YEAR 12 LESSON SEVEN [31st Oct]: Homework.

Students discussed the nature of idealism and the class discussion involved students offering their views relating to their 'ideal' society. The old teacher found the comments of the fine young students genuinely heartwarming. The idealism of the students was directed towards the novel and the idealism of Fitzgerald.

The second session was a consideration of Chapter Four and how Fitzgerald introduces the notion that Gatsby is linked to organised crime. Students considered Gatsby's discussion with Nick and the significance of Wolfsheim. Students were asked to consider whether Fitzgerald is providing the reader with an insight into Gatsby's character or continuing to develop the mystery surrounding the nature of the 'Great' Mr.Gatsby.

Students were also asked to consider the significance of Jordan's narrative and how Fitzgerald uses this moment to provide the reader with information relating to Daisy's relationship with Gatsby before she eventually married Tom. Why does Fitzgerald slowly reveal crucial information? Why does he wait until Chapter Four to reveal the link between Daisy and Gatsby? Furthermore, when Nick discovers the reason for Gatsby's elaborate parties and realises that Gatsby has planned a massive and elaborate seduction in an attempt to capture a moment from the past, why does Carraway offer the line: 'HE CAME ALIVE TO ME, DELIVERED SUDDENLY FROM THE WOMB OF HIS PURPOSELESS SPLENDOUR.' ?

HOMEWORK: READ CHAPTER FIVE. What does Fitzgerald reveal about Gatsby, Daisy and Carraway?

YOU LOT WERE MAGNIFICENT TODAY. Katie deservedly won the bun for outstanding contribution but the bun could easily have been munched by several of the class such was the quality of the response. KEEP IT UP.

BRIDGE FOR THE LIVING: A film representation of Larkin's poem.

Year 13 need to be considering their choice of text for the Anthology coursework. Students may wish to select one of the Larkin poems that we perused at the end of Year 12.This award winning film attempts to capture the beauty of Larkin's poem and the majesty of the bridge. This is well worth 3 minutes and 47 seconds of your time.

http://www.youtube.com/watch?v=PNUZ-s7FmYw

Dave Lee also made a film to accompany Larkin's 'Here'. Click on link below:

http://www.youtube.com/watch?v=JZEgh5vhPVk&feature=related

YEAR 13 LESSON SEVEN [21st Oct 11]: Homework.

This lesson was a response to the recent essays. The essays were poor and lacked precise detail therefore the whole aim of this two hour session was to ensure that students are aware of how a detailed response is created. The ArchdeaconOfNonsense attempted to model a series of detailed and appropriate paragraphs on the whiteboard to offer specific examples of appropriate critical analysis.When constructing a written response all students must...:

• Ensure that the argument is coherent and precise. RESPECT LANGUAGE. Too often the Shelley essays were general and ambiguous and were phrased in such a crude manner that it was very difficult to comprehend the argument being offered in the response.
• All opinion must be supported with textual reference. Students must then clearly explain how this use of textual reference supports their view. This is a crucial moment in any Literature response.
• Ensure that the response is engaging the requirements of the question.
• Always consider author's aim. Follow my paragraph structure. The final section of each paragraph should be an engaging fusion of author's aim and question focus.
• Realise that the gothic is an extremely ambiguous genre. There are certain thematic concerns that are associated with the gothic genre, such as isolation and alienation, and certain visual motifs that carry symbolic significance, such as the darkness of night being used as a dramatic backdrop for the narrative action, but is is very difficult to categorise this genre in simplistic terms.

THIS WAS AN IMPORTANT LESSON. ALL ESSAYS NEED TO BE PRECISE AND COHERENT.

HOMEWORK: All students that did not achieve a C grade in the last essay need to construct a three paragraph response to this essay. Note my comments on your original essays and refer to the class notes we created today. Furthermore, refer to my essay structure. If you lot were D grade students working to the best of your ability, the essay grades would not be an issue. However, this class is capable of producing much more impressive work than the quality being presented to me in the essays I marked last week.

Students also need to read the whole of the novel. All students need to complete their reading of Frankenstein.

YEAR 12 LESSON SIX [17th Oct 11]: Homework.

