YEAR 13 LIT REVISION SESSION...EASTER..

I will be in school from 11am on the first THURSDAY...i intend to begin at 11.30 and finish at 2/2.30....Our focus will be the gothic so bring your texts. I need some coursework from Matt and E. ASAP.

YEAR 12 LESSON 45/46/47 [20th/24th/27th March 15]:Homework

The last THREE sessions were all JERUSALEM related. Students received the essay titles and class discussion explored how students could access the assessment objectives.
A JERUSALEM/SECTION B revision session was offered on Tuesday 31st March. Thanks to those students who bothered to attend. Next Tuesday 11.30/2.30 i will be offering another session and on the Wednesday I am offering a Coursework related drop-in session. THE COURSEWORK NEEDS TO BE COMPLETE BY THE FIRST LESSON AFTER THE EASTER BREAK..... THIS IS TUESDAY 14th April !!

HOMEWORK: Students need to be reading our exam texts and completing coursework.
Below are links to the two texts I referenced in the final session. The sentiment of these texts both relate to JERUSALEM.
Here is a link to Kate Tempest's BRAND NEW ANCIENTS:
https://www.youtube.com/watch?v=JLWlB3ib7ZM
Chales Bukowski's The Laughing Heart:
https://www.youtube.com/watch?v=DhM-Dm2PHHo
Here is the link to my JERUSALEM resources page:
http://becuriouslit.blogspot.co.uk/2013/01/jerusalem-resources.html
Here is my podcast:
https://soundcloud.com/fishymedia/an-as-lit-podcast-jez

YEAR 12 LESSON FORTY-FOUR [17th March 15]: Homework

This session ALMOST concluded the reading of the play. Class discussion considered the significance of the PHAEDRA moment when she dances with Rooster and Butterworth's aims. We will be banging drums and summoning the old giants of England in Friday's session.
HOMEWORK: Read the play and confront the resources that I have provided.On Friday I will be offering the coursework questions.
Below is a link to a question and a possible essay structure:
http://becuriouslit.blogspot.co.uk/2013/03/year-12-lesson-twenty-three-14th-march.html 

YEAR 13 LESSON FORTY-SIX [16th March 15]:Homework

The whole of the session considered the question:
Discuss the view that the play provokes more laughter in the audience than terror.
Class discussion explored possible content and a possible essay structure. Class discussion was excellent. Big thanks to the people who bothered to attend.

HOMEWORK: Complete the essay.

YEAR 12 LESSON FORTY-TWO/FORTY-THREE [10th/13th March 15]: Homework

Both sessions explored issues related to JEZ BUTTERWORTH'S JERUSALEM. The Tuesday session contained THE DAWN MOMENT and students were asked to consider why Butterworth transforms ROOSTER from a relatively simplistic COMEDIC TYPE into a much more ambiguous and mysterious supernatural character. Students were asked to consider WHY/HOW Butterworth changes the language of Rooster to reflect this change in character. Focus was placed upon Rooster's CREATION STORYand the tale of his meeting with the giant that created Stonehenge!
The Friday session concluded the reading of Act Two and students were asked to consider the drama created by the entrance of Troy Whitworth and the significance of PHAEDRA'S appearance at the end of the scene.

HOMEWORK: Students need to consider the SYMBOLIC significance of Rooster Byron. What does he represent? How is he being used by Butterworth to shape meaning? Students need to read my booklet, listen to my podcast, and prepare for a MASSIVE class discussion when we conclude the play on Tuesday. In today's session one student offered the view that this play is a  MODERN MYTH. We looked at the significance of the St.George and the Dragon narrative and briefly considered the play as a tragedy.
READ MY BOOKLET. It will ensure that our class discussion on Tuesday will be an intellectual feast of informed comment....possibly.
Here is my podcast:
https://soundcloud.com/fishymedia/an-as-lit-podcast-jez
This is a wonderful interview with Mark Rylance:
https://www.youtube.com/watch?v=CTJYmBqQcw4
Jez Butterworth interview:
https://www.youtube.com/watch?v=efbHIyk4Nx0

