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