WORK FOR YEAR 12: WINTER BREAK HOMEWORK.

The final lesson of the year was a Gatsby timed essay. Hope the experience was not too painful. Our initial exploration of F. Scott Fitzgerald's MAGNIFICENT novel is now complete. When we return to THE CIRCUS OF EARTHLY DELIGHTS in 2014 we will begin to examine two texts:

• THE RIME OF THE ANCIENT MARINER by S.T. COLERIDGE.
• JERUSALEM by JEZ BUTTERWORTH.

The Rime of the Ancient Mariner is one of the most famous poems in the English Language and it is a pyschedelic beast of a poem. Students need to be aware of the world from within which Coleridge constructed this nautical nightmare so I would advise students to digest the following resources. Coleridge is often referred to as A ROMANTIC POET and is lumped together in a group known as THE ROMANTICS. The BBC kindly produced a series titled THE ROMANTICS a few years ago and this series provides a wonderful context for the study of this famous period of English Literature. This documentary series will also be useful for the study of JERUSALEM as Butterworth's play is inspired by the famous poem created by the romantic poet WILLIAM BLAKE. AN HISTORICAL UNDERSTANDING OF THIS ROMANTIC period will inform student understanding of the two texts that will be at the heart of our studies next term. Romantic Literature is linked to a period of intense social, philosophical and scientific change. I EXPECT ALL STUDENTS TO RETURN TO THE CLASSROOM WITH SOME KNOWLEDGE OF WHY THE ROMANTIC PERIOD OF ENGLISH LITERATURE IS CONSIDERED TO BE SO SIGNIFICANT.

Click on link to access the three one hour segments of this BBC documentary series:

1. LIBERTY:

http://www.youtube.com/watch?v=WViinHW5gss

2. NATURE:

http://www.youtube.com/watch?v=0qOP7TRMlxk

3. ETERNITY:

http://www.youtube.com/watch?v=hJEHkCes3Uw

Feel free to access the TROTAM resources that litter this blog. Just type the name of the poem in the white bar on the top left of this page and navigate through the sea of resources.

Here is a link to a page FULL of Jerusalem resources:

http://becuriouslit.blogspot.co.uk/2013/01/jerusalem-resources.html

My first question in our next lesson will be to challenge students to explain the significance of the William Blake painting at the top of this blog!! 

YEAR 12 LESSON TWENTY-SIX [17th Dec 13]: Homework

Today's session was directed at the essay question considered in the last session. Homework had been to consider essay content...but i am not entirely convinced that the class had engaged with this homework. Class discussion lacked clarity. I provided the class with a potential essay structure but I had hoped that you lot would have provided a more dynamic exploration of the essay title. Perhaps last night's Xmas Party did not help the intellectual dexterity displayed in this session.

HOMEWORK: Plan the essay response. Tomorrow you will be expected to produce a timed essay. This evening some students need to switch off their phone and indulge in some essay planning.

YEAR 12 LESSON TWENTY-FIVE [11th Dec 13]: Homework

Today's session began with a consideration of Fitzgerald's use of symbolism. Class discussion identified the following symbols as being significant as these metaphorical associations allow Fitzgerald to shape his key ideas:

• The green light and the many references to the colour green. The link was made to the green light in chapter one symbolising Gatsby's hopes and dreams and the 'light green' reference to the 'death car' symbolising the death of his dream.
• The eyes of T.J. Eckleburg symbolising the idea that religious faith has been replaced by faith in consumerism or capitalism.
• The Valley of Ashes being symbolic of inequality..especially when juxtaposed with Gatsby's opulent parties or the Buchanan House.
• Gatsby's house and the fact that it loses its glamour and energy as Gatsby's dream recedes.
• Character as each character seems to have a symbolic importance.
• Gatsby's dream and how it reflects the impossibility of The American Dream.
• The car and how it represents the possibly destructive nature of the future. The car is the symbol of freedom and movement yet in the novel it is used as a weapon to kill a human. Significant?

Class discussion was very good. Well done folks.
The second section of the session was a consideration of the question:
'THE GREAT GATSBY IS A SORDID TALE OF DECEPTION, ADULTERY AND MURDER.'
How do you respond to this view of the novel?
The work produced on the big white boards in response to this task can be perused at the top of this blog entry. Group work was excellent. At the end of the session Kate stated that ..'That lesson was rock hard..' Good. THINKING SHOULD ALWAYS BE ENCOURAGED.

HOMEWORK: The essay title used for the group work will be offered as a timed essay next Wednesday. It is my Mid-Winter gift! Students need to plan how they will answer this question. Students need to consider how they are going to navigate through this question. Students need to be aware of the relevant assessment objectives for this question. This is the question that examines your wider understanding of the text.Tuesday's session will be a lesson that will relate directly to the timed essay. We will prepare on Tuesday for the essay on Wednesday. Any questions that you have that relate to the question need to be discussed in Tuesday's session. Get planning Lit Freaks.

YEAR 13 LESSON TWENTY-SIX [11th Dec 13]: Homework

The aim of this session was to offer a final overview of appropriate content for the Anthology coursework. A resource was provided that offers a generic essay structure for the Metaphor question and Marvell's TO HIS COY MISTRESS was used to illustrate this essay structure. Reference was also made to Wordsworth's DAFFODILS as this is a fine poem for examining the role of metaphor and how it is used by Wordsworth to shape meaning. The class discussion also touched upon bad 'chat up' lines, shouting at the sea, baking, Northern Soul, and why the head of ofsted needs his head rubbing with my knuckles.
Oh...and after the Mid-Winter Break we will begin our great Beverley Bake Off! Adam has offered to bake the first cake. Good Man!

HOMEWORK: The deadline for the first-draft of the Anthology coursework is NEXT FRIDAY. I will be available to discuss coursework content throughout the week. On Friday I will park my enormous derriere in E2 and be available to discuss coursework with any individual who appears in the classroom. I will repeat this process next Wednesday and i expect ALL first-drafts to be handed to me before I leave school on Friday. This is 20% of your A2 grade folks so you really need to approach this work in a very precise manner. The recent essays were fantastic. If this quality is repeated,
the coursework will be outstanding.
GOOD LUCK.

