YEAR 13 LESSON FOURTEEN [23rd Oct 13]: Homework.

Today's lesson was an exploration of the essay title:
'THE CREATURE ALLOWS SHELLEY TO PRESENT HER KEY IDEAS.'
 To what extent do you agree with this statement?

This lesson involved a rousing class discussion worthy of failing an OFSTED lesson inspection. The class discussion was used to create communal notes that could be used to construct a structured and textually specific response to the essay question. The three main areas of philosophical consideration offered by the class were:

• The novel as social criticism. Shelley uses the creature to illustrate the destructive consequence of intolerance. The creature becomes a symbol of a life lived without receiving love or empathy. He is the product of cruelty and emotional isolation.This reading could also consider the interpretation that the creature could be used by Shelley to reflect the ideas of John Locke. Students also considered which gothic quote they would refer to when constructing the critical argument as reference must be made to the gothic tradition within this essay.
• The novel as didactic Christian Fable. A warning to the Scientific community. Reference was made to how the imperfection of the creature is symbolic of the inability of Science to replicate the perfection of divine power. Reference was made to the majesty of nature being symbolic of God's creation with the creature being symbolic of man's hubris. Students discussed the significance of the Prometheus myth being used by Shelley to reinforce the idea that the novel is a warning to science. Some students suggested that this paragraph could also consider the view that VICTOR is also a crucial symbolic character when constructing the view that this is a conservative Christian fable. So this paragraph could in fact be two paragraphs! One that considers the philosophical significance of the creature and one that considers the symbolic significance of Victor. Students offered some interesting observations relating to the novel as a secular warning to science. Could Victor's suffering be psychological rather than linked to some idea of religious sin??
• A novel that explores the powerless role of women in this male world. There were some excellent comments relating to the symbolic significance of the male narrative, the fact that three women die within the novel [four if you count the female creature who is destroyed before she is animated], and observations that women seem passive in the male world of the novel. Reference was made to the comments of the literary critic Anne Mellor who refers to 'anxiety of authorship' and suggests the male narratives are evidence that 'Shelley doubted the legitimacy of her own literary voice.' The most perceptive comment was the observation delivered by AA that the passive nature of the female characters simply reflect and document the reality of the female experience in 1830 and not the anxiety of authorship suggested by Mellor.
• Conclusion needs to offer a consideration of the gothic tradition and link this to the text and author's aim.

Class discussion was superb. We will continue to link content to the assessment objectives in the next session as I expect an essay to be created during half-term. Students should be deciding which essay they will attempt to construct.

Homework: Read the text and consider the essay questions. Our next lesson is the last lesson within which we will be discussing possible content for this essay... so bring some questions to the next session.

Below is the link that I played this morning to illustrate the fact that human beings are a wonderful species. Turn it up. GET BOLVING :)
http://www.bbc.co.uk/news/uk-england-somerset-24602741
    

YEAR 12 LESSON THIRTEEN [22nd Oct 13]: Homework.

The aim of the lesson was to discuss Chapter Four of the novel and consider whether Fitzgerald reinforces any themes or issues offered in the previous chapters or whether Fitzgerald introduces any new ideas or concepts. Clearly, this is the chapter within which the reader is introduced to the character of Gatsby therefore it is a HUGE moment. Students were asked to consider whether Fitzgerald enhances Gatsby's enigmatic character with the strange reference to San Francisco and Gatsby's absurd presentation of medals and photographs to support the personal autobiography that he presents to Nick. Does Fitzgerald want the reader to trust Gatsby's account of his life? If not, why not?

The lesson also considered the introduction of Wolfshiem and why this chapter blends real examples of corruption [Rosy Rosenthal's assassination outside the Metropole Hotel, the World Series scandal in 1919, and the reference to Becker] with the world of Fitzgerald's fiction. What is Fitzgerald's aim? Students were also asked to consider the dramatic significance of Wolfshiem and Fitzgerald's aim when presenting Gatsby's powerful link to organised crime. This is a very important moment.

The final section of the chapter involves Jordan explaining the link between Gatsby and Daisy. Again, this is a key moment as it creates a sense of dramatic expectation and guides the reader into Chapter Five and the first meeting of Gatsby and Daisy at Carraway's house. Chapter Four concludes with Nick kissing Jordan....aaawwww...lovely! Or is it??

Homework: Consider potential content for the essay title:
WHAT KIND OF AMERICA IS PRESENTED TO THE READER BY FITZGERALD IN THE FIRST FOUR CHAPTERS OF THE GREAT GATSBY?

KEEP READING   KEEP READING   KEEP READING   KEEP READING   KEEP READING

PROPHETS OF SCIENCE FICTION: Mary Shelley.

This is a link to an American TV series that explores Shelley's novel and reads the novel as the birth of the science fiction genre. This has some very useful contextual information. Definitely worth your time. This is a 42 minute episode. Click on link below:
http://www.youtube.com/watch?v=jvQaZXT1jkk

YEAR 13 LESSON THIRTEEN [18th Oct 13]: Homework.

The aim of this lesson was to continue to develop student understanding and awareness of the symbolic significance of the creature's narrative in Shelley's magnificent novel. After a brief thematic overview the main task was group work that considered two questions:

1. What is the key quote within the creature's narrative and why is this such a key quote?
2. How can the reader feel sympathy for a child murderer?

Class response was superb. All comments were underpinned with a clear consideration of Shelley's aim. We are moving towards a BIG essay and this essay will allow me to gauge the level of student textual understanding as we surge towards the novel's brutal conclusion. The two sessions next week will be extremely important sessions. BE AWARE OF THE HOMEWORK AS THIS WILL INFORM OUR FINAL TWO SESSIONS BEFORE THE ESSAY.

