YEAR 12 LESSON TWENTY-SEVEN [19th Dec 14]: Homework

The final session of the term involved an exploration of the first section of THE RIME OF THE ANCIENT MARINER. Students were encouraged to consider the significance of character, location, language and the ballad form.

HOMEWORK: Students need to read Gatsby and prepare for the mock exam in January. Students also need to read/listen to TROTAM and soak up some of the resources that are available on this blog. Students should digest the BBC documentary series THE ROMANTICS. See link below:
http://becuriouslit.blogspot.co.uk/2014/12/year-12-lesson-twenty-five-12th-dec-14.html
Here is a TROTAM podcast that I created for the fine minds of my students:
https://soundcloud.com/fishymedia/literature-podcast-two-the
Richard Burton reads the poem:
https://www.youtube.com/watch?v=RGH4p4z4s5A
COLERIDGE'S 'THE RIME OF THE ANCIENT MARINER' is one of the most famous poems ever created so please feel free to indulge in some independent research to develop a more informed understanding of this poem.
ENJOY THE WINTER BREAK BUT PLEASE DO NOT FORGET THAT YOU ARE A STUDENT. READ THE TEXTS AND INDULGE IN SOME CRITICAL THINKING!!

YEAR 13 LESSON 28/29 [15th/18th Dec 14]: Homework

The aim of the final two sessions of the year was to explore the significance of the revealing of THE SEVEN DEADLY SINS in Scene Six of Marlowe's The Tragicall History Of Dr. Faustus. Class discussion explored the the significance of DISTRACTION and SPECTACLE. Students were asked to consider:

• Why Faustus appears to repent as he 'beholds the heavens' then decides that 'I am resolv'd: Faustus shall ne'er repent.' Why does he change his attitude?
• Why does Faustus appear so frustrated with Mephistophilis and then provokes Meph with the line..'Tell me who made the world' ?
• Why does Faustus appear to rebel against Mephistophilis and how does Meph react?
• What is the dramatic significance of the appearance of Lucifer and Belzebub and the spectacle of THE SEVEN DEADLY SINS?
• How should Faustus react having witnessed this spectacle?
• How should Faustus deliver the line: 'O, this feeds my soul'?

The Seven Deadly Sins is basically the representation of Hell on the stage so this needs to be a TERRIFYING and POWERFUL dramatic moment. If this play is to be considered a form of Christian Fable that warns the audience against rejecting divine power, this scene needs to offer an emotional impact. Should Faustus be terrified by this spectacle? WHAT IS MARLOWE'S AIM HERE?

HOMEWORK:

Students need to be reading/listening/watching any versions of Marlowe's play. It is important that students are VERY familiar with the play when we return in January. Students also need to read Frankenstein as the mock exam will be a gothic reality the week after we return in January. The question will ask students to consider the significance of 'TRANSGRESSION' in the novel. Students need to be READING and THINKING. This has been a reasonable term but we clearly still have a lot of work ahead of us. EG/LC owe me homework which I want asap.

We will begin our coursework in January so students need to decide which text they will be using as the focus of their work.

YEAR 12 LESSON TWENTY-SIX [16th Dec 14]: Homework

The aim of this session was to explore the opening section of S.T.Coleridge's THE RIME OF THE ANCIENT MARINER. The session began with the ArchDukeOfNonsense asking students to link the images at the top of this blog to Fitzgerald's THE GREAT GATSBY. THis then moved into group work that examined the significance of CHARACTER, LOCATION and LANGUAGE in the opening section of Coleridge's famous poem. The final section of the session involved students making links between GATSBY and TROTAM. A good session. Class response was excellent.

HOMEWORK: READ TROTAM and consider the final chapter of TGG.

YEAR 12 LESSON TWENTY-FIVE [12th Dec 14]: Homework

The aim of this session was to discuss the key features Chapter Eight in THE GREAT GATSBY. Class discussion explored:

• The significance of Carraway's representation of why Gatsby fell in love with Daisy.
• The significance of Carraway's comment: 'They're a rotten crowd,' I shouted across the lawn. 'You're worth the whole damn bunch put together.'
• The significance of the eyes of T.J. Eckleburg and the comments by Michaelis that 'You ought to have a church George, for times like this.' THE ABSENCE OF RELIGION IN THIS NOVEL IS EXTREMELY SIGNIFICANT. It appears that America is now worshipping conspicuous consumption and consumerism rather than seeking the spiritual comfort of religious worship. George comments that 'You may fool me, but you can't fool God...God sees everything.' THE EYES ARE A SIGIFICANT SYMBOL IN THIS NOVEL. 
• The significance of Carraway's poetic representation of the brutal execution of Gatsby and the brief reference to the death of George. Students need to be aware of how Carraway masks the brutality of the brutal murder and why Carraway represents Gatsby's death in this manner. Author's aim?
• The significance of Lionel Trilling's comment that 'GATSBY IS AMERICA'?

Class discussion was excellent. Thank you.

HOMEWORK: Read the Gatsby material that I gave you in today's session and read the opening section of TROTAM by S.T. Coleridge. In the next lesson we will be exploring links between THE GREAT GATSBY and the opening section of Coleridge's famous poem. When attempting to identify links , consider representation of character, location and language.

COMPLETE THE ESSAY.

I made reference to THE ROMANTIC MOVEMENT in this lesson. There is a brilliant THREE PART BBC documentary series that explores the historical and artistic significance of this famous moment in English Literature. See resources below:

PART ONE...LIBERTY:

https://www.youtube.com/watch?v=_n7ruCqRLRk&list=PLJsfwazehtusFv8Fo0mVzQA5_zK7mC4KH

From this link students can watch the final two sections of this fantastic documentary series. The final two episodes are titled NATURE and ETERNITY. SOAK THIS UP LIT FREAKS. AN INFORMED STUDENT IS A SUCCESSFUL STUDENT.

YEAR 13 LESSON TWENTY-SEVEN [11th Dec 14]: Homework

The aim of this session was to watch a version of the play and discuss the nature of the representation. In the version that we watched, some students were surprised by how aggressive Meph appeared to be from the moment of his first appearance and the passive presentation of Faustus. This lesson discussed the importance of SPECTACLE AND DISTRACTION.
It is extremely important that students develop an informed understanding of the first FIVE SCENES of the play.
HOMEWORK: READ/WATCH/LISTEN to the presentation of THE SEVEN DEADLY SINS and consider this scene in the context of SPECTACLE AND DISTRACTION. What is the aim of this scene? We will also be discussing Frankenstein in the next session.

YEAR 13 LESSON 25/26 [ 8th/11th Dec 14]: Homework

These two sessions continued to explore issues relating to the opening scenes of Marlowe's Dr.Faustus. The Monday session introduced the comical narrative that reflects the themes being explored in the more serious dramatic narrative. The Clown is a Faustus figure and Wagner can be compared with Mephistophilis. The Clown, like Faustus, does not appreciate the value of his soul.
Homework:
Offer a written response to the following questions:

1. What is the significance of The Chorus?
2. What is your impression of Faustus in the opening section of the play?
3. What is the purpose of Scene Four?
4. How does Marlowe present Mephistophilis in Scene Three and Scene Five?

Thursday's session examined a live version of the play and discussed the interpretation being presented by the director. I can only apologise for the Wedding Underpant moment. Enjoy your tea.

