YEAR 13 LESSON SIXTEEN [27th Nov 15]: Homework

This session considered the creature's narrative and discussed the significance of the 'SUICIDE NOTE' that concludes the novel. Students were asked to consider why Shelley has the creature embrace oblivion in such an enthusiastic manner. The class were asked to consider the narrative of the creature as allowing Shelley to offer a very liberal emotional manifesto aimed at improving the quality of life for all members of society. REMEMBER...this is a post-War novel and this novel is considered to reflect many of the liberal ideas that are associated with Romantic Literature.

I alluded to a SUPERB BBC documentary series that explores the 'so called' ROMANTIC movement within English Literature. The first episode explores the significance of THE FRENCH REVOLUTION. Click on link below to access resource.....

LIBERTY:

https://www.youtube.com/watch?v=scck3YCiRxg

There are three one hour films in this series and they are all magnificent. Reference to Shelley's Frankenstein appears in the final section of the episode below...but I would watch it all because it is a superb resource and brilliant filmmaking....

NATURE:

https://www.youtube.com/watch?v=liVQ21KZfOI

ETERNITY:

https://www.youtube.com/watch?v=R6mefXs5h9o

I discussed the idea today that the creature is perceived by some critics to represent the movement of the French Revolution [OPTIMISM evolving into HORROR and DESTRUCTION] so students need to be aware of the significance of this moment in northern european history.

HOMEWORK: READ THE NOVEL. In the next session we will be discussing possible content for an essay that will consider the significance of the creature. Here are FOUR potential essay questions that you should consider before Wednesday's session.

'The creature is the most important symbol in Shelley's novel.' To what extent do you agree with this statement?

Many critics have commented that the creature is ultimately a character with whom we sympathise. Explore Mary Shelley's presentation of the creature in the light of this comment. 

'Throughout the novel the boundaries between good and evil are continuously blurred, leaving the reader with moral uncertainty.' How far do you agree with this view of the novel?

To what extent do you agree with the view that the humans in Frankenstein are more monstrous than 'the monster'?

YEAR 13 LESSON THIRTEEN/FOURTEEN/FIFTEEN [ 18th/20th/25th Nov 15]: Homework

The thirteenth session involved the class modelling a paragraph as preparation for the essay. The class created an exemplar paragraph that served to illustrate how a response should be structured. This was a very important session as students need to see how a sophisticated critical argument is presented.
The rest of the session discussed the creature's narrative.
Session Fourteen also discussed the key moments within the creature's narrative and referred to the notion of tragedy. Reference was made to Aristotle's notion of PITY and FEAR and the class were introduced to Arthur Miller's idea that tragedy is an optimistic form of literature as it aims at 'PERFECTIBILITY.'
Today's session continued to consider how Shelley presents the creature and why she presents the creature in this manner. Reference was made to the significance of PARADISE LOST and the role of Literature in informing the creature about the human sensibility. Students discussed the significance of the opening section of Chapter 15, the symbolic significance of the DeLacey family, the symbolic significance of the creature's physical isolation as he secretly learns from the humanity of the family, and the significance of William's murder....PHEW.

HOMEWORK: Continue to read the creature's narrative and also read the final pages of the novel. Our next essay will consider the symbolic significance of the creature so be prepared. Come to the lesson armed with some informed comments. I will also be discussing the symbolic significance of location. Students also need to rewrite a paragraph from the recent essay, follow my marking and construct a paragraph that contains an appropriate level of A2 detail. ALL students should aim to move the paragraph one grade higher than the grade you received for your essay.
YOU LOT WERE BRILLIANT TODAY.
Ta.

