YEAR 12 LESSON FOUR/FIVE/SIX [19th/23rd/26th Sept 14]: Homework

Apologies for my blog being a little 'slow to update' of late Lit kids but i have not had access to the internet for three weeks. Normal service has been resumed.

The last three sessions have all been linked to F.S.FITZGERALD'S THE GREAT GATSBY and have also offered a reaction to the first set of AS essays. It is clear that as a class there are certain skills that ALL students need to develop when constructing a written response. These skills include:

• The ability to construct a precise and coherent critical argument that offers specific textual reference to support and reinforce opinion. The first batch of essays offered a lot of vague and ambiguous argument that never really used textual reference in an appropriate manner. RESPECT THE ENGLISH LANGUAGE. Please ensure that your essay offer a clear critical argument.
• The ability to clearly link your analysis to the aim of the author.

The first essay is always a SHOCK for some students. This is NOT GCSE. Students need to digest the detailed commentary/guidance that I have scribbled on your essay and make sure that the mistakes made when constructing the first essay are not repeated in the second written task. The level of effort produced by this class is wonderful...so I expect improvement to be fairly rapid!

Consequently, the focus of the last three lessons has been paragraph structure and how a critical argument needs to be shaped. The textual focus has been the opening chapters of THE GREAT GATSBY. Student response to the text has been extremely perceptive and this level of perception will only increase with READING. Students need to digest the content of class discussion as this will inform textual understanding. Students need to be considering WHY Fitzgerald bothered to construct this text and HOW he shapes his ideas. The WHY and the HOW is at the centre of our textual study. Students need to be constantly considering this focus as they read the text.

Below are some resources to help you consider the WHY and the HOW:

Historical context. THIS IS ESSENTIAL VIEWING:

http://becuriouslit.blogspot.co.uk/2012/10/the-great-gatsby-historical-context.html

John Green discusses aspects of the novel. ALL these links are incredibly useful:

John Green discusses the opening chapter:

https://www.youtube.com/watch?v=ehjTS6AhMJ8

John Green discusses The Valley of Ashes:

https://www.youtube.com/watch?v=0VhYMdnAsyM

John Green offers an overview of the novel:

https://www.youtube.com/watch?v=xw9Au9OoN88

John Green asks 'Was Gatsby Great?':

https://www.youtube.com/watch?v=cn0WZ8-0Z1Y

Here is a podcast including a voice you may recognise. This was made in 2011. It is still relevant:

https://soundcloud.com/fishymedia/literature-podcast-an-as-level

Article from the Guardian:

http://www.theguardian.com/commentisfree/2013/apr/30/great-gatsby-movie-fashion-wealth

University of Leeds 'GATSBY' podcasts:

http://becuriouslit.blogspot.co.uk/2012/04/gatsby-podcasts.html

Baz Luhrmann discusses The Great Gatsby:

http://www.channel4.com/news/baz-luhrmann-the-great-gatsby-film-director

Over the next couple of weeks, students need to work through the resources posted to this blog entry to develop an informed perspective of this wonderful novel.

HOMEWORK: Students need to produce a ONE PARAGRAPH response to the question:

How does Fitzgerald present The Valley of Ashes at the beginning of Chapter Two?

The aim of this homework is for students to begin to develop the ability to construct a precise critical commentary. Students need to follow the following PARAGRAPH STRUCTURE:

• OPINION
• TEXTUAL REFERENCE
• EXPLAIN HOW TEXTUAL REFERENCE SUPPORTS OPINION
• PROVIDE CONCLUDING COMMENTS THAT CONSIDER AUTHOR'S AIM AND QUESTION FOCUS. This is THE FUSION section of the paragraph. The last two bullet points are the areas that will allow students to access the higher grades. These two sections of the paragraph DEMAND a clear and textually specific critical commentary.

This paragraph needs to be in my hand at the beginning of Tuesday's session. The aim of this task is for students to improve their mark by at least one grade. Good Luck Lit Freaks.

Phew!

:) :)

  

YEAR 13 LESSON FIVE/SIX [22nd/25th Sept 14]: Homework

The aim of these two sessions was explore the issues being presented by Mary Shelley in the opening section of Frankenstein. I have BOMBARDED students with words in the last two sessions and probably talked too much....but it is essential that students are aware of the philosophical nature of the text and why this novel is considered to be part of the gothic tradition. As we are such a small group this year we have been huddled around a table discussing issues relating to Walton's letters and the MASSIVE significance of Chapters 4 and 5. I have not been entirely convinced that ALL students are wrestling with this text so the essay that we discussed in the last lesson will be an interesting challenge.

The essay title that has been the focus of class discussion this week is:

HOW DOES SHELLEY CREATE A SENSE OF DRAMATIC EXPECTATION IN THE OPENING SECTION OF SHELLEY'S NOVEL?

In Lesson Six we created the following structure for this essay. Students do not have to follow this structure....but it might be a good idea to use this structure for this FIRST A2 written task.

