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.

BEVERLEY LITERATURE FESTIVAL...Your teacher's film...

THE BEVERLEY LITERATURE FESTIVAL is taking place this weekend. Students might like to attend some of the events. One of the events is a film salon in The Treasure House and one of the films being screened was made by your teacher. Here is how the brochure describes my work:

Despite the appalling grammar, this summary offers an overview of the film's content. Click on link below to access the film:
http://vimeo.com/67155262

THERE IS A LITERATURE FESTIVAL IN YOUR TOWN. ENJOY.

YEAR 13 LESSON ELEVEN [11th Oct 13]: Homework.

The aim of this lesson was to discuss and address specific technical issues that were identified after the first set of A2 essays. There were some general faults that littered the written work and the aim of this lesson was to correct these faults. Students were made aware that:

• PHRASING needs to improve. Students must take care to articulate their views in a precise and coherent manner. Students were asked to respect the English Language! There is a lack of clarity within the written work of some students and this issue needs to be addressed.
• Students must explain how textual reference supports their view in a far more precise and convincing manner.
• Students need to develop their awareness of author's aim.

The task that was used to highlight these written issues was a modelling exercise. The class were encouraged to produce a paragraph that explored the significance of Shelley's use of language in the opening section of the novel. Students need to follow the paragraph structure proposed through this task.

• Opinion.
• Textual reference.
• Explanation of how text supports opinion.
• Confront the focus of the question and address author's aim. THIS IS THE FUSION MOMENT........

THIS PARAGRAPH STRUCTURE WILL HELP IMPROVE THE CLARITY OF WRITTEN WORK.

The final section of the lesson considered the significance of the creature's narrative and how/why Shelley attempts to represent the 'devil' in this way.

Homework: Students need to read Chapters 10 to 17. Next week students will be asked to construct an essay that will explore how/why Shelley presents the creature in this section of the novel therefore students must read these chapters and highlight/consider any key moments. Students should consider how Shelley wants the reader to react to the creature and how this shapes the reader's view of Victor.

READ READ READ READ READ. 

YEAR 12 LESSON TEN [9th Oct 13]: Homework.

The aim of today's session was to offer a final overview of potential content for the first Gatsby essay and discuss the key features of Chapter 2. This chapter introduces the characters of Myrtle and George Wilson and reinforces the hideous nature of the villainous Tom Buchanan.

Homework: I will be collecting the essay before the session on Tuesday. The essay title is:
HOW DOES FITZGERALD TELL THE STORY IN THE OPENING CHAPTER OF TGG?
Students need to place their personal AIM underneath the essay title. Read my comments from the last essay. The advice I offered through my marking of the first essay is the aim that you need to place at the beginning of this Gatsby essay.
Students also need to email me their GATSBY photographs. I will expect students to illustrate their explanation of why the image relates to the novel with specific reference to the text. Students must be textually specific. The image needs to relate to the first three chapters of the novel.
Student reading should focus on the first three chapters of the novel and the question that should dictate your reading is: WHAT KIND OF AMERICA IS BEING PRESENTED BY FITZGERALD IN THE FIRST THREE CHAPTERS OF THE GREAT GATSBY?
Students need to consider how this representation compares with the representation of America presented by Walt Whitman, Emma Lazarus, The Star Spangled Banner, and The Declaration of Independence.
This is a wonderful resource. An American Catholic priest discusses The Great Gatsby. Here Father Barron offers an overview of the first three chapters. Click on link below:
http://www.youtube.com/watch?v=OLSVx84uPrY
The film trailer used to promote Baz Luhrmann's recent film version of the novel offers a really powerful representation of Gatsby's Parties. Click on link below:
http://www.youtube.com/watch?v=rARN6agiW7o 

Good luck folks. Lots to do.

YEAR 13 LESSON TEN [9th Oct 13]: Homework.