YEAR 12 LESSON TEN [23rd Nov 15]: Homework

This was another big session as the main focus of the lesson was a consideration of the question:
WHO IS NICK CARRAWAY?
Students must be able to identify why Fitzgerald selected this character to be the filter through which he shapes his narrative. CLASS DISCUSSION WAS EXCELLENT. Students considered the 'broken' nature of this shy and repressed 29 year old and identified key moments from the text that amplify his true nature. Students received a sheet full of key quotes that should help when considering the nature of Nick Carraway. Focus was placed upon the final section of the third chapter and Nick's comment that he felt a 'haunting loneliness sometimes.' The class considered the interpretation of Carraway offered in Baz Lurhmann's recent film that has Nick writing the book as a means of therapy as he recovers in hospital from some form of alcohol inspired break-down!! This reading views the text as a form of diary entry...a retrospective journey recalling a moment of incredible and overwhelming emotional intensity.
The remainder of the session considered the nature of Gatsby's Party in Chapter Three and how it moves from an exuberant feast of life to a chaotic mess! Women cry, sad songs can be heard, couples fight, and there is a car crash. Carraway describes the scene as a 'violent confusion.'
Discussion also considered why Gatsby's first appearance is so understated and why Owl Eyes is so amazed that Gatsby's library appears to be real...although the books remain uncut therefore are impossible to read. Students might want to consider the thematic significance of this moment and continue to view the book through the thematic filter of APPEARANCE AND REALITY.

HOMEWORK: Read chapter FOUR and Chapter FIVE. Some people still owe me written work. If you miss a lesson you still complete the work. Get in touch with me and I will give you the essay plan that will guide you through the essay.

Click on link to listen to Baz Lurhmann and the cast of Gatsby discuss issues linked to the recent film version of Fitzgerald's novel:
http://becuriouslit.blogspot.co.uk/2013/05/year-12-gatsby-resourcesthe-film-is.html
Di Caprio Gatsby interview:
https://www.youtube.com/watch?v=kjoUzHWDkX8
Di Caprio on Gatsby...ABC News:
https://www.youtube.com/watch?v=MI_E_l9nApM
Tobey Maguire interview...he is Carraway:
https://www.youtube.com/watch?v=ZzK21TFdXkk

YEAR 12 LESSON NINE [16th Nov 15]: Homework

Today's session was a MASSIVE lesson as students discussed possible content for the first GATSBY essay. The title of the essay is:
HOW DOES FITZGERALD SHAPE MEANING IN THE OPENING CHAPTERS OF THE GREAT GATSBY?

Students were offered a very precise essay structure and class discussion considered the relevant content for the first two paragraphs. Discussion considered how the theme of economic and social inequality is presented to the reader through the contrast between the Valley of Ashes and the representation of Gatsby's party in the opening section of chapter three. Class discussion also considered the theme of APPEARANCE AND REALITY and how this links to author's aim.
Class discussion considered the notion of symbolism and how a writer uses symbolism as a device to shape meaning. Discussion considered the symbolic purpose of the Valley of Ashes, Gatsby's party, Myrtle and Tom. All these symbols are used by Fitzgerald to shape meaning and students need to refer to the symbolic nature of the text and link these symbols to author's aim.

Further discussion considered the notion of tragedy and the extent to which the opening sections of the novel conform to the definitions of tragedy offered by ARISTOTLE and ARTHUR MILLER. Students were encouraged to refer to the context of tragedy in the conclusion to the essay. Furthermore, students were made aware of the need to weave the comments of critical interpretations into the critical narrative of the essay. For example Lionel Trilling stated that 'GATSBY IS AMERICA' but our class discussion considered the idea that perhaps 'Tom is America' as he is a cruel and ignorant individual who seems incapable of compassion or empathy. It is this lack of compassion that allows the Valley of Ashes to exist and for Myrtle to be abused. Tom is a vile man incapable of human decency. Perhaps Fitzgerald's novel is an appeal for empathy in order to stop the version of America reflected in the novel becoming a reality.

Students were also asked to consider why this novel and the themes and ideas being explored by Fitzgerald are still relevant in November 2015. Surely a novel that is appealing for empathy and compassion is incredibly relevant, especially after the atrocities in Paris on Friday night.