Homework: Keep reading/watching/listening to the play and we will be discussing Frankenstein in the next session in prep for the mock exam in January. Bring some informed comment.

YEAR 12 LESSON TWENTY-FOUR [9th Dec 14]: Homework

This was a big lesson because the whole aim of this session was to provide specific guidance for the essay question:
HOW DOES FITZGERALD TELL THE STORY IN CHAPTER SEVEN?
In the past we have had issues with students not really explaining how textual reference supports opinion so this is the area that needs to be precise and coherent. This critical explanation then moves smoothly into a consideration of author's aim/question focus. Good luck LIT FREAKS. You have one week to complete this essay so if students complete a paragraph and want me to check the precision of their critical argument, please feel free to stick your work in my digital pipe. I will offer a response asap. THIS IS A HUGE ESSAY.

HOMEWORK: Complete the essay and read the novel. 

YEAR 13 LESSON TWENTY-FOUR [4th Dec 14]: Homework

This Thursday's session continued to discuss the opening scenes of Marlowe's Faustus. Discussion considered the representation of Mephistophilis and how the representation differs in Scene Five from the representation offered by Marlowe in Scene Three. Students were asked to consider why MEPH appears to be such a reasonable demon when he first appears on the stage. Discussion also considered how Marlowe subverts the convention of the traditional Morality Play to shape a shocking and terrifying conclusion.

HOMEWORK: Students need to be reading/listening/watching the play and developing an understanding of the historical context/themes/author's aim. The opening scenes of the play is full of key quotes and students need to be recording these quotes and considering their significance.
Below is an excellent discussion of the FAUST MYTH and contains a discussion that explores the significance of Marlowe's play. SOAK IT UP!
AUDIO VERSION OF THE PLAY:
https://www.youtube.com/watch?v=05_MuudRt6k
Discussion of the Faust Myth. Contains an excellent discussion of the play. Broadcast on Melvyn Bragg's IN OUR TIME on BBC Radio 4:
http://www.bbc.co.uk/programmes/p004y2bt
Trailer for version of Faustus performed in Manchester in 2010:
https://www.youtube.com/watch?v=YTJ4q8aPsoI
Actors/Director discuss the prep for the play. Creating the roles of Faustus and Meph:
https://www.youtube.com/watch?v=QnkoD267PvU&feature=related

YEAR 12 LESSON 22/23 [2nd/5th Dec 14]: Homework

The aim of both of these sessions was to develop a more sophisticated understanding of how Fitzgerald shapes his narrative in Chapter Seven of THE GREAT GATSBY. The whole discussion is moving towards the question:
HOW DOES FITZGERALD TELL THE STORY IN CHAPTER SEVEN?
The focus of the discussion has been how Fitzgerald uses language, form and structure to shape meaning. Tuesday's session involved identifying the key moment within this chapter and producing a 15 minute written response. The quality of the work was impressive. Thank you.
Friday's session continued to discuss issues relating to chapter seven.

HOMEWORK: READ THE NOVEL. You are all aware that next week you will be attempting a written response so students need to consider potential content for this essay. Next week students will be asked to consider:

• THE KEY SYMBOLS BEING USED TO SHAPE MEANING IN CHAPTER SEVEN.
• THE SIGNIFICANT DESCRIPTIVE MOMENTS THAT ALLOW FITZGERALD TO SHAPE MEANING [simile, metaphor...].
• The significance of Carraway's sympathetic narrative voice.
• The significance of the sequence of events presented by Fitzgerald in this chapter.

THE WHOLE AIM OF THE ESSAY THAT YOU WILL RECEIVE AS HOMEWORK NEXT WEEK  IS TO SHOW YOUR UNDERSTANDING OF HOW FITZGERALD SHAPES MEANING IN CHAPTER SEVEN. STUDENTS WILL NEED TO SHOW AN UNDERSTANDING OF HOW FITZGERALD SHAPES HIS NARRATIVE TO EXPRESS HIS KEY IDEAS.

THIS IS A VERY IMPORTANT ESSAY. PLEASE PREPARE FOR OUR SESSIONS NEXT WEEK. I AM HOPING TO EXPERIENCE A VERY INFORMED CLASS DISCUSSION.
Fitzgerald Biography:
http://www.biography.com/people/f-scott-fitzgerald-9296261#synopsis

ONE NATION? The death of ERIC GARNER.

Year 12 are currently examining a text that suggests that America is a divided country and is a long way from the idealised vision of ONE NATION. The resources below need to be considered in the context of Fitzgerald's THE GREAT GATSBY. Land of the Free?
https://www.youtube.com/watch?v=DtOJSgdkt60
http://www.bbc.co.uk/news/world-us-canada-30350648

YEAR 13 LESSON 22/23/ [27th Nov/1st Dec 14]: Homework

Both these sessions looked at the opening section of CHRISTOPHER MARLOWE'S 'THE TRAGEDY OF DOCTOR FAUSTUS.' Thursday's session explored the shocking nature of the Opening Scene with Faustus kicking a bible around the stage whilst stating 'DIVINITY, ADIEU!'
Class discussion considered the significance of THE CHORUS with its reference to the myth of Icarus and the tone of condemnation that describes Faustus, a man 'BASE OF STOCK' who indulged in the 'DEVILISH EXERCISE' of 'CURSED NECROMANCY'. Students were asked to consider how shocking the content of this opening section would be to a sixteenth century audience and how a contemporary religious audience would still be shocked by the content of this opening section. Reference was made to the concept of BLASPHEMY and how Edward Wightman was burned at the stake in 1612 and Tom Aikenhead was executed in 1697 for uttering blasphemous views. This play was first performed at some point in the 1590s...so MARLOWE is offering some incredibly brave and shocking dramatic content. The CHORUS allows Marlowe to create a moral viewpoint that saves him from the accusation of blasphemy.
The Monday session examined the introduction of MEPHISTOPHILIS and the class were asked to consider why this demon appears to be so honest and why is this demon appears capable of empathy!! Discussion also explored the shocking significance of a demon appearing dressed as a Franciscan Friar and why the language of the Catholic Church appears to be the language of LUCIFER.

This is a cracking play that is incredibly confrontational and shocking. Its satirical lampooning of the Catholic Church could still be considered to be extremely offensive.

HOMEWORK: In the next session we will be exploring the significance of the first FIVE scenes of the play and comparing the play with Shelley's Frankenstein. Students also need to read the Maupassant short-story, Poe's THE TELL-TALE HEART, and the Angela Carter short story we discussed last term. We need to be considering the nature of the gothic tradition. LOTS OF READING/LISTENING/WATCHING FOR HOMEWORK FOLKS. See you Thursday. If you do not read the play are lessons will be sooooo boring....please familiarise yourselves with the play.

