YEAR 12 REVISION....

A decent session yesterday. The aim of the session was to continue to develop an understanding of how to confront Section B of the exam. The session also considered the Aspects of Narrative that could be applied to each exam text. Obviously, the key to success is an understanding of the text so the main wisdom tactic is simply to read the texts and develop a sophisticated understanding of how each author is attempting to shape meaning.
I am in BGS on Tuesday and Wednesday with Year 13 so please feel free to visit if you have any pressing concerns.
Here are some essential podcast resources that you need to digest:
Ancient Mariner podcast:
https://soundcloud.com/fishymedia/literature-podcast-two-the
Gatsby podcast:
https://soundcloud.com/fishymedia/literature-podcast-an-as-level
Don't forget, there are some WH Auden resources on the blog. Use the white bar in the left hand corner to access resources such as this:
http://becuriouslit.blogspot.co.uk/2010/09/whauden-essay-by-christopher-pollnitz.html
https://www.youtube.com/watch?v=pAsmDSpjWIM&feature=related
https://www.youtube.com/watch?v=gvezOvM_VgQ

Last minute Butterworth knowledge:
https://soundcloud.com/fishymedia/an-as-lit-podcast-jez
Before we can begin attempting timed essays we need to complete the JERUSALEM beast.

YEAR 13 LESSON FORTY-NINE [9th April 14]: Homework

The aim of this session was to continue exploring issues relating to Section B of the exam. The question that was used as a catalyst for class discussion was:
'IN GOTHIC WRITING, THE PRESENTATION OF PLACES IS OFTEN MORE INTERESTING THAN THE PRESENTATION OF THE CHARACTERS.'
HOW FAR DO YOU AGREE WITH THIS VIEW?
Class discussion was good but we really need to start writing the timed essays to make sure that the written work is confronting all the assessment objectives and that the critical argument is precise and coherent.
HOMEWORK: I gave students a handout today that has every past question relating to Shelley/Marlowe/Section B. I expect students to attempt three of these questions over the Spring break. I expect my digital pipe to be stuffed with essays. Choose three questions and attempt to construct a response.

WE HAVE A REVISION SESSION ON THE SECOND WEDNESDAY [23rd April] OF THE BREAK. 11/30am til 2pm. See you there Lit freaks.

STUDENTS SHOULD BE RE-READING ALL THE KEY TEXTS. THIS SPRING BREAK SHOULD ALLOW STUDENTS TO BEGIN REVISION AND FORM A SOUND FOUNDATION OF TEXTUAL UNDERSTANDING THAT WILL RESULT IN STUDENTS CONSTRUCTING A CONVINCING EXAM RESPONSE!! LOTS OF WORK TO DO FOLKS.

YEAR 12 LESSON FORTY-EIGHT/FORTY-NINE [8th/9th April 14]: Homework

The first session was a one hour lesson exploring issues relating to the coursework. The coursework needs a precise comedy focus and the content of the lesson was aimed at sharpening the critical focus of the written work. Discussion involved:

• A consideration of how the allusions to Shakespeare and the conventions of Shakespearean comedy allow Butterworth to shape meaning. Reference was also made to the symbolic significance of location - a location that reflects the magical location used by Shakespeare in A Midsummer Night's Dream - and how this magical world needs to be juxtaposed with the adult world of Flintock and the fact that the local council want to replace Rooster's Wood with a housing estate.
• A consideration of how Byron's language signals his evolution form crude and simplistic comedic stock character to  the more magical and supernatural character of the later stages of the play. Students were encouraged to explain how the movement from literal/functional language to a more metaphorical and figurative style of language is used by Butterworth to shape meaning.
• A consideration of the 'Dawn moment' and how this allows Butterworth to change the tone of the play from comedic to mysterious. 
• A consideration of the significance of the final scene and how this could be considered tragic rather than comedic.

The second session continued to consider issues relating to JERUSALEM before moving into a consideration of how to structure a response when considering Section B of the examination. The question considered by the class was the past question:

WRITE ABOUT THE SIGNIFICANCE OF DESCRIPTIVE LANGUAGE AS IT IS USED BY EACH OF THE THREE WRITERS YOU HAVE STUDIED.

The class modelled a one paragraph response to this question linking Gatsby to the Mariner. The second paragraph could have linked Auden to Gatsby/Mariner. SECTION B EXPECTS STUDENTS TO LINK THE TEXTS. Note the photographs of today's modelling. Note how the texts are linked.
REMEMBER...SECTION B expects students to access ASSESSMENT OBJECTIVES 1/2/3.....Students DO NOT have to access AO4....this is the context assessment objective.
SO THE ASSESSMENT FOCUS IS:

1. Clarity of written expression.
2. How does language structure and form shape meaning.
3. Different readings. Show an awareness of different interpretations of the text.