Students explored chapter three of The Great Gatsby. Discussion related to the five key moments of the chapter:

• The significance of the opulent nature of Gatsby's party.
• The significance of 'Owl Eyed' man in the library.
• The significance of the crying 'red-haired girl' and the fact that the party disintegrates into alcohol inspired chaos.
• The significance of Gatsby's introduction.
• The significance of Carraway's concluding comments.

This is a very significant chapter and students were bullied towards considering how descriptive language is used at the beginning of the chapter to represent the vibrant nature of Gatsby's parties.

The second session involved students discussing the following question: HOW DOES FITZGERALD PRESENT THE WORLD OF THE VALLEY OF ASHES AND GATSBY'S PARTY? WHAT IS FITZGERALD'S AIM HERE?

Students produced a thirty minute timed response to this question after class discussion.

This session also introduced students to the philosophy of the 1776 American Declaration of Independence and the quote:

"WE HOLD THESE TRUTHS TO BE SELF EVIDENT, THAT ALL MEN ARE CREATED EQUAL, THAT THEY ARE ENDOWED BY THEIR CREATOR WITH CERTAIN UNALIENABLE RIGHTS,THAT AMONG THESE ARE LIFE, LIBERTY AND THE PURSUIT OF HAPPINESS."

To what extent does this novel reflect the philosophy being proposed by the Declaration of Independence?

Students seemed perplexed when I discussed the resignation of Liam Fox and the significance of the 'OCCUPY' movement. Below are some links that explore the nature of the 'OCCUPY' movement. Students might want to consider how these demonstrations relate to Fitzgerald's novel. Click on links below:

Michael Moore interview:

http://www.youtube.com/watch?v=gaXBWpN7ii8&feature=related

Film from The Guardian online reporting on OCCUPY demo in London:

http://www.youtube.com/watch?v=oybho73YFJY

Rome OCCUPY demo becomes violent

http://www.bbc.co.uk/news/world-europe-15322883

Photographs of global demonstration from BBC online:

http://www.bbc.co.uk/news/in-pictures-15320678

Channel Four news report:

http://www.channel4.com/news/occupy-movement-ripples-worldwide

HOMEWORK: READREADREADREADREADREADREADREADREAD..........

When we meet after half-term, I expect all students to have completed their reading of this novel.

MR.STEVENSON'S YEAR 13 LESSON [14th Oct 11]: Homework.

First half was an exploration of Duffy's Anne Hathaway.AS was disappointed with the number of slaves who spoke of 'pizza for tea and boyfriends'.The group should be sustaining an academic approach to their studies. Feedback in the second session was satisfactory. Very disappointing display notes.

COURSEWORK FIRST DRAFT DEADLINE IS NOW 4TH NOVEMBER.

NEXT WEEK IS APPOINTMENTS.TEN MINUTE SLOTS.IF YOU DO NOT WANT AN APPOINTMENT YOU STILL NEED TO GET YOUR MARK! IF I DO NOT SEE YOU I WILL MARK YOU ABSENT...

AS.

MR.STEVENSON'S YEAR 12 LESSONS [Week beginning 10th Oct]: Homework.

This week both groups reflected upon Scene 3 of 'Streetcar'.12A stole the show with some stunning notes/ideas. AS modelled examples of AS level essays. Please take note of the AO's!

All students should prepare for the timed essay next week. You have been taken through a methodology- I want to see you use it.

12C too many people off task. LEAVE COD/HALO outside of E4.

We will explore the issues and techniques in Scene Four next week for 50 minutes.You will then complete the timed essay below in the second hour:

EXPLORE THE THEMES AND TECHNIQUES IN SCENE FOUR.

AS.

YEAR 13 LESSON SIX [14th Oct 11]: Homework.

Students received feedback in response to the recent Prufrock essay. The main issues with the essays is that students are not attempting to 'unpack' meaning when discussing metaphor and not providing the level of detailed argument required at A2. When attempting the metaphor/canon coursework students must:

• Identify the association being made through the metaphor. Students must 'unpack' meaning.
• Explain why the metaphor avoids cliche and allows the author to shape meaning.
• Consider the significance of structure and form.

