YEAR 13 LESSON TWELVE [28th Nov 12]: Homework.

Students were offered a series of quotes that relate to the gothic literary tradition and interpretations of Frankenstein and Faustus. The lesson then moved on to  read-discuss-watch Scenes 2 to 4 of Marlowe's Faustus. Class discussion explored the representation of Mephistophilis/Faustus in Scene Three and the dramatic purpose of the low comedy scenes. Links were made to Frankenstein.

Class discussion concerned itself with a secular interpretation of Frankenstein and attempted to explore the requirements of AO3 and  AO4. Students were encouraged to make connections and comparisons between texts and demonstrate an understanding of context.

HOMEWORK: Students need to read or watch Faustus and continue to read Frankenstein. Students need to read the material from this session as we will be discussing these interpretations in the next session and attempting to use this material to raise the grades of the 'monstrous' essays. Students need to arrive at the next session with an understanding of the different interpretations of Frankenstein and Faustus and an awareness of the gothic comments that I gave the class. We will be discussing and applying these interpretations in the next session.

Toodle Pip.

YEAR 12 LESSON TEN [22nd Nov 12]: Homework.

Students experienced the shock and awe of a 'Gatsby Quiz'. Any student that scored less than 20 in the quiz REALLY needs to read this book in a more precise manner.
The next movement of this educational opera was a modelling exercise within which the whole class were encouraged to create a paragraph in response to the question:
How does Fitzgerald present Daisy in Chapter One?
The whole aim of this task was for students to develop an awareness of how a paragraph is structured and develop an understanding of how to construct a precise and coherent critical argument. This task was all about CLARITY. If a critical argument lacks CLARITY...it is a poor critical response. IT IS ALL ABOUT THE CLARITY FOLKS.
The final movement of the session was a consideration of the essay title:
HOW DOES FITZGERALD TELL THE STORY IN CHAPTER FIVE?
Class discussion explored possible content before students attempted to construct a precise paragraph of critical commentary. THIS IS A MASSIVE ESSAY.

HOMEWORK: Complete the essay. This is such an important piece of work because the last set of essays lacked critical clarity and all the work we have attempted in the last couple of weeks has been aimed at developing the ability of students to create a precise critical argument. Students are much more familiar with the text and have a MASS of reference material and exemplar essays that will help guide and inform your critical response. READ THE EXEMPLAR MATERIAL before attempting to construct this response. Students also need to collect their marked 'paragraphs' from me on Monday as this will inform the response. I EXPECT THREE VERY PRECISE PARAGRAPHS AND A CONCLUSION. This essay needs to explore how Fitzgerald shapes the content of this chapter and also make reference to how this chapter relates to the whole of the novel's narrative.
GOOD LUCK.

YEAR 13 LESSON ELEVEN [21st Nov 12]: Homework.

Students discussed the Anthology coursework. Most students seem to be moving towards the metaphor question so class discussion explored some of the key ideas offered by the metaphor section of the Anthology. Students need to decide which poem they will use to access this section of the course. The first draft will be handed to me before we break to celebrate mid-winter.

The next section of the lesson involved the class being introduced to Christopher Marlowe's Dr. Faustus. Discussion touched upon the significance of the opening Chorus, Faustus and his belief that 'a sound magician is a mighty God', and links with Shelley's Frankenstein.

The final hour involved a consideration of the June 2010 examination question:
TO WHAT EXTENT DO YOU AGREE WITH THE VIEW THAT THE HUMANS IN FRANKENSTEIN ARE MORE MONSTROUS THAN THE MONSTER?
This question links to the recent class discussions that have explored issues relating to the creature's narrative. Discussion involved a consideration of Victor, the De Lacey Family, and the creature. Focus was placed upon author's aim. I will be posting some detailed notes to help with this response asap. Students already have a lot of resources from last week. THIS IS A BIG ESSAY.