YEAR 12 LESSON 19/20/21/ [21st/25th/28th Nov 14]: Homework

The Friday 21st session considered the features of Chapter Six and lessons 20/21 considered the significance of Chapter Seven. Chapter Seven is a BEAST. It is important that students develop an awareness of how Fitzgerald shapes and presents the drama that is presented in this extremely important chapter. I also gave the class some important resources in the Tuesday 25th session. I recycled some old notes and essay structures. Please read these notes.
Students need to consider the following questions when reading Chapter Seven:

• Why does Daisy kiss Gatsby in front of Nick and Jordan?
• What is the significance of the 'heat'? Why is the Sound 'stagnant in the heat'? How is the emotional tension heightened by the scorching weather? 
• What is the significance of Gatsby's reaction when observing the opulence of the Buchanan house and observing the influence of the child?
• Why does Gatsby state that Daisy's voice is...'full of money'?
• How does Fitzgerald present Tom's sense of fury when Tom realises that Daisy and Gatsby are connected...'She had told him that she loved him, and Tom Buchanan saw.' ?
• Why does Daisy reject Gatsby and choose her heinous husband?
• What is the significance of Tom suggesting that Daisy and Gatsby drive back to East Egg in the same car?
• How significant is the quote: 'Then I turned back to Gatsby- and was startled at his expression. He looked...as if he had 'killed a man.' ?
• How significant is Tom's comment: 'I think [Gatsby] realises that his presumptuous little flirtation is over.' ?
• Why does the narrative shift from first-person to third-person when describing the death of Myrtle?
• What is the significance of the 'death car' being originally described as being 'light green'?
• Why does Nick move from contempt for these people to admiration for Gatsby when he realises Gatsby is protecting Daisy?
• How do you view Gatsby at the end of this chapter?
• What is Fitzgerald's aim in Chapter Seven and what are the key quotes?

I was a little disappointed to discover that some students had not bothered to read this chapter for homework. If you do not read you cannot offer any form of informed opinion. READ THE TEXT.

HOMEWORK:
We are moving towards the question: HOW DOES THE AUTHOR TELL THE STORY IN CHAPTER SEVEN? Students need to consider possible content for this essay. Students also need to read the final chapters. READ THE TEXT.

YEAR 13 LESSON TWENTY/TWENTY-ONE [ 20th/24th Nov 14]: Homework

The Thursday session discussed issues relating to the essay and introduced the A2 Anthology. Students need to read the Anthology and need to consider the text that they will be using for this extremely important piece of work. This is 20% of your A2 grade! Students need to be considering the metaphor question or the canon question. WE ATE SOME FANTASTIC BUNS. Cheers Jess.

Monday's session discussed the coursework and introduced CHRISTOPHER MARLOWE'S 'THE TRAGICAL HISTORY OF Dr.FAUSTUS.'

HOMEWORK: Students need to be reading/watching/listening to versions of FAUSTUS. This is a fantastic play. Use the bar in the top-left of the blog to navigate through previous resources. WE need to start considering this play in the context of Shelley's Frankenstein to develop an understanding of the gothic tradition. Student success depends upon the critical reading that is taking place when we leave the classroom. Students need to be reading Frankenstein and Faustus. We have yet to conclude our initial analysis of Shelley's novel and I expect students to compare and contrast the two texts as we move towards the Winter Festival.
Digest these resources:
http://becuriouslit.blogspot.co.uk/2014/01/year-13-lesson-thirty-one-10th-jan-14.html

YEAR 12 LESSON EIGHTEEN [18th Nov 14]: Homework

The aim of this session was for students to consider the significance of Chapter Five of The Great Gatsby. Focus was placed upon the comical tone of the mid-section before Nick leaves the house to hide beneath the tree. Students were asked to consider how Fitzgerald manages to shape a comical element within such a serious a novel. Class discussion also considered the significance of Daisy's emotional reaction to the 'beautiful shirts' and why the conclusion of the chapter appears to offer such a melancholy tone when Gatsby has achieved his 5 year aim of reintroducing himself into Daisy's life.

HOMEWORK: Read CHAPTERS FIVE and SIX as these chapters will be the focus of Friday's sermon. COMPLETE THE ESSAY.

I urge all students to continue to peruse the MASS of Gatsby related resources that can be found on my blog. BE CURIOUS LIT FREAKS. An informed mind is a powerful mind.
PEGGY LEE's version of 'AIN'T WE GOT FUN':
https://www.youtube.com/watch?v=A7wKHIYysjY
3 o'clock in the morning....tune that Daisy hears in chapter 6:
https://www.youtube.com/watch?v=Dim9xdVIiYw

YEAR 13 LESSON NINETEEN [17th Nov 14]: Homework

The aim of this session was for students to show me that they could support their critical argument with specific textual reference. THIS IS THE AREA OF OUR WORK THAT FAILS TO CONVINCE! It was extremely disappointing to have 50% of the class absent from this very important lesson. Those that did attend were excellent. Class discussion considered potential content for the essay title:
'THE CHARACTER OF THE CREATURE ALLOWS SHELLEY TO PRESENT HER KEY IDEAS.' To what extent do you agree with this statement?
I gave you a resource in a previous lesson that offers a potential essay structure and this morning the class created this essay framework:

• The first paragraph could explore the idea that the creature is symbolic of Scientific ambition. He is imperfect. Could contrast this imperfection with the perfection of the natural world. The natural world could reflect the power of divine design. Victor is isolated from the restorative power of nature after he creates the creature. Historical context= 1818...first blood transfusion....it failed!!Allows Shelley to create a didactic fable that warns the Scientific community against any redefining of the relationship between Man and God. Shelley is not embracing the new ideas of the age of Science.
• This idea can be further explored through the punishment that Victor endures. He is punished for attempting to secure the secrets of forbidden knowledge. What is the nature of his punishment? Key quotes? Death in life? Images of enslavement? Images of being poisoned? MODERN PROMETHEUS? A moral creation myth for the age of Science? Angela Carter quote? Shelley uses both the creature and Victor as symbols to shape the didactic nature of the Christian fable.
• The third paragraph could deal with the creature being used to reflect the eighteenth century philosophy of John Locke who believed that behaviour is dictated by experience. Locke stated that childhood experience was particularly significant when influencing adult behaviour. This philosophy appears to be reflected in the behaviour of the creature. He is brutalised by society before becoming a brutal serial killer. Students need to support this idea with relevant textual reference. Reference to the gothic? Historical context= this a post-war novel. A call for empathy and tolerance. Shelley appears to be offering an emotional manifesto for improving society. A call for a society that embraces difference and rejects prejudice? Could refer to Steinbeck's 'perfectibility' quote. This is a radical idea in 1818. It contrasts with the conservative nature of the interpretation that the novel is a Christian fable. This is a message that could appeal to both a Christian and secular readership.
• The conclusion needs to consider whether this novel remains relevant and concluding comments need to attempt to consider the novel in the context of the gothic tradition.

HOMEWORK: Complete essay. Email the essay on Friday. I need to have the essays marked before next Monday's lesson. THIS IS A MASSIVE ESSAY. I AM NOT CONVINCED THAT SOME STUDENTS ARE ENGAGING WITH THIS TEXT IN AN A2 MANNER. PROVE ME WRONG. GO ON...I DARE YOU!

Any problems. Use the email portal.
GOOD LUCK LIT FREAKS.

HOLLIE McNISH: A WONDERFUL POET.

