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.