YEAR 12 LESSON TWENTY-FOUR [10th Dec 13]: Homework

The aim of this session was to direct analysis towards the key features of the final chapters. Class discussion considered:

• Wilson's comments when staring towards the eyes of T.J.Eckleburg in Chapter Eight: '...YOU MAY FOOL ME BUT YOU CAN'T FOOL GOD... GOD SEES EVERYTHING..' What is the role of religion in this novel? Fitzgerald's aim?
• Why Carraway's description of the violent murder of Gatsby is represented in such a poetic manner. What do we learn about Carraway's view of Gatsby?
• The significance of Nick's final meeting with Tom, the significance of his confrontation with Wolshiem and the significance of his desire to organise Gatsby's funeral.
• The significance of the final page.

Class discussion was okay but one group
was very, very quiet. I expect more volume tomorrow.

HOMEWORK: Read the final chapter. I will be discussing different readings of the final page in the next session. Students also need to consider the key symbols used within this novel to shape Fitzgerald's ideas. Students also need to consider potential content for the essay question:

' THE GREAT GATSBY IS A SORDID TALE OF DECEPTION, ADULTERY AND MURDER.'

How do you respond to this view of the novel?

YEAR 13 LESSON TWENTY-FIVE [6th Dec 13]: Homework

The aim of this session was to develop student awareness of the demands of the Anthology Coursework. Students were made aware of the key comments relating to the purpose of metaphor that are evident within the AQA Anthology and were encouraged respond to these comments when shaping their coursework.See sheet below:

The class were then bullied into a consideration of how metaphor shapes meaning in BLESSING by Imtiaz Dharker and HAVISHAM by Carol Ann Duffy.

HOMEWORK: Students need to have decided which text will be the focus of their coursework. Next week I will briefly discuss the canon question and then I expect students to begin constructing the first draft of the 1200/1500 word response. Next week I will be discussing how to shape and structure the written response. Remember, the text can be any poem or short story.
Click on link below to access the Poetry Archive:
http://www.poetryarchive.org/poetryarchive/home.do
BBC Poetry Site:
http://www.bbc.co.uk/poetryseason/
John Cooper Clarke on the BBC Culture Show:
http://www.youtube.com/watch?v=Q7A_o_khrPI
First section of BBC Radio 4 documentary on JCC:
http://www.youtube.com/watch?v=fZCAXl8FkJU

YEAR 12 LESSON TWENTY-TWO/TWENTY-THREE [3rd/4th Dec 13]: Homework

The aim of the Tue/Wed sessions was to explore the significance of Chapter Seven in The Great Gatsby. Class discussion explored the key moments from this chapter and considered how Fitzgerald develops the character of Gatsby and Carraway. The Wednesday discussion relating to Gatsby was OUTSTANDING. Students offered some very intelligent and engaged comments. The group considered why Tom is perceived as more villainous than Gatsby and how Fitzgerald wants the reader to view Gatsby at the end of the chapter when he is 'watching over nothing.' There was also a very brutal discussion relating to Daisy. She is not a popular character and received a very intense philosophical mauling from the young folk of Beverley.
The final session considered the content of the opening section of Chapter Eight and students were asked to consider why Gatsby loves Daisy and the symbolic significance of Gatsby's house.
The final session concluded with students being asked to construct A HAIKU with the title: GATSBY.
Below are some of the poems:

Gatsby likes the wealth
the rich full life and the girl.
Gatsby wants the trophy.

Gorgeous golden suits
Dreams never to be captured
Hopeless romantic.

A gentle villain.
Only human through his hope.
He died with his dream.

Extraordinary
gift for hope. He stares at lights.
Can't tell who he is.

Beauty or fortune?
Illusion or fantasy?
Could it be a lie?

Like a magpie.
Attraction is powerful.
It rules heart and mind.

Gatsby's past is blurred.
Clarity turns him sour.
Deceit cost his dream.

Gatsby is a dick.
He wants his cash and power.
Gatsby is a dick......................Thanks OB for this challenging interpretation of Mr.Gatz.

HOMEWORK: Students need to read the final chapters of the novel as we will be discussing Chapters Seven, Eight and Nine next week.

TODAY'S SESSION WAS OUTSTANDING. STUDENT RESPONSE WAS WONDERFULLY ENGAGING AND INFORMED. I AM VERY LUCKY TO HAVE A JOB THAT OFFERS ME THE OPPORTUNITY TO LISTEN TO THE VIEWS OF INTELLIGENT YOUNG PEOPLE. YOU ARE ALWAYS GOOD BUT TODAY I THOUGHT YOU REALLY RAISED YOUR GAME.YOU WERE FANTASTIC. MUCH APPRECIATED.

YEAR 13 LESSON TWENTY-FOUR [4th Dec 13]: Homework

The aim of today's session was to explore the textual possibilities of the Anthology Coursework. Students will have to select a poem or short story through which they will display their textual understanding. Students need to decide which area of the Anthology they will be attempting: CANON or METAPHOR?
Students were offered work by Tony Harrison, Ted Hughes and Seamus Heaney before considering the work of Katie Tempest.
Students need to choose the text carefully as this coursework assignment will be 20% of the final A2 grade. The focus of this session was to illustrate the possibilities of this task. We discovered that Steph 'likes Bob Marley' and Kate E is not afraid to sing in public.

HOMEWORK: Read the Anthology that I constructed earlier this year. Read the notes from the official Anthology. Read my metaphor sheet. In the next session we will deconstruct some poems and talk about essay structure. If students ignore this reading homework WE will all be very bored on Friday. STUDENTS NEED TO HAVE DECIDED UPON THEIR COURSEWORK TEXT WHEN NEXT OUR LIVES COLLIDE.
Good luck to Kate and Sophie. Hope you both pass the DTest on Thursday.

KATIE TEMPEST.

Here is a blog entry from last summer. Remember this? The poetry of KATIE TEMPEST is definitely worth considering for use as a coursework text. Canonical poetry?
http://becuriouslit.blogspot.co.uk/2013/06/resources-for-year-1213-thursday12th.html

V by Tony Harrison.

This is a link to a Channel Four film of the poem V by Tony Harrison that caused a MASSIVE controversy in 1987 when it was broadcast on television. It is a beautiful and confrontational poem littered with taboo language. This is a poem that some students might like to consider for coursework. This might be a good poem to consider for the 'canon' question. Click on link below:
http://www.youtube.com/watch?v=kOTV4a6b1lM

YEAR 13 LESSON TWENTY-THREE [29th Nov 13]: Homework

The aim of this session was to prepare students for the VERY IMPORTANT HOMEWORK. Class discussion considered the following questions:

• To what extent can Shelley's novel could be considered a gothic text?
• How does Shelley shape meaning?
• Is Victor a villain?
• To what extent can this novel be considered a celebration of life?