I had the pleasure of listening to the work of this poet in the MAGNIFICENT CITY OF HULL on Saturday night. HER WORK IS STUNNING. GIVE HER YOUR TIME. THIS IS RARE TALENT:
MATHEMATICS:
https://www.youtube.com/watch?v=bJX5XHnONTI 
HATE:
https://www.youtube.com/watch?v=f5-BNFKkz9M 
EMBARRASSED:
https://www.youtube.com/watch?v=KiS8q_fifa0
TOUCH:
https://www.youtube.com/watch?v=0ICG71LD8Sg
MEGATRON:
https://www.youtube.com/watch?v=qCO-YmLT8t4
This is a 33 minute live performance at the Abbey Road Studios:
https://www.youtube.com/watch?v=GVMGbZ0JRAU
An interview with Hollie McNish:
https://www.youtube.com/watch?v=7L8PBKqRyfw

THIS IS WHY I READ. THIS IS WHY I KEEP MY EYES AND EARS PROWLING. FOR MOMENTS LIKE THIS. THIS IS WHY IT IS ESSENTIAL THAT WE BE CURIOUS.


ALL MY STUDENTS NEED TO DIGEST THE WORDS OF HOLLIE McNISH.

YEAR 12 LESSON SEVENTEEN [14th Nov 14]: Homework

 

The aim of this session was to prepare students for the essay title:
WHAT ARE THE KEY IDEAS BEING PRESENTED BY FITZGERALD IN THE FIRST FOUR CHAPTERS?
Class discussion considered possible content for the first two paragraphs and students were made aware of the ASSESSMENT OBJECTIVES that drive this essay. Class discussion attempted to generate content for the third paragraph. I expect this essay to be three paragraphs and a conclusion. The conclusion needs to consider if this novel remains relevant. It was made clear during the session how the assessment objectives differ from the previous 'How does the writer...' essay question focus. Students were provided with more resources that will allow the shaping of relevant content. This is an essay that not only demands that students exhibit an understanding of the symbolic content of The Great Gatsby but also exhibit an understanding of the significance of historical context, and respond to the views of other readers. THIS IS A MASSIVE ESSAY.
The last essay served to illustrate the wonderful work ethic of this class but some students were struggling to explain how textual reference served to reinforce their argument. I would hope that the work that we have attempted to improve this feature of our written work will be reflected in the critical precision of this essay.

HOMEWORK: I expect this essay to be handed to me on Friday. Please feel free to email the essay on Thursday. If you want to produce a draft that I can mark before your final copy, send me some work before Wednesday. This is a very important essay.
Students also need to keep reading the text. Our focus next week will be Chapter Five and Chapter Six.
Toodle Pip LIT FREAKS.

YEAR 13 LESSON EIGHTEEN [13th Nov 14]: Homework

Today's session attempted to investigate the significance of the events leading up to the wedding of Victor and Elizabeth. Class discussion attempted to consider the nature of Victor's despair and how Victor's isolation from happiness and contentment could be linked to author's aim. I was not particularly inspired by the quality of the class response and i am yet to be convinced that students are reading the text in a precise manner. The last few sessions have explored issues relating to:

• The significance of The Orkneys.
• The significance of Victor's experience in Ireland.
• The significance of the events before and after the wedding.

These three moments within the text are the three key features of Victor's second narrative. Students need to be aware of how these moments allow Shelley to reinforce key ideas. Students certainly need to be aware of how these three narrative moments relate to the theme of crime and punishment. REMEMBER...Victor could be considered THE MODERN PROMETHEUS so the nature of the punishment for questioning the accepted relationship between Man and God needs to be carefully considered. We have often discussed the idea that Victor suffers a hell on earth as punishment for questioning the accepted relationship between Man and God....but why is his punishment so hellish? Students must be able to form a convincing critical commentary when considering Victor's punishment.

HOMEWORK: Students need to appear on Monday morning with an essay structure. Our next essay title is:
'THE CHARACTER OF THE CREATURE ALLOWS SHELLEY TO PRESENT HER KEY IDEAS.' To what extent do you agree with this statement?
The main aim of this task is for students to appear on Monday armed with specific textual reference that can be used to shape a convincing critical argument. I am not convinced that some students are reading in a precise manner. Prove me wrong on Monday.

YEAR 12 LESSON SIXTEEN [11th Nov 14]: Homework

The aim of this session was to explore issues that relate to Chapter Four of the novel and also discuss the ideas being explored by Fitzgerald in the opening four chapters. The whole aim of this session was to prepare students for the forthcoming essay. This chapter is important as it allows Fitzgerald to continue the enigmatic and mysterious presentation of Gatsby.This chapter is so significant as it introduces the theme of corruption and organised crime and also introduces the link between Gatsby and Daisy. Students need to be aware of the significance of Wolfshiem and why Fitzgerald merges reality with fiction when referring to Becker, The World Series and the murder of Rosy Rosenthal.

HOMEWORK: KEEP READING. KEEP THINKING.

EVERYBODY SHOULD WATCH THIS TODAY...HARRY PATCH.

https://www.youtube.com/watch?v=tsMHefCD34s

YEAR 12 LESSON FIFTEEN [7th Nov 14]: Homework

The focus of today's session was Chapter Four of The Great Gatsby. Discussion considered the significance of the 'San Francisco' moment and the fact that Gatsby reinforces the reality of his implausible narrative with war medals and a photograph from Oxford. Class discussion pondered Fitzgerald's aim when introducing Wolfshiem and mixing fact with fiction when introducing the idea that Wolshiem 'fixed' the 1919 World Series, was a friend of Rosy Rosenthal, and frequented the Metropole. Gatsby is clearly being linked to organised crime. What is so GREAT about being a gangster???
GATSBY is an interesting character. Students need to identify the ideas being expressed by Fitzgerald through the representation of Gatsby. He is a deeply symbolic character and students need to work to identify the nature of this symbolism. His dream is often linked to the American Dream. Why? How?
Why does Carraway perceive Gatsby as so heroic when he is a gangster attempting to destroy a marriage?

The first section of the lesson was a direct response to the last set of essays. Some students are still struggling to explain how textual reference supports opinion so an example was placed upon the board and the class attempted to push this response from a low D grade to a B grade.
The following sentence appeared in an essay:
Carraway suggests that Gatsby is God-like. He describes him as being 'gorgeous'.
This is an incredibly superficial response and fails to offer any convincing textual analysis. The quote does not illustrate how Gatsby could be perceived as God-like and the student fails to offer any attempt to explain how this quote could reinforce the critical argument. This is an E/E- response.

The example below is a more convincing effort:
Carraway suggests that Gatsby is God-like. For example Nick suggests that Gatsby has incredible powers of perception and empathy as he had a 'heightened sensitivity...as if he were related to those intricate machines that register earthquakes ten thousand miles away.' This metaphorical association infers that Gatsby has an incredible ability when attempting to understand and relate to other people. The reference to the machine suggests that his power of perception is almost supernatural rather than human. Furthermore....

The example above moves the E/E- to a C+. If the God-like link could be illustrated with one more textual reference/explanation and then linked to author's aim, this would be an A grade response. Students need to be aware of how/why this example is worthy of a higher grade. ALL students need to develop the ability to explain how textual reference allows you to illustrate your argument.

HOMEWORK: Read the final section of Chapter Four and prepare for the essay title:
WHAT ARE THE KEY IDEAS BEING PRESENTED BY FITZGERALD IN THE FIRST FOUR CHAPTERS?
All students who were awarded E to D grades for the last set of essays need to pick one paragraph from their essay and attempt to raise your grade. Students need to clearly explain how textual reference supports their view. This is the area of our work that we need to improve. Note my example above.