HOMEWORK: Complete the essay. Watch-Listen to the first few scenes of Faustus. Next week we will be discussing Scenes 2 to 4...possibly Scene 5 if we have time. We will also continue our consideration of the gothic literary tradition and move through Shelley's Frankenstein.

There was a critically acclaimed stage version of Faustus performed at the Royal Exchange in Manchester in 2010. Click on link below to access the trailer:
http://www.youtube.com/watch?v=YTJ4q8aPsoI&feature=related
Two of the leading actors from this production discuss the process of preparing for the performance :
http://www.youtube.com/watch?v=QnkoD267PvU&feature=related
Faustus trailer from the Globe Theatre's production last year. Apparently this production was epic: http://www.youtube.com/watch?v=gvtwRgwmlIM&feature=relmfu

Year 12 LESSON NINE [15th Nov 12]: Homework.

The whole focus of this session was Chapter 5 of THE GREAT GATSBY. All the content discussed within this session was aimed at providing content for the essay title:
HOW DOES FITZGERALD TELL THE STORY IN CHAPTER 5?
Areas of the chapter that were discussed included:

• The significance of Carraway's narrative, whether Fitzgerald develops Carraway's character and how Fitzgerald may be using Carraway to explore specific ideas or themes.
• The significance of the light imagery within this chapter.
• The significance of music within this chapter. Click on links below:

Original version: http://www.youtube.com/watch?v=y041-eT6QrI

Doris Day's version: http://www.youtube.com/watch?v=Jwf70N3hcJ4

Peggy Lee: http://www.youtube.com/watch?v=A7wKHIYysjY

• The significance of Carraway's final melancholy comments that suggest that Daisy and Gatsby's love is doomed to fail. How does Fitzgerald suggest forewarning?
• The symbolic significance of the clock moment.
• How Fitzgerald shapes Gatsby's nervous unease.
• How this chapter fits into the structure of the whole novel.

CLASS DISCUSSION was good. This is a chapter rich in symbolic significance and demands your attention. The next essay is a MASSIVE piece of work.

HOMEWORK: I DO NOT WANT STUDENTS TO ATTEMPT THE ESSAY FOR HOMEWORK. I feel that I still need 30 minutes of the next session to illustrate how students should approach this task. Students should digest the notes that I offered in this session and read Chapter 5. The focus of student reading should be the areas that have been covered in the notes I gave you in this lesson.We will be discussing essay structure and essay content in the next session.

Furthermore students should continue to read the complete text.

Click on link to access Spark Notes video summary of the text:
http://www.youtube.com/watch?v=e6Iu29TNfkM

YEAR 13 LESSON TEN [14th Nov 12]: Homework.

Students considered the significance of the creature's narrative. The whole of this session considered:

• How Shelley creates a sense of sympathy.
• The symbolic nature of the creature and the ideas being explored by Shelley through the characterisation and experience of the creature.
• The key textual moments that shape the creature.
• The significance of the creature's final speech.

MY FAVOURITE COMMENT within this session was EH's comments relating to the 'teenage' nature of the concerns being explored in chapters 10/17. I also  thought the comment offered by Jess that the book makes you question how you speak to other people was a really heartwarming comment. Read that final speech again. Is it poetic? Frightening? Logical? Rational? Delusional?

HOMEWORK: Next week students will be offered an essay title that will challenge them to explore the significance of the creature's narrative therefore the creature's narrative must be the focus of student reading. Students were provided with a lot of resources in this session and students must read all the resources as an understanding of these resources will inform your understanding of the text. Particularly the political and scientific context.

I'm going to offer a few essay titles next Wednesday but the focus for all of them will be how Shelley creates a sense of sympathy for the creature and will challenge students to consider Shelley's aim when presenting the creature in this way.

I am also going to begin Faustus next week and discuss the Anthology coursework. IT WILL BE A BIG SESSION. I have also been inspired by Kate's OUTSTANDING gothic baking and will present my own gothic sugary treat next week. See you there LIT kids!

