YEAR 12 LESSON ELEVEN [28th Nov 11]: Homework.

Students were asked to consider the question: How does Fitzgerald shape Nick's narrative to create a sense of sympathy for Gatsby?

The class discussion centred upon Nick's attempts to reassure Gatsby at the conclusion of the novel and Nick's attitude after discovering that Daisy was driving the car that killed Myrtle and that Gatsby plans to protect Daisy. Prior to receiving this information, Carraway had been quite hostile. Why does Fitzgerald present Carraway in this way?

Students were then asked to consider the exam question:

WRITE ABOUT SOME OF THE WAYS FITZGERALD TELLS THE STORY IN CHAPTER SEVEN.

Students were asked to consider the following areas of the text when responding to this examination title:

• How Fitzgerald shapes Nick's narrative to create a sense of sympathy for Gatsby.
• The significance of music [Mendelssohn's Wedding March and Jazz] and the contrast with the silence in the hotel room. How does this help Fitzgerald create dramatic tension and explore key themes?
• Daisy's reaction to the discovery that Gatsby is a 'bootlegger' and how this links to theme. How does Fitzgerald use Daisy to create dramatic tension and what is so significant about Daisy's reaction? Remember, we looked at some of Daisy's key quotes in this lesson.
• How does Fitzgerald use the death of Myrtle? What themes are being explored through this symbolic moment and how does Fitzgerald use this moment to create a sense of dramatic tension/expectation? Symbolic significance of the car? Author's aim?
• How significant is the reaction of Tom when realising Daisy loves Gatsby and later when he has regained his authority? How does he 'defeat' Gatsby? What theme is Fitzgerald exploring through this narrative development? Is Gatsby finally revealed?
• The purpose of Michaelis the 'priciple witness at the inquest'. How does this narrative shift help Fitzgerald create a sense of narrative expectation?

The lesson concluded with a brief discussion but I would have liked another 30 minutes to really explore the possible content of this essay.

HOMEWORK: Construct a three paragraph response with conclusion in response to the exam question: Write about some of the ways Fitzgerald tells the story in Chapter 7.

I will be posting a download tomorrow so watch this space. The download will offer guidance notes for this essay. The notes will be detailed as I feel that this is a challenging task and we never had time within the lesson to explore all the issues that relate to this response. All the guidance you will require will be included in my guidance structure and notes. If you have any issues with this essay, drop me an e-mail or visit me in the Dept.

YEAR 13 LESSON ELEVEN [25th Nov 11]: Homework.

Students were offered a white board experience. The class discovered that most students have a favourite word that is defined as 'favourite' because of the sound that is created by the word or the way the word 'looks' when it is written. Few students selected a word because of its meaning! Literature students eh?

After the brief white board experience, students were asked to consider Mary Shelley's aim when offering the creature's narrative. Students were asked to consider the symbolic nature of the De Lacey family and why the conclusion to Chapter 15 is so tragic and why Chapter 16 is so powerful. Can the reader feel sympathy for a child murderer?

The recent essays were very good and it is obvious that students are beginning to include the detail required to access the higher grades. The next phase of the lesson examined author's aim when presenting the creature's narrative. The focus upon author's aim was informed by the recent written work as it was clear that this area needs further explanation. Some students were considering author's aim but were not linking Shelley's aim to a theme and consequently the analysis lacked detail. Students were asked to consider the following issues when dealing with Shelley's aim:

• Many critics have linked the philosophy of John Locke to the experience of the creature. Locke believed that experience dictates behaviour therefore the brutality experienced by the creature shapes his brutal behaviour. This may allow Shelley to attack prejudice and encourage human society to display more tolerance. A brutal society will encourage brutal behaviour.
• The symbolic significance of the De Lacey family. The De Lacey family offer Shelley the opportunity to illustrate the importance of the family unit and illustrate positive human qualities such as mutual support, love and respect. The family are a symbol of hope for the creature and their violent reaction to his appearance allows Shelley to provide an example of the duality of human nature. Just as fire in this novel has a duality, it can cause pain or create comfort, so the De Lacey family could be interpreted as symbolic of the duality of man. Remember, the gothic often explores aspects of human experience that some readers may find disturbing; possibly because the representation of the human condition in gothic literature can be perceived as an accurate and frightening representation of what we really are.
• The final consideration when exploring Shelley's aims within this section of the novel is the KEY IDEA that Science should not attempt to challenge the omnipotent power of the divine OR believe Science can usurp the role of women. Shelley represents the arrogance of Science, through the work of Victor, and the chaos that Science may create is symbolised in the form and behaviour of the creature. Both Victor and the creature experience a 'hell on earth'. This intense suffering being the consequence of challenging divine power. Students need to be aware of the 'Pandaemonium' quote uttered by the creature and 'I ought to be your Adam but I am rather the fallen angel.' The creature's belief that he is trapped in hell is a consequence of Victor's lust for 'glory'. The creature is a victim of Victor's inability to accept the limitations of human knowledge.

The final section of the lesson was a consideration of Marlowe's representation of Mephistophilis in Act Three.

HOMEWORK: Students must produce a written response to two questions:

1. What is Shelley's aim when offering the creature's narrative?
2. How does Marlowe present Mephistophilis in Act 3 of Marlowe's Dr.Faustus?

Students need to offer a two paragraph response to the Shelley question and one paragraph of critical analysis when attempting the second question. The aim of this exercise is for students to construct a precise and coherent critical response. The written work should offer structure and clarity.

YEAR 12 LESSON TEN [21st Nov 11]: Homework.

Students were introduced to the world of the white board and urged to produce some dynamic and spontaneous intellectual gymnastics. Most students grasped the challenge. Good work. Particular praise should be offered to THE TIMELORD for some wonderfully surreal analysis. The JELLY SIMILE was a classic. There will be more of this white board fever next week folks.

As the white boards disappeared and the stressed teenage hearts slowed to a more comfortable rhythm, the class were steered towards a consideration of the important quote at the end of Chapter 6 and Gatsby's view of the past. Does the fact that Gatsby believes he can 'fix everything just the way it was before' present his dream as foolish? Or heroic? The class were asked to compare Gatsby's dream to the American Dream.

The lesson moved forward to consider the first section of Chapter 7 and how Fitzgerald represents Tom Buchanan after he realises that Daisy and Gatsby are romantically entwined! The question that students were asked to consider was: HOW DOES FITZGERALD CREATE A SENSE OF DRAMATIC EXPECTATION IN THIS SECTION OF CHAPTER 7?

The class discussed how Fitzgerald represents Tom's lack of control, how his authority is challenged and how Fitzgerald suggests that the chapter may contain some form of dramatic conflict. The class were asked to produce a one paragraph written response to this question.

HOMEWORK: Read the sections of Chapter 7 that we did not discuss in today's session. Our focus next week will revolve around why Daisy rejects Gatsby and how we interpret Gatsby's behaviour at the conclusion of the chapter.

I am very impressed with the precision and quality of your reading. KEEP IT UP.

YEAR 13 LESSON TEN [18th Nov 11]: Homework.

The session began with a class discussion relating to the Anthology coursework. Focus was placed upon the canon question. If students choose to answer this question they must be aware of the Montgomery et al essay in the Anthology. This essay is so important as it offers a definition of canonical value and definitions of literary value offered by critics such as Eagleton and Barthes. Students were handed two examples of Anthology coursework.

The session moved into Marlowe's Faustus and the class examined Scenes 4 and 5.

Homework: Read the exemplar material and develop an awareness of what is considered to be a decent response. Students should develop an awareness of how the material presented in the Anthology is used to inform the response of the student.

Furthermore, students should continue to read Frankenstein and Faustus.

In the last lesson I made reference to Ralph Vaughan Williams and his THE LARK ASCENDING. Williams was inspired to write this epic after reading George Meredith's poem of the same name. Williams was also inspired by watching the troops board ships in 1914 as they made their way to the Great War in France. I was listening to this tune when I was marking your last written work and I nearly collapsed. I believe that this tune is one of the most emotionally charged pieces of music I have ever pushed through my ear tubes. This is a headphones classic. See what you think:

http://www.youtube.com/watch?v=NTqp443UwEA

YEAR 12 LESSON NINE [14th Nov 11]: Homework.

