YEAR 13 LESSON THIRTY-FOUR [29th Jan 14]: Homework

Today's lesson explored Scene Six of Faustus and the appearance of THE SEVEN DEADLY SINS. Students were encouraged to consider why Mephistophilis summons Lucifer to offer this 'show' to Faustus. Class discussion also considered the significance of Scene Five and Marlowe's aim at this point in the play. Class discussion was excellent. You lot are showing a fine level of textual understanding. Keep it up.

HOMEWORK: Produce a one/two paragraph response to the question:
WHAT IS MARLOWE'S AIM IN SCENE SIX?
Remember...our learning focus is the final third of the paragraph. I want students to offer a very precise exploration of author's aim fused with a very precise question focus.
KEEP READING/LISTENING/WATCHING the play.

Students also need to be considering the coursework. We still have a lot of work ahead of us with this work. Feel free to contact me at any time to discuss coursework. THIS IS IMPORTANT.

YEAR 12 LESSON THIRTY-TWO/THIRTY-THREE [28th/29th Jan 14]: Homework

The aim of these two sessions was to explore the question:
THE HERMIT ASKS THE MARINER, 'WHAT MANNER OF MAN ART THOU'?
DO YOU THINK THE POEM AS A WHOLE ANSWERS THIS QUESTION?

Class discussion considered the fact that we do not know the true nature of the mysterious Mariner and indeed the reader is not sure whether The Mariner is alive or dead. Discussion explored the idea that the poem suggests that The Mariner has had his human characteristics removed as a punishment for killing one of God's creatures. So the fact that Coleridge offers the reader such an enigmatic, mysterious and magical character emphasises the power of God as The Mariner suffers a form of torture as punishment for his sin.
The second session also considered the opening section of JERUSALEM.

HOMEWORK: Students need to produce ONE PARAGRAPH in response to The Mariner question.
THE AREA OF OUR WORK THAT NEEDS TO IMPROVE IS THE FINAL SECTION OF THE PARAGRAPH THAT EXPLORES AUTHOR'S AIM AND QUESTION FOCUS. This is a brief but very important homework as this is definitely the area of our work that needs to improve. Author's aim needs to be coherent and precise. Today's class discussion offered lots of ideas for content and
now you have to show me that you are capable of constructing a precise and convincing critical paragraph. I expect a silent sea of A Grade paragraphs!!! Good Luck.

YEAR 13 LESSON THIRTY-THREE [24th Jan 14]: Homework

Today's session considered Scene Five of Marlowe's 'The Tragedy of Dr. Faustus'. We discussed the vulnerability that is expressed by Faustus at the beginning of the scene before stating:
"Belzebub;
To him I'll build an altar and a church,
And offer lukewarm blood of new-born babes."
Imagine how controversial this statement was in the 1590s!! It is still controversial in 2014!! THIS IS AN EXTREMELY CONFRONTATIONAL AND CONTROVERSIAL PLAY.
After reading Scene Five the class discussed how Faustus and Mephistophilis are presented in this scene as Marlowe appears to develop both characters. The characters DEFINITELY offer a different shade of their character in this scene. Class discussion suggested that the vulnerability and doubt shown by Faustus at the beginning of the scene HUMANISES Faustus and possibly results in him being perceived as a more sympathetic character. Students also suggested that Mephistophilis is a less sympathetic character and that Marlowe represents the 'demon' as a manipulative and powerful figure in this scene.
Students need to be aware of the symbolism that is offered by Marlowe and obviously this scene is deeply symbolic. Class discussion considered why Faustus is unable to use his blood to complete the contract. Why is this symbolically significant? What is the significance of the words that appear on the arm of Faustus? The significance of Faustus wanting a wife? Why does Faustus ask a demon for a 'wife' when the wedding ceremony is linked to the sanctity of God?

HOMEWORK: Students need to watch-read-listen to the play. Next week we will be slapping the Pope and exploring the significance of the appearance of THE SEVEN DEADLY SINS! Students should be familiar with SCENES 6 and 7 when next our lives collide. We will also be discussing the coursework.

YEAR 12 LESSON THIRTY AND THIRTY-ONE [21st/22nd Jan 14]: Homework

This week's two sessions aimed to provide students with a relatively detailed overview of Coleridge's TROTAM. The aim was to provide students with a basic understanding of author's aim and attempt to make clear some of the more ambiguous images presented in this incredible poem. This is an innovative and original work of literature and the aim of the close reading that was the study focus of both lessons was to highlight some of the more memorable imaginative constructions. Next week we will focus on key moments from the poem in more detail and there will be LESS OF ME AND MORE OF YOU.
We also began the reading of the coursework text. Today we were introduced to the human hurricane that is JOHNNY ROOSTER BYRON. Apologies to any students who were frightened by my reading of this mighty literary figure.

