YEAR 12 LESSON SEVENTEEN/EIGHTEEN [12th/13th Nov 13]: Homework

Ain't we got fun:
http://www.youtube.com/watch?v=Z1AcnI0B2-o
The Sheik of Araby. Check those lyrics...link to Gatsby?
http://www.youtube.com/watch?v=ofXvX5wtyY8

The first session looked at the significance of music in Chapter Five. Students were encouraged to dance and also consider why Fitzgerald places 'Ain't We Got Fun' in this chapter. Students were also asked to consider the rather sinister lyrics of 'The Sheik of Araby' that is referenced in Chapter Four. MUSIC is an important feature of the novel and students need to be aware of why Fitzgerald is referring to these specific texts.

The main focus of this week's session was Chapter Five and why it is so significant. The class is being bullied towards producing a written response to the question ' HOW DOES FITZGERALD TELL THE STORY IN CHAPTER FIVE?' so class discussion considered how LANGUAGE, STRUCTURE and FORM is used to shape meaning.
Class discussion was good but students really need to think about how Fitzgerald is shaping meaning. An understanding of author's aim is central to this task.

HOMEWORK: It is really important that students read the text with a very critical eye. Next Wednesday you will be given the essay for homework. Your reading will inform class discussion. I will also begin to discuss specific moments from further chapters next week so students need to be familiar with the whole text. READ. READ. READ. READ. Students should continue to digest the mass of resources available on BE CURIOUS. INHALE THE RESOURCES MEDIA FREAKS. AN INFORMED STUDENT IS A SUCCESSFUL STUDENT.

YEAR 13 LESSON SEVENTEEN [8th Nov 13]: Homework

The sermon began with a consideration of CHAPTER 14 of Shelley's Frankenstein and to what extent the De Lacey narrative could be considered a complete short story that reflects themes and ideas explored within the primary narrative. To what extent can this chapter be considered a reflection of the whole novel? Are there any features of this narrative than can be considered unique within the context of the novel? Is this a gothic short story?
The lesson then moved into a consideration of  LOCATION AS SYMBOL and an exploration of CHAPTER 21, the significance of Victor's dreams, and the significance of Shelley's description of Victor as 'a shattered wreck...the shadow of a human being...I was a mere skeleton...I was doomed to live..'
The quality of class discussion was INSPIRING. Particular thanks to Lucianna, James, and 'Sorry I'm late' Kate for some particularly perceptive comments relating to Victor being imprisoned inside his own mind whilst being imprisoned in Ireland. The comments relating to Victor being represented as a dehumanised supernatural being were impressive. Really good work this afternoon folks.
We must continue to consider this novel as a deeply symbolic text. The recent essay was weak when considering how language, structure and form shape meaning and we need to address this weakness. Students offered some really credible comments when considering how location links to the transgression of the accepted boundary between Humanity and God and this informed and articulate response needs to be reflected in written work. THE SYMBOLIC SIGNIFICANCE OF LOCATION IS A CENTRAL FEATURE OF THE GOTHIC TRADITION.

HOMEWORK: Students need to provide one specific quote to place in my exemplar paragraph. You may need to provide one sentence of explanation. The paragraph is an A grade paragraph BUT your quote could push the paragraph into A*...choose the most powerful and appropriate specific textual reference.
Students then need to construct a paragraph relating to the significance of the Orkneys. Refer to the sheet I provided this afternoon.
Students also need to read Chapters 21 to 23. Next lesson we will discuss Ireland and the significance of Elizabeth's murder. We will also be discussing the De Lacey narrative in Chapter 14.
Click on the links below to access the DIFFERENT READINGS BBC resource that I mentioned in today's sermon. THIS IS ESSENTIAL READING:
10 possible readings:
http://m.bbc.co.uk/news/magazine-12711091
Readers' readings of Frankenstein:
http://m.bbc.co.uk/news/magazine-12737956

I will be handing back essays in the next session.

YEAR 13 LESSON SIXTEEN [6th Nov 13]: Homework.

The lesson sparked into gothic action with a Frankenstein quiz, the results of which were to place ChimpNimsky in a gothic trance of quiet despair. Some students need to read the text with a far more critical eye and indulge in some research that will allow students to develop a sense of historical context. I have given you resources that provide a simplistic overview of this incredibly dramatic period of British history....READ IT! You must be aware of what was happening in Britain in the years between 1750 and 1850.

Students were asked to consider Chapter Fourteen as a complete short story that could be perceived as a fable. Students were asked to consider how the creature's tale of the De Lacey family allows Shelley to reflect or reinforce key themes explored through the primary narrative. Focus was placed upon the character of Safie as she appears to be unlike the other female characters in the novel.
Students were also asked to consider the significance of Chapter Seventeen and consider how the creature persuades Victor to create a female creature companion. Are the demands of the creature 'reasonable and moderate'?

The main aim of this lesson was to consider the symbolic significance of the Orkneys and how this choice of location represents Victor's state of mind and also allows Shelley to continue to reinforce some key gothic themes such as isolation and alienation.