The aim of this lesson was to discuss the impact of the creature as he enters Victor's narrative in Chapter 10 and discuss the relevance of Mary Shelley's use of Percy Shelley's MUTABILITY. Students were asked to consider why Mary Shelley uses her husband's poetry and how this illustrates Victor's state of mind. Students were encouraged to consider how Victor's negative perception of the ephemeral nature of being human amplifies his sense of isolation. This poem was linked to Victor's definition of 'human perfection' that he offers Walton in Chapter 4: ' A human being in perfection ought always to preserve a calm and peaceful mind, and never allow passion or a transitory desire to disturb his tranquillity.' Remember, this is the same chapter within which Victor states: '...how much happier that man is who believes his native town to be the world, than he who aspires to become greater than his nature will allow.' ALL these references serve to amplify Victor's retrospective sense of grief and regret after his experiments in the 'slaughterhouse' create the 'catastrophe'.
The second section of the lesson considered the students' first impression of the creature.

Homework: On Friday I will feedback my observations gathered from the opening set of essays and we will continue to discuss the creature. Students need to develop their awareness of:

• The philosophy of John Locke.
• The educational philosophy of Jean-Jacques Rousseau.
• How the creature is humanised.
• The narrative purpose of the De Lacey family.

Students need to read the creature's narrative as I will expect all students to support their view with specific textual reference. On Friday we will discuss how Shelley presents the creature and whether students feel that Shelley wishes the reader to sympathise with the creature.

YEAR 12 LESSON NINE [8th Oct 13]: Homework.

The aim of this session was to explore content appropriate for the essay title:
HOW DOES FITZGERALD TELL THE STORY IN THE OPENING CHAPTER OF TGG?
Class discussion explored the thematic nature of the opening chapters, author's aim and possible content for the LANGUAGE paragraph. Discussion briefly considered STRUCTURE. We will continue a discussion of STRUCTURE tomorrow.

Homework: Tomorrow we shall consider content for the FORM and STRUCTURE sections of the essay so students need to arrive armed with some opinion that is supported with specific textual reference.
A further homework is the photography task!! Students must send me a single image from the town of Beverley that relates in some way to the opening chapters of THE GREAT GATSBY. Students need to email me the image so that I can post this image to the blog. Students will be expected to explain their choice of image, supported with specific textual reference, at the beginning of the session on Tuesday. Get snapping LIT freaks.

THE ROMANTICS: The BBC documentary series.

The last link to this series did not work!! So here are some links that will allow students to digest this FANTASTIC series. Year 13 are studying Mary Shelley and Year 12 will be studying Coleridge so this series is relevant for ALL A LEVEL STUDENTS.
Liberty:
http://www.youtube.com/watch?v=5CAMEK3GLOQ
Nature:
http://www.youtube.com/watch?v=zfGugapN0hs
Eternity:
http://www.youtube.com/watch?v=9UF4_WACOTw
This series provides a really useful contextual resource for students. Any mammal interested in Literature should digest this wonderful series.

YEAR 13 LESSON NINE [4th Oct 13]: Homework.

The aim of today's session was to consider the role of the Natural World in the first ten chapters of Shelley's Frankenstein. Students were placed in groups to consider the ideas that Shelley is shaping through the representation of Nature. Students were asked to consider:

• The restorative/healing effect that Victor appears to experience when confronted with the majesty of the Natural World.
• Why the creature appears in Chapter 7 immediately after Victor states that 'This noble War in the sky elevated my spirits..'
• Why Victor appears to be disconnected from the healing power of the Natural World at the end of Chapter 9.

Discussion considered how Victor's seeming isolation from 'divine' and 'omnipotent' nature could be linked to the reading of the text as a Christian Fable. Students must develop an awareness of how Shelley uses Victor's relationship with Nature to shape meaning.

The second section of the session considered the narrative purpose of Justine. Thematic and philosophical links were made between Shelley's use of Nature and the ideas being expressed through Justine, the 'saintly sufferer', in Chapter 8. The class were asked to consider how they view Victor at the end of this chapter. Is he an arrogant coward drowning in his own self-pity or a man trapped in an impossible situation? How should the reader react to Victor's comments in Chapter 10 when he states:

'Justine died; she rested; and I was alive...' ?

Homework: Continue to read the text. Students need to be familiar with the introduction of the creature's narrative and our textual focus will be Chapters 10 to 12. Students must be aware of the key moments in these three chapters as this textual awareness will result in an informed and detailed class discussion.

Students must also provide a written response to the following questions:

1. How does Shelley use the Natural World in the first ten chapters of the novel?
2. What is the narrative significance of Justine?
3. What, in your opinion, is the key quote within the first ten chapters and why?