ELLIE....:
http://becuriouslit.blogspot.co.uk/2014/10/year-12-lesson-twelve.html

YEAR 13 LESSON SIXTEEN/SEVENTEEN [6th/10th Nov 14]: Homework

These two sessions explored how Shelley represents Victor after the creature's narrative. The focus of the first session was the significance of THE ORKNEYS and how this location allows Shelley to explore the theme of ISOLATION. The nature of the 'desolate and appalling landscape' is also important and class discussion moved around the idea that this 'miserable' landscape populated by 'gaunt and scraggy' human figures is like a hell on earth. This idea of Victor suffering a form of hell on earth was  linked to the gothic idea of crime and punishment. THIS ORKNEY MOMENT IS SIGNIFICANT AND STUDENTS NEED TO CONSIDER HOW THIS MOMENT IS USED BY SHELLEY TO REINFORCE KEY THEMES AND IDEAS.

The second lesson considered the significance of Victor's experience in IRELAND after the death of Clerval. Chapter 21 is a very significant chapter as Victor struggles to discern between dreams and reality. This distorted perception of reality is a feature of the gothic tradition. Victor is enslaved by nightmares and wakes to find himself imprisoned. This chapter is important as Victor's punishment becomes intense and violent..' THE WHOLE SERIES OF MY LIFE APPEARED TO ME AS A DREAM; I SOMETIMES DOUBTED IF INDEED IT WERE ALL TRUE, FOR IT NEVER PRESENTED ITSELF TO MY MIND WITH THE FORCE OF REALITY...I WAS ABSORBED BY A GLOOMY AND BLACK MELANCHOLY THAT NOTHING COULD DISSIPATE......THE CUP OF LIFE WAS POISONED FOREVER...I WAS A SHATTERED WRECK...THE SHADOW OF A HUMAN BEING...'
Victor's experience in The Orkneys and Ireland are significant moments because they allow Shelley to reinforce the intensity and agony of Victor's suffering. STUDENTS NEED TO CONSIDER HOW VICTOR IS BEING PUNISHED. HOW CAN THIS SUFFERING BE COMPARED TO THE SUFFERING OF PROMETHEUS? TO WHAT EXTENT IS VICTOR THE MODERN PROMETHEUS?

Homework: We are moving towards the essay question posted on the last blog entry. Students need to prepare for this essay. We will be discussing possible content in Thursday's lesson and the completion of this essay will be Thursday's homework task. Students need to consider how they will answer this question.
In today's session I attempted to wear a chair as a hat and I made reference to the skeleton fighting scene in Jason and the Argonauts, a film that mesmerised me when i was a child. Here is the clip. Feel free to be cynical digital kids but this inspired many a Richardson nightmare. And you wonder why i'm a bit odd! Feel free to mock:
https://www.youtube.com/watch?v=MOZK4MiIMZM
DON'T FORGET THE BRILLIANT GOTHIC RESOURCES CURRENTLY AVAILABLE VIA THE BBC I-PLAYER. STUDENTS NEED TO ENGAGE WITH THESE RESOURCES:
http://www.bbc.co.uk/iplayer/episode/b04nqpz3/the-art-of-gothic-britains-midnight-hour-3-blood-for-sale-gothic-goes-global 
The Strange affair of Frankenstein:
http://www.bbc.co.uk/iplayer/episode/p027w85f/the-strange-affair-of-frankenstein

YEAR 12 LESSON FOURTEEN [4th Nov 14]: Homework

Today's session explored the significance of Gatsby's first appearance in the text and the reflective comments offered by Nick Carraway at the end of Chapter Three. Class discussion considered whether Fitzgerald reinforces or develops the characters of Gatsby and Carraway. Beth made a wonderful comment about these moments developing and deepening the sense of mystery that surrounds these two figures whilst failing to offer any information about character. Devon's comment relating to Carraway's romantic language being linked to infatuation rather than love was another wonderful comment. There was some poetry in the room. Questions to consider when considering the content of Chapter Three:

• WHY IS CARRAWAY SO ISOLATED?
• WHY IS GATSBY SUCH A MASSIVE INFLUENCE UPON NICK?
• WHY DOES FITZGERALD REPRESENT GATSBY AS SOBER AND ISOLATED AT A PARTY FULL OF DRUNKEN PEOPLE?
• WHY DO PEOPLE BELIEVE GATSBY 'KILLED A MAN'?
• WHY DOES THE PARTY CONCLUDE IN SUCH A CHAOTIC MANNER?
• WHAT IS THE SIGNIFICANCE OF OWL-EYES?
• WHAT IS SO GREAT ABOUT GATSBY?

THE QUALITY OF CLASS DISCUSSION WAS OUTSTANDING. MUCH APPRECIATED. Students appear to be developing a very subtle grasp of issues being explored within this text.

HOMEWORK: We are moving towards the essay question:
WHAT ARE THE KEY IDEAS BEING PRESENTED BY FITZGERALD IN THE FIRST FOUR CHAPTERS?
Students need to be reading the text to determine how they will answer this question. Students might like to consider:

• Fitzgerald's symbolic use of technology.
• The significance of the Valley of Ashes.
• The symbolic nature of characters such as Tom Buchanan. What does he represent?
• Fitzgerald's representation of America.
• The novel as a love story.
• The novel as a moral fable.

KEEP READING THE TEXT.THE MORE YOU ENGAGE WITH THE TEXT, THE MORE INFORMED AND CONVINCING YOUR ARGUMENT WILL BECOME. KEEP ENGAGING WITH THE RESOURCES THAT HAVE BEEN POSTED TO THE BLOG. THE NEXT ESSAY DEMANDS AN UNDERSTANDING OF HISTORICAL CONTEXT SO INDEPENDENT RESEARCH IS ESSENTIAL. Don't forget these blog entries:
http://becuriouslit.blogspot.co.uk/2014/09/year-12-lesson-fourfivesix-19th23rd26th.html  
http://becuriouslit.blogspot.co.uk/2014/10/year-twelve-lesson-twelve-17th-oct-14.html
http://becuriouslit.blogspot.co.uk/2014/10/why-every-american-should-read-great.html

THE FOCUS OF FRIDAY'S SESSION WILL BE CHAPTER FOUR. 

Toodle pip LIT Chimps. YOU LOT WERE FANTASTIC TODAY. THANK YOU.

YEAR 13 LESSON FIFTEEN [3rd Nov 14]: Homework

Students were asked to consider the significance of the creature. Feedback was offered in response to the recent round of essays and Mr. Teachermonsterman made it clear that students need to present a little more CRITICAL AUTONOMY and evidence of independent research. The Napoleonic War needs to be considered when considering why Shelley's novel shapes such a passionate appeal for empathy and compassion to replace prejudice and cruelty. I would like to see more evidence in essays of historical context. It is MASSIVELY IMPORTANT that students are able to discuss the significance/relevance of this novel within the historical context of 1818 and also consider why/how this novel remains relevant within the context of our own time.
Class discussion considered the significance of the creature's final speech and whether this speech creates a sense of sympathy for the creature. Discussion considered author's aim and why Shelley does not conclude the novel with a judgemental comment from Walton. Again folks....it was a little too quiet for my liking. Some students need to be more vocal. THIS IS A GREAT NOVEL. ITS IDEAS DEMAND DISCUSSION.