MR.STEVENSON'S LESSONS 12/13.

Year12.
AS emphasised the importance of how your understanding of genre must inform your interpretations of the Pinter's play.
A pleasing response to the glory of Auden.Lots of feedback next week. Concentrate upon your Pinter notes. You will be given more time to 'prep' the Auden in the second hour next week.

YEAR 13.
Introduced Macbeth via 4 boards of stunning material. Next week is all about you. First hour feedback your inspirational ideas on the gothic and Act 1. Second hour timed response. I expect you to have prepared for this task. IF YOU MISSED THE SESSION ...CATCH UP.

Y13...if you have failed to meet the coursework deadline..DO NOT HIDE. BE AN ADULT AND SEE ME.

AS.

YEAR 12 LESSON EIGHT [8th Nov 12]: Homework.

The session began with essay feedback. The essays did not rock my world. The next set of essays need to be far more precise. The level of effort is magnificent but we definitely need to improve the clarity of the critical argument when producing a written response.

After essay feedback the class were asked to consider the vision of America offered by Walt Whitman, Emma Lazarus and the lyrics to The Star Spangled Banner, and compare this vision of America with the America being reflected through Fitzgerald's novel. These visions of America were then compared with Obama's election victory speech. Students were asked to link the last seven minutes of this speech to issues explored by Fitzgerald in The Great Gatsby. Click on link to access speech:
http://www.bbc.co.uk/news/world-us-canada-20234164

The lesson moved on to consider the significance of Chapter 5. The rest of the session considered key quotes, key issues, and how Fitzgerald develops his narrative within this chapter. Discussion was excellent. Students considered the question:
How does Fitzgerald present the meeting between Gatsby and Daisy in Chapter 5?

HOMEWORK: Students must read Chapter 5 as this chapter will be the focus of the next formal essay.

YEAR 13 LESSON NINE [7th Nov 12]: Homework.

Students were encouraged to avoid offering general comments about the nature of the gothic tradition when producing written work. The recent essays included some very general comments when linking Frankenstein to the gothic tradition and  student writing needs to be more subtle and precise. The majority of the essays are fine but we still have lots of work ahead of us.

Students discussed the nature of the  creature and why Shelley introduces the creature in this manner. Students were encouraged to consider how Shelley constructs the creature as a sympathetic character. The discussion was quite general but student response was honest and 'emotional'. Reference was also made to historical context and how this 'novel of ideas' reflects the philosophical and political turmoil that is linked to this period of European/British history.


HOMEWORK: Today's session involved a lot of general discussion when considering the creature and the aim of the homework is for students to produce a much more precise and textually specific argument. The homework task is for students to consider arguments FOR the creature being perceived as a sympathetic character and consider how an argument could be constructed to support the view that the creature is a villainous character. Students need to consider both arguments. When we meet next week we may have a class debate so you must construct a critical argument for homework or you will 'look like a right plank' next week! THE AIM OF THIS TASK IS TO ENCOURAGE STUDENTS TO SUPPORT THEIR VIEW WITH SPECIFIC TEXTUAL REFERENCE.

Here is the link to the documentary that you must watch:
http://www.channel4.com/programmes/frankenstein-a-modern-myth/4od
Students also need to be aware of these blog resources:
http://becuriouslit.blogspot.co.uk/2012/10/why-gothic-is-more-popular-than-ever.html

The cake and buns today were outstanding. MASSIVE thanks to JMc and AL for the sugary feast. The English Dept enjoyed their slices and my family are currently munching AL's victoria sponge. Magnificent baking!

FRANKENSTEIN: A Modern Myth..Channel Four Documentary.

Here is the link to the 4OD site. A2 students need to watch this documentary.
Click on link below to access film:
http://www.channel4.com/programmes/frankenstein-a-modern-myth/4od