Class discussion involved metaphorical references to wrestling crocodiles and locking questions in cupboards, the literal wearing of  a red gothic cloak, and a text from Kate's Dad about a youth newspaper. There was also some very good text related commentary. Students were encouraged to read  Victor's final words, as reported by Walton, and to consider the nature of Victor's death. Why is he smiling? Students were provoked into a consideration of Victor as a sympathetic character and were offered the reading that Victor's punishment allows Shelley to be critical of a cruel God!! This reading is similar to the reading of TROTAM that was considered last year when the Mariner's punishment was considered so extreme that it might be possible to read the poem as Coleridge criticising the cruel nature of divine power. BULLY GOD!!

HOMEWORK: This essay is MASSIVE. This essay will allow me to gauge the level of student learning linked to one of our examination texts. The fact that the A2 Lit exam is a closed book exam means that students need to have a very precise understanding of Shelley's text. This essay will allow me to gauge the 'precise' nature of this 'understanding'. This is a very significant essay. I have provided a very clear essay structure for the 'Crime and Punishment' question. Students are free to choose one of the three titles. I expect at least three paragraphs and a conclusion. STUDENTS MUST ENGAGE WITH THIS WRITTEN TASK. IF I BELIEVE THE WORK IS RUSHED OR LACKS EFFORT I WILL SIMPLY ASK STUDENTS TO REWRITE THE ESSAY. I will be collecting the essays before the sermon on Wednesday.

On Wednesday we will be discussing the demands of the coursework. ALL students should have selected a text that will provide the focus for their coursework.

YEAR 12 LESSON TWENTY-ONE [27th Nov 13]: Homework

Tuesday's session was postponed and today the aim of the session was to bully students into a consideration of the significance of Chapter Six. The session considered the significance of Dan Cody and the influence that this character had upon the young Jay Gatz, the reason for Daisy being 'offended' by Gatsby's party, the significance of the 'horse moment', and the importance of the references to 'the past' that occur toward the end of the chapter. We also ate sweets, talked about The Smiths and discussed sleep-walking. Kate was late.
Class response...eventually...was good. The session concluded with a brief consideration of why Fitzgerald begins Chapter Seven with references to heat and why Gatsby reacts as he does when inside the Buchanan house.

HOMEWORK: Complete a critical paragraph in response to the question:
Why is Gatsby's reaction to Carraway's belief that 'YOU CAN'T REPEAT THE PAST' so important?
I expect students to produce a one paragraph response that follows the the usual paragraph structure:

• Opinion.
• Textual reference.
• Explanation of how textual reference supports opinion.
• Consideration of question focus and author's aim. THIS IS THE FUSION MOMENT.

When producing this written response students need to consider how Gatsby's comment allows Fitzgerald to present ideas relating to the American Dream and America's past? What do we learn about Gatsby? Does this comment present Gatsby as a sympathetic character or a delusional fool? What does Gatsby represent? Is Gatsby a symbol? What are the opinions and ideas being shaped by Fitzgerald through the character of Gatsby? Why would Carraway admire a man who appears to be trapped in time? Student response needs to be brief but detailed.The consideration of  AUTHOR'S AIM needs to be coherent and precise.Students also need to read Chapter Seven. This is a MASSIVE chapter therefore students must come armed next week with some opinions. The following questions should be used to direct a critical reading of this chapter:

• What is the significance of the heat?
• What is the significance of Gatsby's reaction when inside the Buchanan house?
• Why is the line 'she had told him that she loved him' so important?
• How does Tom react when he perceives Daisy's 'look'?
• How does Fitzgerald suggest that Tom will be humiliated and how does he allow Tom to humiliate Gatsby?
• How does Fitzgerald create a sense of dramatic tension in the Plaza Hotel?
• How significant is music in this chapter?
• What is the significance of Tom's tears?
• At the end of the chapter, is Gatsby a heroic figure?

GET READING LIT FREAKS. See you next week.

YEAR 13 LESSON TWENTY-TWO [27th Nov 13]: Homework

The aim of this session was to prepare students for the next class essay. Students will have a choice of three titles - see previous blog entry- but the focus of today's session was the title:
'Shelley's Frankenstein is a tale of crime and punishment'. To what extent do you agree with this statement?
The learning focus of the lesson was the appropriate use of textual reference as too many students are not supporting their critical argument with convincing textual reference. Class discussion considered the 'sin' and punishment endured by Victor and linked this to author's aim. The session also considered how violent and emotive language is used to represent the traumatic and vicious nature of Victor's experience and how the experience of the creature could be used when answering this question. Class response was good BUT we really need to start developing the following skills when producing a written response:

• The ability to support a critical argument with relevant textual evidence. Students should be begin to use three examples of textual reference to reinforce a critical argument.
• The ability to construct a coherent critical argument that clearly confronts the focus of the essay question.
• The ability to navigate opinion and critical argument toward the author's aim.
• The ability to consider the text in the context of the gothic literary tradition and also consider, and respond to, the interpretations of other readers.

We still have a lot of work ahead of us to improve the clarity of written work and create critical arguments that access all four assessment objectives.

HOMEWORK: Consider one more paragraph that can be used to construct a convincing response to the essay title that was the focus of today's session. Our next session will consider the other two essay titles. Friday will be our last formal Shelley session before we begin to consider the coursework.

YEAR 13 LESSON TWENTY-ONE [22nd Nov 13]: Homework

Today's session considered the nature of Victor's 'punishment'. The last written work was slightly disappointing as the textual reference used to support critical opinion was unconvincing. This suggests that students are not reading Shelley's classic novel with a critical eye and perhaps some students are relying too much on teacher guidance and are not embracing independent study. INDEPENDENT STUDY LEADING TO CRITICAL AUTONOMY IS THE CENTRAL FEATURE OF A LEVEL STUDY. Consequently, the written task in today's lesson was an attempt to encourage students to support their argument with convincing textual reference. The recent round of written work also suggests that students are STILL NOT challenging ALL the assessment objectives so this task was also aimed at students considering the gothic literary tradition within their response.

The written paragraph was a response to the question:
'SHELLEY'S NOVEL IS A TALE OF CRIME AND PUNISHMENT.' To what extent do you agree with this statement?
I AM NOT CONVINCED THAT YOU LOT ARE READING THIS NOVEL IN AN APPROPRIATE MANNER AS THE WEAK TEXTUAL REFERENCE IS A CONCERN!
THIS IS THE AREA OF OUR WORK THAT WILL BE ADDRESSED IN THE NEXT COUPLE OF SESSIONS. INDEPENDENT STUDY LEADING TO CRITICAL AUTONOMY IS THE CENTRAL INTELLECTUAL ETHOS OF THE COURSE.