A tough session. Students were asked to consider the conclusion of Chapter 5 and consider the key moments of Chapter 6.

The session began with some jazz. The boogie woogie beauty of Cow Cow Davenport and the sublime majesty of Duke Ellington was offered to the bewildered teenagers. Students were invited to dance. The aim of this jazz moment was to make students aware of the significance of music in Chapter 5. Fitzgerald uses The Love Nest and Ain't We Got Fun to offer an ironic counterpoint. Ain't We Got Fun includes the line ' The rich get richer and the poor get- children' and the whole song offers a vision of America that suggests the tough lives experienced by the poor in America during the 1920s. Students were asked to consider why Fitzgerald uses this song at this moment in the text. Reference was also made to the significance of Daisy's extreme reaction to Gatsby's shirts and the tone of the conclusion.

The second session began with the modelling of an exemplar paragraph in response to the question: AT THE END OF CHAPTER 5, HOW DOES FITZGERALD REPRESENT THE RELATIONSHIP BETWEEN GATSBY AND DAISY?

Students were also asked to consider the significance of the four key elements of Chapter 6. These elements being:

• The biography of Gatsby offered by Nick
• The significance of Tom, Sloane and 'a pretty woman' riding horses and appearing at Gatsby's house
• Gatsby's Party
• Gatsby's discussion with Nick at the end of the chapter.

Students were asked to consider why Daisy fails to enjoy the party. Specific attention was placed upon the quote: ' But the rest offended her - and arguably, because it wasn't a gesture but an emotion.' Discussion examined the difference between gesture and emotion and how this relates to the character and social class of Daisy.

HOMEWORK: READ CHAPTER 7. Next week's lesson will be a journey through this dramatic and significant section of the novel. Students might want to focus their reading towards a consideration of how Fitzgerald creates the dramatic tension and dramatic expectation within this chapter.

YEAR 13 LESSON NINE [11TH NOV 11]: Homework.

Students were roundly applauded for their written work which was superb. Most students transformed the ambiguous tangle and narrative chaos of their original essays into works of precision and clarity. I was seriously pleased with the quality of the work.

Marlowe's Faustus was the main focus of the first session and students were introduced to Scene Three within which Faustus summons Mephistophilis. Students were asked to focus upon the representation of Mephistophilis and to be aware of how Marlowe shapes the character of this 'unhappy spirit'. Furthermore, students were offered a beginner's guide to the history of British blasphemy laws with the aim of illustrating the SHOCKING nature of Marlowe's play. Thomas Aikenhead received the death penalty for blasphemy in Edinburgh in 1697, Edward Moxon was found guilty of blasphemy in 1841 after publishing P.B.Shelley's Queen Mab and forced to remove the offensive passages, and in 1921 John Gott became the last person in Britain to be imprisoned for blasphemy. The class were also made aware of the Christian context and the fact that Marlowe panders to the protestant sensibility. For example, Mephistophilis reappears as a Franciscan Friar which is loaded with controversial religious symbolism. Students need to be aware of the historical context of this play.

The second section of the lesson was an exploration of Chapters 11/12/13. The focus of the discussion was the question: HOW DOES SHELLEY CREATE A SENSE OF SYMPATHY FOR THE CREATURE IN CHAPTERS 11/12/13?

HOMEWORK: Students are expected to create a three/four paragraph response with precise conclusion to the Frankenstein question that was the focus of class discussion in the second session. Detailed guidance notes will be posted to Be Curious asap. Students should download the notes. HERE IS THE DOWNLOAD:

http://minus.com/mvXPbAyB#1

Furthermore, students need to be preparing their Anthology coursework. First drafts will be expected before the end of this term.

MR.STEVENSON'S LESSONS. Week beginning 7th November 11: Homework.

12A Monday 7th.