The class were given an essay from last year that used 'A Love Story in Reverse' by John Cooper Clarke. This was a wonderful response due to its eloquence, quality of argument, questioning of the elitist nature of the canon, close and perceptive textual focus, use of Anthology, and strong personal voice. Click on link to access JCC's poem:

http://www.youtube.com/watch?v=vS5QMT-JUt4

Here is JCC's 'Beasley Street':

http://www.youtube.com/watch?v=_FsA3zDZNWk&feature=related

Link to his website:

http://www.johncooperclarke.com/

Students should be aware of the text they will be using for the Anthology coursework.

The second session began with this clip from James Whale's classic 1931 film Frankenstein:

http://www.youtube.com/watch?v=8H3dFh6GA-A

This film is interesting due to its complete lack of precise reference to Shelley's novel. Elements of Shelley's novel are clearly beyond the medium of film, even with digital technology. The representation of Victor is simplistic and Whale avoids providing the creature with the eloquence that is a central feature of the text.

Students were pushed towards a consideration of the representation of nature and the gothic elements being reflected in this novel. The class were also asked to consider the significance of Justine.

HOMEWORK: Read and be aware of how nature is represented in ch 7 to 10. What is Shelley's aim here? Next week we shall discuss the creature so students must read chapters 11 to 16. READ.READ.READ.

YEAR12 LESSON FIVE [10th Oct]: Homework.

THIS WAS A VERY IMPORTANT SESSION. Students received feedback to their first essays and the whole focus of today's lesson was a reaction to the technical issues raised by these first essays. The essays were stuffed full of effort but lacked structure therefore the main aim of this session was to make students aware of the significance of structure and using specific textual reference. Students were also made aware that they need to consider author's aim in a more detailed manner.

Students were given the title: HOW DOES FITZGERALD ATTEMPT TO ENGAGE THE READER IN THE OPENING CHAPTER OF THE GREAT GATSBY?

This question was the focus of class discussion. A series of notes were produced via class discussion and the class were provided with pre-prepared essay guidance notes. The class were bullied towards a consideration of the following features of the text:

• How Fitzgerald uses Carraway to present the influence of Gatsby and why this may be considered engaging. This is worthy of at least two paragraphs.
• Fitzgerald's aim when offering Nick Carraway as the narrative voice.
• Fitzgerald's aim when presenting Tom. Students may also consider the presentation of Daisy and why this might be considered engaging. To what extent can the presentation of these characters be considered engaging?

Class response was good. This is not an easy task and students had just received their first essay grades...which is always traumatic for Year 12. If you have problems with this Fitzgerald essay, drop me an e-mail or visit the English Dept.

I will be offering more guidance notes in the very near future to ensure that every student raises their grade by at least one full grade.

GOOD LUCK.

Ta.

YEAR 13 LESSON FIVE [7th Oct 11]: Homework.

Students were asked to consider the themes being explored by Shelley in the opening chapters of the novel before being asked to focus upon a specific section of chapter four. This section of chapter four was used to explore how Victor's use of language reflects his state of mind and how Shelley's use of language is used to engage the reader. Students were then asked to consider Victor's motivation.

The second session consisted of students providing a response to the question:
HOW DOES SHELLEY ATTEMPT TO ENGAGE THE READER IN THE FIRST FIVE CHAPTERS OF THE NOVEL?
Students were asked to consider a specific chapter and provide feedback to the class in response to the question.

HOMEWORK: Complete the essay and keep reading the novel. I will be providing an essay structure in the very near future. In fact...here it is:
http://www.docstoc.com/docs/98468055/frank-essay-one-a2

Mark has informed me that docstoc is less user friendly than minus.com so here is the same document available from the minus document site. Let me know which site works best for you lot and I'll use the more student-friendly site:

http://minus.com/m1OJou9hz

Any problems...contact me via e-mail or blog.

TENNESSEE WILLIAMS DOCUMENTARY.

Click on link to access the first You Tube section of a documentary that explores the life and times of this complicated literary figure:
http://www.youtube.com/watch?v=Ur3XB80FE3k&feature=related

MR.STEVENSON'S YEAR 12 COURSEWORK TITLES.