HOMEWORK: READ TROTAM. Any sections of the poem that confuse or puzzle students need to be used as the focus for next week's class discussion. Students will only develop an informed understanding of this poem if they read the text. SO...READ  READ  READ.
Furthermore, students need to read Jez Butterworth's JERUSALEM as next week we will be reading and discussing this challenging contemporary text.
Here is the link to THE ROMANTICS BBC DOCUMENTARY SERIES. The quiz on Tuesday proved that most students have not bothered to digest this resource:
http://becuriouslit.blogspot.co.uk/2013/12/work-for-year-12-winter-break-homework.html
STUDENTS NEED TO PERUSE THE RESOURCES BELOW TO DEVELOP AN INFORMED UNDERSTANDING OF BUTTERWORTH'S PLAY:
http://becuriouslit.blogspot.co.uk/2013/01/jerusalem-resources.html
We can only generate an informed and useful class discussion if students are bothering to read around the text. If you want to develop a sophisticated level of textual understanding you need to digest these resources. Students need to take responsibility for their own learning.

YEAR 13 LESSON THIRTY-TWO [22nd Jan 14]: Homework

Today's lesson involved anal puppets, fleas and vaginas, puns, a huge goat head skeleton that split into two sections to reveal a demon, an attempt to stop two students entering the classroom by placing a table against the door, A 'who can say Mephistophilis in the scariest voice' competition, and another fine reading by Ed C....YES FOLKS....it was another LIT lesson...and we continued our journey through Christopher Marlowe's 'The Tragedy Of Doctor Faustus.' The central aim of today's lesson was to introduce the comical narrative that exists in Faustus and discuss how the comical narrative reflects the same themes and issues being explored by the main narrative. The use of comedy in this play is incredibly important and students must be aware of how and why Marlowe uses comedy within this terrifying play. Our other gothic texts do not use comedy to shape meaning so students must develop an informed and perceptive understanding of how Marlowe uses comedy to project his key philosophical ideas.

HOMEWORK: Students need to provide a paragraph response to the following questions:

1. What do we learn about the character of Faustus in the opening Chorus?
2. How is the character of Faustus presented by Marlowe in the opening soliloquy?
3. How does Marlowe present Mephistophilis in Scene Three?

ALL QUESTIONS NEED TO CONSIDER MARLOWE"S AIM. FOLLOW THE USUAL PARAGRAPH STRUCTURE WHEN COMPOSING YOUR RESPONSE. The final section of the paragraph that considers author's aim and question focus is the crucial feature of the paragraph.
Students need to be reading, watching, or listening to versions of the play. On Friday we shall be examining Scene Five and investigating the scene within which Faustus sells his soul.

YEAR 13 LESSON THIRTY-ONE [10th Jan 14]: Homework

The aim of today's session was to continue the introduction to Christopher Marlowe's 'The Tragical History of Doctor Faustus'. Class discussion considered the significance of THE CHORUS and the opening soliloquy presented by Faustus. Students need to consider:

• Why the Chorus offers the information that Faustus will be punished for his delusional ambition.
• The significance of the ICARUS MYTH. Be aware of the fact that this is an image rich with HEAT and FIRE. What is the metaphorical significance of this image?
• What do we learn about Faustus as he rejects the conventional learning of Philosophy, Medicine, Law and Theology in favour of 'necromancy'?

The lesson drifted into a consideration of Scene Three and the appearance of MEPHISTOPHILIS. Students were asked to consider how Marlowe presents this demon. His character is not a stereotypical representation of evil. Students need to consider why Marlowe presents this demonic character in such a 'sympathetic' manner. How might a sixteenth century audience have perceived this representation?
Great reading today Ed C. Outstanding work. Much appreciated.

