YEAR 12 LESSON SEVEN [31st Oct]: Homework.

Students discussed the nature of idealism and the class discussion involved students offering their views relating to their 'ideal' society. The old teacher found the comments of the fine young students genuinely heartwarming. The idealism of the students was directed towards the novel and the idealism of Fitzgerald.

The second session was a consideration of Chapter Four and how Fitzgerald introduces the notion that Gatsby is linked to organised crime. Students considered Gatsby's discussion with Nick and the significance of Wolfsheim. Students were asked to consider whether Fitzgerald is providing the reader with an insight into Gatsby's character or continuing to develop the mystery surrounding the nature of the 'Great' Mr.Gatsby.

Students were also asked to consider the significance of Jordan's narrative and how Fitzgerald uses this moment to provide the reader with information relating to Daisy's relationship with Gatsby before she eventually married Tom. Why does Fitzgerald slowly reveal crucial information? Why does he wait until Chapter Four to reveal the link between Daisy and Gatsby? Furthermore, when Nick discovers the reason for Gatsby's elaborate parties and realises that Gatsby has planned a massive and elaborate seduction in an attempt to capture a moment from the past, why does Carraway offer the line: 'HE CAME ALIVE TO ME, DELIVERED SUDDENLY FROM THE WOMB OF HIS PURPOSELESS SPLENDOUR.' ?

HOMEWORK: READ CHAPTER FIVE. What does Fitzgerald reveal about Gatsby, Daisy and Carraway?

YOU LOT WERE MAGNIFICENT TODAY. Katie deservedly won the bun for outstanding contribution but the bun could easily have been munched by several of the class such was the quality of the response. KEEP IT UP.

BRIDGE FOR THE LIVING: A film representation of Larkin's poem.

Year 13 need to be considering their choice of text for the Anthology coursework. Students may wish to select one of the Larkin poems that we perused at the end of Year 12.This award winning film attempts to capture the beauty of Larkin's poem and the majesty of the bridge. This is well worth 3 minutes and 47 seconds of your time.

http://www.youtube.com/watch?v=PNUZ-s7FmYw

Dave Lee also made a film to accompany Larkin's 'Here'. Click on link below:

http://www.youtube.com/watch?v=JZEgh5vhPVk&feature=related

YEAR 13 LESSON SEVEN [21st Oct 11]: Homework.

This lesson was a response to the recent essays. The essays were poor and lacked precise detail therefore the whole aim of this two hour session was to ensure that students are aware of how a detailed response is created. The ArchdeaconOfNonsense attempted to model a series of detailed and appropriate paragraphs on the whiteboard to offer specific examples of appropriate critical analysis.When constructing a written response all students must...:

• Ensure that the argument is coherent and precise. RESPECT LANGUAGE. Too often the Shelley essays were general and ambiguous and were phrased in such a crude manner that it was very difficult to comprehend the argument being offered in the response.
• All opinion must be supported with textual reference. Students must then clearly explain how this use of textual reference supports their view. This is a crucial moment in any Literature response.
• Ensure that the response is engaging the requirements of the question.
• Always consider author's aim. Follow my paragraph structure. The final section of each paragraph should be an engaging fusion of author's aim and question focus.
• Realise that the gothic is an extremely ambiguous genre. There are certain thematic concerns that are associated with the gothic genre, such as isolation and alienation, and certain visual motifs that carry symbolic significance, such as the darkness of night being used as a dramatic backdrop for the narrative action, but is is very difficult to categorise this genre in simplistic terms.

THIS WAS AN IMPORTANT LESSON. ALL ESSAYS NEED TO BE PRECISE AND COHERENT.

HOMEWORK: All students that did not achieve a C grade in the last essay need to construct a three paragraph response to this essay. Note my comments on your original essays and refer to the class notes we created today. Furthermore, refer to my essay structure. If you lot were D grade students working to the best of your ability, the essay grades would not be an issue. However, this class is capable of producing much more impressive work than the quality being presented to me in the essays I marked last week.

Students also need to read the whole of the novel. All students need to complete their reading of Frankenstein.

YEAR 12 LESSON SIX [17th Oct 11]: Homework.

Students explored chapter three of The Great Gatsby. Discussion related to the five key moments of the chapter:

• The significance of the opulent nature of Gatsby's party.
• The significance of 'Owl Eyed' man in the library.
• The significance of the crying 'red-haired girl' and the fact that the party disintegrates into alcohol inspired chaos.
• The significance of Gatsby's introduction.
• The significance of Carraway's concluding comments.

This is a very significant chapter and students were bullied towards considering how descriptive language is used at the beginning of the chapter to represent the vibrant nature of Gatsby's parties.

The second session involved students discussing the following question: HOW DOES FITZGERALD PRESENT THE WORLD OF THE VALLEY OF ASHES AND GATSBY'S PARTY? WHAT IS FITZGERALD'S AIM HERE?

