YEAR 13 LESSON 22/23/ [27th Nov/1st Dec 14]: Homework

Both these sessions looked at the opening section of CHRISTOPHER MARLOWE'S 'THE TRAGEDY OF DOCTOR FAUSTUS.' Thursday's session explored the shocking nature of the Opening Scene with Faustus kicking a bible around the stage whilst stating 'DIVINITY, ADIEU!'
Class discussion considered the significance of THE CHORUS with its reference to the myth of Icarus and the tone of condemnation that describes Faustus, a man 'BASE OF STOCK' who indulged in the 'DEVILISH EXERCISE' of 'CURSED NECROMANCY'. Students were asked to consider how shocking the content of this opening section would be to a sixteenth century audience and how a contemporary religious audience would still be shocked by the content of this opening section. Reference was made to the concept of BLASPHEMY and how Edward Wightman was burned at the stake in 1612 and Tom Aikenhead was executed in 1697 for uttering blasphemous views. This play was first performed at some point in the 1590s...so MARLOWE is offering some incredibly brave and shocking dramatic content. The CHORUS allows Marlowe to create a moral viewpoint that saves him from the accusation of blasphemy.
The Monday session examined the introduction of MEPHISTOPHILIS and the class were asked to consider why this demon appears to be so honest and why is this demon appears capable of empathy!! Discussion also explored the shocking significance of a demon appearing dressed as a Franciscan Friar and why the language of the Catholic Church appears to be the language of LUCIFER.

This is a cracking play that is incredibly confrontational and shocking. Its satirical lampooning of the Catholic Church could still be considered to be extremely offensive.

HOMEWORK: In the next session we will be exploring the significance of the first FIVE scenes of the play and comparing the play with Shelley's Frankenstein. Students also need to read the Maupassant short-story, Poe's THE TELL-TALE HEART, and the Angela Carter short story we discussed last term. We need to be considering the nature of the gothic tradition. LOTS OF READING/LISTENING/WATCHING FOR HOMEWORK FOLKS. See you Thursday. If you do not read the play are lessons will be sooooo boring....please familiarise yourselves with the play.

YEAR 12 LESSON 19/20/21/ [21st/25th/28th Nov 14]: Homework

The Friday 21st session considered the features of Chapter Six and lessons 20/21 considered the significance of Chapter Seven. Chapter Seven is a BEAST. It is important that students develop an awareness of how Fitzgerald shapes and presents the drama that is presented in this extremely important chapter. I also gave the class some important resources in the Tuesday 25th session. I recycled some old notes and essay structures. Please read these notes.
Students need to consider the following questions when reading Chapter Seven:

• Why does Daisy kiss Gatsby in front of Nick and Jordan?
• What is the significance of the 'heat'? Why is the Sound 'stagnant in the heat'? How is the emotional tension heightened by the scorching weather? 
• What is the significance of Gatsby's reaction when observing the opulence of the Buchanan house and observing the influence of the child?
• Why does Gatsby state that Daisy's voice is...'full of money'?
• How does Fitzgerald present Tom's sense of fury when Tom realises that Daisy and Gatsby are connected...'She had told him that she loved him, and Tom Buchanan saw.' ?
• Why does Daisy reject Gatsby and choose her heinous husband?
• What is the significance of Tom suggesting that Daisy and Gatsby drive back to East Egg in the same car?
• How significant is the quote: 'Then I turned back to Gatsby- and was startled at his expression. He looked...as if he had 'killed a man.' ?
• How significant is Tom's comment: 'I think [Gatsby] realises that his presumptuous little flirtation is over.' ?
• Why does the narrative shift from first-person to third-person when describing the death of Myrtle?
• What is the significance of the 'death car' being originally described as being 'light green'?
• Why does Nick move from contempt for these people to admiration for Gatsby when he realises Gatsby is protecting Daisy?
• How do you view Gatsby at the end of this chapter?
• What is Fitzgerald's aim in Chapter Seven and what are the key quotes?

I was a little disappointed to discover that some students had not bothered to read this chapter for homework. If you do not read you cannot offer any form of informed opinion. READ THE TEXT.