Click on link to access Tennessee Williams's 'Streetcar' AS Level coursework titles:

http://www.docstoc.com/docs/97942122/Streetcar-coursework-essay-titles

MR.STEVENSON'S YEAR 13 LESSON [30th Sept 11]: Homework.

AS battered the slaves with 'Work and Play' by the great Ted Hughes. This was an enjoyable session with students offering much more insight than in previous sessions.

Homework: Notes on Duffy-Mrs.T. Link 'Was It A Dream' with Wuthering. Look on THE BLOG OF GLORY at Richardson's cracking resources...especially the nature of metaphor. If you have not read Wuthering by Friday you will be locked in the library until you have completed the reading of this novel.

Cheers.

The Old Man And The Sea.

YEAR 12 LESSON FOUR [3rd Oct 11]: Homework.

Students were offered the text of The Star Spangled Banner, the text of the Emma Lazarus poem that is graven on a tablet within the pedestal of The Statue of Liberty, and Walt Whitman's 'I hear America Singing.' The class were asked to consider the representation of America that is offered through these texts and asked to compare this representation with the America being presented to the reader in Fitzgerald's novel.

Students were then asked to consider the first two chapters of Fitzgerald's novel. Students were asked to consider several key questions:

• Who is Nick Carraway?
• How do we know that Gatsby will be a key influence upon Nick?
• What is the significance of Myrtle?
• How is human experience presented in The Valley of Ashes?
• Why is the movement of Jordan and Daisy described as 'ballooned'?
• Is the party in chapter two comedic, tragic or grotesque?
• How significant is alcohol in this novel?
• How does Fitzgerald attempt to engage the reader in the opening chapters?

The class were a little slow to gauge the pace of the game in the first session but the class response in the second session was superb.

HOMEWORK: This was an interesting session as student comments were too general in the first session but there was far more specific detail and insight in the second session when student commentary was much more textually specific. It is important that students comprehend that Fitzgerald is a very subtle author and a tiny fragment of the narrative can have huge significance.

Students must read the first three chapters of the novel before our next session. I would advise students to re-read the first two chapters and consider the text in a more detailed A Level manner. Next week I will be providing feedback to the first essay and asking students to consider the question: HOW DOES FITZGERALD TELL THE STORY IN THE OPENING CHAPTER? This question demands a secure understanding of how and why Fitzgerald uses Carraway within the novel. I will also begin the next session with an exploration of the themes being examined by Fitzgerald in the first three chapters. I expect every student to have read this book before half-term as we need to be connecting chapters. Next week we will look at the character of Gatsby so you must be familiar with chapter three.

READ.READ.READ.READ.READ.

MLR.

YEAR 13 LESSON FOUR [30th Sept 11]: Homework.

Students were introduced to the elements of the Anthology that need to be considered when answering the metaphor component of the A2 coursework. The class were encouraged to consider the question: HOW DOES T.S.ELIOT USE METAPHOR TO SHAPE MEANING IN 'THE LOVE SONG OF J.ALFRED PRUFROCK'?

Students were guided towards possible content when constructing a response to this question. Students also received detailed guidance notes to ensure that they are able to produce a quality response to this challenging task. Students were also offered: IS ELIOT'S POEM WORTHY OF CANONICAL STATUS? One of these essays should be completed for homework. Any problems, fire an e-mail down the digital pipe.

The second session examined the first five chapters of Shelley's Frankenstein.

HOMEWORK: Read the first five chapters of Frankenstein. Next week I will be offering the title: HOW DOES SHELLEY ATTEMPT TO ENGAGE THE READER IN THE FIRST FIVE CHAPTERS OF THE NOVEL? We had a general discussion on Friday and next week I want students to support opinion with specific reference to the text. If you have not perused the Discovery Channel documentary...you should! It will provide some useful historical context. Click on link below:

http://www.youtube.com/watch?v=5QsDyItTSBY

I look forward to receiving your beautifully precise, detailed and sophisticated essays.

Tally Ho.

MLR.