Homework: Students need to be reading the text. Our next essay title will be:
'THE CHARACTER OF THE CREATURE ALLOWS SHELLEY TO PRESENT HER KEY IDEAS.' To what extent do you agree with this statement?
The focus of your reading needs to consider the possible content for this essay.
Also...here are some links to the BBC Gothic season:
THE SECRET LIFE OF BOOKS...FRANKENSTEIN:
http://www.bbc.co.uk/iplayer/episode/p025zldt/the-secret-life-of-books-6-frankenstein  
THE ART OF THE GOTHIC...Episodes ONE, TWO and THREE:
ONE:
http://www.bbc.co.uk/iplayer/episode/b04mgxxx/the-art-of-gothic-britains-midnight-hour-1-liberty-diversity-depravity
TWO :
http://www.bbc.co.uk/iplayer/episode/b04n1mrb/the-art-of-gothic-britains-midnight-hour-2-the-city-and-the-soul
THREE:
http://www.bbc.co.uk/iplayer/episode/b04nqpz3/the-art-of-gothic-britains-midnight-hour-3-blood-for-sale-gothic-goes-global

YEAR 13 LESSON FOURTEEN [23rd Oct 14]: Homework

The aim of this session was to smash the memory of the last lesson and explore the symbolic significance of the creature. The class were asked to consider how the DeLacey family is used by Shelley to shape meaning and consider how Shelley's representation of the creature could be considered  a sympathetic representation. Focus was placed upon how the DeLacey family are used by Shelley to represent the creature's HOPES and DREAMS and discussion considered the significance of the creature's behaviour in Chapter 16. Discussion considered the incredible significance of the line:
'I HAD LEARNED NOW TO MAKE MISCHIEF.'

The class considered the question:

WHAT IS THE SYMBOLIC SIGNIFICANCE OF THE CREATURE?

Below is a potential essay structure......

• Discussion considered how the brutal treatment endured by the creature shapes his behaviour. The idea that experience shapes behaviour links to the eighteenth century philosophy of John Locke. Shelley seems to be reflecting this philosophy through the experience of the creature. Perhaps Shelley is calling for society to embrace difference and is reflecting the destructive power of prejudice through the behaviour of the creature. This reading of the novel views the creature as a symbol through which Shelley is promoting the idea that society will benefit if people embrace difference and exhibit tolerance. It is an appeal for empathy. This reading views the novel as offering a practical guide for improving society. The novel is an appeal for a more compassionate world. Discussion considered Arthur Miller's view that '...tragedy...points the heroic finger at the enemies of man's freedom.' What is the enemy of man's freedom in this novel? Discussion also considered Aristotle's view that a tragedy should inspire the audience to feel a sense of 'Pity and Fear.' Can this novel be considered a tragedy? 

• Discussion also touched upon the creature being a symbol for the inability of Science to replicate the perfect divine architecture of the Natural World. You should know this argument. Relevant textual reference? Author's aim?

• Brief conclusion that makes a reference to a critical comment and attempts to offer some form of gothic context. For example, Angela Carter has stated that 'a gothic tale is a cruel tale'. There is certainly a lot of cruelty in this novel but it seems to have a very moral aim. Research required. Check my handout that contains the comments of the critics.

HOMEWORK: Students are expected to produce a 'TWO PARAGRAPH and a CONCLUSION' response to the essay question. This is a mini-essay. I expect students to identify KEY QUOTES to support your critical argument. Precise and relevant textual reference has been an issue so this task will allow students to demonstrate that they are developing the ability to identify the key quotes.

There are many different interpretations that explore the significance of the creature but this written task is our starting point. I need this work before Friday 31st October as I need to mark the essays before we return to the Factory Of Fun And Eternal Human Sunshine.

You lot need to show me that you have been listening, that you have been reading, and that you are capable of independent research and critical autonomy. This is a BIG task. I need to be reassured that you are familiar with the meaning being shaped through the creature's narrative.

YEAR 12 LESSON THIRTEEN [21st Oct 14]: Homework

The aim of today's session was to make sure that students are aware of how to approach the essay question:
HOW DOES FITZGERALD TELL THE STORY IN THE FIRST CHAPTER OF THE NOVEL?

The whole session explored possible content for the three paragraphs and conclusion. It became clear during the session that 'AUTHOR'S AIM' is an area that will need CLARITY.
POTENTIAL STRUCTURE:

LANGUAGE.....Remember, author's aim could be linked to the powerful and dramatic use of metaphorical association. The nature of the dramatic imagery in the opening chapter suggests that this will be a novel that explores serious emotional issues.

STRUCTURE.... The representation of Gatsby is seemingly contradictory. The first page offers a heroic representation of Gatsby yet the final sequence of the opening chapter represents Gatsby in a very enigmatic and almost supernatural manner. Fitzgerald heightens the sense of dramatic expectation with this mysterious representation. The reader may be intrigued to discover how this mysterious character could possibly evolve into the unique influence that Carraway presents to the reader in the opening section of the chapter. The conclusion almost suggests that this could be a ghost story!!

FORM...We discussed why Fitzgerald offers his narrative through the filter of a shy, vulnerable, passive, and isolated character. It could be argued that Fitzgerald presents Carraway in a similar manner to his representation of Gatsby. Carraway describes his home as being 'the ragged edge of the universe' but this retrospective first-person narrative is being written by Carraway after returning home from New York! Fitzgerald presents Carraway in a manner that could be compared with the enigmatic and ambiguous representation of Gatsby. Fitzgerald's representation raises a series of questions: Why did Nick return to the Mid West? What happened in the four years after the War? Why does Fitzgerald have Daisy raise the issue of his engagement? This ambiguous introduction to the narrative voice, as with Gatsby, is possibly aimed at creating a sense of narrative tension as the reader is being encouraged to navigate through the narrative to solve the narrative puzzle presented by Fitzgerald in the opening chapter.

CONCLUSION... briefly explore the significance of the opening chapter in the context of the whole novel.

REMEMBER....THE ONLY ASSESSMENT OBJECTIVE STUDENTS NEED TO ACCESS IS 'ANALYSE HOW THE AUTHOR USES LANGUAGE, STRUCTURE AND FORM TO SHAPE MEANING.'

THEN WE ALL WENT HOME!

HOMEWORK: The essay needs to be positioned inside my digital pipe before Friday 31st October. I need to mark all these essays before our next lesson on Tuesday 4th November.
STUDENTS ALSO NEED TO BE READING THE NOVEL AND CHECKING THE RELEVANT RESOURCES POSTED TO THIS BLOG.
This blog entry remains a key resource. SOAK UP THE WISDOM:
http://becuriouslit.blogspot.co.uk/2014/09/year-12-lesson-fourfivesix-19th23rd26th.html


GOOD LUCK CHIMPS.

YEAR 13 LESSON THIRTEEN [20th Oct 14]: Homework

Ouch. Not the most inspiring lesson folks. Notes to follow. Please read the text. Today's lesson was boring. TEACHERS GET BORED TOO! PLEASE READ THE CREATURE'S NARRATIVE.
HOMEWORK: READ THE CREATURE'S NARRATIVE.

