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'?

YEAR 13 LESSON SEVEN/EIGHT/NINE [29th Sept/ 2nd/6th Oct 14]: Homework

These lessons were aimed at providing guidance for the first FRANKENSTEIN essay and also discussed the possibilities of coursework. Coursework will focus on how an author uses metaphor to shape meaning OR consider whether a text should be considered canonical. Students need to be reading poetry as it is important that students select an appropriate text to be the focus of their coursework study.
HOMEWORK: Complete essay, read Shelley's novel and read some poetry!!