HOMEWORK: We have two weeks to complete coursework and recent drafts suggest that we still have a lot of work to do to make the coursework detailed and precise. Students should email me further drafts and i will respond asap with a detailed response.

I WILL BE OFFERING A REVISION SESSION ON THURSDAY..12 til 2 ish....longer if required.

STUDENTS NEED TO BE READING ALL THE TEXTS. STUDENTS WILL ONLY BE ABLE TO PRODUCE A SOPHISTICATED RESPONSE IF THEY ARE FAMILIAR WITH THE TEXT.

READ   READ   READ   READ   READ   READ   READ   READ   READ   READ   READ

A WONDERFUL AND IMPORTANT POEM...

This is a poem created by JESS GREEN. It is beautiful and sad and true and inspiring. This is for everybody. STUDENTS AND TEACHERS. A poem for these times:
https://www.youtube.com/watch?v=qJ8RA3QF0EU

YEAR 13 LESSON FORTY-EIGHT [4th April 14]: Homework

This session considered how to construct a paragraph when constructing a response to a Section B question. IT IS ESSENTIAL THAT STUDENTS MAKE LINKS WITH TEXTS THROUGHOUT THE SECTION B ESSAY. The aim of the class discussion was to provide students with a potential paragraph structure that ensures that all students access the appropriate assessment objectives. This session involved 35/40 minutes discussion before students constructed a paragraph of content in response to a Section B question.
HOMEWORK: Students should be reading the exam texts and attempting to consider how each text can be linked. Students should consider how LANGUAGE , FORM and STRUCTURE can be linked across Frankenstein, Faustus and Macbeth. YOU LOT need to read Macbeth. Don't wait for Mike to finish the reading. Show some critical autonomy and read/listen/watch the play!!
Next Wednesday's session is our final session before the Easter break so I will be providing revision work and revision guidance. STUDENTS SHOULD BE READING ALL THE EXAM TEXTS TO ENSURE THEY CAN PRODUCE INFORMED AND DETAILED WRITTEN WORK.

YEAR 13 LESSON FORTY-SEVEN [2nd April 14]: Homework

The aim of this session was to explore issues relating to the Gothic and discuss section B of the exam. Students must begin to link texts and compare and contrast our exam texts within the context of the gothic tradition. Students were asked to consider two key questions:

• WHAT ARE THE FEATURES OF GOTHIC LITERATURE?
• WHAT IS THE AIM OF GOTHIC LITERATURE?

This discussion then moved into a consideration of two old exam questions:

1. TO WHAT EXTENT DO YOU AGREE WITH THE VIEW THAT IN GOTHIC WRITING, DEATH IS THE PUNISHMENT FOR SIN?
2. 'GOTHIC LITERATURE DEMONSTRATES THE CONSEQUENCES OF DISRUPTING THE NATURAL ORDER OF THINGS.' CONSIDER THE TEXTS YOU HAVE READ IN THE LIGHT OF THIS COMMENT.

Class discussion was fantastic. One group offered the insight that in Frankenstein and Macbeth, Life seems to be more of a punishment than death and in Faustus the protagonist suffers an eternal torture for  rejecting the power of faith. This was linked to the aim of the author in a very impressive manner. FINE WORK.

HOMEWORK: Consider possible content for both questions as there might be a timed essay coming your way in the next session. Be prepared.

YEAR 12 LESSON FORTY-SEVEN [1st April 14]: Homework

The aim of this session was for students to begin linking texts in a manner that is appropriate for Section B of the exam. Each group attempted to construct a paragraph of content that clearly confronts all the assessment objectives. After a slow start students produced some magnificent work. Every group produced work of A/B standard that displayed an excellent level of textual understanding. VERY WELL DONE.
Tomorrow I will feedback the coursework essays. Each student has a 15 minute slot. Please be punctual....yes...even you Etho!!
HOMEWORK: Relax. Tomorrow you will have another big coursework homework. The essays are good but still require a more specific comedic focus.

YEAR 13 LESSON FORTY-SIX [28th March 14]: Homework

This session considered the AQA Exam question: DISCUSS THE VIEW THAT THE PLAY PROVOKES MORE LAUGHTER IN THE AUDIENCE THAN TERROR.
The class discussion was excellent and offered a much more detailed critical approach than the discussion in the previous lesson. It is essential that students are able to consider the function of comedy within this play and express how this comedic narrative is used by Marlowe to shape meaning. The comedy in Faustus is a unique feature of our gothic texts therefore it is essential that students develop an awareness of how and why Marlowe uses the comedic form. There were some excellent comments relating to the satirical nature of the comedy and the terrifying nature of the final two scenes. A good session. Well done. Sorry about Wednesday but our strike is a righteous strike. We are trying to protect future students from the lunacy of current government policy.
HOMEWORK: Construct a 70 minute essay in response to the essay title that was the focus of today's session. Students also need to be considering how they can link ALL the texts. Section B of the exam will expect students to link texts in a precise and coherent manner.