BE CURIOUS: Resources for A LEVEL LITB AQA Literature & AQA GCSE LANG/LIT.

Friday, 8 February 2013

YEAR13 LESSON TWENTY [6th Feb 13]: Homework.

This session was a series of coursework tutorials.

HOMEWORK: Students need to be completing their final drafts. I expect essays to be e-mailed to me over the half-term so I can have a marked version to offer you when next our worlds collide...which is the 20th Feb! This half-term should be a READING FEAST as when we return we will be comparing and discussing Frankenstein and Faustus. Your reading is crucial as this will enable you to offer informed and relevant comment when constructing a critical argument. Students also need to be aware of the different interpretations that surround the text, particularly interpretations related to the gothic literary tradition. Students must be able to consider both texts within the context of the gothic. I intend to post some podcasts during the half-term break so keep visiting the blog.

Toodle Pip.

Thursday, 31 January 2013

YEAR 12 LESSON EIGHTEEN [31st Jan 13]: Homework.

Students were asked to consider the first section of Obama's recent inauguration speech and were asked to compare the sentiment and philosophy apparent within Obama's speech with issues and themes relating to THE GREAT GATSBY. Click on link below to access the whole of Obama's speech:
http://www.bbc.co.uk/news/world-us-canada-21117466
The class then experienced the beginning of Jez Butterworth's JERUSALEM. Massive thanks to all the readers. I never thought I would hear Maya-Cesca-Leah-Ed-Rory-Anna etc offering such interesting forms of expression!! Class discussion considered the aim of the introduction to the first act.
Here is the link to the Jerusalem resources page:
http://becuriouslit.blogspot.co.uk/2013/01/jerusalem-resources.html

HOMEWORK: Read Jerusalem. Students also need to consider the question:
'The Great Gatsby is a novel trapped in time and has little relevance for the Twenty-First Century reader.' To what extent do you agree with this view of TTG?
We will be planning the essay next week and this will be a homework after next Thursday's session.

YEAR 13 LESSON NINETEEN [30th Jan 13]: Homework.

Students completed the reading of Marlowe's Faustus. Particular emphasis was placed upon the symbolic significance of THE OLD MAN and the class were asked to consider WHY this character is so important. Focus was also placed upon Faustus and his kissing moment with Helen of Troy. Students were asked to consider whether they sympathised with Faustus at the conclusion of the play.

HOMEWORK: Next week's session will be a series of Anthology related tutorials. Students need to read Faustus and Frankenstein. When we return after half-term we will be considering the significance of both texts.

Thursday, 24 January 2013

YEAR 12 LESSON SEVENTEEN [24th Jan 13]: Homework.

Students were introduced to Blake's poem JERUSALEM and introduced to a few snippets that relate to Jez Butterworth's play. Students discussed the significance of the painting of Newton by Blake and the sentiment of Blake's famous poem. Students were made aware that this poem is an aspirational poem that suggests that England can be a better country and that one day it might actually be worthy of being termed JERUSALEM. Jerusalem in this poem could be considered a symbol for a Utopia or a country fit for Jesus to visit.

The lesson moved on to consider the final chapter of THE GREAT GATSBY with particular focus placed upon the final lines of the novel. Various interpretations were discussed. This is a very ambiguous conclusion and students need to engage with this final section and develop their own interpretation of the final sentences. Students should refer to the photocopy provided as this will inform your reading.
Students were asked to consider the question:
'GATSBY IS A NOVEL TRAPPED IN TIME WITH LITTLE RELEVANCE FOR A TWENTY-FIRST CENTURY READER.' TO WHAT EXTENT DO YOU AGREE WITH THIS STATEMENT?
This is the kind of question that you will be expected to answer in the exam after the 'HOW DOES THE WRITER TELL THE STORY..' question. Class response was impressive. Well done.
After two hours of tales about English Bull Terriers on the Westwood, fruit wrapped in poetry, and a one man drama that attempted to illustrate the sentiment at the end of Gatsby through the dramatic attempt to purchase a Morrisons' steak pie....it was time to go home.