Students are expected to construct one paragraph in response to each question. The paragraph needs to follow the usual structure. This structure will allow students to construct a specific, detailed and concise response:

• Opinion.
• Supporting opinion with specific textual reference.
• Explaining how the textual reference supports your opinion.
• Concluding the paragraph with a FUSION of author's aim and specific question focus.

Remember, these questions are asking you to show an awareness of the key philosophical ideas being offered by Shelley within the first 10 chapters. This is a novel of 'ideas' and the aim of this task is for students to show me that class discussion is allowing students to develop an awareness of the key ideas being shaped by Shelley. I look forward to receiving your written work before our next session.

YEAR 12 LESSON EIGHT [2nd October 13]: Homework.

The aim of this session was to introduce and discuss the content of the first Gatsby essay. The first essay title is: HOW DOES FITZGERALD TELL THE STORY IN THE OPENING CHAPTER OF TGG?
Students were made aware of the very specific assessment objective that relates to this question therefore students were encouraged to consider one paragraph of content to address LANGUAGE, one paragraph that explores issues relating to FORM, and one paragraph dealing with the significance of STRUCTURE. Students were encouraged to consider how Fitzgerald shapes these three aspects of narrative to create meaning. Students must develop an awareness of author's aim. The central question all students must be able to answer is: WHY DID FITZGERALD BOTHER TO WRITE THIS BOOK? As we move through the text students must develop an understanding of the key ideas being expressed by Fitzgerald and how he uses aspects of narrative to present these ideas to the reader.

Class discussion considered possible content for this essay and students were made aware of the difference between FORM and STRUCTURE. Class discussion was excellent. You are a fine bunch.

Homework: Students need to read the whole text but the specific homework focus is the reading of the opening chapter as the aim of the class discussion in the next session will be to share material that can be used to construct a written response to the essay question. Students need to consider which key moments from the first chapter will allow them to construct a precise and relevant essay that directly confronts the requirements of the assessment objective.

Students need to be investigating the mass of material posted to this blog that relates to THE GREAT GATSBY. USE THIS DIGITAL RESOURCE. All students should peruse the blog entry below. Students must be aware of the historical context. Click on link:
http://becuriouslit.blogspot.co.uk/2012/10/the-great-gatsby-historical-context.html

KEEP READING LIT FREAKS. THE MORE YOU READ, THE MORE INFORMED YOU WILL BECOME.
 :)(:

YEAR 13 LESSON EIGHT [2nd Oct 13]: Homework.

The aim of the session was to encourage students to view Shelley's Frankenstein as a novel that explores issues of CRIME AND PUNISHMENT. Class discussion considered the nature of Victor's CRIME and students explored the idea that Victor is punished for challenging the accepted boundaries between Man and God. Victor, like Prometheus, challenges the authority of divine power and is punished for this sin. It could be argued that Victor suffers a form of HELL ON EARTH after creating the CATASTROPHE as he seems to endure a distorted version of his own life within which his mental and physical health is shattered. Students linked this to the gothic genre through the theme of BOUNDARIES. Victor fails to accept the limitations of being human and fractures the boundary between Man and God. This reading of the book views the text as a Christian fable that warns the world of Science against challenging the authority of God.

This discussion evolved into a consideration of the themes of Knowledge and Ambition and how Shelley views Victor's quest for knowledge. The class discussion was superb. Cheers folks.

The final section of this jazz opera involved students being asked to consider the meaning that Shelley attaches to the natural world and how Victor reacts when confronted with the sublime power of the natural world. Again, discussion was intelligent and informed despite a reference to Emmerdale and students being offered an odd and imaginative narrative involving a bloke dressed as a Unicorn shouting at the sea from the tip of Filey Brigg!!  A good lesson.

Homework: Next lesson we need to explore how Shelley uses the natural world before she introduces the creature's narrative in Chapter Eleven. Students need to arrive armed with a series of relevant quotes and prepared to offer readings relating to Shelley's use of the natural world.
Students also need to arrive armed with three key quotes from the first FIVE chapters along with an explanation of why these quotes are so important.

Students should continue to digest the range of Shelley related resources available via this blog. The Channel Four documentary is a 'must see'. This blog is packed with resources that will help students develop a more sophisticated understanding of this complex philosophical novel. Students need to be engaging with the resources posted to BE CURIOUS. USE THIS DIGITAL RESOURCE.

