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.