YEAR TWELVE LESSON TWELVE [17th Oct 14]: Homework

The beginning of this session was a reaction to the last written homework. The main focus of the feedback was AUTHOR'S AIM. The final section of a critical paragraph should provide a mixture of author's aim and question focus. To illustrate Fitzgerald's aim, students were shown OBAMA's VICTORY SPEECH from the 2012 American Presidential Election. We have discussed the poetry of Walt Whitman, the philosophy expressed through the American National Anthem, and the Emma Lazarus poem that can be found inside The Statue Of Liberty. Clearly, all these texts represent America as an inclusive society that is based upon the philosophy reflected in the 1776 Declaration of Independence. OBAMA's speech contains the following quotes:
' [America] moves forward because you [the American people] reaffirm the spirit that has lifted this country from the depth of despair to the the great height of hope...the belief that while each of us will pursue our own individual dreams..we are an American family and we rise and fall together as ONE NATION and ONE PEOPLE...We believe in an America that isn't weakened by inequality...We believe in a generous America, a compassionate America, a tolerant America....We have common hopes and dreams...The role of citizen does not begin and end with your vote...self-government is the principle we were founded on..this country has more wealth than any nation but that is not what makes us rich...what makes America exceptional are the bonds that hold together the most diverse nation on earth..the belief that our destiny is shared..that this country only works when we accept certain obligations to one another...the freedom that so many generations have fought for comes with responsiblities as well as rights...and among those are love and charity and duty and patriotism and that is what makes America great....'
THIS SPEECH reflects the philosophy of Whitman, Lazarus, The Star Spangled Banner, and the philosophy of The Declaration of Independence....
HOW DOES THIS REPRESENTATION OF AMERICA COMPARE WITH THE AMERICA PRESENTED BY FITZGERALD? SO WHAT IS AUTHOR'S AIM?
As we move through the novel it is essential that students comprehend how Fitzgerald's version of America compares with the idealised version of America. This will inform student understanding of author's aim.
Click on the link below to access Obama's speech:
http://www.bbc.co.uk/news/world-us-canada-20234164

The rest of the session continued to prepare students for the forthcoming GATSBY essay:
HOW DOES FITZGERALD TELL THE STORY IN THE OPENING CHAPTER OF THE NOVEL?

• The LANGUAGE paragraph was discussed and students were asked to consider why Fitzgerald uses powerful metaphorical imagery to suggest Gatsby's influence upon Carraway. Obviously Fitzgerald wants the reader to be fully aware that Gatsby has had a HUGE influence upon our narrator but the first chapter does not offer any specific detail relating to the precise reason for this dramatic influence. Fitzgerald creates a sense of dramatic expectation as we are aware that Gatsby's influence is 'GREAT' but we are yet to develop an awareness of how or why Gatsby is such a significant character.

• The STRUCTURE paragraph was discussed and the focus was Carraway's enigmatic representation of Gatsby and the sense of mystery that this allows Fitzgerald to create. It is significant that the chapter begins with reference to Gatsby and concludes with a representation of Gatsby that seems to contradict the earlier representation. Again, this allows Fitzgerald to create a mysterious and compelling conclusion to the opening chapter. A conclusion that hopefully encourages the reader to continue to engage with the narrative of the novel to discover the significance of the seemingly enigmatic Mr.Gatsby.

• The FORM paragraph was discussed and the class were asked to consider why Fitzgerald has selected a narrator who appears inhibited, passive, vulnerable and shy!! How does Carraway's narrative voice shape meaning in the opening chapter? This will be a key consideration in the next session. BRING SOME OPINION.

HOMEWORK: READ THE OPENING CHAPTER AND CONSIDER THE REQUIREMENTS OF THE ESSAY QUESTION. The next session will consider possible content for this essay and ensure that ALL students are suitably equipped to construct a detailed and precise response. THIS IS A MASSIVE PIECE OF WORK. We must begin to construct precise critical commentary that avoids superficial and general comments.
The deadline for the essay is Friday so Tuesday's lesson is extremely important.

ALSO...I OFFER THE THE PHOTOGRAPHY CHALLENGE!! I CHALLENGE ANY STUDENT TO EMAIL ME A PHOTOGRAPH TAKEN IN BEVERLEY THAT IN SOME WAY REFLECTS THEME/CHARACTER/AUTHOR'S AIM EXPLORED IN THE OPENING CHAPTER OF FITZGERALD'S NOVEL....GO ON...I DARE YOU!!

YEAR 13 LESSON TWELVE [16th Oct 14]: Homework

This session offered an overview of the novel as we are about to begin the analysis of the creature's narrative. The class were asked the following questions:
HOW DOES SHELLEY PRESENT WALTON? WHY?
HOW DOES SHELLEY PRESENT VICTOR? WHY?
HOW DOES SHELLEY PRESENT THE CREATURE PRIOR TO THE CREATURE'S NARRATIVE IN CHAPTER 10? WHY?
WHAT IS YOUR FIRST IMPRESSION OF THE CREATURE?
Class discussion was excellent. Matt...where is your homework? Send it to me immediately.
The rest of the session was an analysis of Chapter Eleven.
HOMEWORK: READ THE CREATURE'S NARRATIVE. Many critics believe that the creature is a sympathetic character. What do you think? What are the ideas being presented by Shelley through the creature? The sessions next week will be exploring issues raised through Chapter 11 to 17. STUDENTS NEED TO READ AND BRING SOME INFORMED OPINION TO THE SESSIONS.

WHY EVERY AMERICAN SHOULD READ THE GREAT GATSBY...article.

This is an article from the Huffington Post. Definitely worth a read folks.
http://www.huffingtonpost.com/r-clifton-spargo/great-gatsby-rereading_b_3046378.html

BBC Articles:
http://www.bbc.co.uk/news/magazine-22722999
http://www.bbc.co.uk/news/world-us-canada-14238693
Great interview with Baz Luhrmann on Channel Four News:
http://www.channel4.com/news/baz-luhrmann-the-great-gatsby-film-director
Resources from The New York Times:
http://learning.blogs.nytimes.com/2013/04/25/teaching-the-great-gatsby-with-the-new-york-times-2/?_php=true&_type=blogs&_r=0

YEAR 12 LESSON ELEVEN [14th Oct 14]: Homework

The aim of today's session was to introduce and explore the essay question:

HOW DOES FITZGERALD TELL THE STORY IN THE OPENING CHAPTER?

The only assessment objective that relates to this question is AO2: show an awareness of how language, structure and form shape meaning.

This task will consist of THREE paragraphs and a conclusion. The THREE paragraphs will explore:

• LANGUAGE
• FORM
• STRUCTURE.

Today's discussion considered the decriptive/figurative style of Carraway's narrative and how this powerful use of metaphorical imagery allows Fitzgerald to reinforce the intensity of Gatsby's influence upon Nick. This writing style also allows Fitzgerald to introduce the notion of opulence and wealth when describing the Buchanan's garden and perhaps links this wealth to the moral poverty of Tom.

Class discussion also considered STRUCTURE and how Fitzgerald introduces the heroic influence of Gatsby in the opening section of the novel, suggests that Gatsby may be linked to tragedy or 'foul dust', and then concludes the chapter with the mysterious representation of the vanishing Gatsby. What is Fitzgerald's aim in shaping the structure of the opening chapter to present Gatsby in this enigmatic manner?

CLASS DISCUSSION WAS EXCELLENT. WELL DONE FOLKS.