This is a very important essay.

HOMEWORK: Construct the essay. Any student who missed this lesson needs to contact me to obtain the essay structure.

YEAR 13 LESSON ELEVEN/TWELVE [11th/13th Nov 15]: Homework

The aim of these two sessions was to prepare students for our first A2 essay. The title being considered is:
'THE OPENING CHAPTERS OF THE NOVEL INTRODUCE THE THEME OF CRIME AND PUNISHMENT.' To what extent do you agree with this statement?

The first session involved group work and class discussion that considered potential content and second lesson was a much more teacher directed class discussion. THIS IS A MASSIVE ESSAY. Students are aware of the features of written work that need to improve. I have offered a very gentle introduction to the course as we have been exploring the opening chapters of this exam text. This is our first real written challenge. In Friday's session students were introduced to a potential essay structure. The most useful moment from Friday's session was when students discussed the significance of Victor's line..'I wandered like an evil spirit.' This is the level of analysis that you need to replicate in written work.

HOMEWORK: Read the creature's narrative and begin work on the essay. I will be discussing the essay for 10/15 minutes on Wednesday before exploring issues linked to the creature's narrative.

YEAR 12 LESSON EIGHT [9th Nov 15]: Homework

This session was a bit of a rant from the fat bloke with the grey hair. The main focus of the session was the party in Chapter Two which offers  a collection of surreal and fragmented moments because the narrator is as drunk as a member of The House of Lords. Discussion considered the representation of Myrtle and students were asked to consider the significance of the following moments:

• Myrtle's initial appearance and the fact that she is presented 'walking through her husband as if he were a ghost.'
• Wilson's deference to Tom and the significance of Tom's comment: 'He's so dumb he doesn't know he's alive.'
• The significance of Myrtle's costume changes.
• The significance of the tiny apartment being full of oversized furniture.
• The significance of the following quotes:..' Throwing a regal homecoming glance around the neighbourhood, Mrs Wilson gathered up her dog and her other purchases, and went haughtily in...The living room was crowded to the doors with a set of tapestried firniture entirely too large for it...Mrs Wilson had changed her costume some time before..With hthe influence of her dress her personality had undergone a change...Her laughter, her gestures, her assertions became more violently affected moment by moment, and as she expanded the room grew smaller around her...Tom Buchanan yawned audibly and got to this feet...'It's really his wife that's keeping them apart. She's a Catholic and they don't believe in divorce'...Tom Buchanan broke her nose with his open hand..'....

This is an incredibly surreal party that is loaded with meaning. Myrtle seems to be an actress pretending that she is not living on the edge of The Valley of Ashes. She seems to crave status and money. Students need to be aware of how Fitzgerald shapes her character and how this chapter allows Fitzgerald to reinforce the key themes of the novel.

HOMEWORK: When we meet on Monday we will be creating content for our first Gatsby essay. It is extremely important that students are familiar with the first three chapters of the novel. The question that we will consider will be:

How does Fitzgerald shape meaning in the opening chapters of the novel?

The first paragraph will consider how Fitzgerald presents the issue of economic inequality and challenges the credibility of the Declaration of Independence. What kind of America is being presented to the reader? Students need to refer to the Valley of Ashes/The Buchanan House/ Gatsby's Parties and how Fitzgerald shapes meaning through the presentation of LOCATION.

The second paragraph needs to focus on the character of Myrtle. She wants to escape the drudgery of her life but seems trapped. Author's aim? Students need to arrive at the classroom armed with some key quotes. Why is everyone drinking and carousing? What kind of world is being presented here?

The third paragraph needs to deal with the introduction of Gatsby which offers a contrasting representation of his character. This is a novel that explores issues of identity. This is a novel that explores the theme of APPEARANCE and REALITY and the mysterious representation of Gatsby introduces the reader to this key theme. The representation of CARRAWAY reinforces this theme.