The final discussion point of the lesson considered whether Victor's decision to destroy the creature's companion is selfish or selfless.

HOMEWORK: Students need to read the De Lacey narrative. How does Chapter Fourteen reflect the main narrative? Could this chapter really be considered a gothic short story? On Friday we will debate this question so arrive in E2 armed with some opinions.
Students should also read Chapter Seventeen. We will be considering the creature's belief that his demands are 'reasonable and moderate'. Students will be expected to offer their own opinion. Are the demands moderate? Reasonable? What say you Lit fiends?
Furthermore, we will be discussing the significance of location and students need to read Chapter Twenty-One and Twenty-Two.
LOTS OF READING FOLKS. THE QUALITY OF CLASS DISCUSSION IS DETERMINED BY THE QUALITY OF YOUR READING. READ. READ. READ. READ.

YEAR 12 LESSON FIFTEEN/SIXTEEN [5th Nov/6th Nov 13]: Homework.

The aim of the first session was to discuss possible content for the essay:
WHAT KIND OF AMERICA IS PRESENTED TO THE READER BY FITZGERALD IN THE FIRST FOUR CHAPTERS OF THE GREAT GATSBY?

After a quick Gatsby quiz, class discussion explored possible content for the three paragraph and a conclusion response. Students were provided with a potential essay structure. Class discussion was excellent.
After the nation had burned representations of Mr. Fawkes and encouraged children to indulge in some casual religious bigotry, the second session reinforced the content of the essay and discussed the comical nature of Chapter Five and why the conclusion to this chapter seems melancholy rather than triumphal.

HOMEWORK: Complete the essay. Students should follow the usual paragraph structure:

• Opinion
• Textual reference
• Explain how textual reference supports opinion
• Confront the question focus and consider author's aim.

The response needs to be a succinct 1100/1500 word response and students need to construct a clear and detailed critical argument. REMEMBER...students need to reference two or three critical opinions. Students also need to offer an awareness of historical context. So reference to Walt Whitman, Emma Lazarus, The Declaration of Independence, the significance of prohibition, Lionel Trilling, Arthur Miller/John Steinbeck and the idea of 'perfectibility', The Star Spangled Banner, Robert Barron, Obama's speech in January etc....is expected. Obviously you do not need to reference ALL of these resources...be selective....but I want to see some of these references used to reinforce your argument.

Furthermore, students need to read chapters 5 to 7 of the novel.

Below is a link to a resource that Matty referenced in today's session. This is a very relevant and frightening depiction of wealth distribution in modern America.

http://www.youtube.com/watch?v=QPKKQnijnsM

Don't forget to use the resources on Be Curious to inform your understanding of the text. I look forward to receiving your written work.

A collection of FRANKENSTEIN resources from BE CURIOUS.

Here in one post is a series of resources from BE CURIOUS. Students should peruse these resources.
http://becuriouslit.blogspot.co.uk/2012/10/why-gothic-is-more-popular-than-ever.html
http://becuriouslit.blogspot.co.uk/2012/05/frankenstein-video-lectures-from.html
The link below is ESSENTIAL viewing. This is a FANTASTIC Channel Four documentary. WATCH THIS FILM.
http://www.youtube.com/watch?v=PjwV0axmgJY

YEAR 13 LESSON FIFTEEN [25th Oct 13]: Homework.

The aim of today's session was to continue to explore the possible content of the half-term essay. Students choose ONE of the THREE titles. The focus of the lesson was to reinforce how this essay should be shaped to engage the assessment objectives. THIS IS A BIG ESSAY. This work will allow me to gauge the level of textual understanding and assess the quality and clarity of written work. Students need to be particularly coherent when considering author's aim. I have provided a mass of material to aid student understanding of the three essay titles....SO NOW YOU NEED TO PRODUCE A WRITTEN RESPONSE. I will be collecting the work just before we begin our next lesson.

HOMEWORK: Complete the essay, read the text, and consider a poem that will be suitable for your coursework.
The essay is a substantial piece of work. SHOW ME YOU ARE LISTENING. SHOW ME THAT YOU ARE READING. SHOW ME THAT YOU ARE SYNTHESISING CONTEXTUAL MATERIAL AND ARE FORMING A CREDIBLE CRITICAL READING OF THE NOVEL. Students should ensure that they follow the paragraph stucture that I offer in the notes that I gave students at the beginning of this session. I am particularly interested in the final section of the paragraph as this is the section that deals with author's aim/question focus/gothic or critical reference.

The essay should be a concise and precise 1200/1500 word response. Four paragraphs and a precise conclusion will please me!

Good Luck. Any issues...i am just at the end of the digital pipe!

Here is the link to EDUCATING YORKSHIRE. This is the episode that had me blubbing. Here is the empathy test. MASSIVE respect to all at Thornhill Academy. Especially Mat Burton and Mushy. This is human sunshine. Enjoy:
http://www.channel4.com/programmes/educating-yorkshire/4od

YEAR 12 LESSON FOURTEEN [23rd Oct 13]: Homework.