HOMEWORK: READ JERUSALEM. We will begin to read the play in the next session. Students need to consider the Gatsby question that we discussed briefly at the end of the session. Students should also consider the question:
HOW DO YOU RESPOND TO THE VIEW THAT IT IS VERY DIFFICULT FOR READERS TO FEEL ANYTHING OTHER THAN CONTEMPT FOR TOM BUCHANAN?

Furthermore, students should read TROTAM. I am going to explore the fifth section of the poem in the next lesson. I will also discuss the following questions:
COLERIDGE DESCRIBED HIS POEM AS A WORK OF 'PURE IMAGINATION.'
TO WHAT EXTENT DO YOU AGREE WITH THIS ASSESSMENT OF TROTAM?
and
'TROTAM IS SIMPLY A TALE OF CRIME AND PUNISHMENT.'
HOW DO YOU RESPOND TO THIS VIEW?
So...lots of reading and thinking required for homework folks. Also click on link below to view the complete version of Obama's inauguration speech. How do the ideas explored in this speech relate to Fitzgerald's THE GREAT GATSBY?
http://www.bbc.co.uk/news/world-us-canada-21117466

Wednesday, 23 January 2013

NEWTON by WILLIAM BLAKE.

This painting represents the ROMANTIC SENSIBILITY. Newton, the pragmatic man of Maths, works on some form of mathematical problem whilst ignoring the beauty of the natural world that surrounds him. Newton is sitting at the bottom of the sea. One critic has suggested that Newton appears to be using a beautiful abstract painting as a seat! The pragmatic man of logic is oblivious to the beauty and majesty of the world.

YEAR 13 LESSON EIGHTEEN [23rd Jan 13]: Homework.

Students read/discussed/watched Scenes 10 to 13. Class discussion was directed towards a consideration of whether Faustus was a 'mighty God', a 'sound magician', or just a deluded fool being exploited by Mephistophilis. Is Faustus really becoming 'great Emperor of the World' as he had hoped earlier in the play? Students were asked to consider the significance of the following quotes and stage directions:

Knight: [Aside] I'faith he looks much like a conjuror...
Faustus: ...it is not in my ability to present before your eyes the true substantial bodies of those two deceased princes, which long since are consumed to dust..
Faustus: But such spirits as can lively resemble Alexander and his paramour shall appear before your grace..
Faustus: Mephistophilis begone.. [Re-enter Mephistophilis and [Spirits in the shape of] Alexander and his Paramour.

The lesson moved on to discuss the significance of the Horse-Courser scene and how Marlowe uses this scene to reflect the earlier moment in Scene 3 between Faustus and Mephistophilis within which Mephistophilis warns : 'Faustus leave these frivolous demands, Which strike a terror to fainting soul.' To what extent can the Horse-Courser and his actions be compared to Faustus? Is Marlowe offering a form of dramatic symmetry? How should we view Faustus in this scene?
The whole session was a consideration of Faustus and the level of power he displays. Has the selling of his soul been good business? Another key consideration was how Marlowe uses comedy to explore his key ideas. What is the significance of Faustus becoming a comical character?
The last section of the lesson considered the question:
WHAT DO WE LEARN ABOUT THE PLAY IN THE OPENING CHORUS?

HOMEWORK: Read the Chorus that is presented at the beginning of the play and consider what we learn about the play's content in this introduction. Students should also read the final THREE scenes of the play and consider why THE OLD MAN is such a significant character. Students should also consider how we view Faustus in the final scene. How does Marlowe want us to react? What is the significance of the final Chorus?
READ.THINK.READ.THINK.READ.THINK.READ.THINK.READ.THINK.
Next week we will complete the play.

Friday, 18 January 2013

JERUSALEM Resources.