YEAR 12 LESSON THIRTEEN [12th Dec 11]: Homework.

A strange Winter Festival related plague descended upon East Yorkshire but the brave students attending today's feast of culture were placed into groups to consider three key questions:

• How do you view the character of Gatsby?
• Who is the most significant character in the novel?
• Which is the most significant moment?
• Which is the most enjoyable: Christmas or New Year?

The groups produced some decent feedback and clearly comprehend the key features of the narrative.

Homework: Read the novel and consider the nature of the conclusion. What is Fitzgerald's aim?

Students should also read Coleridge's THE RIME OF THE ANCIENT MARINER. When we return we will be exploring the symbolic nature of Fitzgerald's novel, begin to discuss Coleridge's famous poem, and begin the Shakespeare coursework.

Click on link below to access a Gatsby podcast created for last year's Year 12 as a revision resource:

http://soundcloud.com/fishymedia/literature-podcast-an-as-level

Phew. Have a monumental Mid-Winter break.

YEAR 13 LESSON THIRTEEN [9th Dec 11]: Homework.

The curious youth of beaver lake were introduced to a poem by Simon Armitage and the discussion was directed towards how elements of this poem could be used to answer the canon question when constructing the Anthology coursework.

The lesson moved on to consider the extent to which Chapter 21 of Frankenstein can be considered 'gothic'. This chapter is a perfect example of the thematic and dramatic features often associated with gothic literature. Victor is presented by Shelley as suffering such an extreme form of psychological distortion that he struggles to differentiate between his nightmares and the horror of his reality. He experiences a 'hell on earth'. Victor describes himself as being 'a shattered wreck-the shadow of a human being.' IT IS A VERY POWERFUL AND SIGNIFICANT CHAPTER.

The final section of this carnival of horror involved the class experiencing Scene Seven of Marlowe's Faustus. This is the scene within which the Pope is slapped and all manner of anti-Catholicism/Blasphemy is presented to the audience. We will discuss this scene in detail when we return from the Mid-Winter festivities.

Homework: Read the texts. When we return we will have one formal two hour session and then the second Friday will be a series of tutorials that will allow me to provide feedback to the first draft of the Anthology coursework.

MR.STEVENSON's LESSONS. Week beginning 11th December 11: Homework.

Year 13 Coursework deadline is 6th January.

Some excellent presentations. Well done to those students who offered a decent level of effort.

Don't forget that Friday 16th is for resit candidates only in the first hour. The second hour is to see me about Year 13 coursework.

Have a good Xmas and resit candidates need to read their texts. I have placed a wealth of material on the Z drive under student/English.

Year 12

12A Streetcar deadline 9th Jan.

12E Streetcar deadline 16th Dec.

Look on Z drive for more TW info/mark schemes etc.

AS.

YEAR 12 LESSON TWELVE [5th Dec 11]: Homework.

The whole session was aimed at providing clarity when dealing with the title:

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

I felt that I needed more time in the last session to illustrate how to answer this essay so the aim of today's literary journey was to provide students with the ability to produce a detailed and precise response. Students are expected to produce three paragraphs and a conclusion. Students need to show an understanding of author's aim as this is the area of the written work that needs to improve.

Here are some guidance notes to assist with the construction of this essay:

http://minus.com/ms4Ed7PXP#1

HOMEWORK: Complete essay for next Monday.

YEAR 13 LESSON TWELVE [2nd Dec 11]: Homework.

Students were asked to consider John Locke's theory of childhood and environment influencing behaviour and were also introduced to Rousseau's idea of the noble savage. Locke's theory is central to author's aim when considering the theme of education, learning, and the duality of man. The representation of Elizabeth and the creature could be used to illustrate the idea that childhood experience and environment dictates behaviour. The ideas of Locke place value upon the role of the parent and this could be linked to the theme of the family.

Students were asked to consider the significance of chapter 17, the symbolic nature of The Orkneys in Chapter 19, and whether the reader feels sympathy for Victor or the creature in Chapter 20.

The lesson concluded with a consideration of Marlowe's Faustus with focus placed upon Scene 6, the appearance of Lucifer and Marlowe's use of the seven deadly sins.

Homework: Students should be constructing the first draft of their Anthology coursework. I would like to discuss coursework with each student before I receive your work on Friday 16th December. It is the responsibility of the student to arrange a meeting with me to discuss any problems with coursework.

Students should also be reading both texts. A decent textual understanding of the last section of Shelley's Frankenstein will be expected when next our lives collide.