Wed 19th Sept: Year 13.
Year 13 concluded their exploration of Chpt One of Wuthering Heights with some excellent feedback from the morning group. We managed to move the debate beyond creepy castles and into the realms of 'the limits of narrative truth'.
The reduced pm group scaled the dizzy heights of narrative truth and wrapped up Duffy's HATHAWAY. AS guided them through the poem as a model for next week's exploration of big Ted Hughes.
Thursday 20th Sept: Year 12.
AS introduced Pinter's THE CARETAKER. JH/JB and AS took to the stage for a stunning reworking of this comedy of menace. The group must concentrate on creating some cracking notes as to how pages 1-17 qualify as 'comedy'. If this play is not a comedy, what is it? Students must avoid thinking too much about Brad and his Spitfires.
AS.
Tuesday, 25 September 2012
YEAR 12 LESSON TWO [Sept 20th 12]: Homework.
Students were encouraged to consider to what extent Marvell's COY MISTRESS, Shakespeare's SONNET 18 and Duffy's HAVISHAM could be considered 'simple love poems'. Class discussion explored how language, structure and form can shape meaning. The whole aim of class discussion was to provide students with relevant content appropriate for the first Year 12 essay.The final stage of the session introduced F.Scott Fitzgerald's THE GREAT GASTSBY. This is an examination text therefore it is absolutely crucial that students develop a sophisticated understanding of this text. Class discussion considered the historical context and the thematic nature of the epigraph.
HOMEWORK: Complete the essay. Titles were provided along with an appropriate essay structure. Students also need to read GATSBY. The opening chapter will be the focus of the next session. The key question that you need to consider when reading the opening chapter is: WHO IS NICK CARRAWAY?
Thursday, 20 September 2012
YEAR 13 LESSON THREE [19th Sept 12]: Homework.
Students were asked to consider to consider the key metaphorical moments in Eliot's Prufrock. Class discussion considered form as metaphor and whether Prufrock should still be considered a canonical text.
The second session involved a consideration of Walton's letters in the opening section of Shelley's Frankenstein. Students were asked to consider the following questions:
- What is Walton's relationship with his family?
- How does Walton depict Victor?
- How does Shelley present Victor?
- Is there a difference between Walton's interpretation of The Rime Of The Ancient Mariner and Shelley's use of this poetic reference? Does Walton misinterpret the poem? What significance is attached to Walton's reading of TROTAM?
- How significant is the location of the North Pole?
Tell-Tale Heart animation: http://www.youtube.com/watch?v=W4s9V8aQu4c
Read Shelley's Frankenstein.
The BIG homework is the Eliot essay. Good luck.
Monday, 17 September 2012
YEAR 13 LESSON TWO [12th Sept 12]: Homework.
Students continued to explore T.S.Eliot's PRUFROCK. The class were asked to unpack the metaphorical associations used by Eliot and consider author's aim. Class discussion attempted to link form to meaning and identify how metaphor is used by Eliot to shape meaning. Is the form itself loaded with metaphorical association? Is Eliot's use of literary allusion a negative aspect of the poem or does this use of allusion enhance the power and significance of the poem? How does Eliot view the role of the reader? Students were asked to consider whether Eliot's use of metaphor is creative or conventional. Can this poem still be considered original?
The second section of the session considered the significance of Walton's letters in Shelley's FRANKENSTEIN and the meaning of the word 'gothic'.
HOMEWORK: We are moving towards a PRUFROCK essay therefore students need to consider how Eliot uses metaphor to shape meaning and/or to what extent PRUFROCK can be considered a canonical poem. Students need to read the extracts from the Anthology.
Students need to continue to read Shelley's epic gothic novel. We will be looking at Walton's letters in the next session and specific reference will be made to the representation of Victor within this section of the text.
We will be reading Poe's 'TELL TALE HEART' in the next session. Here is an animated version of this terrifying text:
I may be wearing a Poncho in the next lesson.
Thursday, 13 September 2012
YEAR 12 LESSON ONE [13th Sept 12]: Homework.