HOMEWORK: Next week students will be offered three essay titles:

1. 'SHELLEY'S NOVEL IS A TALE OF CRIME AND PUNISHMENT.' To what extent do you agree with this statement?
2. 'THIS NOVEL IS A CELEBRATION OF LIFE.' To what extent do you agree with this statement?
3. How does Shelley shape meaning in Frankenstein?

These three essay titles will be the focus of our discussion next week and students will be asked to select one essay title to complete for homework at the end of next Friday's lesson. Student reading should be detailed and use the essay titles to focus your reading of the text. Next week you lot need to prove to me that you are reading the text in an appropriate manner. I intend to concentrate on coursework after Friday's lesson so next week will be the last Frankenstein-specific session.

YEAR 13 LESSON TWENTY [20th Nov 13]: Homework

Today's session began with a consideration of the gothic tradition and how the gothic text represents what it is to be human. An understanding of how our exam texts link to the gothic tradition is an essential feature of the course. The last homework attempted to encourage students to produce written work that considered Shelley's novel in the context of the gothic literary tradition.

The session then waddled into a consideration of the relationship between Victor and Elizabeth. Class discussion was good but I do feel that textual reference needs to be more precise.

HOMEWORK: Students need to read the text. The focus of the reading should be the final section of the novel. I want to have a broad but detailed class discussion on Friday and this homework will determine the quality of class discussion. I would like to discuss:

• Shelley's aim when presenting the relationship between Liz and Vic
• Why Shelley does not conclude the novel with a judgemental comment from Walton
• The significance of Language, Form and Structure
• The themes being explored by Shelley
• The novel as a gothic text.

YEAR 12 LESSON NINETEEN/TWENTY [19th/20th Nov 13]: Homework

The aim of Tuesday's session was to encourage students to produce a clear critical argument when constructing a written response. The last set of essays lacked critical clarity and this informed this week's sessions. Class discussion considered the STRUCTURE section of the question:
HOW DOES FITZGERALD TELL THE STORY IN CHAPTER FIVE OF THE GREAT GATSBY?
After discussing potential content for the structure paragraph, students produced a twenty minute written response.
Today's session continued to consider content for the essay title. Class discussion considered the LANGUAGE paragraph. ChimpNimsky gathered the class in front of the white-board and the class produced an exemplar paragraph. The focus of both sessions was CLARITY. Students need to construct a more precise and coherent written response so these two lessons attempted to illustrate how a paragraph should be structured when constructing a critical analysis. Students were also encouraged to confront the appropriate assessment objective. A handout was provided today. USE IT.

HOMEWORK: Students need to answer the question:
HOW DOES FITZGERALD TELL THE STORY IN CHAPTER FIVE OF THE GREAT GATSBY?
Essays need to be handed to me before Tuesday's session.
Good Luck.

YEAR 13 LESSON NINETEEN [15th Nov 13]: Homework

The aim of this session was to reinforce how students can access ALL the assessment objectives when producing a written response. Chimpnimsky offered exemplar material and class discussion considered the symbolic significance of the novel. Students were asked to consider the BIG IDEAS being offered to the reader through the symbolic nature of Victor, the creature and the De Lacey family. Had we but world enough and time...the class discussion would also have considered the symbolic significance of the natural world. The whole focus of class discussion was to generate notes that can be used to complete the homework task.
Oh...and students also experienced an APOSTROPHE TEST as there were far too many crimes against punctuation evident in the last set of essays. SORT IT OUT LIT FREAKS. CRIMES AGAINST PUNCTUATION WILL NOT BE TOLERATED.

HOMEWORK: Students must continue to read the text. We will be discussing the events leading to Victor's 'wedding night' next week so chapters 20 to the reintroduction of Walton's voice need to be the focus of student reading.
The written homework is to produce a one paragraph response to the question:
HOW DOES SHELLEY USE SYMBOLISM TO SHAPE MEANING IN THE NOVEL?
This question is slightly different to the question considered in the last two lessons so this will be an opportunity for me to see who is actually visiting the blog. Students are expected to produce a one paragraph response that explores one key symbol and the response must address ALL FOUR ASSESSMENT OBJECTIVES. This task will allow me to gauge the level of learning that has taken place within the last two sessions. Refer to my exemplar paragraph and take care to construct a precise and concise argument. STUDENTS MUST CONSIDER AUTHOR'S AIM IN A MORE CONVINCING MANNER. Use the resource that I offered students at the beginning of the course that has the critical opinion relating to Frankenstein and the gothic genre. This will allow students to confront AO3 and AO4.

GOOD LUCK LIT FREAKS.

YEAR 13 LESSON EIGHTEEN [13th Nov13]: Homework

The aim of this lesson was to address issues that surfaced after the last set of essays. There were some general problems with the essays...such as:

• Students are not considering Shelley's text in the context of the gothic literary tradition.
• Students are not offering a precise understanding of author's aim.
• Students are not offering interpretations informed by other readers.

The level of textual understanding is good but students need to be confronting the requirements of the assessment objectives in a more convincing manner. 

Today's lesson considered paragraph structure and how the BIG IDEAS being offered by Shelley are offered to the reader through the use of symbolism. Students were asked to consider the symbolic significance of the De Lacey family, Victor, the creature, and the natural world. We will continue this feedback in the next session.

HOMEWORK: READ the text. Next lesson we will be discussing the symbolic significance of location, the significance of dreams and the nature of Victor's punishment. Who or what is punishing Victor and what is Shelley's aim? We might also have a possessive apostrophe test!!

READ  READ   READ   READ   READ.

Students also need to inhale the mass of resources available on BE CURIOUS.

YEAR 12 LESSON SEVENTEEN/EIGHTEEN [12th/13th Nov 13]: Homework

Ain't we got fun:
http://www.youtube.com/watch?v=Z1AcnI0B2-o
The Sheik of Araby. Check those lyrics...link to Gatsby?
http://www.youtube.com/watch?v=ofXvX5wtyY8

The first session looked at the significance of music in Chapter Five. Students were encouraged to dance and also consider why Fitzgerald places 'Ain't We Got Fun' in this chapter. Students were also asked to consider the rather sinister lyrics of 'The Sheik of Araby' that is referenced in Chapter Four. MUSIC is an important feature of the novel and students need to be aware of why Fitzgerald is referring to these specific texts.