LOTS TO DO GOOD PEOPLE.

YEAR 12 LESSON SIX/SEVEN [24th/25th Sept 13]: Homework.

The aim of these sessions was to introduce F.Scott Fitzgerald's novel THE GREAT GATSBY. Students were encouraged to consider how Fitzgerald uses Nick Carraway and how Fitzgerald attempts to engage the reader in the opening chapter of the novel. Students were asked to consider:

• How Fitzgerald represents Nick Carraway.
• How Fitzgerald represents America.
• How Fitzgerald represents the Buchanan family and their splendid home!
• How Fitzgerald represents the character of Gatsby.

The discussion evolved into a consideration of why Fitzgerald begins the second chapter with the depiction of THE VALLEY OF ASHES.

The second session compared the description of THE VALLEY OF ASHES with the description of GATSBY'S Party at the beginning of chapter three. Students were asked to focus upon the aural imagery, the images of movement and the narrative significance of Fitzgerald's use of colour. Students were encouraged to identify key words and phrases and link these key words to author's aim. ONCE MORE...THE QUALITY OF THE CLASS DISCUSSION WAS OUTSTANDING.

Homework: The next essay title will be:

HOW DOES FITZGERALD TELL THE STORY IN THE OPENING CHAPTER OF TGG?

Students should read the novel and consider potential content for this essay. This question only has one assessment objective. That assessment objective is: 

DEMONSTRATE DETAILED CRITICAL UNDERSTANDING IN ANALYSING THE WAYS IN WHICH THE AUTHOR USES STRUCTURE, FORM AND LANGUAGE TO SHAPE MEANING IN LITERARY TEXTS.

Students will be expected to construct ONE paragraph that deals with LANGUAGE, ONE paragraph that explores the significance of FORM, and ONE paragraph that explores the significance of STRUCTURE. Students will be expected to discuss this essay when we meet in the next session.

Toodle Pip.

YEAR 13 LESSON SIX/SEVEN [25th/27th Sept 13]: Homework.

The aim of these two sessions was to prepare students for the first extended written task of the academic year.
The first session involved a reading of Angela Carter's 'The Werewolf' and class discussion considered how this text could be considered to be an example of the gothic genre. This moved into a consideration of the opening section of Shelley's Frankenstein and to what extent the opening section of the novel could be considered 'gothic'. We
also had a lot of cake.

The whole of the Friday session considered potential content for the essay. The title of the first written task is:
HOW DOES SHELLEY ATTEMPT TO CREATE A SENSE OF DRAMATIC EXPECTATION IN THE OPENING SECTION OF FRANKENSTEIN?
A series of very structured teacher notes had been offered to the students in Lesson Four and this session considered the content of these notes and discussed the potential content that would allow students to construct an appropriate response when answering this essay question. Class discussion was superb.
The only further guidance that I would offer is that students must consider the views of other readers and how they have reacted to the text and also consider the text as a gothic text. Students must be aware of critical reaction such as the views expressed within The Westminster Quarterly in 1818 that stated that the novel 'is a tissue of horrible and disgusting absurdity...and is without manners or morality.' Similarly, students may wish to consider the view of the literary critic George Levine who stated in 1979 that the novel 'deals with the central dualities and tensions of our time by positing a world without God.' Despite the fact that we have only considered the opening five chapters of the novel, students should be able to build a critical argument around these quotes or weave these critical observations within the essay. If students ignore the opinions of other readers they will not access the requirements of AO3.
The conclusion should make some reference to Frankenstein as a gothic novel. Our class discussion has  offered the belief that it is very difficult to define the consistent elements of a gothic text but Frankenstein certainly contains some elements that can be associated with this genre. The conclusion to the essay needs to make use of the gothic quotes that I have provided. The comment offered by Angela Carter that 'Gothic tales are cruel tales' is always a decent comment to consider as is the comment by Mario Praz in 1968 that 'the gothic is a novel of terror and wonder.' Students must consider genre and historical context if they are to access AO4. DON'T IGNORE THE ASSESSMENT OBJECTIVES FOLKS.

Homework: Complete the essay. I will be collecting essays before the next session on Wednesday. THIS IS A MASSIVE PIECE OF WORK. These essays will allow me to gauge the level of initial textual understanding and inform my lesson planning.
Good Luck Fiends.