This was a Streetcar session. The group stepped up and blew the lid off Scene 5 with good, academic, mature feedback. FOCUS UPON YOUR HOMEWORK.

12E Tuesday 8th.

Only a few slaves present due to the Maths Carnival of Numbers. A lazy session that involved watching the play. Too many undecided regarding the coursework. You must let me know next week or you will find yourself on the Streetcar.....

Year 13 Friday 11th.

YOU KNOW. SEE AS if unclear.

YEAR12 LESSON EIGHT [7th Nov 11]: Homework.

Students were introduced to the beginning of chapter 5. This is a key moment as the seduction of Daisy has been Gatsby's focus for five years. This section of the novel was used to develop student understanding of paragraph structure. The paragraph structure that students are encouraged to follow is:

• OPINION
• TEXTUAL REFERENCE
• EXPLAIN HOW TEXTUAL REFERENCE SUPPORTS OPINION
• THE FINAL SECTION SHOULD BE A FUSION OF QUESTION FOCUS and AUTHOR'S AIM.

The question used to focus class discussion was: AT THE BEGINNING OF CHAPTER FIVE, IS GATSBY PRESENTED BY FITZGERALD AS BEING A COMEDIC CHARACTER?

The class were encouraged to model a response that followed the appropriate paragraph structure. The whole aim of this exercise was to encourage students to construct a precise and detailed written response. Some recent written work has been somewhat 'muddled' so this session was intended to encourage students to produce more coherent examples of critical analysis.

Homework: Read the text. Next week we will be looking at chapters 5 and 6.

Furthermore, students need to produce a one paragraph response to each of these questions:

1. What is the significance of Wolfsheim's appearance in chapter 4?
2. How is Nick presented at the beginning of chapter 5? Author's aim?

THE WHOLE FOCUS OF TODAY'S SESSION WAS PARAGRAPH STRUCTURE THEREFORE I EXPECT EACH PARAGRAPH TO REFLECT THE MODEL THAT WAS OFFERED THROUGHOUT TODAY'S CEREBRAL JOURNEY.

Toodle pip.

YEAR 13 LESSON EIGHT [4th Nov 11]: Homework.

Students were introduced to Christopher Marlowe's 'The Tragical History of Doctor Faustus'. Students were introduced to The Chorus and Act 1 Scene 1 and the class discussion considered the thematic nature of the introduction and the shocking 'blasphemous' behaviour displayed by Faustus. The fact that Faustus is so critical of the bible ['divinity adieu'] is a shocking aspect of this sixteenth century text. It is thought the play was first performed in the 1590s. Students need to be aware that this is a controversial and dramatic opening scene that is comparable with Victor's 'profane' behaviour in Frankenstein.

The second session was an exploration of how Shelley creates a sense of sympathy for the creature in chapters 10 and 11. The ArchdeaconOfNonsense read sections of the text and bullied a response from the class. As ever, class response was magnificent.

HOMEWORK: Read the whole of the creature's narrative and pay particular attention to the symbolic nature of the DeLacey family. How does Shelley use the DeLacey family to humanise the creature?

Students should also have selected their text for the Anthology coursework. I will be discussing the coursework at the beginning of the next session.

A free download of Marlowe's Faustus is available from i-tunes.It is not a fantastic reading; in fact it is rank. Really dire. BUT IT IS FREE! There is a much better i-tunes download available for £2.49. The choice is your own.

MR.STEVENSON'S YEAR 12 LESSONS. WEEK BEGINNING 31st October.

Year 12..AS led the slaves through the dreaded Assessment Objectives. We then explored Scene 5 in relation to how language, form and structure shapes meanings. AS emphasised the importance of relating these readings to the context of TRAGEDY.

12A will feedback their findings on Scene 5 on Monday 7th November. 12E will feedback on Scenes 5 and 6 on Tuesday 15th November. Many students will be on the Maths trip next Tuesday- the remainder should still attend my session on Tuesday afternoon.

Coursework deadlines: you will complete one polished draft and one final essay.

12A [Mon group] polished first draft 1500 words 16th December 2011.

12E [Tues group] polished first draft 1500 words 6th December 2011.