The main focus of this week's session was Chapter Five and why it is so significant. The class is being bullied towards producing a written response to the question ' HOW DOES FITZGERALD TELL THE STORY IN CHAPTER FIVE?' so class discussion considered how LANGUAGE, STRUCTURE and FORM is used to shape meaning.
Class discussion was good but students really need to think about how Fitzgerald is shaping meaning. An understanding of author's aim is central to this task.

HOMEWORK: It is really important that students read the text with a very critical eye. Next Wednesday you will be given the essay for homework. Your reading will inform class discussion. I will also begin to discuss specific moments from further chapters next week so students need to be familiar with the whole text. READ. READ. READ. READ. Students should continue to digest the mass of resources available on BE CURIOUS. INHALE THE RESOURCES MEDIA FREAKS. AN INFORMED STUDENT IS A SUCCESSFUL STUDENT.

YEAR 13 LESSON SEVENTEEN [8th Nov 13]: Homework

The sermon began with a consideration of CHAPTER 14 of Shelley's Frankenstein and to what extent the De Lacey narrative could be considered a complete short story that reflects themes and ideas explored within the primary narrative. To what extent can this chapter be considered a reflection of the whole novel? Are there any features of this narrative than can be considered unique within the context of the novel? Is this a gothic short story?
The lesson then moved into a consideration of  LOCATION AS SYMBOL and an exploration of CHAPTER 21, the significance of Victor's dreams, and the significance of Shelley's description of Victor as 'a shattered wreck...the shadow of a human being...I was a mere skeleton...I was doomed to live..'
The quality of class discussion was INSPIRING. Particular thanks to Lucianna, James, and 'Sorry I'm late' Kate for some particularly perceptive comments relating to Victor being imprisoned inside his own mind whilst being imprisoned in Ireland. The comments relating to Victor being represented as a dehumanised supernatural being were impressive. Really good work this afternoon folks.
We must continue to consider this novel as a deeply symbolic text. The recent essay was weak when considering how language, structure and form shape meaning and we need to address this weakness. Students offered some really credible comments when considering how location links to the transgression of the accepted boundary between Humanity and God and this informed and articulate response needs to be reflected in written work. THE SYMBOLIC SIGNIFICANCE OF LOCATION IS A CENTRAL FEATURE OF THE GOTHIC TRADITION.

HOMEWORK: Students need to provide one specific quote to place in my exemplar paragraph. You may need to provide one sentence of explanation. The paragraph is an A grade paragraph BUT your quote could push the paragraph into A*...choose the most powerful and appropriate specific textual reference.
Students then need to construct a paragraph relating to the significance of the Orkneys. Refer to the sheet I provided this afternoon.
Students also need to read Chapters 21 to 23. Next lesson we will discuss Ireland and the significance of Elizabeth's murder. We will also be discussing the De Lacey narrative in Chapter 14.
Click on the links below to access the DIFFERENT READINGS BBC resource that I mentioned in today's sermon. THIS IS ESSENTIAL READING:
10 possible readings:
http://m.bbc.co.uk/news/magazine-12711091
Readers' readings of Frankenstein:
http://m.bbc.co.uk/news/magazine-12737956

I will be handing back essays in the next session.

YEAR 13 LESSON SIXTEEN [6th Nov 13]: Homework.

The lesson sparked into gothic action with a Frankenstein quiz, the results of which were to place ChimpNimsky in a gothic trance of quiet despair. Some students need to read the text with a far more critical eye and indulge in some research that will allow students to develop a sense of historical context. I have given you resources that provide a simplistic overview of this incredibly dramatic period of British history....READ IT! You must be aware of what was happening in Britain in the years between 1750 and 1850.

Students were asked to consider Chapter Fourteen as a complete short story that could be perceived as a fable. Students were asked to consider how the creature's tale of the De Lacey family allows Shelley to reflect or reinforce key themes explored through the primary narrative. Focus was placed upon the character of Safie as she appears to be unlike the other female characters in the novel.
Students were also asked to consider the significance of Chapter Seventeen and consider how the creature persuades Victor to create a female creature companion. Are the demands of the creature 'reasonable and moderate'?

The main aim of this lesson was to consider the symbolic significance of the Orkneys and how this choice of location represents Victor's state of mind and also allows Shelley to continue to reinforce some key gothic themes such as isolation and alienation.

The final discussion point of the lesson considered whether Victor's decision to destroy the creature's companion is selfish or selfless.

HOMEWORK: Students need to read the De Lacey narrative. How does Chapter Fourteen reflect the main narrative? Could this chapter really be considered a gothic short story? On Friday we will debate this question so arrive in E2 armed with some opinions.
Students should also read Chapter Seventeen. We will be considering the creature's belief that his demands are 'reasonable and moderate'. Students will be expected to offer their own opinion. Are the demands moderate? Reasonable? What say you Lit fiends?
Furthermore, we will be discussing the significance of location and students need to read Chapter Twenty-One and Twenty-Two.
LOTS OF READING FOLKS. THE QUALITY OF CLASS DISCUSSION IS DETERMINED BY THE QUALITY OF YOUR READING. READ. READ. READ. READ.

YEAR 12 LESSON FIFTEEN/SIXTEEN [5th Nov/6th Nov 13]: Homework.

The aim of the first session was to discuss possible content for the essay:
WHAT KIND OF AMERICA IS PRESENTED TO THE READER BY FITZGERALD IN THE FIRST FOUR CHAPTERS OF THE GREAT GATSBY?

After a quick Gatsby quiz, class discussion explored possible content for the three paragraph and a conclusion response. Students were provided with a potential essay structure. Class discussion was excellent.
After the nation had burned representations of Mr. Fawkes and encouraged children to indulge in some casual religious bigotry, the second session reinforced the content of the essay and discussed the comical nature of Chapter Five and why the conclusion to this chapter seems melancholy rather than triumphal.

HOMEWORK: Complete the essay. Students should follow the usual paragraph structure:

• Opinion
• Textual reference
• Explain how textual reference supports opinion
• Confront the question focus and consider author's aim.

