YEAR 13 LESSON FOUR/FIVE [15th/18th Sept 14]: Homework

The aim of these two sessions was to develop student understanding of the opening chapters of Mary Shelley's FRANKENSTEIN. Monday's lesson offered an overview of the significance of Walton's letters and today's session considered chapters three and four. IT IS ESSENTIAL THAT STUDENTS ARE READING THIS TEXT, MAKING NOTES, AND ATTEMPTING TO CONFRONT THE ELEMENTS OF THE NOVEL THAT THEY MAY INITIALLY FIND CONFUSING. I looked at Chapter Four in detail today and offered a very precise textual focus. The final section of the lesson consisted of watching the opening section of the 2012 Channel Four documentary 'Frankenstein: A Modern Myth.'

HOMEWORK: We are moving towards the essay title:
HOW DOES SHELLEY CREATE A SENSE OF DRAMATIC EXPECTATION IN THE OPENING SECTION OF THE NOVEL?
In order for students to be able to construct appropriate content for this essay, students need to consider  the following questions:

• Why does Shelley offer the mysterious representation of Victor in Walton's letters?
• Why does Shelley have Victor present his 'tale' to Walton as being some form of didactic fable?
• What is the significance of Shelley's use of language?
• Why does Victor's narrative occasionally shift from past to present tense. Why does he remove himself from his narrative to directly address Walton?
• How can the Prometheus myth be linked to the content of Chapter Four/Five?
• What is the significance of location?

I AM STILL NOT CONVINCED THAT STUDENTS ARE READING THIS TEXT IN A MANNER SUITABLE FOR A2 STUDY. I CHALLENGE YOU TO PROVE ME WRONG ON MONDAY MORNING. I NEED TO HEAR SOME EVIDENCE THAT STUDENTS ARE OFFERING A MORE PRECISE READING OF THE TEXT. OPINION NEEDS TO BE SUPPORTED WITH SPECIFIC TEXTUAL REFERENCE. SEE YOU THERE!

YEAR 12 LESSON THREE [ 16th Sept 14]: Homework

Today's manic sermon sparked into life with the class being offered an essay structure to help them construct the first AS Lit written homework. Class discussion identified and explored the elements of the poem that are used by WILLIAM WORDSWORTH to shape meaning in THE DAFFODILS. The class were introduced to the appropriate assessment objectives and managed to retain their humour and humanity as a fat bloke from Hull offered a rant relating to the incredible majesty of nature, taking a literary critic for a drink, the ageing process limiting the power of human imagination, the outstanding libido of Lord Byron, the Romantic Poets and their view of industrialisation, and the interconnected nature of the Universe! Phew.


The second section of the lesson explored Nick Carraway's opening comments in THE GREAT GATSBY. Class discussion was superb folks. Very well done. Apologies to Ellie for my renaming Tom Buchanan [Nick??] and causing some confusion.


HOMEWORK: Complete the essay. I expect the essay to be handed to me on Friday or placed in my inbox on Thursday night. THIS IS A BIG ESSAY.
Below is a link to a film made by some Media students in 2012 that offers some advice relating to how survive the first half-term of the Joint Sixth. This film contains some excellent advice from people who were in your position not so long ago! Enjoy.
http://vimeo.com/54513078
Good luck with the essay Lit Freaks.
Any problems..drop me an email or visit me in the English Dept.

YEAR 12 LESSON TWO [12th Sept 14]: Homework

The aim of today's session was to discuss the content of Wordsworth's THE DAFFODILS and Shakespeare's SONNET 18. Hopefully students were able to perceive the standard of analysis that is expected at AS level. The quality of the class discussion was superb. Thank You.

HOMEWORK: Read the poems!! Students need to decide which poem they will be using as a stimulus for the first essay. In the next lesson I will be discussing essay structure in an attempt to assist with the first written task. Students also need to be reading THE GREAT GATSBY. READ  READ  READ.

YEAR 13 LESSON THREE [11th Sept 14]: Homework

Today's session examined WALTON'S LETTERS and discussed how Mary Shelley creates a sense of dramatic expectation. Discussion considered:

• Shelley's dramatic use of language and how her use of metaphor suggests chaos, conflict and destruction.
• The animalistic representation of Victor and how this is used to create a heightened sense of mystery.
• Walton's character..brave? selfish? rebellious? determined? lonely? ambitious?
• The significance of Coleridge's TROTAM and the idea of Victor being a 'divine wanderer'.
• Location as metaphor.

