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