The response needs to be a succinct 1100/1500 word response and students need to construct a clear and detailed critical argument. REMEMBER...students need to reference two or three critical opinions. Students also need to offer an awareness of historical context. So reference to Walt Whitman, Emma Lazarus, The Declaration of Independence, the significance of prohibition, Lionel Trilling, Arthur Miller/John Steinbeck and the idea of 'perfectibility', The Star Spangled Banner, Robert Barron, Obama's speech in January etc....is expected. Obviously you do not need to reference ALL of these resources...be selective....but I want to see some of these references used to reinforce your argument.

Furthermore, students need to read chapters 5 to 7 of the novel.

Below is a link to a resource that Matty referenced in today's session. This is a very relevant and frightening depiction of wealth distribution in modern America.

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

Don't forget to use the resources on Be Curious to inform your understanding of the text. I look forward to receiving your written work.

A collection of FRANKENSTEIN resources from BE CURIOUS.

Here in one post is a series of resources from BE CURIOUS. Students should peruse these resources.
http://becuriouslit.blogspot.co.uk/2012/10/why-gothic-is-more-popular-than-ever.html
http://becuriouslit.blogspot.co.uk/2012/05/frankenstein-video-lectures-from.html
The link below is ESSENTIAL viewing. This is a FANTASTIC Channel Four documentary. WATCH THIS FILM.
http://www.youtube.com/watch?v=PjwV0axmgJY

YEAR 13 LESSON FIFTEEN [25th Oct 13]: Homework.

The aim of today's session was to continue to explore the possible content of the half-term essay. Students choose ONE of the THREE titles. The focus of the lesson was to reinforce how this essay should be shaped to engage the assessment objectives. THIS IS A BIG ESSAY. This work will allow me to gauge the level of textual understanding and assess the quality and clarity of written work. Students need to be particularly coherent when considering author's aim. I have provided a mass of material to aid student understanding of the three essay titles....SO NOW YOU NEED TO PRODUCE A WRITTEN RESPONSE. I will be collecting the work just before we begin our next lesson.

HOMEWORK: Complete the essay, read the text, and consider a poem that will be suitable for your coursework.
The essay is a substantial piece of work. SHOW ME YOU ARE LISTENING. SHOW ME THAT YOU ARE READING. SHOW ME THAT YOU ARE SYNTHESISING CONTEXTUAL MATERIAL AND ARE FORMING A CREDIBLE CRITICAL READING OF THE NOVEL. Students should ensure that they follow the paragraph stucture that I offer in the notes that I gave students at the beginning of this session. I am particularly interested in the final section of the paragraph as this is the section that deals with author's aim/question focus/gothic or critical reference.

The essay should be a concise and precise 1200/1500 word response. Four paragraphs and a precise conclusion will please me!

Good Luck. Any issues...i am just at the end of the digital pipe!

Here is the link to EDUCATING YORKSHIRE. This is the episode that had me blubbing. Here is the empathy test. MASSIVE respect to all at Thornhill Academy. Especially Mat Burton and Mushy. This is human sunshine. Enjoy:
http://www.channel4.com/programmes/educating-yorkshire/4od

YEAR 12 LESSON FOURTEEN [23rd Oct 13]: Homework.

Today's session was very important as students were asked to consider the essay title:
WHAT KIND OF AMERICA IS PRESENTED TO THE READER BY FITZGERALD IN THE FIRST FOUR CHAPTERS OF THE GREAT GATSBY?

Students were made aware that the assessment objectives for this question are different to the assessment objective that was the key focus of the last essay title. The assessment objectives for this task demand that students display an understanding of historical context and an awareness of the critical heritage that links to the novel. For example Lionel Trilling once stated that 'Gatsby is America' and students could refer to this critical interpretation to support and reinforce their own argument or use this quote to construct a critical argument that argues against Trilling's interpretation of the text.
The aim of the lesson was to encourage students to construct a detailed and informed response to this question. Class discussion was shaped into potential content. This content involved paragraphs that explored:

• The theme of inequality and how Fitzgerald presents a nation very different to the idealised version of America reflected in the poetry of Emma Lazarus or the lyrics of the National Anthem or the ethos enshrined in the 1776 Declaration of Independence. Reference was made to The Valley of Ashes and the hellish imagery constructed by FSS. 
• The second paragraph considered conspicuous consumption and the dissatisfaction that seems to envelop every 'restless' character. Students referred to the comments of Friar Barron, the literary critic and Catholic priest, who states that this novel is about 'the collapse of meaning' and Gertrude Stein's comments relating to 'the lost generation' were also considered. Class discussion explored how all the characters seem isolated from each other and that America appears to be a country populated by unhappy individuals.
• The theme of corruption and the fact that this is a country that appears to have very little respect for the law. The America of the novel appears to be a corrupt and lawless country. Discussion considered the significance of Prohibition and how meaning can be gained from considering its failure to curb alcohol consumption. Author's aim?

After a slow start, class discussion offered some quality critical commentary. Well done.

HOMEWORK:
I was going to ask students to attempt this essay over the half-term but I feel that we need two more lessons to make sure that all the class is fully aware of the assessment objectives that relate to this essay. I would like students to read the novel and digest the plethora of resources that are available via BE CURIOUS. Use the white bar in the upper-left-hand section of the blog to digest the Gatsby resources. Students need to have a clear understanding of the historical and cultural context of the novel. Students need to consider the relevance of this novel in its own time, and in our time. Is this novel still relevant in the twenty-first century? Students should digest the resources below. Click on the links and inhale the information. REMEMBER...YOU HAVE TO INHALE IN ORDER TO EXHALE. If you do not digest information you will remain uninformed. I expect students to indulge in some GATSBY related research:
Gatsby Podcast from The University of Leeds:
http://becuriouslit.blogspot.co.uk/2012/04/gatsby-podcasts.html
A Gatsby podcast created by a teacher you may know:
https://soundcloud.com/fishymedia/literature-podcast-an-as-level
THE THREE RESOURCES BELOW WERE ALL CREATED BY JOHN GREEN. THEY ARE FANTASTIC. ALL STUDENTS SHOULD DIGEST THESE RESOURCES. HE HAS A HOST OF RESOURCES ONLINE COVERING A SERIES OF EDUCATIONAL TOPICS. THEY MAY BE USEFUL FOR YOUR OTHER SUBJECTS. JOHN GREEN AND HIS PRODUCTION TEAM ARE WORTHY OF OUR TIME. INHALE:
John Green discusses the opening chapter of The Great Gatsby:
http://www.youtube.com/watch?v=ehjTS6AhMJ8
Living the Dream in The Valley of Ashes:
http://www.youtube.com/watch?v=0VhYMdnAsyM
More Gatsby from John Green:
http://www.youtube.com/watch?v=xw9Au9OoN88
Even MORE John Green..IS GATSBY GREAT?
http://www.youtube.com/watch?v=cn0WZ8-0Z1Y
A series of articles. Read them and develop an informed opinion. INHALE:
http://becuriouslit.blogspot.co.uk/2012/01/collection-of-be-curious-gatsby.html
Baz Luhrmann discusses The Great Gatsby:
http://www.channel4.com/news/baz-luhrmann-the-great-gatsby-film-director
HISTORICAL CONTEXT. Essential viewing:
http://becuriouslit.blogspot.co.uk/2012/10/the-great-gatsby-historical-context.html
The Occupy Wall Street moment:
http://www.youtube.com/watch?v=KFOWci6yrSs
Russia Today 'Occupy' news article:
http://www.youtube.com/watch?v=ctYlL1uC1K0