Potential Structure:

• Students need to explore the mysterious representation of Victor in Walton's letters. We discussed how Shelley presents Victor as having experienced some kind of experience that has had a negative effect on his physical and psychological health. This ambiguous and mysterious representation creates a sense of dramatic expectation as the reader is curious to discover why Victor appears so distressed.

• The second paragraph needs to explore the SYMBOLIC SIGNIFICANCE of location. Students need to consider the significance of Victor sharing his narrative with Walton in such a brutal, beautiful, and natural environment.

• The third paragraph should consider issues relating to LANGUAGE. We have discussed the significance of the dramatic language used in the opening chapters. We discussed the importance of Victor's comment that 'feelings bore me onwards, like a hurricane' and how this destructive simile acts as a forewarning for the horror that Victor's narrative reveals. We have also discussed other key quotes in some detail. THIS IS A VERY IMPORTANT PARAGRAPH.Why does Shelley have Victor use such violent imagery? BE SPECIFIC.

• The penultimate paragraph could deal with the significance of the non-linear narrative. We have discussed the significance of Shelley offering a clue to the reader relating to how this text should be perceived. The idea that Victor wishes Walton to learn from his experience is a key point. Reference could be made to the fact that Victor clearly challenges divine power and this can be linked to the alternative title of the novel. AGAIN...THIS IS A BIG PRAGRAPH.

• The conclusion needs to offer an understanding of this novel within the context of the gothic tradition and needs to refer to comments from literary critics.

HOMEWORK: The essay is due next Thursday so students need to plan, research, think about their response. On Monday we will discuss any issues that you may have relating to the construction of the essay. Monday's lesson is important. We need to discuss issues relating to the essay. Monday's lesson is the last chance to construct clarity from confusion so bring some questions. 

YEAR 13 LESSON FOUR/FIVE [15th/18th Sept 14]: Homework

The aim of these two sessions was to develop student understanding of the opening chapters of Mary Shelley's FRANKENSTEIN. Monday's lesson offered an overview of the significance of Walton's letters and today's session considered chapters three and four. IT IS ESSENTIAL THAT STUDENTS ARE READING THIS TEXT, MAKING NOTES, AND ATTEMPTING TO CONFRONT THE ELEMENTS OF THE NOVEL THAT THEY MAY INITIALLY FIND CONFUSING. I looked at Chapter Four in detail today and offered a very precise textual focus. The final section of the lesson consisted of watching the opening section of the 2012 Channel Four documentary 'Frankenstein: A Modern Myth.'

HOMEWORK: We are moving towards the essay title:
HOW DOES SHELLEY CREATE A SENSE OF DRAMATIC EXPECTATION IN THE OPENING SECTION OF THE NOVEL?
In order for students to be able to construct appropriate content for this essay, students need to consider  the following questions:

• Why does Shelley offer the mysterious representation of Victor in Walton's letters?
• Why does Shelley have Victor present his 'tale' to Walton as being some form of didactic fable?
• What is the significance of Shelley's use of language?
• Why does Victor's narrative occasionally shift from past to present tense. Why does he remove himself from his narrative to directly address Walton?
• How can the Prometheus myth be linked to the content of Chapter Four/Five?
• What is the significance of location?

I AM STILL NOT CONVINCED THAT STUDENTS ARE READING THIS TEXT IN A MANNER SUITABLE FOR A2 STUDY. I CHALLENGE YOU TO PROVE ME WRONG ON MONDAY MORNING. I NEED TO HEAR SOME EVIDENCE THAT STUDENTS ARE OFFERING A MORE PRECISE READING OF THE TEXT. OPINION NEEDS TO BE SUPPORTED WITH SPECIFIC TEXTUAL REFERENCE. SEE YOU THERE!

YEAR 12 LESSON THREE [ 16th Sept 14]: Homework

Today's manic sermon sparked into life with the class being offered an essay structure to help them construct the first AS Lit written homework. Class discussion identified and explored the elements of the poem that are used by WILLIAM WORDSWORTH to shape meaning in THE DAFFODILS. The class were introduced to the appropriate assessment objectives and managed to retain their humour and humanity as a fat bloke from Hull offered a rant relating to the incredible majesty of nature, taking a literary critic for a drink, the ageing process limiting the power of human imagination, the outstanding libido of Lord Byron, the Romantic Poets and their view of industrialisation, and the interconnected nature of the Universe! Phew.


The second section of the lesson explored Nick Carraway's opening comments in THE GREAT GATSBY. Class discussion was superb folks. Very well done. Apologies to Ellie for my renaming Tom Buchanan [Nick??] and causing some confusion.


HOMEWORK: Complete the essay. I expect the essay to be handed to me on Friday or placed in my inbox on Thursday night. THIS IS A BIG ESSAY.
Below is a link to a film made by some Media students in 2012 that offers some advice relating to how survive the first half-term of the Joint Sixth. This film contains some excellent advice from people who were in your position not so long ago! Enjoy.
http://vimeo.com/54513078
Good luck with the essay Lit Freaks.
Any problems..drop me an email or visit me in the English Dept.