Students produced a thirty minute timed response to this question after class discussion.

This session also introduced students to the philosophy of the 1776 American Declaration of Independence and the quote:

"WE HOLD THESE TRUTHS TO BE SELF EVIDENT, THAT ALL MEN ARE CREATED EQUAL, THAT THEY ARE ENDOWED BY THEIR CREATOR WITH CERTAIN UNALIENABLE RIGHTS,THAT AMONG THESE ARE LIFE, LIBERTY AND THE PURSUIT OF HAPPINESS."

To what extent does this novel reflect the philosophy being proposed by the Declaration of Independence?

Students seemed perplexed when I discussed the resignation of Liam Fox and the significance of the 'OCCUPY' movement. Below are some links that explore the nature of the 'OCCUPY' movement. Students might want to consider how these demonstrations relate to Fitzgerald's novel. Click on links below:

Michael Moore interview:

http://www.youtube.com/watch?v=gaXBWpN7ii8&feature=related

Film from The Guardian online reporting on OCCUPY demo in London:

http://www.youtube.com/watch?v=oybho73YFJY

Rome OCCUPY demo becomes violent

http://www.bbc.co.uk/news/world-europe-15322883

Photographs of global demonstration from BBC online:

http://www.bbc.co.uk/news/in-pictures-15320678

Channel Four news report:

http://www.channel4.com/news/occupy-movement-ripples-worldwide

HOMEWORK: READREADREADREADREADREADREADREADREAD..........

When we meet after half-term, I expect all students to have completed their reading of this novel.

MR.STEVENSON'S YEAR 13 LESSON [14th Oct 11]: Homework.

First half was an exploration of Duffy's Anne Hathaway.AS was disappointed with the number of slaves who spoke of 'pizza for tea and boyfriends'.The group should be sustaining an academic approach to their studies. Feedback in the second session was satisfactory. Very disappointing display notes.

COURSEWORK FIRST DRAFT DEADLINE IS NOW 4TH NOVEMBER.

NEXT WEEK IS APPOINTMENTS.TEN MINUTE SLOTS.IF YOU DO NOT WANT AN APPOINTMENT YOU STILL NEED TO GET YOUR MARK! IF I DO NOT SEE YOU I WILL MARK YOU ABSENT...

AS.

MR.STEVENSON'S YEAR 12 LESSONS [Week beginning 10th Oct]: Homework.

This week both groups reflected upon Scene 3 of 'Streetcar'.12A stole the show with some stunning notes/ideas. AS modelled examples of AS level essays. Please take note of the AO's!

All students should prepare for the timed essay next week. You have been taken through a methodology- I want to see you use it.

12C too many people off task. LEAVE COD/HALO outside of E4.

We will explore the issues and techniques in Scene Four next week for 50 minutes.You will then complete the timed essay below in the second hour:

EXPLORE THE THEMES AND TECHNIQUES IN SCENE FOUR.

AS.

YEAR 13 LESSON SIX [14th Oct 11]: Homework.

Students received feedback in response to the recent Prufrock essay. The main issues with the essays is that students are not attempting to 'unpack' meaning when discussing metaphor and not providing the level of detailed argument required at A2. When attempting the metaphor/canon coursework students must:

• Identify the association being made through the metaphor. Students must 'unpack' meaning.
• Explain why the metaphor avoids cliche and allows the author to shape meaning.
• Consider the significance of structure and form.

The class were given an essay from last year that used 'A Love Story in Reverse' by John Cooper Clarke. This was a wonderful response due to its eloquence, quality of argument, questioning of the elitist nature of the canon, close and perceptive textual focus, use of Anthology, and strong personal voice. Click on link to access JCC's poem:

http://www.youtube.com/watch?v=vS5QMT-JUt4

Here is JCC's 'Beasley Street':

http://www.youtube.com/watch?v=_FsA3zDZNWk&feature=related

Link to his website:

http://www.johncooperclarke.com/

Students should be aware of the text they will be using for the Anthology coursework.

The second session began with this clip from James Whale's classic 1931 film Frankenstein:

http://www.youtube.com/watch?v=8H3dFh6GA-A

This film is interesting due to its complete lack of precise reference to Shelley's novel. Elements of Shelley's novel are clearly beyond the medium of film, even with digital technology. The representation of Victor is simplistic and Whale avoids providing the creature with the eloquence that is a central feature of the text.

Students were pushed towards a consideration of the representation of nature and the gothic elements being reflected in this novel. The class were also asked to consider the significance of Justine.

HOMEWORK: Read and be aware of how nature is represented in ch 7 to 10. What is Shelley's aim here? Next week we shall discuss the creature so students must read chapters 11 to 16. READ.READ.READ.