I was not 'blown away' by the first twenty minutes of the lesson but critical commentary did become a little more precise as i rattled your collective cage.

HOMEWORK: Students need to be considering the question: 

HOW DOES SHELLEY ATTEMPT TO ENGAGE THE READER IN THE OPENING SECTION OF FRANKENSTEIN? This will be a future homework. DO NOT ATTEMPT THIS ESSAY!! The homework is just to CONSIDER possible content. Students also need to read the first FIVE chapters of  Victor's narrative. 

READ   READ   READ   READ   READ   READ   READ   READ   READ   READ   READ   

I may present a quiz at the beginning of the next lesson relating to the opening section of Frankenstein. If you are not reading you will not be able to offer an intelligent and informed opinion. 

YEAR 12 LESSON ONE [9th Sept 14]: Homework

Students were given a warm Joint Sixth welcome and asked a series of philosophical questions that inspired a host of challenging facial expressions. The lesson then moved on to consider the content of Andrew Marvell's TO HIS COY MISTRESS.


HOMEWORK: The focus of the first AS LIT essay is going to be how metaphor is used to shape meaning in Marvell's poem so students need to identify metaphorical language and develop an awareness of why Marvell has used this imagery. The key aspect of narrative in this poem is that the narrative voice is not necessarily the voice of the author.Students considered how this poem could be perceived as a form of warning. Class discussion considered the sinister nature of the narrative voice and students need to consider how Marvell uses metaphor to illustrate the motivation of the narrator.
Students also need to select one poem from the 'handout' provided in today's lesson as the first essay will ask students to compare Marvell's poem with one other text. It might be useful to select a poem that is rich in metaphor...but students are free to choose any of the poems.
Students also need to begin to read THE GREAT GATSBY as this is an exam text. The main focus of the reading needs to be WHO IS NICK CARRAWAY?


Lots to do folks. READ  READ  READ   READ   READ   READ. An informed class discussion is only possible if students read the text.

YEAR 13 LESSON TWO [8th Sept 14]: Homework

Today's 'short' session considered Shelley's Frankenstein. Discussion considered the significance of the alternative title THE MODERN PROMETHEUS and the metaphorical significance of location.

HOMEWORK: Read WALTON'S letters and consider the following issues:

• The significance of references to TROTAM.
• How Shelley presents Victor.
• Walton's personality...is he a sympathetic character?
• Location as symbol.
• The nature of the language used by Shelley.
• How Shelley attempts to create a sense of dramatic expectation.

LOTS TO DO.

YEAR 13 LESSON ONE [4th Sept 14]: Homework.

Now then kids....AND WE BEGIN! The following resources posted to this blog entry relate to Mary Shelley's FRANKENSTEIN. It is essential that students command an understanding of the social, philosophical, political and historical context of this novel. I urge all students to digest the resources posted here:
Nick Dear discusses the text: https://www.youtube.com/watch?v=LFsvLYtGGXg
Danny Boyle and Nick Dear discuss their dramatic interpretation of the novel that they produced at THE NATIONAL THEATRE in 2013:
https://www.youtube.com/watch?v=7_GA8SX5Qw0
BBC article...10 possible readings of FRANKENSTEIN:
http://www.bbc.co.uk/news/magazine-12711091
BBC readers respond to the possible readings article:
http://www.bbc.co.uk/news/magazine-12737956
BBC Documentary. There is a lot of biographical detail in this documentary that should not be reproduced in any essays but this is still an interesting contextual resource. There are some terrible moments in this film...the recreated scenes are appalling! Interpretation is also offered as fact...so be careful! The Channel Four documentary 'Modern Myth' is an excellent FRANKENSTEIN documentary. Click below to access the trailer:
https://www.youtube.com/watch?v=Z17eOjRjIbQ

IT IS ESSENTIAL THAT STUDENTS COMPREHEND THE CONTEXTUAL NATURE OF THIS NOVEL. Peruse the blog resources and read the material given to you in the first session.

WELCOME BACK. GOOD LUCK. KEEP SMILING!