HOMEWORK: Consider the content of today's session. On Friday we will be discussing FORM and why/how Fitzgerald presents Nick Carraway to be our narrative voice. Consider the role of Carraway and bring some informed opinion to share with our group in Friday's class discussion.
Don't forget...there are a lot of resources on this previous blog entry that students need to digest:
http://becuriouslit.blogspot.co.uk/2014/09/year-12-lesson-fourfivesix-19th23rd26th.html

YEAR 13 LESSON ELEVEN [13th Oct 14]: Homework

Today's session examined the significance of the representation of Nature in Shelley's Frankenstein. The focus of the lesson was chapter 5 to 10 and the class were asked to consider how and why Victor becomes isolated from the RESTORATIVE POWER of nature. Class discussion explored the idea that the magnificent power and beauty of the natural world reflects the divine power of God. Students were asked to consider key quotes such as..'The present season was indeed divine...the waterfalls...spoke of a  power mighty as Omnipotence...magnificent...astonishing...of singular beauty...sublime...as belonging to another earth, the habitations of another race of beings.'
Students were asked to consider the question:
HOW DOES SHELLEY REPRESENT NATURE?
The second section of the lesson examined how Shelley presents the character of Justine. Class discussion considered how Justine's faith is represented by Shelley and how Chapter 8 is used by Shelley to shape meaning.
Students were asked to consider the question:
WHAT IS THE SIGNIFICANCE OF JUSTINE IN CHAPTER EIGHT?
Remember...this is a novel that explores the idea that Victor's spiritual isolation is the result of challenging the divine power of God. How does Shelley use Justine to suggest the power of faith?

HOMEWORK: Complete the two questions. Students should produce a detailed paragraph that follows the structure:

• Opinion
• Textual reference
• Explain how textual reference supports opinion. A precise explanation could gain a lot of marks.
• Fuse question focus with author's aim. The concluding fusion is incredibly important.

Students need to construct two detailed and precise paragraphs.

YEAR 12 LESSON TEN [10th Oct 14]: Homework

This session involved students considering the two questions that appeared on the last blog entry. Class discussion was excellent. The area that I really wanted to explore was AUTHOR'S AIM and the main aim of this lesson was to offer some critical clarity when considering why Fitzgerald presents Tom and Myrtle in such a brutal manner. Class discussion discussed key quotes and, hopefully, students were able to collect some useful notes. It is important that students consider the opinion of other critical voices therefore it was a little depressing to discover that so many students did not bother to listen to the views of Father Barron that I published as a resource on the previous blog entry. Please revisit the last blog entry.

HOMEWORK: Students need to provide a written response to both questions discussed in this session. The aim of this task is to encourage students to produce a structured paragraph that follows the Richardson structure:

• OPINION
• TEXTUAL REFERENCE
• EXPLAIN HOW TEXTUAL REFERENCE SUPPORTS OPINION
• CONSTRUCT A CONCLUDING COMMENT THAT EXPLORES AUTHOR'S AIM AND ALSO OFFERS A PRECISE QUESTION FOCUS.THIS IS THE FUSION MOMENT!!

Elspeth was kind enough to allow me to share her last 'paragraph' homework with the class. Students need to read this response as it is a superb example of how to organise ideas in a precise and coherent manner. Cheers Elspeth.

RESOURCES to assist with this task:

Father Barron:

https://www.youtube.com/watch?v=OLSVx84uPrY 

This blog entry offers a host of useful resources. WATCH THEM:

http://becuriouslit.blogspot.co.uk/2014/09/year-12-lesson-fourfivesix-19th23rd26th.htm

YEAR 13 LESSON LESSON TEN [9th Oct 14]: Homework

This session was a reaction to the first FRANKENSTEIN essay. Students were asked to consider the nature of the gothic and were introduced to The Werewolf  by Angela Carter. Students were asked to consider to what extent this tale could be considered a gothic text.
The last section of the session considered the introduction of the creature in Chapter Ten. Students were asked to consider how Shelley represents the creature and why this may appear shocking to the reader.

HOMEWORK: Read chapters FIVE to TEN with the reading focus being Shelley's representation of NATURE.
Complete a paragraph from your essay in response to my marking.

YEAR 12 LESSON SEVEN/EIGHT/NINE [30th Sept / 3rd Oct / 7th Oct] : Homework

These three sessions aimed to explore issues relating to Fitzgerald's THE GREAT GATSBY. The first session attempted to explore author's aim. Students discussed:

• The poem THE NEW COLOSSUS written by EMMA LAZARUS that is place inside The Statue of Liberty.
• The Star Spangled Banner and its philosophical and lyrical significance.
• The poetry of Walt Whitman. Specifically I HEAR AMERICA SINGING and AMERICA.
• The philosophy and significance of the 1776 Declaration of Independence.

The aim of this session was to examine how these texts represent America and examine the extent to which this representation is reflected in the opening chapters of the novel. The key question that students need to consider is:
WHAT IS THE REPRESENTATION OF AMERICA BEING OFFERED BY FITZGERALD?

The Friday session examined why all the social gatherings in the first three chapters of the book are so joyless. The Buchanan moment in chapter one is a dull and anxious affair, the scene in Myrtle's flat descends into violence and chaos and Gatsby's party concludes with fights and tears. Students were asked to consider why Fitzgerald is offering this content.

The Tuesday sermon began with a consideration of the question:
HOW DOES FITZGERALD DEVELOP THE CHARACTER OF TOM IN CHAPTER TWO?
Students were asked to consider how Fitzgerald reinforces Tom's selfish arrogance and ignorance in this section. Students need to consider Tom as a symbolic construct. How is Tom being used by Fitzgerald to shape meaning? We really need to begin to consider each character as being symbolic.
The second question used to provoke discussion involved Myrtle:
HOW DOES FITZGERALD PRESENT MYRTLE IN CHAPTER TWO?
Students were asked to consider Myrtle's character and how she is used by Fitzgerald to shape meaning. Discussion compared Myrtle with Daisy. One student stated that 'she just wants to be Daisy'...which is a fair comment. But who would want to be Daisy?

I made a comment in the final session that this is a very moral novel despite the fact that, in the past, many states in America have banned this novel form libraries and schools because it is believed to be a novel that lacks an acceptable moral focus. The novel is full of alcohol abuse, infidelity and many characters appear to lack any form of compassion or empathy for the people with whom they share their lives. This appears to be a 'Godless' novel. Why? Is the lack of religious focus incredibly significant? When Wilson stares at the advertisement in the Valley of Ashes and states: 'God sees everything'.....why is this such a significant comment?

HOMEWORK: Students need to consider the two questions that we discussed in the final session. The focus of Friday's session will be to shape content for both questions as these questions will form the written homework at the conclusion of the next session. STUDENTS NEED TO BE ABLE TO CONSIDER AUTHOR"S AIM. IF TOM AND MYRTLE ARE SYMBOLIC CHARACTERS...WHAT ARE THE IDEAS BEING SHAPED BY FITZGERALD THROUGH THESE CHARACTERS?
Here is a wonderful resource created by a literature loving Catholic priest! THIS IS ESSENTIAL VIEWING FOR CONSIDERING AUTHOR'S AIM.
https://www.youtube.com/watch?v=OLSVx84uPrY
I expect students to have considered Father Barron's comments. What is 'THE COLLAPSE OF MEANING'?