THIS BLOG IS PACKED WITH RESOURCES. I EXPECT YOU TO DIGEST THESE RESOURCES AND DEVELOP YOUR CONTEXTUAL UNDERSTANDING OF THE NOVEL.
SYNTHESISE THE INFORMATION AND CONSTRUCT AN EVALUATION OF THE TEXT AND AUTHOR'S AIM. WHEN NEXT OUR LIVES COLLIDE...WE WILL BE DISCUSSING THE ESSAY.

YOU LOT HAVE BEEN MAGNIFICENT. IT IS A PLEASURE TO LISTEN TO YOUR VIEWS AND OPINIONS. HAVE A GOOD WEEK...AND KEEP FEEDING YOUR MIND. BE CURIOUS.

YEAR 13 LESSON FOURTEEN [23rd Oct 13]: Homework.

Today's lesson was an exploration of the essay title:
'THE CREATURE ALLOWS SHELLEY TO PRESENT HER KEY IDEAS.'
 To what extent do you agree with this statement?

This lesson involved a rousing class discussion worthy of failing an OFSTED lesson inspection. The class discussion was used to create communal notes that could be used to construct a structured and textually specific response to the essay question. The three main areas of philosophical consideration offered by the class were:

• The novel as social criticism. Shelley uses the creature to illustrate the destructive consequence of intolerance. The creature becomes a symbol of a life lived without receiving love or empathy. He is the product of cruelty and emotional isolation.This reading could also consider the interpretation that the creature could be used by Shelley to reflect the ideas of John Locke. Students also considered which gothic quote they would refer to when constructing the critical argument as reference must be made to the gothic tradition within this essay.
• The novel as didactic Christian Fable. A warning to the Scientific community. Reference was made to how the imperfection of the creature is symbolic of the inability of Science to replicate the perfection of divine power. Reference was made to the majesty of nature being symbolic of God's creation with the creature being symbolic of man's hubris. Students discussed the significance of the Prometheus myth being used by Shelley to reinforce the idea that the novel is a warning to science. Some students suggested that this paragraph could also consider the view that VICTOR is also a crucial symbolic character when constructing the view that this is a conservative Christian fable. So this paragraph could in fact be two paragraphs! One that considers the philosophical significance of the creature and one that considers the symbolic significance of Victor. Students offered some interesting observations relating to the novel as a secular warning to science. Could Victor's suffering be psychological rather than linked to some idea of religious sin??
• A novel that explores the powerless role of women in this male world. There were some excellent comments relating to the symbolic significance of the male narrative, the fact that three women die within the novel [four if you count the female creature who is destroyed before she is animated], and observations that women seem passive in the male world of the novel. Reference was made to the comments of the literary critic Anne Mellor who refers to 'anxiety of authorship' and suggests the male narratives are evidence that 'Shelley doubted the legitimacy of her own literary voice.' The most perceptive comment was the observation delivered by AA that the passive nature of the female characters simply reflect and document the reality of the female experience in 1830 and not the anxiety of authorship suggested by Mellor.
• Conclusion needs to offer a consideration of the gothic tradition and link this to the text and author's aim.

Class discussion was superb. We will continue to link content to the assessment objectives in the next session as I expect an essay to be created during half-term. Students should be deciding which essay they will attempt to construct.

Homework: Read the text and consider the essay questions. Our next lesson is the last lesson within which we will be discussing possible content for this essay... so bring some questions to the next session.

Below is the link that I played this morning to illustrate the fact that human beings are a wonderful species. Turn it up. GET BOLVING :)
http://www.bbc.co.uk/news/uk-england-somerset-24602741
    

YEAR 12 LESSON THIRTEEN [22nd Oct 13]: Homework.

The aim of the lesson was to discuss Chapter Four of the novel and consider whether Fitzgerald reinforces any themes or issues offered in the previous chapters or whether Fitzgerald introduces any new ideas or concepts. Clearly, this is the chapter within which the reader is introduced to the character of Gatsby therefore it is a HUGE moment. Students were asked to consider whether Fitzgerald enhances Gatsby's enigmatic character with the strange reference to San Francisco and Gatsby's absurd presentation of medals and photographs to support the personal autobiography that he presents to Nick. Does Fitzgerald want the reader to trust Gatsby's account of his life? If not, why not?

The lesson also considered the introduction of Wolfshiem and why this chapter blends real examples of corruption [Rosy Rosenthal's assassination outside the Metropole Hotel, the World Series scandal in 1919, and the reference to Becker] with the world of Fitzgerald's fiction. What is Fitzgerald's aim? Students were also asked to consider the dramatic significance of Wolfshiem and Fitzgerald's aim when presenting Gatsby's powerful link to organised crime. This is a very important moment.

The final section of the chapter involves Jordan explaining the link between Gatsby and Daisy. Again, this is a key moment as it creates a sense of dramatic expectation and guides the reader into Chapter Five and the first meeting of Gatsby and Daisy at Carraway's house. Chapter Four concludes with Nick kissing Jordan....aaawwww...lovely! Or is it??

Homework: Consider potential content for the essay title:
WHAT KIND OF AMERICA IS PRESENTED TO THE READER BY FITZGERALD IN THE FIRST FOUR CHAPTERS OF THE GREAT GATSBY?

KEEP READING   KEEP READING   KEEP READING   KEEP READING   KEEP READING

PROPHETS OF SCIENCE FICTION: Mary Shelley.

This is a link to an American TV series that explores Shelley's novel and reads the novel as the birth of the science fiction genre. This has some very useful contextual information. Definitely worth your time. This is a 42 minute episode. Click on link below:
http://www.youtube.com/watch?v=jvQaZXT1jkk

YEAR 13 LESSON THIRTEEN [18th Oct 13]: Homework.