Students were introduced to the Mancunian beauty of John Cooper Clarke and his classic poem 'Twat'. The class were asked to consider if this poem could be considered 'literature'. Click on link below to access JCC's poem:
The class were then offered the wisdom of Ray Bradbury. This short documentary is an insight into the influences and philosophy that inspired Ray Bradbury to create his work. His short stories are outstanding and his novel 'FAHRENHEIT 451' is, in my opinion, a classic. Click on link below:
Students were encouraged to explore how language, form and structure is used to shape meaning. The poems used to explore this assessment objective were:
Havisham by Carol Anne Duffy.
To His Coy Mistress by Andrew Marvell.
Sonnet 18 by William Shakespeare.
Class response was superb.
HOMEWORK: Students must read ALL the poems that I gave to the class today. Students should also buy a copy of F.Scott Fitzgerald's The Great Gatsby and begin reading this classic text. If you buy your own copy you can write in this book and these personalised notes will be useful when revising. The focus of student reading when exploring the poems should be how the poet uses language form and structure to shape meaning. Where are the key uses of metaphor or simile? Key words? How does the poet use rhyme and rhythm to shape meaning? How significant is the use of punctuation? What are the key moments in each poem and why? What is the aim of the author? What ideas are being explored within each text? What are the key themes?
The first essay that I will be offering students will relate to the poems offered in today's lesson so students must be extremely familiar with these texts. Students will eventually be asked to compare and contrast two poems so students need to be considering which two poems they will tackle when constructing the first written task.
This blog entry may be of interest to students. Feel free to watch and listen:
Students also need to become a follower of BE CURIOUS.
It was a pleasure to meet you lot today. I thought you were superb. Keep it up.
Tuesday, 4 September 2012
YEAR 13 LESSON ONE [5th Sept 12]: Homework.
Students were provided with an overview of the A2 Literature course [40% coursework/ 60% exam]. The coursework consists of two essays: one at BGS and one at BHS.
The very conventional and regular form of Wordsworth's 'Daffodils' was compared with the irregular modernist form of Eliot's Prufrock. Students were shown two paintings created by PICASSO at the beginning of the twentieth century and these very literal examples from PICASSO's 'blue period' were compared with PICASSO's more abstract representations created later in the twentieth century. Les Demoiselles d'Avignon was created in 1907, only a couple of years after the two literal 'blue period' portraits yet PICASSO has completely changed the form and structure of his work. Picasso's change in form was used to illustrate the difference between Wordsworth's conventional use of form and Eliot's experimental and fragmented monologue used to represent the thoughts of Prufrock.
The class were encouraged to consider how Eliot shapes meaning using metaphorical association. Why 'like a patient etherised upon a table'? Why the 'ragged claws'? Why the gigantic ambiguous animal lurking within the city?
The class response to the poem was EXTREMELY IMPRESSIVE. A great start to the academic year.
HOMEWORK:
Read Prufrock. Specific reading focus should be a consideration of how Eliot uses metaphor to shape meaning. Next week we will also discuss whether this poem should be considered canonical. BRING SOME THOUGHTS AND OPINIONS. Do you sympathise with Prufrock? What is Eliot's aim in presenting such an alienated and anxious character? How significant is the historical context? How does Eliot represent the city? Why?
Also, read Walton's letters in Shelley's The Modern Prometheus and read the first three chapters of Victor's narrative. I will be asking students to consider HOW Shelley attempts to engage the reader in the opening section of the novel. What kind of character is Walton? Is he a sympathetic character? How significant is the response of Victor in the final letter?
Students should peruse the resources offered here:
This History Channel documentary examines some contextual issues that link to Shelley's novel. This is a fairly 'light' documentary and is accessible and engaging:
This is the 'NATURE' episode of THE ROMANTICS documenary broadcast by the BBC. The last ten minutes deal specifically with Shelley's novel:
T.S.Eliot Documentary:
T.S.Eliot reads Prufrock:
Robert Webb offers his view of Prufrock:
You lot were superb today. Long may it continue.
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