HOMEWORK: Read/Listen/Watch Marlowe's play. Digest the resources below:
Audio version of the play. Listen/Read:
http://becuriouslit.blogspot.co.uk/2014/01/the-tragical-history-of-drfaustus-by.html
Faustus Trailer from THE Globe version:
http://www.youtube.com/watch?v=ILwZmZdk28Y
Trailer for Faustus in Manchester 2010:
http://www.youtube.com/watch?v=YTJ4q8aPsoI
Interview with Director/Mephistophilis. Globe version:
http://www.youtube.com/watch?v=29FyeKooCZY

Obviously students should be preparing for the mock exam on Monday. Don't forget to refer to the significance of the symbolism within the text. The use of symbolic association is a feature of a gothic text and Frankenstein is rich with symbolic meaning. Is this really a novel through which Shelley presents 'a fear of the power of science'? It is crucial that students offer a strong critical voice when confronting this question. I am looking forward to a lot of very precise and engaged arguments. Don't forget to confront ALL the assessment objectives.
GOOD LUCK LIT FREAKS.

If students have time next week, email me and we can arrange a meeting to discuss your coursework draft. I am free ALL next week so get in touch and we can discuss your work.

THE TRAGICAL HISTORY OF DR.FAUSTUS by Christopher Marlowe: Audio version.

This is a link that will allow you to listen to the play. Read along kids!!
http://www.youtube.com/watch?v=05_MuudRt6k

YEAR 12 LESSON TWENTY-NINE [8th Jan 14]: Homework

The aim of today's session was to continue to navigate students through the psychedelic splendour of S.T. Coleridge's THE RIME OF THE ANCIENT MARINER. We discussed the first section of TROTAM before reading the second section of the poem and considering the question:
HOW DOES COLERIDGE TELL THE STORY IN THE FIRST SECTION OF THE POEM?
Students were encouraged to consider how Coleridge uses language, structure and form to shape meaning.

HOMEWORK: I will not be seeing you for a week due to the mock exam cruelty but as we do not have a LIT mock, i expect students to attempt the essay discussed in today's session. I will provide some extended notes on this blog post tomorrow that will assist students with the construction of this response...and here they are:
HOW DOES COLERIDGE TELL THE STORY IN THE FIRST SECTION OF THE POEM?

• The first paragraph could deal with LANGUAGE. The first section is rich with aural imagery created by onomatopoeia. This language helps Coleridge represent the natural world as intimidating and sentient. Onomatopoeia and simile are used to describe the ice. The ice is represented as being beautiful, powerful, vast and fierce. The ice presents a danger to mankind and the crew seem vulnerable when placed in this 'wondrous' landscape. Remember, the use of language needs to be linked to author's aim. Why is Coleridge representing the natural world in this manner? Students could also explore how language is used to represent the supernatural nature of the Mariner BUT there should be enough material for the language paragraph if students concentrate on Coleridge's representation of nature. Reference must be made to onomatopoeia and simile.
• The second paragraph needs to deal with STRUCTURE. This could be a tricky paragraph so it is important that students offer a coherent and precise narrative argument. Students could focus upon the character of The Wedding Guest and how Coleridge introduces The Wedding Guest to amplify the supernatural nature of the Mariner at the very beginning of the poem and allows Coleridge to introduce the idea that the Mariner is a mysterious and magical figure. The Wedding Guest appears in the final stanza and is used to amplify the animated reaction of the Mariner when expressing the fact that he killed the Albatross. This allows Coleridge to emphasise the narrative importance of this act. Obviously the whole of the Mariner's punishment is related to this moment so it is a key point in the narrative. So Coleridge places the Wedding Guest at the beginning of the poem to create a sense of mystery and emphasise the supernatural nature of the Mariner and TWG's narrative voice is used in the final stanza to suggest the dramatic significance of the killing of the Albatross as the Mariner appears to be traumatised by the memory of this incident. 
• The third paragraph needs to deal with how form is used to shape meaning. Form in this poem relates to the use of the ballad form. READ THE HANDOUT I gave to the class. The ballad is a very regular poetic form but Coleridge shapes the ballad into an irregular form at various points throughout the poem. The first use of the irregular ballad form occurs in the stanza that begins with line 45. Students need to articulate how this irregular use of ballad form relates to meaning. Think about it! Refer to the notes we made in class. At various points throughout the poem the irregular form reflects the irregular nature of the narrative content. For example the first stanza of section three, a section of the poem that introduces the characters of Death and Life-In-Death and is a ghostly section of the tale, introduces the idea that the world being presented in this section is a bizarre and supernatural world. Similarly, section four is full of irregular form as this is a section of the poem that is vivid with ghostly and grotesque imagery. Students might like to refer briefly to another section of the poem beyond the first section to reinforce the argument used to explain the significance of the irregular ballad form used in the 12th stanza of the opening section. All this needs to be linked to author's aim.
• The conclusion needs to be brief and explain why the first section is so important within the whole poem.