The aim of this lesson was to continue to develop student understanding and awareness of the symbolic significance of the creature's narrative in Shelley's magnificent novel. After a brief thematic overview the main task was group work that considered two questions:

1. What is the key quote within the creature's narrative and why is this such a key quote?
2. How can the reader feel sympathy for a child murderer?

Class response was superb. All comments were underpinned with a clear consideration of Shelley's aim. We are moving towards a BIG essay and this essay will allow me to gauge the level of student textual understanding as we surge towards the novel's brutal conclusion. The two sessions next week will be extremely important sessions. BE AWARE OF THE HOMEWORK AS THIS WILL INFORM OUR FINAL TWO SESSIONS BEFORE THE ESSAY.

Homework: Students will be offered three essay titles next week. These essay titles are:

1. 'IN MARY SHELLEY'S FRANKENSTEIN, THE SUPERNATURAL IS USED TO REFLECT THE TRUE NATURE OF THE HUMAN CONDITION.' To what extent do you agree with this statement?
2. 'THE CREATURE ALLOWS SHELLEY TO PRESENT HER KEY IDEAS.' To what extent do you agree with this statement?
3. To what extent do you agree with the view that the humans in Frankenstein are more monstrous than the monster? 

Students will have the freedom to choose one of these essay titles. If you are feeling really frisky perhaps some students could attempt two essays!!
Students need to read the text and consider the final speech of the creature as this may inform essay content. How does Shelley want the reader to react to the creature's final speech? Students should read the resources I gave the class at the end of this lesson.I expect ALL students to reinforce their argument in class discussion with specific textual reference.
FURTHERMORE...next week we will be discussing Shelley's novel in the context of the gothic literary tradition. Student essays must consider to what extent this novel reflects elements of the gothic tradition. The following comments will be used to tease a reaction from the class:

THE GOTHIC IS A NOVEL OF TERROR AND WONDER...Mario Praz 1968.
GOTHIC TALES ARE CRUEL TALES....Angela Carter.
GOTHIC FICTION TELLS US THE TRUTH ABOUT OUR DIVIDED NATURE...BUT THIS DUALITY IS OUR HOPE NOT OUR DESPAIR...Alison Millbank 2011.
I HOLD THAT A WRITER WHO DOES NOT PASSIONATELY BELIEVE IN THE PERFECTIBILITY OF MAN HAS NO DEDICATION NOR ANY MEMBERSHIP IN LITERATURE...John Steinbeck.
WE MAKE OUR MONSTERS, THEN FEAR THEM FOR WHAT THEY SHOW US ABOUT OURSELVES..Mike Carey.

Students might want to consider HOW the creature can be read as a symbol of the French Revolution.......

READ  READ  READ  READ  READ  READ  ...The quality of next week's class discussion is dependent upon the quality of student reading before we all enter the classroom.

YEAR 13 LESSON TWELVE [16th Oct 13]: Homework.

The aim of this session was to consider the significance of the creature's narrative and identify some of the issues and ideas being shaped by Shelley through the presentation of the creature. Students were asked to consider:

• How Shelley uses the creature to present ideas that seem to reflect the Enlightenment philosophy of John Locke. Locke proposed the idea that knowledge is derived from personal experience and the creature's behaviour appears to reflect this philosophical model.
• The novel is full of examples of human cruelty and Shelley seems to offer a novel that illustrates the destructive power of prejudice, ignorance and emotional violence in the hope that society may become more tolerant. 
• How a supernatural character is used to address serious human concerns.

The discussion moved on to consider the novel as a gothic text.

Homework: Read the novel, read the key quotes sheet, read the gothic quotes sheet and read my exemplar essay. In the next session we will consider how Shelley shapes meaning through the creature and we will consider to what extent this gothic text could be considered 'cruel' or 'shocking'. What did Angela Carter mean when she commented that a 'gothic tale is a cruel tale'? Similarly, why did Mario Praz state that 'the gothic is a novel of terror and wonder'? In what sense could this novel be considered to be 'shocking'? Your reading will inform the quality of the class discussion in the next session.
READ  READ  READ  READ  READ  READ  READ  READ  READ  READ  READ.
                                                       

YEAR 12 LESSON 11/12 [15th/16th Oct 13]: Homework.

The aim of the first session was to deepen student understanding of F.S.Fitzgerald's THE GREAT GATSBY. The specific focus was Chapter Three and the class produced some wonderful group work that explored some key features of this chapter. Students were asked to consider:

• The significance of the language at the beginning of the chapter and how Fitzgerald shapes a world of affluence and extravagance.
• The significance of OWL EYES in the library and the crying girl.
• The significance of Gatsby's understated entrance. Author's aim?
• The symbolic association being shaped by the aural imagery. The chapter begins with the melody of music, laughter and jazz and concludes with the discordant sound of car horns and drunken conflict. What is the author's aim?
• The structure of the chapter and how this structure could represent the whole novel. Is the structure of this chapter symbolic? Author's aim?

The response to this session was OUTSTANDING. Furthermore, student explanation of the Beverley photographs was equally impressive. A fine session.

The second session on Wednesday aimed to reinforce the understanding of chapter three and consider the significance of Carraway's comments in the final section of this key chapter. Do Carraway's comments reinforce the enigmatic quality of this narrative voice or do the comments allow the reader to understand Carraway's character in a manner that has not been possible in the previous chapters? Is Carraway mocking himself at the end of this chapter. Is this self deprecation?

Class discussion considered how language, structure and form is used to shape meaning in chapter three. Both lessons were aimed at considering the author's aim. This is a BIG chapter and students need to reflect on the content of this week's lessons.

Homework: Read chapters four and five. Chapter five is the moment when Gatsby meets Daisy. I look forward to your reaction to these chapters. Are any new themes introduced? Are any themes developed and reinforced? What are the key moments in each chapter and why? What is Fitzgerald's aim?
ALL students need to digest this resource. We will be discussing these comments in the next session:
http://www.youtube.com/watch?v=OLSVx84uPrY
I might play this and ask for comments:
http://www.youtube.com/watch?v=rARN6agiW7o
READ THE TEXT. READ THE TEXT. READ THE TEXT. READ THE TEXT.
I will offer feedback to the first Gatsby essays at the start of the next session.

Cake on Tuesday!

YEAR 12 GATSBY BEVERLEY PHOTOGRAPHS.