key ideas was a focus of class discussion along with the dramatic significance of chapter 15. The lesson concluded with a consideration of the question:

 ' Why does Shelley offer a sympathetic reading of the creature immediately before the murder of Victor's little brother?' 

Should the reader feel sympathy for a child killer? Author's aim? Thematic significance?

Homework: READ THE NOVEL. We will be discussing ch16/21 in the next session.

NO IFS NO BUTS...BEV STUDENT DEMO.

You lot made an old teacher feel like a very proud old teacher yesterday. Good work fiends. Here is how The Hull Daily Mail is representing your very polite and orderly display of dissent.Click on link below:

http://www.thisishullandeastriding.co.uk/news/Final-fees-hike/article-2992076-detail/article.html

MR.STEVENSON'S YEAR 12 LESSON [30th Nov 10]: Homework.

Once again we hopped on the Streetcar with an exploration of Scene 10.AS blinded the class with an unusual 'performance'. BF stole the show with a subtle interpretation of Blanche whilst TT stirred from his coma to deliver the expressionistic stage directions.AS then moved on to Gilbert's essential article.

Next week students will give a short summary of how they can use Scene 10 for their question.

The main task is to evaluate Gilbert's article.

AS.

DAVID WALLIAMS on PHILIP LARKIN: BBC Radio 4 Documentary.

Students might want to listen to David Walliams's wonderful documentary about Larkin's work which contains the thoughts of Andrew Motion as well as Walliams own reaction to Big Phil's work. It will be on the I-Player for six days.The final section includes a consideration of Aubade , a poem some students are using as stimulus for coursework. ENJOY.

http://www.bbc.co.uk/programmes/b00w6q44

YEAR 12 LESSON ELEVEN [30th Nov 10]: Homework.

Students were provided with an overview of the final chapters of Fitzgerald's novel and how Carraway's character reacts to the drama surrounding Gatsby's death.Discussion considered the significance of Nick confronting Wolfsheim, Klipspringer's telephone call, the ambiguity of the telephone conversation that states that 'Young Parke's in trouble' and infers that Gatsby was involved in 'bonds', the last meeting between Tom and Nick and the possible interpretation of the final page. Is the final page an optimistic or 'hopeless' conclusion?

The second section of the lesson was a consideration of the novel's possible genre.Students believed the novel could be considered a fable, an example of social criticism, a love story, a mystery/thriller, and an example of the crime/gangster genre.

Homework: Construct your presentations as you will be offering your wisdom to the class next week. Ensure that the bullet points you provide on an A4 sheet are succinct, coherent and useful. These A4 sheets will be a whole class resource. Good luck fiends.

MARLOWE'S 'DR.FAUSTUS': RESOURCES FOR YEAR 13.

We will soon be confronting the terrible beauty of Christopher Marlowe's 'The Tragical History of Dr.Faustus'. Here are some pre-reading resources that relate to a recent production of the play at the Royal Exchange Theatre in Manchester.
Click on link below to access trailer:
http://www.youtube.com/watch?v=YTJ4q8aPsoI
Click on link below to hear actors Patrick O'Kane and Ian Radford discuss the process of creating the play for performance:
http://www.youtube.com/watch?v=QnkoD267PvU&feature=related

YEAR 12 LESSON TEN [Nov 23rd 10]: Homework.

Students discussed the dramatic action in Chapter Seven. Discussion revolved around:
Gatsby's reaction to the existence of 'Pammy'.
The observation from Gatsby that Daisy's 'voice is full of money'.
The development of Daisy's attitude as the chapter unfolds.
The power battle between Gatsby and Tom and the reason for Tom's tears.
The significance of Wilson's reintroduction.
The final image of the chapter and how this represents the character of Gatsby.

Class discussion was, as ever, superb.

Homework: READ ch 7 again and read the final two chapters.
I'm not a massive fan of any cinematic versions of the novel as Fitzgerald's writing is too subtle. Carraway's narrative ambiguity does not translate across to the medium of film BUT below is a link to the 1974 film of the novel. Students may be interested in how director Jack Clayton interprets the drama of chapter seven.
http://www.youtube.com/watch?v=SQuO_DFVHpo&feature=related
http://www.youtube.com/watch?v=J_AS5WFUO4w&feature=related

YEAR 13 LESSON TEN [22nd Nov 10]: Homework.

Students presented a series of eloquent interpretations relating to the first ten chapters of Shelley's Frankenstein. All presentations were superb. Many thanks.

Homework: Read the creature's narrative.Complete first draft of Anthology coursework.