FURTHERMORE...students need to read Jerusalem. I would advise ALL students to digest the BBC documentary series THE ROMANTICS and visit the JERUSALEM resources posted on this blog. I would also listen to my MARINER podcast....Phew..see you soon. Good luck with the exams.

BBC DOCUMENTARY LINK:

http://becuriouslit.blogspot.co.uk/2013/12/work-for-year-12-winter-break-homework.html

JERUSALEM RESOURCE PAGE:

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

PODCAST:

https://soundcloud.com/fishymedia/literature-podcast-two-the

A READING OF TROTAM:

http://www.youtube.com/watch?v=RGH4p4z4s5A

YEAR 13 LESSON THIRTY [8th Jan 14]: Homework

The last four lessons were all 'drop in' sessions relating to coursework and today's lesson considered the mock exam and introduced CHRISTOPHER MARLOWE'S 'DR.FAUSTUS'.

The mock exam will offer a Frankenstein question that will suggest that some readers view the novel as a text that reflects a 'fear of the power of science'. Class discussion considered potential content for this question. Here are some points for students to consider:

• Students need to carefully consider the implications of 'the fear of the power of science'. Does the novel represent science as having power? Class discussion considered the symbolic nature of the creature and how this symbolic represention reflects the the inability of science to replace the divine power of God. The creature endures incredible suffering and embraces oblivion with enthusiasm such is the intensity of his suffering. Perhaps the creature reflects the idea that science does not have any power when compared with God's power and Shelley constructs a warning to science. Students need to consider whether Shelley fears science or fears the consequences of scientific arrogance.
• Victor's punishment was also discussed as being symbolic of the arrogance of science being punished for challenging the omnipotence of divine power. Science sins and is punished. So does Victor's punishment represent Shelley's fear of the power of science or her contempt for the arrogance of science. A scientific community that is deluded and misguided.
• I gave you the heart of the mock exam question because I want this experience to be valuable. Students need to plan how they will answer this question and decide which moments from the text will allow students to construct the most convincing argument. There was a lot of good discussion today. I hope you lot managed to develop a sense of what will be expected of you on Monday.

The session then moved on to discuss the influence of scientific figures such as PTOLEMY, COPERNICUS and GALILEO. Copernicus and Galileo changed how we perceive the Universe and are regarded as examples of how the ideas of The Renaissance challenged accepted ideas. The sixteenth century is quite a century!! Students need to be aware of the Reformation and the significance of the reigns of Mary and Elizabeth the First. An understanding of the religious tensions of this historical period will inform student understanding of Marlowe's play.We then read                 

the opening section of the play and discussed the significance of its content.

HOMEWORK: Prepare for the mock. The question will be:

SOME READERS HAVE SEEN THE NOVEL AS AN ILLUSTRATION OF THE FEAR OF THE POWER OF SCIENCE....To what extent do you agree with this statement?

YEAR 12 LESSON TWENTY-EIGHT [7th Jan 14]: Homework

Lesson 27 was a timed essay and the aim of today's session was to introduce students to the second exam text: THE RIME OF THE ANCIENT MARINER. The session considered:

• How Coleridge represents the Mariner in the opening section
• How Coleridge represents the natural world
• The significance of the ballad form.

This was an introduction to the poem and it is important that students use the resources offered on BE CURIOUS to develop an informed understanding of this famous poem.

Rebecca won the ONOMATOPOEIA challenge. Well done RL. 

Homework: Students need to watch the BBC ROMANTICS documentary series. See the link on the previous blog entry. This resource will allow students to comprehend the historical, social, political and philosophical context of the late eighteenth century. This is an incredibly useful resource and I urge ALL students to digest this series. IT IS A VERY GOOD RESOURCE.

Click on link below to access a reading of the poem:

http://www.youtube.com/watch?v=RGH4p4z4s5A  

Students need to read sections two and three for homework and I would advise reading the final section as this will allow students to comprehend the supernatural nature of the Mariner and why he must tell his tale.
Here is a TROTAM podcast created by your English Lit teacher. Lend it your ears:
https://soundcloud.com/fishymedia/literature-podcast-two-the
Reference was also made to these musical heroes in today's sermon. This is a classic. Consider it a gift:
http://www.youtube.com/watch?v=nxHcx7FO8nI