YEAR 12 LESSON TWO [12th Sept 14]: Homework

The aim of today's session was to discuss the content of Wordsworth's THE DAFFODILS and Shakespeare's SONNET 18. Hopefully students were able to perceive the standard of analysis that is expected at AS level. The quality of the class discussion was superb. Thank You.

HOMEWORK: Read the poems!! Students need to decide which poem they will be using as a stimulus for the first essay. In the next lesson I will be discussing essay structure in an attempt to assist with the first written task. Students also need to be reading THE GREAT GATSBY. READ  READ  READ.

YEAR 13 LESSON THREE [11th Sept 14]: Homework

Today's session examined WALTON'S LETTERS and discussed how Mary Shelley creates a sense of dramatic expectation. Discussion considered:

• Shelley's dramatic use of language and how her use of metaphor suggests chaos, conflict and destruction.
• The animalistic representation of Victor and how this is used to create a heightened sense of mystery.
• Walton's character..brave? selfish? rebellious? determined? lonely? ambitious?
• The significance of Coleridge's TROTAM and the idea of Victor being a 'divine wanderer'.
• Location as metaphor.

I was not 'blown away' by the first twenty minutes of the lesson but critical commentary did become a little more precise as i rattled your collective cage.

HOMEWORK: Students need to be considering the question: 

HOW DOES SHELLEY ATTEMPT TO ENGAGE THE READER IN THE OPENING SECTION OF FRANKENSTEIN? This will be a future homework. DO NOT ATTEMPT THIS ESSAY!! The homework is just to CONSIDER possible content. Students also need to read the first FIVE chapters of  Victor's narrative. 

READ   READ   READ   READ   READ   READ   READ   READ   READ   READ   READ   

I may present a quiz at the beginning of the next lesson relating to the opening section of Frankenstein. If you are not reading you will not be able to offer an intelligent and informed opinion. 

YEAR 12 LESSON ONE [9th Sept 14]: Homework

Students were given a warm Joint Sixth welcome and asked a series of philosophical questions that inspired a host of challenging facial expressions. The lesson then moved on to consider the content of Andrew Marvell's TO HIS COY MISTRESS.


HOMEWORK: The focus of the first AS LIT essay is going to be how metaphor is used to shape meaning in Marvell's poem so students need to identify metaphorical language and develop an awareness of why Marvell has used this imagery. The key aspect of narrative in this poem is that the narrative voice is not necessarily the voice of the author.Students considered how this poem could be perceived as a form of warning. Class discussion considered the sinister nature of the narrative voice and students need to consider how Marvell uses metaphor to illustrate the motivation of the narrator.
Students also need to select one poem from the 'handout' provided in today's lesson as the first essay will ask students to compare Marvell's poem with one other text. It might be useful to select a poem that is rich in metaphor...but students are free to choose any of the poems.
Students also need to begin to read THE GREAT GATSBY as this is an exam text. The main focus of the reading needs to be WHO IS NICK CARRAWAY?


Lots to do folks. READ  READ  READ   READ   READ   READ. An informed class discussion is only possible if students read the text.

YEAR 13 LESSON TWO [8th Sept 14]: Homework

Today's 'short' session considered Shelley's Frankenstein. Discussion considered the significance of the alternative title THE MODERN PROMETHEUS and the metaphorical significance of location.

HOMEWORK: Read WALTON'S letters and consider the following issues:

• The significance of references to TROTAM.
• How Shelley presents Victor.
• Walton's personality...is he a sympathetic character?
• Location as symbol.
• The nature of the language used by Shelley.
• How Shelley attempts to create a sense of dramatic expectation.

LOTS TO DO.

YEAR 13 LESSON ONE [4th Sept 14]: Homework.

Now then kids....AND WE BEGIN! The following resources posted to this blog entry relate to Mary Shelley's FRANKENSTEIN. It is essential that students command an understanding of the social, philosophical, political and historical context of this novel. I urge all students to digest the resources posted here:
Nick Dear discusses the text: https://www.youtube.com/watch?v=LFsvLYtGGXg
Danny Boyle and Nick Dear discuss their dramatic interpretation of the novel that they produced at THE NATIONAL THEATRE in 2013:
https://www.youtube.com/watch?v=7_GA8SX5Qw0
BBC article...10 possible readings of FRANKENSTEIN:
http://www.bbc.co.uk/news/magazine-12711091
BBC readers respond to the possible readings article:
http://www.bbc.co.uk/news/magazine-12737956
BBC Documentary. There is a lot of biographical detail in this documentary that should not be reproduced in any essays but this is still an interesting contextual resource. There are some terrible moments in this film...the recreated scenes are appalling! Interpretation is also offered as fact...so be careful! The Channel Four documentary 'Modern Myth' is an excellent FRANKENSTEIN documentary. Click below to access the trailer:
https://www.youtube.com/watch?v=Z17eOjRjIbQ

IT IS ESSENTIAL THAT STUDENTS COMPREHEND THE CONTEXTUAL NATURE OF THIS NOVEL. Peruse the blog resources and read the material given to you in the first session.

WELCOME BACK. GOOD LUCK. KEEP SMILING!