YEAR 13 LESSON FORTY-FOUR/FORTY-FIVE [9th/12th March 15]: Homework

The focus of Monday session was Marlowe's FAUSTUS. Class discussion considered Marlowe's play in the context of GOTHIC WRITING and students were encouraged to identify the features of the text that could be considered GOTHIC. Students identified themes such as CRIME AND PUNISHMENT and ISOLATION and linked these themes to author's aim. The class then attempted a brief written response to the question:
TO WHAT EXTENT CAN FAUSTUS BE CONSIDERED A GOTHIC TEXT?
The Thursday session considered how Lady Macbeth's speech in Act Five of MACBETH reflects the concerns of FRANKENSTEIN and FAUSTUS. The class were then encouraged to consider the exam question:
TO WHAT EXTENT DO YOU AGREE WITH THE VIEW THATN GOTHIC WRITING SHOWS THAT HUMAN BEINGS ARE NATURALLY INCLINED TO BE EVIL RATHER THAN GOOD?

HOMEWORK: Students need to be considering how SYMBOLISM and THEME can be linked across ALL THREE EXAM TEXTS. Students must be developing an awareness of how the aim of each author is similar or/and different. It is important that students begin to consider each text within the context of the gothic tradition. LOOK AT THE OLD EXAM QUESTIONS to develop an understanding of the range of questions that this exam will offer. For example, how can all three texts be considered 'TERRIFYING and SHOCKING'? HOw does each text reflect the nature of the human condition. YOUR READING IS CRUCIAL.
Some students also need to complete their Anthology work. Some of you are being SLACK. SORT IT OUT. ARE YOU SERIOUS ABOUT YOUR EDUCATION OR WHAT? DO IT.

YEAR 12 LESSON FORTY/FORTY-ONE [ 3rd/6th March 15]: Homework.

Both sessions this week were concerned with JERUSALEM. Tuesday's session concluded the reading of Act One and on Friday we began to read Act Two. The images at the top of this blog are the resources given to students at the beginning of the Friday session. The Friday session considered the TROTAM essay question:
THE HERMIT ASKS THE MARINER, 'WHAT MANNER OF MAN ART THOU?' Do you think that the poem as a whole offers an answer to this question?
The class were provided with a clear essay framework. The resource is available below.

HOMEWORK: Read the play. We will be reading and discussing Act Two on Tuesday. Complete the essay for Friday. Students need to keep reading the resource booklet that explores issues being explored within JERUSALEM. Act Two is incredibly significant.

YEAR 13 LESSON FORTY-TWO/FORTY-THREE [ 2nd/5th March 15]: Homework.

The aim of these two sessions was to consider issues relating to Marlowe's FAUSTUS. The Monday session considered the narrative significance of the image of Icarus in the introductory Chorus and whether Mephistophilis is the true villain within the play. The class believed that Faustus was the villain...before changing their mind and deciding that delusional human ambition was the real villain. The moved into a twenty minute written response.
Thursday's lesson considered possible content for the question:
'ALTHOUGH FAUSTUS IS EVENTUALLY PUNISHED, THE PLAY IS ESSENTIALLY A CELEBRATION OF SIN RATHER THAN A MORALITY TALE.' To what extent do you agree with this view of the play?
Class discussion created the following framework for the essay:

• Begin the essay with four or five sentences that allow the examiner to comprehend how you are going to approach this essay. Simply answer the question in a very simple manner.
• The first critical paragraph needs to highlight the nature of the SIN that occurs within the play. How does Faustus Sin? What is his crime?
• Explore the symbolic significance of The Old Man. How does this character allow Marlowe to construct the moral framework of the text. Obviously The Old Man is symbolic of the power of faith. He is a symbolic counterpoint to Faustus and his sin. The Old Man is often played by the actor representing The Good Angel. Is this significant?
• Explore the symbolic significance of the two deaths in the final two acts. How do they differ and why? The final chorus states that the audience should 'regard his hellish fall' so the death of Faustus needs to be horrific. The sixteenth century audience should be terrified by the content of the final act.
• Conclusion.

Remember....we discussed the gothic concerns that need to be addressed within this essay. Students need to consider the conventions of the gothic tradition and refer to the views of other readers. Students also need to show some understanding of historical context. Class discussion generated some useful notes so I am expecting a detailed and appropriate response.

HOMEWORK: Complete Faustus essay for Thursday and continue to complete Anthology coursework. Lauren...I need some work. Use the metaphor structure i gave the class. I also expect to receive second drafts from the lads asap. I think you are being a tad slack. It is 20% of your A2 grade. Sort it.