I EXPECT A LOT OF VIBRANT CLASS DISCUSSION ON MONDAY THAT INCLUDES A LOT OF SPECIFIC TEXTUAL REFERENCE. SEE YOU THERE.

Keep digesting the Gatsby resources that appear on previous blog posts.

Year 11 WAR / LANGUAGE task..

YEAR 13 LESSON TEN [4th Nov 15]: Homework

This session explored CHAPTER TEN of the novel and the introduction of the creature. The class, some of whom were sporting some outstanding winter coats, were encouraged to consider how Shelley represents Victor in the first ten chapters and how Victor represents the creature. Shelley clearly shocks the reader when the creature appears as the VILE INSECT appears to be eloquent, intellectually confident, capable of self-reflection, capable of empathy, and is able to manipulate Victor into listening to his tale. There are many similarities between the language of the creature and Victor's emotive and violent language. The class were asked to consider why the language of the creature appears to be similar to the register given to Victor.

HOMEWORK: Read the creature's narrative. In the next few lessons you will be receiving some challenging written tasks therefore the quality of the written response depends upon the quality of your critical reading of the text. DO YOU FEEL ANY SYMPATHY FOR A CHILD MURDERER???
See you next Wednesday. Continue to digest the resources available on this blog and think about which text you will be using as the focus of your coursewor.
The making of Danny Boyle's FRANKENSTEIN for The National Theatre:
https://www.youtube.com/watch?v=tkYgCZ0DWwc 
Danny Boyle and Nick Dear discuss Frankenstein:
https://www.youtube.com/watch?v=7_GA8SX5Qw0 
John Green discusses the novel:
https://www.youtube.com/watch?v=SyyrwoCec1k
John Green's Franky two:
https://www.youtube.com/watch?v=hRDjmyEvmBI
Mark Steel's lectures are okay...content is good but not great visual quality.... well worth your ears:
https://www.youtube.com/watch?v=DmAWOq9RdsM

YEAR 12 LESSON SEVEN [2nd Nov 15]: Homework.

The aim of this session was to encourage students to provide A Level detail when producing a written response. This is a MASSIVE jump from GCSE and students need to develop an awareness of the expectation that drives the written work. The critical focus of this session was the question:
HOW DOES FITZGERALD REPRESENT GATSBY IN THE OPENING CHAPTER?
Students were encouraged to identify key quotes that would allow the construction of a detailed A Level paragraph and tstudents were also encouraged to consider author's aim. The area of written work that needs to improve is the ability of students to CLEARLY EXPLAIN HOW SPECIFIC TEXTUAL REFERENCE REINFORCES THEIR CRITICAL OPINION. This has been the weak area of the recent written work. The lesson concluded with a 15 minute written task.

HOMEWORK: I expect ALL students to have read the text. Next lesson we will be examining the two 'social occasions' in the first two chapters. The party in Chapter Two is an alcoholic and violent affair. What do we learn about Myrtle? How would you describe the representation of women in the first two chapters? What do we learn about Carraway? What do we learn about Tom? Lots of discussion will take place in the next session and I expect all students to arrive at the lesson stuffed full of opinion.

Digest these resources. THEY ARE SUPERB....they are just a bloke's opinion:
https://www.youtube.com/watch?v=xw9Au9OoN88
https://www.youtube.com/watch?v=cn0WZ8-0Z1Y
https://www.youtube.com/watch?v=ehjTS6AhMJ8

YEAR 13 LESSON EIGHT/NINE [16th/21st Oct 15]: Homework

The aim of these sessions was to explore Victor's narrative and gain an understanding of how this novel links to the gothic tradition. The heart of the course is class discussion and students were encouraged to discuss and consider thematic content, the significance of language and structure, and the novel in the context of 1818/1830.

HOMEWORK: READ. THINK.READ. THINK.READ. THINK.........