GATSBY ARTICLE IN THE OBSERVER 21st NOV.

Click on link to access an article that explores the contemporary relevance of Fitzgerald's novel:
http://www.guardian.co.uk/film/2010/nov/21/great-gatsby-dicaprio-film-america

MR.STEVENSON'S YEAR 13 LESSON [19th NOV 10]: Homework.

This session was limited to one hour due to the concert by William Blake's nephew Sir Nick Harper.

Students stormed back into the old git's good books with a wuthering discussion/presentation/squabble. 'Wuthering Heights is gothic by chance, whereas Dracula is gothic by design' provided the slaves with a platform from which they articulated an excellent range of comments. AS will offer an exploration of the main points on 3rd December.

AS will be away on the 26th touring various misty locations in the North of England. He hopes to return with clear evidence as to the existence of a dark order that has the ability to manipulate internet sources for their own ends. Slaves must complete another draft for the 3rd.

Helga Von Harper will arrange appointments for the gothic gathering on the 25th [Parents' Evening]. Do not fear this dark evening unless you have submitted the equivalent of M Von Richardson's collection of 'The Late Love Letters Of M.Thatcher'.

MR.STEVENSON'S YEAR 12 LESSON [16th NOV 10]: Homework.

Yet again the Streetcar banged into E4.Students were asked to explore the presentation of themes in Scenes 7/8. The Lit junkies will feedback their findings next week followed by AS taking over the controls and heading off on a tour of Scene 9.

Homework: Prep for feedback.All students must concentrate upon their COURSEWORK.

IN OUR TIME: 59 LITERATURE PODCASTS.

The link below will allow you to access a wonderful BBC resource. This link will allow you to navigate through a series of podcasts originally broadcast on BBC Radio 4. Choose a topic and sit back and enjoy the debate. These informative academic discussions may be more suitable for teachers rather than students but I hope that some of our students will explore this resource.Click on link below:

http://www.bbc.co.uk/radio4/programmes/subjects/c3ViamVjdC9saXRlcmF0dXJl/player/episodes

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?

MR.STEVENSON'S YEAR 13 LESSON [5th NOV 10]: Homework.

The Goth slaves [students] were introduced to a banquet of POE. Students were encouraged to explore the 'Gothic style' through Poe. Students were encouraged to move beyond a consideration of the Gothic as a collection of simplistic conventional devices and Poe's 'Tell Tale Heart' was decapitated/deconstructed. Feedback was impressive with TC delivering so much quality feedback that the rest of the class became mute.

Homework: Big session next week when Dracula goes head to head with Wuthering Heights as we search for the key attributes of each text...Gothic or not.

AS.

MR.STEVENSON'S YEAR 12 LESSON [2nd NOV 10]: Homework.

Students were encouraged to offer a rather more academic approach to 'Streetcar.' Essay advice was followed by some exploration of the nature of tragedy. Students were asked to consider Scene 6 and were introduced to 13 areas for some deliberation. The class will gather evidence and feedback next week. The Auden essays were a big improvement.WELL DONE.

Homework: Gather 'Streetcar' evidence for feedback next lesson.

AS

YEAR 12 LESSON SEVEN [Nov 2nd 10]: Homework.

Students discussed issues raised in chapter 4 of The Great Gatsby. Specific focus was placed upon Jordan's narrative and the significance of Wolfshiem. Students considered how Fitzgerald is attempting to develop the narrative in this key chapter. The word 'sinister' was used by one student to describe the effect that Wolfshiem has upon the tone of the novel. Students were asked to consider the significance of Wolfshiem's 'cuff buttons', Gatsby's use of the medal and the photograph, the significance Wolfshiem's manipulation of the 1919 World Series, and the significance of Daisy's 'drunk as a monkey' moment.

Homework: Read the novel. I will be offering students a written test on Tuesday that will allow me to discern who is reading the novel in an appropriate manner. The test will consider the narrative content of the first five chapters. READ THE TEXT.

Tuesday's lesson will also examine the significance of chapter 5.

JAMES WHALE'S 1931 Version of FRANKENSTEIN.

Click on link below to access the original trailer for James Whale's famous adaptation of Shelley's novel:
http://www.youtube.com/watch?v=tTNN5h8CG_Y

Click on link below to access the scene within which Victor reanimates the creature:
http://www.youtube.com/watch?v=8H3dFh6GA-A&feature=related

Victor speaks to the creature. Note complete disinterest in presenting any recognisable feature of Shelley's original narrative. Click on link below:
http://www.youtube.com/watch?v=pBzONIqutBA&feature=related

Note how Whale's version transforms chapter four/five into an unrecognisable interpretation of the novel but presents a visual representation of the monster that still resonates in our culture.