Today's session was very important as students were asked to consider the essay title:
WHAT KIND OF AMERICA IS PRESENTED TO THE READER BY FITZGERALD IN THE FIRST FOUR CHAPTERS OF THE GREAT GATSBY?

Students were made aware that the assessment objectives for this question are different to the assessment objective that was the key focus of the last essay title. The assessment objectives for this task demand that students display an understanding of historical context and an awareness of the critical heritage that links to the novel. For example Lionel Trilling once stated that 'Gatsby is America' and students could refer to this critical interpretation to support and reinforce their own argument or use this quote to construct a critical argument that argues against Trilling's interpretation of the text.
The aim of the lesson was to encourage students to construct a detailed and informed response to this question. Class discussion was shaped into potential content. This content involved paragraphs that explored:

• The theme of inequality and how Fitzgerald presents a nation very different to the idealised version of America reflected in the poetry of Emma Lazarus or the lyrics of the National Anthem or the ethos enshrined in the 1776 Declaration of Independence. Reference was made to The Valley of Ashes and the hellish imagery constructed by FSS. 
• The second paragraph considered conspicuous consumption and the dissatisfaction that seems to envelop every 'restless' character. Students referred to the comments of Friar Barron, the literary critic and Catholic priest, who states that this novel is about 'the collapse of meaning' and Gertrude Stein's comments relating to 'the lost generation' were also considered. Class discussion explored how all the characters seem isolated from each other and that America appears to be a country populated by unhappy individuals.
• The theme of corruption and the fact that this is a country that appears to have very little respect for the law. The America of the novel appears to be a corrupt and lawless country. Discussion considered the significance of Prohibition and how meaning can be gained from considering its failure to curb alcohol consumption. Author's aim?

After a slow start, class discussion offered some quality critical commentary. Well done.

HOMEWORK:
I was going to ask students to attempt this essay over the half-term but I feel that we need two more lessons to make sure that all the class is fully aware of the assessment objectives that relate to this essay. I would like students to read the novel and digest the plethora of resources that are available via BE CURIOUS. Use the white bar in the upper-left-hand section of the blog to digest the Gatsby resources. Students need to have a clear understanding of the historical and cultural context of the novel. Students need to consider the relevance of this novel in its own time, and in our time. Is this novel still relevant in the twenty-first century? Students should digest the resources below. Click on the links and inhale the information. REMEMBER...YOU HAVE TO INHALE IN ORDER TO EXHALE. If you do not digest information you will remain uninformed. I expect students to indulge in some GATSBY related research:
Gatsby Podcast from The University of Leeds:
http://becuriouslit.blogspot.co.uk/2012/04/gatsby-podcasts.html
A Gatsby podcast created by a teacher you may know:
https://soundcloud.com/fishymedia/literature-podcast-an-as-level
THE THREE RESOURCES BELOW WERE ALL CREATED BY JOHN GREEN. THEY ARE FANTASTIC. ALL STUDENTS SHOULD DIGEST THESE RESOURCES. HE HAS A HOST OF RESOURCES ONLINE COVERING A SERIES OF EDUCATIONAL TOPICS. THEY MAY BE USEFUL FOR YOUR OTHER SUBJECTS. JOHN GREEN AND HIS PRODUCTION TEAM ARE WORTHY OF OUR TIME. INHALE:
John Green discusses the opening chapter of The Great Gatsby:
http://www.youtube.com/watch?v=ehjTS6AhMJ8
Living the Dream in The Valley of Ashes:
http://www.youtube.com/watch?v=0VhYMdnAsyM
More Gatsby from John Green:
http://www.youtube.com/watch?v=xw9Au9OoN88
Even MORE John Green..IS GATSBY GREAT?
http://www.youtube.com/watch?v=cn0WZ8-0Z1Y
A series of articles. Read them and develop an informed opinion. INHALE:
http://becuriouslit.blogspot.co.uk/2012/01/collection-of-be-curious-gatsby.html
Baz Luhrmann discusses The Great Gatsby:
http://www.channel4.com/news/baz-luhrmann-the-great-gatsby-film-director
HISTORICAL CONTEXT. Essential viewing:
http://becuriouslit.blogspot.co.uk/2012/10/the-great-gatsby-historical-context.html
The Occupy Wall Street moment:
http://www.youtube.com/watch?v=KFOWci6yrSs
Russia Today 'Occupy' news article:
http://www.youtube.com/watch?v=ctYlL1uC1K0

THIS BLOG IS PACKED WITH RESOURCES. I EXPECT YOU TO DIGEST THESE RESOURCES AND DEVELOP YOUR CONTEXTUAL UNDERSTANDING OF THE NOVEL.
SYNTHESISE THE INFORMATION AND CONSTRUCT AN EVALUATION OF THE TEXT AND AUTHOR'S AIM. WHEN NEXT OUR LIVES COLLIDE...WE WILL BE DISCUSSING THE ESSAY.

YOU LOT HAVE BEEN MAGNIFICENT. IT IS A PLEASURE TO LISTEN TO YOUR VIEWS AND OPINIONS. HAVE A GOOD WEEK...AND KEEP FEEDING YOUR MIND. BE CURIOUS.