HOMEWORK:
We are moving towards the question: HOW DOES THE AUTHOR TELL THE STORY IN CHAPTER SEVEN? Students need to consider possible content for this essay. Students also need to read the final chapters. READ THE TEXT.

YEAR 13 LESSON TWENTY/TWENTY-ONE [ 20th/24th Nov 14]: Homework

The Thursday session discussed issues relating to the essay and introduced the A2 Anthology. Students need to read the Anthology and need to consider the text that they will be using for this extremely important piece of work. This is 20% of your A2 grade! Students need to be considering the metaphor question or the canon question. WE ATE SOME FANTASTIC BUNS. Cheers Jess.

Monday's session discussed the coursework and introduced CHRISTOPHER MARLOWE'S 'THE TRAGICAL HISTORY OF Dr.FAUSTUS.'

HOMEWORK: Students need to be reading/watching/listening to versions of FAUSTUS. This is a fantastic play. Use the bar in the top-left of the blog to navigate through previous resources. WE need to start considering this play in the context of Shelley's Frankenstein to develop an understanding of the gothic tradition. Student success depends upon the critical reading that is taking place when we leave the classroom. Students need to be reading Frankenstein and Faustus. We have yet to conclude our initial analysis of Shelley's novel and I expect students to compare and contrast the two texts as we move towards the Winter Festival.
Digest these resources:
http://becuriouslit.blogspot.co.uk/2014/01/year-13-lesson-thirty-one-10th-jan-14.html

YEAR 12 LESSON EIGHTEEN [18th Nov 14]: Homework

The aim of this session was for students to consider the significance of Chapter Five of The Great Gatsby. Focus was placed upon the comical tone of the mid-section before Nick leaves the house to hide beneath the tree. Students were asked to consider how Fitzgerald manages to shape a comical element within such a serious a novel. Class discussion also considered the significance of Daisy's emotional reaction to the 'beautiful shirts' and why the conclusion of the chapter appears to offer such a melancholy tone when Gatsby has achieved his 5 year aim of reintroducing himself into Daisy's life.

HOMEWORK: Read CHAPTERS FIVE and SIX as these chapters will be the focus of Friday's sermon. COMPLETE THE ESSAY.

I urge all students to continue to peruse the MASS of Gatsby related resources that can be found on my blog. BE CURIOUS LIT FREAKS. An informed mind is a powerful mind.
PEGGY LEE's version of 'AIN'T WE GOT FUN':
https://www.youtube.com/watch?v=A7wKHIYysjY
3 o'clock in the morning....tune that Daisy hears in chapter 6:
https://www.youtube.com/watch?v=Dim9xdVIiYw

YEAR 13 LESSON NINETEEN [17th Nov 14]: Homework

The aim of this session was for students to show me that they could support their critical argument with specific textual reference. THIS IS THE AREA OF OUR WORK THAT FAILS TO CONVINCE! It was extremely disappointing to have 50% of the class absent from this very important lesson. Those that did attend were excellent. Class discussion considered potential content for the essay title:
'THE CHARACTER OF THE CREATURE ALLOWS SHELLEY TO PRESENT HER KEY IDEAS.' To what extent do you agree with this statement?
I gave you a resource in a previous lesson that offers a potential essay structure and this morning the class created this essay framework:

• The first paragraph could explore the idea that the creature is symbolic of Scientific ambition. He is imperfect. Could contrast this imperfection with the perfection of the natural world. The natural world could reflect the power of divine design. Victor is isolated from the restorative power of nature after he creates the creature. Historical context= 1818...first blood transfusion....it failed!!Allows Shelley to create a didactic fable that warns the Scientific community against any redefining of the relationship between Man and God. Shelley is not embracing the new ideas of the age of Science.
• This idea can be further explored through the punishment that Victor endures. He is punished for attempting to secure the secrets of forbidden knowledge. What is the nature of his punishment? Key quotes? Death in life? Images of enslavement? Images of being poisoned? MODERN PROMETHEUS? A moral creation myth for the age of Science? Angela Carter quote? Shelley uses both the creature and Victor as symbols to shape the didactic nature of the Christian fable.
• The third paragraph could deal with the creature being used to reflect the eighteenth century philosophy of John Locke who believed that behaviour is dictated by experience. Locke stated that childhood experience was particularly significant when influencing adult behaviour. This philosophy appears to be reflected in the behaviour of the creature. He is brutalised by society before becoming a brutal serial killer. Students need to support this idea with relevant textual reference. Reference to the gothic? Historical context= this a post-war novel. A call for empathy and tolerance. Shelley appears to be offering an emotional manifesto for improving society. A call for a society that embraces difference and rejects prejudice? Could refer to Steinbeck's 'perfectibility' quote. This is a radical idea in 1818. It contrasts with the conservative nature of the interpretation that the novel is a Christian fable. This is a message that could appeal to both a Christian and secular readership.
• The conclusion needs to consider whether this novel remains relevant and concluding comments need to attempt to consider the novel in the context of the gothic tradition.

HOMEWORK: Complete essay. Email the essay on Friday. I need to have the essays marked before next Monday's lesson. THIS IS A MASSIVE ESSAY. I AM NOT CONVINCED THAT SOME STUDENTS ARE ENGAGING WITH THIS TEXT IN AN A2 MANNER. PROVE ME WRONG. GO ON...I DARE YOU!

Any problems. Use the email portal.
GOOD LUCK LIT FREAKS.

HOLLIE McNISH: A WONDERFUL POET.

I had the pleasure of listening to the work of this poet in the MAGNIFICENT CITY OF HULL on Saturday night. HER WORK IS STUNNING. GIVE HER YOUR TIME. THIS IS RARE TALENT:
MATHEMATICS:
https://www.youtube.com/watch?v=bJX5XHnONTI 
HATE:
https://www.youtube.com/watch?v=f5-BNFKkz9M 
EMBARRASSED:
https://www.youtube.com/watch?v=KiS8q_fifa0
TOUCH:
https://www.youtube.com/watch?v=0ICG71LD8Sg
MEGATRON:
https://www.youtube.com/watch?v=qCO-YmLT8t4
This is a 33 minute live performance at the Abbey Road Studios:
https://www.youtube.com/watch?v=GVMGbZ0JRAU
An interview with Hollie McNish:
https://www.youtube.com/watch?v=7L8PBKqRyfw

THIS IS WHY I READ. THIS IS WHY I KEEP MY EYES AND EARS PROWLING. FOR MOMENTS LIKE THIS. THIS IS WHY IT IS ESSENTIAL THAT WE BE CURIOUS.


ALL MY STUDENTS NEED TO DIGEST THE WORDS OF HOLLIE McNISH.

YEAR 12 LESSON SEVENTEEN [14th Nov 14]: Homework

 

The aim of this session was to prepare students for the essay title:
WHAT ARE THE KEY IDEAS BEING PRESENTED BY FITZGERALD IN THE FIRST FOUR CHAPTERS?
Class discussion considered possible content for the first two paragraphs and students were made aware of the ASSESSMENT OBJECTIVES that drive this essay. Class discussion attempted to generate content for the third paragraph. I expect this essay to be three paragraphs and a conclusion. The conclusion needs to consider if this novel remains relevant. It was made clear during the session how the assessment objectives differ from the previous 'How does the writer...' essay question focus. Students were provided with more resources that will allow the shaping of relevant content. This is an essay that not only demands that students exhibit an understanding of the symbolic content of The Great Gatsby but also exhibit an understanding of the significance of historical context, and respond to the views of other readers. THIS IS A MASSIVE ESSAY.
The last essay served to illustrate the wonderful work ethic of this class but some students were struggling to explain how textual reference served to reinforce their argument. I would hope that the work that we have attempted to improve this feature of our written work will be reflected in the critical precision of this essay.

HOMEWORK: I expect this essay to be handed to me on Friday. Please feel free to email the essay on Thursday. If you want to produce a draft that I can mark before your final copy, send me some work before Wednesday. This is a very important essay.
Students also need to keep reading the text. Our focus next week will be Chapter Five and Chapter Six.
Toodle Pip LIT FREAKS.