YEAR 13 LESSON SEVEN [1st Nov 10]: Homework.

Students were 'taken by the hand' through chapters four and five of Shelley's Frankenstein. Students were asked to consider how Shelley develops the narrative in these two crucial chapters.Specific focus was placed on how Shelley develops the thematic nature of the novel in these chapters, how Victor's character is developed, how key images such as the significance of light and darkness are presented to the reader, and how Shelley offers a sense of the Gothic.

Homework: Read Chapters 5 to 11 as the content of these chapters will be the focus of the next session. Students must also consider the text that will be the analytical focus of their Anthology related coursework. You will be attempting a coursework response this half-term. Furthermore, students must consider the following questions as these questions will be offered as a written homework next Monday:

1. In what way is Victor similar to Walton and why is Shelley emphasising their personal symmetry?

2. Do chapters 4 and 5 conform to the conventions of the Gothic?

3.What is the key moment in chapters 4/5 and how does this moment relate to author's aim?

We will discuss content next week and I will expect the written response to be thrown at me in lesson nine.

Below is a link to the Robert Oppenheimer clip I was 'banging on about' in today's lesson:
http://www.youtube.com/watch?v=l8w3Y-dskeg

I also referred to a character I saw at the weekend who was wandering home from a Halloween Party where he had dressed as Papa Lazarou. You all seemed unaware of this strikingly visual comic ghoul.This character was a key figure in the outstanding BBC comedy 'The League of Gentlemen.' This show used conventions associated with the Gothic to produce some incredibly terrifying comedy. Click on link below to experience the gothic magnificence of Papa Lazarou:
http://www.youtube.com/watch?v=XM9x5tefjcY&feature=related

SLEEP TIGHT.

MLR

MR.STEVENSON'S YEAR 12 LESSON [19th OCT 10]: Homework.

During the session AS gave advice on how to improve the essays. AS spoke at length regarding expectations at AS level. The session moved on and Auden became the central focus.Auden's main techniques were highlighted and the class were invited to work on producing an essay response.

Homework: Essay deadline is the 2nd November.

How does Auden present ............ [you choose the theme/character] in ........................... [you choose the poem] ?

AS introduced the unedited Kazan version of 'Streetcar'. This is available from a leading supermarket chain for £5.

The class must prepare detailed notes on Scenes 1 to 5 of 'Streetcar' for the 2nd November. The notes should focus upon how TW enhances the dramatic genre in scenes 1 to 5. This allows you scope to consider comedy etc.....

AS.

MR.STEVENSON'S YEAR 13 LESSON [15th OCT 10]: Homework.

Students were introduced to Lord Larkin of Hull. AS spoke at length about the beauty and darkness within dozens of the poems and attempted to navigate the group towards a re-evaluation of some of the rather negative interpretations of Big Phil's work.

The session then morphed into a gothic frenzy with Helena, Rob, Lauren, and Holly staking their claim to the gothic crown.Some splendid quote gathering.Elsewhere, some obvious symbol spotting makes AS think that some of the Lit slaves need to read the book.

Homework: Draft essays [coursework] due 5th November.Failure to submit will result in a gothic ritual involving a bloke from York and Bev Westwood. Mr. Adam D play your piano like a fiend and stop worrying.

AS

YEAR 12 LESSON SIX [Tue 19th Oct 10]: Homework.

Students considered the significance of the third chapter of Fitzgerald's novel. Students were also offered the essay title: 'How does Fitzgerald attempt to engage the reader in the opening chapter of The Great Gatsby?'

Homework: Read the novel and complete the essay. Click on link below to access guidance notes that may help students construct a detailed response to the essay question. This file is available to download:
http://www.docstoc.com/docs/58938085/ADVICE-FOR-YEAR-12-LIT-ESSAY-OCT-10

YEAR 13 LESSON SIX [Mon 18th Oct 10]: Homework.

Students were asked to consider the opening chapters of Victor's narrative. The main focus of the lesson was a discussion of the essay title: ' How does Mary Shelley attempt to engage the reader in the opening section of Frankenstein?'

Homework: I expect students to attempt this essay. The Prufrock essays lacked specific textual detail and occasionally drifted beyond the question focus. I am looking for improvement with this essay.

Click on link below to access notes that will help you construct this essay.This file is available to download:


http://www.docstoc.com/docs/58723405/NOTES-TO-ASSIST-YEAR-13-LITERATURE-ESSAY

MLR.

