MR.STEVENSON'S YEAR 13 LESSON [18th March 11]: Homework.

A decent session on the goth! To what extent are the texts concerned with life on Earth? AS went through the last essay response and highlighted areas that require attention. The markscheme was perused. AS demonstrated how the examiner marks the script.

The slaves really need to focus upon their studies at this vital time.

Homework: Read the texts.

MR.STEVENSON'S YEAR 12 LESSON [2nd March 11]: Homework.

AS spent one hour on the examination paper/feedback/tips/modelling. The focus was how to 'crack' the 'different readings' aspect of the exam. Thye second period explored the use of repetition in three texts and was aimed at Section B of the exam paper. We found pathways through the task and highlighted key connections.

Homework: READ THE TEXTS.

MR.STEVENSON'S YEAR 12 LESSON [15th March11]: Homework.

The focus this week was a debate on redemption in The Kite Runner and narrative technique in chapter 17. Some decent issues were raised. AS went through the some modelling re: exam responses. The second hour was a timed essay on redemption.

Homework. READ. READ. READ.

THE AMERICAN DREAM. Year 12 resource.

Students studying the Great Gatsby may be interested in this BBC article and the links attached to this page.
http://www.bbc.co.uk/news/world-us-canada-12839437

YEAR 12 LESSON TWENTY FOUR: [22nd March 11]: Homework.

This session consisted of a series of tutorials that allowed the Archdeacon of Nonsense to feedback information relating to the first draft of the coursework. The final version is expected next Tuesday.

Homework: Complete coursework.

YEAR 13 LESSON TWENTY THREE [21st March 11]: Homework.

Students considered links between Macbeth, Frankenstein and Faustus. The session's focus was Section B of the examination. The following questions were the focus of class discussion:

Gothic Literature is concerned with the breaking of moral and social codes.Discuss.

If a text is is to be labelled Gothic, it must convey a sense of fear and terror.Discuss.

To what extent do these texts deal with issues relating to religion?

To what extent do these texts deal with life on earth?

The focus of discussion was to connect texts through the concept of the gothic.

Homework: READ.READ.READ. The more you read the more chance you have of constructing an informed and precise argument.

YEAR 12 LESSON TWENTY THREE [15th March 11]: Homework.

Students were encouraged to discuss a range of issues and themes relating to Shakespeare's Othello.

Homework: READ ALL TEXTS. Consider revising your coursework response. Next week's session will involve a series of tutorials within which the first draft of the coursework essay will be discussed and guidance provided to ensure the final draft is a sophisticated and relevant response. The final draft will be expected on Tuesday 29th March.

YEAR 13 LESSON TWENTY TWO [14th March 11]: Homework.

Students discussed the AQA question:

Many critics have commented that the 'creature' is ultimately a character with whom we sympathise.

Explore Mary Shelley's presentation of the 'creature' in the light of this comment.

The first half of the session was a class discussion that attempted to shape content for a written response. The second half of the session was the written response. Specific focus was placed upon the significance of the DeLacey Family and how they are used by Shelley to illustrate the empathy, decency, sense of hope/despair of the creature. The discussion also considered the character of Victor and how Shelley avoids representing his character as a villain. Victor's grief is central to his motivation when creating the 'creature', he is attempting to warn Walton, and he suffers psychological torment after rejecting his 'catastrophe'. The class were asked to consider the thematic significance of Shelley offering a novel that lacks clearly defined heroic or villainous characterisation. Is this lack of clearly defined sympathetic/unsympathetic character a feature of a gothic text? Does this feature allow the author to explore the duality of man?

Homework: Read Frankenstein. Next week we will be looking at Section B essay questions and I will be making reference to Frankenstein, Faustus and Macbeth.

Click on link below to access a BBC News article that offers ten possible readings of Shelley's novel. Add the content of this article to the 'readings' document I gave students in today's lesson.

http://www.bbc.co.uk/news/magazine-12711091

YEAR 12 LESSON TWENTY TWO [8th March 11]: Homework.

Students produced their oral presentations that had been prepared in the previous session. The second session was a wider consideration of the nature of tragedy within Shakespeare's Othello. Reference was made to Aristotle's 'Pity and Fear' interpretation of tragedy and Miller's view that constructing tragedy is an optimistic act aimed at human 'perfectibility'.

The oral work produced a very useful resource that students should collect from the Archdeacon of Nonsense.

Homework: Construct the first draft of the Shakespeare coursework. I expect all students to hand me an essay on Tuesday.

YEAR 13 LESSON TWENTY ONE [7th March 11]: Homework.

Students delivered oral responses that had been prepared in the previous lesson. The second half of the session was a consideration of the examination question:
TO WHAT EXTENT DO YOU THINK FAUSTUS"S GREATEST SIN IS HIS MISUSE OF THE SUPERNATURAL POWERS GIVEN TO HIM BY MEPHISTOPHILIS?

The students were offered an essay structure that considered the view that Faustus's greatest sin is his challenging of the divine and that his 'powers' are an illusion as he is powerless. Students were asked to consider the nature of Faustus's aspiration before he sells his soul and the reality of his power when guided by Mephistophilis. Furthermore, students were encouraged to consider the importance of the chorus and the symbolic significance of the Old Man when constructing their written response.

All students should use specific textual reference to support opinion and always consider author's aim/question focus in the final section of each paragraph. I am expecting a four paragraph response.

Homework: Complete the Faustus essay.

MR.STEVENSON'S YEAR 13 LESSON [4th March 11]: Homework.

A decent session on 'FAITH and the gothic'. AS dominated today in Heathcliff fashion.Next week he will become Linton and and expects to be shocked by the brilliance of the feedback.Next week in the second hour we have a timed response: How do these texts deal with issues of faith?

The clan were reminded that this is a Section B response and requires an appreciation of how faith is reflected from both within/without the text. The classic example of the reader's acquiescence when faced with Heathcliff and Macbeth's final speeches was highlighted. This is absent from 'Dracula' and could be seen as a reason for a rather muted reception in terms of Stoker's resolution. CONCENTRATE upon YOUR coursework for Ms.Harper.

AS gave the clan a decent handout that covers much of the critical debate on Macbeth from Johnson to the present day. This is an academic text.Due to the sophisticated nature of this text you have until 1st April to synthesise the material.

AS.

MR.STEVENSON'S YEAR 12 LESSON [1st March 11]: Homework.

Students were encouraged to explore the beauty of Auden's use of structural devices and Hosseini's use of imagery in 'The Kiterunner'. Students produced some incredible feedback.The students were reminded that this is a serious academic course that will not reward mediocrity.

Homework: Next week we will explore key themes and devices in 'The Kiterunner' and AS will set a short timed essay.
STUDENTS MUST CONCENTRATE UPON IMPROVING THEIR UNDERSTANDING OF HAMLET. USE THE LINKS!

AS.

YEAR 12 LESSON TWENTY ONE [1st March 11]: Homework.

Students continued their journey through Shakespeare's Othello and were introduced to the idea that the coursework must consider how the meaning or possible interpretation of the play may have changed as we have stumbled through time. For example students were introduced to the idea that the play could be viewed by an Elizabeathan audience as a terrifying Christian Fable and a contemporary and more secular audience may view the play as a psychological exploration of the duality of man. Students were also informed that their coursework must consider the critical heritage of the play.

The heart of the lesson was an oral task. Students were asked to consider a series of questions that explore key features of the play. Oral feedback will be offered by all groups in the next session.

Homework: Each group needs to produce a paragraph of information that relates to their oral work. Theses paragraphs will be used to create a document that will serve as a coursework resource. Furthermore, students should read the resources I offered in today's lesson.