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

MR.STEVENSON'S YEAR 13 LESSON [ fri 1st Oct 10]: Homework.

Students discussed the nature of metaphorical meaning in Chinua Achebe's 'Vultures' and Carol Ann Duffy's ' Anne Hathaway.' This session will lead into a consideration of Philip Larkin next week. The deadline for the first draft of the coursework is 5th November.

Students were also encouraged to explore the differences between 'conventional' and 'Victorian' gothic imagery. The session was concluded with a consideration of the image of the feminine landscape being licked by a snake and comments on the hallucinogenic quality of Stoker's narrative in 'Dracula.'

Sweet Dreams.

AS.

YEAR 12 LESSON THREE [Tue 28th 10]: Homework.

Students were introduced to a possible essay framework for the question: 'How do Vonnegut and Marvell use language form and structure to shape meaning?'

Students discussed the poetry of Dorothy Parker and Charles Bukowski and considered the title: 'Both Bukowski and Parker present a bleak view of life.' Discuss.

The final section of the lesson examined the opening pages of Fitzgerald's 'The Great Gatsby' and the class considered the nature of Nick Carraway and the initial representation of Gatsby.

Homework: Complete the Vonnegut/Marvell essay or the Parker/Bukowski essay. I would advise students to attempt the Vonnegut/Marvell essay as this was the main focus of class discussion.

Students should continue to read Gatsby.

Here is a link to a document that offers a potential approach to the essay:

http://www.docstoc.com/docs/56291926/ASSISTANCE-FOR-YEAR-12-ESSAY

MLR.

YEAR 13 LESSON THREE [Monday 27th 10]: Homework.

Students watched the BBC film that documents Robert Webb's love of Eliot's Prufrock before considering the requirements of the essay title that was offered to the class in the last lesson. The class considered how T.S.Eliot uses symbolism, metaphor, form and structure to shape the meaning of Prufrock.

The second section of the lesson considered Maupassant's ' Was It A Dream?' and students were asked to consider the question: What can a reader expect from a Gothic text?

Homework:

 Students must provide an essay in response to the question: 'How important is Eliot's use of metaphor and symbol in The Love Song of J.Alfred Prufrock? How do these features of language allow Eliot to shape meaning?'

Students should have enough notes to guide themselves through this essay but here is a document to help students if this task is itching your brain. Click on link below:

http://www.docstoc.com/docs/56247761/ASSISTANCE-FOR-YEAR-13-ESSAY

Furthermore, students should begin to read Shelley's 'Frankenstein'. On Monday we will be examining Shelley's introduction and the opening chapters that deal with Walton's letters to his sister.

Lots to do folks. 

MLR.