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

In the first part of the session students were asked to reflect upon some of the key areas in Scene 1/2 of 'Streetcar'. Students were encouraged to develop their ideas in respect of key methods rather than produce generalised notes. Advice was given regarding the production of a structured response. The coursework mark-scheme was introduced as was the concept of ARISTOTELIAN TERROR.

The 'terror' of a first timed response loomed heavy in the second session. Will these responses contain the hallmarks of tragedy - beauty / joy / pity / terror ? Or, squalid horror ? Results next week.........

Homework: READ 'STREETCAR'. READ AUDEN. VISIT THE BLOG. BE CURIOUS.

AS.

YEAR 12 LESSON FIVE [12th Oct 10]: Homework.

Students were asked to consider the first two chapters of Fitzgerald's 'The Great Gatsby'. Students were asked to consider how Fitzgerald presents Carraway in the opening chapter, the significance of the Valley of Ashes and George Wilson, the presentation of Myrtle, the thematic nature of the opening chapters and author's aim.

Homework: Read the first five chapters of the novel. We will be examining the introduction of Gatsby in the next lesson so an analytical understanding of chapter three will be required.

Next week we will be considering the essay title: ' How does Fitzgerald tell the story in the opening chapter of the novel?'

Class discussion today was outstanding. Genuinely superb. Thanks to all. We also discovered that one of our group has pet shrimps. We live in a magnificent world.

Ta. MLR.

YEAR 13 LESSON FIVE [11th Oct 10]: Homework.

Students were encouraged to visit the poems of Philip Larkin and consider exploring Larkin's use of metaphor for the Anthology coursework. Students were directed towards 'The Building' and 'Bridge For The Living' as these poems specifically relate to the Hull Royal Infirmary and the Humber Bridge; structures that dominate our local landscape.

Students were asked to consider the significance of Walton's letters in Shelley's Frankenstein. Class discussion considered Shelley's representation of Victor and the creature through Walton's narrative. The class were asked to consider why Shelley begins her novel with this epistolary style and how she attempts to engage the reader before introducing Victor's narrative. How does she create a sense of mystery? How does she engage the reader? How significant are the references to Coleridge's 'The Rime of the Ancient Mariner'?

Homework: Read the first five chapters of Victor's narrative. Be aware of the similarities/differences between the motivation of Walton and Victor. What is Victor's motivation? What are the key themes being explored by Shelley? How could the issues being explored be considered contemporary?

Ta.

MLR.

IMTIAZ DHARKER: Britain's finest contemporary poet?

In the last Year 13 session I encouraged students to consider the work of poets beyond the traditional notions of the canon. For example I referred to Dorothy Parker, Charles Bukowski, and John Cooper Clarke. Imtiaz Dharker is a poet that has had her work offered to students through the GCSE Anthology but - due to her being female, British Asian, and ALIVE - literary traditionalists may struggle to consider her work appropriate for entry into the 'canon' of literature. What do you think?

Below is a link to Imtiaz Dharker's Homepage:
http://imtiazdharker.com/

Click on link to access Dharker reading and discussing 'Blessing' and 'She must be from another country'. The audio is not perfect but it serves its purpose.
http://www.youtube.com/watch?v=1To-F0xJjgM&NR=1

Click on link below to access a brief interview:
http://www.youtube.com/watch?v=NrBzWmCi6ps&feature=related

MLR.

MARIO VARGAS LLOSA: WHY LITERATURE? A brilliant essay.

This is a wonderful essay that explores the purpose and relevance of Literature. This 74 year old Peruvian author has just been awarded the 2010 Nobel Prize for Literature. Llosa proposes that reading literature is one of ' the most necessary and primary undertakings of the mind' and that society will 'jeopardise its freedom' if engaging with literature and the act of reading is viewed as a trivial pastime. THIS ESSAY IS BRAIN FOOD for any engaged student of Literature. This resource is particularly relevant to A2 students considering the value of literature question for coursework.

Click on link below to access essay:

http://www.robinprior.net/items/vargasllosa.htm

MLR.

MR.STEVENSON'S YEAR 13 LESSON [Fri 8th Oct 10]: Homework.

This session was terminated at 2.05 pm due to lack of life. Adam, Tom and Helena need to see me if confused by my opening sentence.

Homework: There are two tasks that need to be considered before we meet for next week's session.

1. Consider the significance of Larkin's use of metaphor in 'Aubade' and 'Here'. Integrate the ideas from the Anthology in your response.