Homework: Students will be offered three essay titles next week. These essay titles are:

1. 'IN MARY SHELLEY'S FRANKENSTEIN, THE SUPERNATURAL IS USED TO REFLECT THE TRUE NATURE OF THE HUMAN CONDITION.' To what extent do you agree with this statement?
2. 'THE CREATURE ALLOWS SHELLEY TO PRESENT HER KEY IDEAS.' To what extent do you agree with this statement?
3. To what extent do you agree with the view that the humans in Frankenstein are more monstrous than the monster? 

Students will have the freedom to choose one of these essay titles. If you are feeling really frisky perhaps some students could attempt two essays!!
Students need to read the text and consider the final speech of the creature as this may inform essay content. How does Shelley want the reader to react to the creature's final speech? Students should read the resources I gave the class at the end of this lesson.I expect ALL students to reinforce their argument in class discussion with specific textual reference.
FURTHERMORE...next week we will be discussing Shelley's novel in the context of the gothic literary tradition. Student essays must consider to what extent this novel reflects elements of the gothic tradition. The following comments will be used to tease a reaction from the class:

THE GOTHIC IS A NOVEL OF TERROR AND WONDER...Mario Praz 1968.
GOTHIC TALES ARE CRUEL TALES....Angela Carter.
GOTHIC FICTION TELLS US THE TRUTH ABOUT OUR DIVIDED NATURE...BUT THIS DUALITY IS OUR HOPE NOT OUR DESPAIR...Alison Millbank 2011.
I HOLD THAT A WRITER WHO DOES NOT PASSIONATELY BELIEVE IN THE PERFECTIBILITY OF MAN HAS NO DEDICATION NOR ANY MEMBERSHIP IN LITERATURE...John Steinbeck.
WE MAKE OUR MONSTERS, THEN FEAR THEM FOR WHAT THEY SHOW US ABOUT OURSELVES..Mike Carey.

Students might want to consider HOW the creature can be read as a symbol of the French Revolution.......

READ  READ  READ  READ  READ  READ  ...The quality of next week's class discussion is dependent upon the quality of student reading before we all enter the classroom.

YEAR 13 LESSON TWELVE [16th Oct 13]: Homework.

The aim of this session was to consider the significance of the creature's narrative and identify some of the issues and ideas being shaped by Shelley through the presentation of the creature. Students were asked to consider:

• How Shelley uses the creature to present ideas that seem to reflect the Enlightenment philosophy of John Locke. Locke proposed the idea that knowledge is derived from personal experience and the creature's behaviour appears to reflect this philosophical model.
• The novel is full of examples of human cruelty and Shelley seems to offer a novel that illustrates the destructive power of prejudice, ignorance and emotional violence in the hope that society may become more tolerant. 
• How a supernatural character is used to address serious human concerns.

The discussion moved on to consider the novel as a gothic text.

Homework: Read the novel, read the key quotes sheet, read the gothic quotes sheet and read my exemplar essay. In the next session we will consider how Shelley shapes meaning through the creature and we will consider to what extent this gothic text could be considered 'cruel' or 'shocking'. What did Angela Carter mean when she commented that a 'gothic tale is a cruel tale'? Similarly, why did Mario Praz state that 'the gothic is a novel of terror and wonder'? In what sense could this novel be considered to be 'shocking'? Your reading will inform the quality of the class discussion in the next session.
READ  READ  READ  READ  READ  READ  READ  READ  READ  READ  READ.
                                                       

YEAR 12 LESSON 11/12 [15th/16th Oct 13]: Homework.

The aim of the first session was to deepen student understanding of F.S.Fitzgerald's THE GREAT GATSBY. The specific focus was Chapter Three and the class produced some wonderful group work that explored some key features of this chapter. Students were asked to consider:

• The significance of the language at the beginning of the chapter and how Fitzgerald shapes a world of affluence and extravagance.
• The significance of OWL EYES in the library and the crying girl.
• The significance of Gatsby's understated entrance. Author's aim?
• The symbolic association being shaped by the aural imagery. The chapter begins with the melody of music, laughter and jazz and concludes with the discordant sound of car horns and drunken conflict. What is the author's aim?
• The structure of the chapter and how this structure could represent the whole novel. Is the structure of this chapter symbolic? Author's aim?

The response to this session was OUTSTANDING. Furthermore, student explanation of the Beverley photographs was equally impressive. A fine session.

The second session on Wednesday aimed to reinforce the understanding of chapter three and consider the significance of Carraway's comments in the final section of this key chapter. Do Carraway's comments reinforce the enigmatic quality of this narrative voice or do the comments allow the reader to understand Carraway's character in a manner that has not been possible in the previous chapters? Is Carraway mocking himself at the end of this chapter. Is this self deprecation?

Class discussion considered how language, structure and form is used to shape meaning in chapter three. Both lessons were aimed at considering the author's aim. This is a BIG chapter and students need to reflect on the content of this week's lessons.

Homework: Read chapters four and five. Chapter five is the moment when Gatsby meets Daisy. I look forward to your reaction to these chapters. Are any new themes introduced? Are any themes developed and reinforced? What are the key moments in each chapter and why? What is Fitzgerald's aim?
ALL students need to digest this resource. We will be discussing these comments in the next session:
http://www.youtube.com/watch?v=OLSVx84uPrY
I might play this and ask for comments:
http://www.youtube.com/watch?v=rARN6agiW7o
READ THE TEXT. READ THE TEXT. READ THE TEXT. READ THE TEXT.
I will offer feedback to the first Gatsby essays at the start of the next session.

Cake on Tuesday!

YEAR 12 GATSBY BEVERLEY PHOTOGRAPHS.