2. Consider the 'role' of the landscape/setting in Chapters 1 to 10 of Stoker's 'Dracula'. Explore if this 'role' is 'conventional'.

For the second task I would rather have some reflection on the exterior/interior nature of the landscape/settings rather than simply spotting castles and creepy trees.

Notes need to be prepared for feedback next week.

Click on link below to access a film of Larkin's 'Here' commissioned for the LARKIN 25 celebrations :

http://www.youtube.com/watch?v=c8BrJX-mdI4

Larkin can be heard reading 'Aubade' on the previous Be Curious entry.

YOU ONLY HAVE FOUR WEEKS TO DEADLINE.

AS.

TWO POEMS FOR NATIONAL POETRY DAY. Thursday 7th October 2010.

This poem was written by JOHN COOPER CLARKE, the great bard of Salford. I had been alive 15 summers when I first heard this poem. Since first hearing this delightful lump of fury, I've been alive considerably longer than 15 summers and this still sounds delicious. Ladies and gentleman, to celebrate National Poetry Day, I offer a poetic treat. Canonical text? Apparently John Cooper Clarke was writing about a British Prime Minister. Click on link below to hear JCC performing his epic rant:
http://www.youtube.com/watch?v=p4qN9pduox0&feature=related

MLR

Mr.Stevenson's selection for National Poetry Day is 'Aubade' by Philip Larkin. Larkin's poem is a terrifying, realistic and strangely beautiful representation of impending human oblivion:

'..total emptiness for ever..... The anaesthetic from which none come round.'

Click on link below to access the text of the poem:

http://www.boothill.ca/goatwrrld/aubade.html

Click on link below to hear Larkin read 'Aubade':

http://www.youtube.com/watch?v=IDr_SRhJs80

HAPPY NATIONAL POETRY DAY.

So what's your favourite poem?

AS/MLR.

NATIONAL POETRY DAY 2010. THE WAR POETS.

Below is a link to an article from The Independent newspaper that explores the continuing resonance of Wilfred Owen and the poetry of the First World War. David Cameron recently declared, when asked to discuss National Poetry Day, that Wilfred Owen's 'Dulce et Decorum est' is his favourite poem. Not a big fan of Cameron but I remain a huge fan of this magical and harrowing poem. Click on poem to read Owen's incredibly disturbing text and click on link below to access the newspaper article:
http://www.independent.co.uk/opinion/commentators/harry-ricketts-the-power-of-war-poetry-from-the-western-front-to-helmand-province-2096151.html
MLR.

MR.STEVENSON'S YEAR 12 LESSON [ October 5th 10]: Homework.

Students were encouraged to explore the tragic elements in the first scene of 'Streetcar.' Focus was placed upon the expressionistic techniques, use of contrast, representative characters etc.

Homework: Prepare for the timed essay 'How does the writer emphasize tragedy in scene one or two?'

AS.

YEAR12 LESSON FOUR [October 5th 10]: Homework.

Students were introduced to the opening section of Fitzgerald's 'The Great Gatsby.' Students were asked to consider the nature of Carraway's narrative and consider the nature of Daisy. The class were also introduced to Walt Whitman's 'I hear America Singing', the sonnet written by Emma Lazarus that is mounted inside the pedestal of the Statue of Liberty, and the lyrics to The Star-Spangled Banner. Students were asked to consider the representation of America that is presented through these three texts and compare this representation with the America that Fitzgerald presents in his novel

Homework: Read the first three chapters of the novel. Direct your reading towards a consideration of the themes that are being explored in these chapters and the significance of characters such as Tom, Daisy, Myrtle, and Wilson. How is Fitzgerald using these characters? What is Fitzgerald's aim? What kind of America is being presented to the reader?

MLR.

YEAR 13 LESSON FOUR [ 4th October 10]: Homework.

Students were introduced to poems that they may want to consider for the Anthology coursework question. The two questions students were asked to consider were:

How significant is the use of metaphor in ....??? ......

or

Should ?????? be considered a canonical text?

Students examined the poem Wind by Ted Hughes and discussed how Hughes uses metaphor to shape meaning.

Students were also introduced to Walton's letters in the opening chapters of Frankenstein.

Homework: Read the first three chapters of Victor's narrative and revisit Walton's letters to his sister.

MLR.

THE POETRY ARCHIVE: fill your poetic boots.

Be Curious would like to give students/teachers access to The Poetry Archive. This is a national archive of poetry that aims to capture poets reading their own work. It is a non-profit organisation and exists to ensure that significant poets and their work are captured for posterity. ENJOY.

Click on link to access The Poetry Archive Homepage:

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

MLR