YEAR 12 LESSON THIRTEEN [12th Dec 11]: Homework.

A strange Winter Festival related plague descended upon East Yorkshire but the brave students attending today's feast of culture were placed into groups to consider three key questions:

• How do you view the character of Gatsby?
• Who is the most significant character in the novel?
• Which is the most significant moment?
• Which is the most enjoyable: Christmas or New Year?

The groups produced some decent feedback and clearly comprehend the key features of the narrative.

Homework: Read the novel and consider the nature of the conclusion. What is Fitzgerald's aim?

Students should also read Coleridge's THE RIME OF THE ANCIENT MARINER. When we return we will be exploring the symbolic nature of Fitzgerald's novel, begin to discuss Coleridge's famous poem, and begin the Shakespeare coursework.

Click on link below to access a Gatsby podcast created for last year's Year 12 as a revision resource:

http://soundcloud.com/fishymedia/literature-podcast-an-as-level

Phew. Have a monumental Mid-Winter break.

YEAR 13 LESSON THIRTEEN [9th Dec 11]: Homework.

The curious youth of beaver lake were introduced to a poem by Simon Armitage and the discussion was directed towards how elements of this poem could be used to answer the canon question when constructing the Anthology coursework.

The lesson moved on to consider the extent to which Chapter 21 of Frankenstein can be considered 'gothic'. This chapter is a perfect example of the thematic and dramatic features often associated with gothic literature. Victor is presented by Shelley as suffering such an extreme form of psychological distortion that he struggles to differentiate between his nightmares and the horror of his reality. He experiences a 'hell on earth'. Victor describes himself as being 'a shattered wreck-the shadow of a human being.' IT IS A VERY POWERFUL AND SIGNIFICANT CHAPTER.

The final section of this carnival of horror involved the class experiencing Scene Seven of Marlowe's Faustus. This is the scene within which the Pope is slapped and all manner of anti-Catholicism/Blasphemy is presented to the audience. We will discuss this scene in detail when we return from the Mid-Winter festivities.

Homework: Read the texts. When we return we will have one formal two hour session and then the second Friday will be a series of tutorials that will allow me to provide feedback to the first draft of the Anthology coursework.

MR.STEVENSON's LESSONS. Week beginning 11th December 11: Homework.

Year 13 Coursework deadline is 6th January.

Some excellent presentations. Well done to those students who offered a decent level of effort.

Don't forget that Friday 16th is for resit candidates only in the first hour. The second hour is to see me about Year 13 coursework.

Have a good Xmas and resit candidates need to read their texts. I have placed a wealth of material on the Z drive under student/English.

Year 12

12A Streetcar deadline 9th Jan.

12E Streetcar deadline 16th Dec.

Look on Z drive for more TW info/mark schemes etc.

AS.

YEAR 12 LESSON TWELVE [5th Dec 11]: Homework.

The whole session was aimed at providing clarity when dealing with the title:

WRITE ABOUT SOME OF THE WAYS FITZGERALD TELLS THE STORY IN CHAPTER SEVEN.

I felt that I needed more time in the last session to illustrate how to answer this essay so the aim of today's literary journey was to provide students with the ability to produce a detailed and precise response. Students are expected to produce three paragraphs and a conclusion. Students need to show an understanding of author's aim as this is the area of the written work that needs to improve.

Here are some guidance notes to assist with the construction of this essay:

http://minus.com/ms4Ed7PXP#1

HOMEWORK: Complete essay for next Monday.

YEAR 13 LESSON TWELVE [2nd Dec 11]: Homework.

Students were asked to consider John Locke's theory of childhood and environment influencing behaviour and were also introduced to Rousseau's idea of the noble savage. Locke's theory is central to author's aim when considering the theme of education, learning, and the duality of man. The representation of Elizabeth and the creature could be used to illustrate the idea that childhood experience and environment dictates behaviour. The ideas of Locke place value upon the role of the parent and this could be linked to the theme of the family.

Students were asked to consider the significance of chapter 17, the symbolic nature of The Orkneys in Chapter 19, and whether the reader feels sympathy for Victor or the creature in Chapter 20.

The lesson concluded with a consideration of Marlowe's Faustus with focus placed upon Scene 6, the appearance of Lucifer and Marlowe's use of the seven deadly sins.

Homework: Students should be constructing the first draft of their Anthology coursework. I would like to discuss coursework with each student before I receive your work on Friday 16th December. It is the responsibility of the student to arrange a meeting with me to discuss any problems with coursework.

Students should also be reading both texts. A decent textual understanding of the last section of Shelley's Frankenstein will be expected when next our lives collide.

YEAR 12 LESSON ELEVEN [28th Nov 11]: Homework.

Students were asked to consider the question: How does Fitzgerald shape Nick's narrative to create a sense of sympathy for Gatsby?

The class discussion centred upon Nick's attempts to reassure Gatsby at the conclusion of the novel and Nick's attitude after discovering that Daisy was driving the car that killed Myrtle and that Gatsby plans to protect Daisy. Prior to receiving this information, Carraway had been quite hostile. Why does Fitzgerald present Carraway in this way?

Students were then asked to consider the exam question:

WRITE ABOUT SOME OF THE WAYS FITZGERALD TELLS THE STORY IN CHAPTER SEVEN.

Students were asked to consider the following areas of the text when responding to this examination title:

• How Fitzgerald shapes Nick's narrative to create a sense of sympathy for Gatsby.
• The significance of music [Mendelssohn's Wedding March and Jazz] and the contrast with the silence in the hotel room. How does this help Fitzgerald create dramatic tension and explore key themes?
• Daisy's reaction to the discovery that Gatsby is a 'bootlegger' and how this links to theme. How does Fitzgerald use Daisy to create dramatic tension and what is so significant about Daisy's reaction? Remember, we looked at some of Daisy's key quotes in this lesson.
• How does Fitzgerald use the death of Myrtle? What themes are being explored through this symbolic moment and how does Fitzgerald use this moment to create a sense of dramatic tension/expectation? Symbolic significance of the car? Author's aim?
• How significant is the reaction of Tom when realising Daisy loves Gatsby and later when he has regained his authority? How does he 'defeat' Gatsby? What theme is Fitzgerald exploring through this narrative development? Is Gatsby finally revealed?
• The purpose of Michaelis the 'priciple witness at the inquest'. How does this narrative shift help Fitzgerald create a sense of narrative expectation?

The lesson concluded with a brief discussion but I would have liked another 30 minutes to really explore the possible content of this essay.

HOMEWORK: Construct a three paragraph response with conclusion in response to the exam question: Write about some of the ways Fitzgerald tells the story in Chapter 7.

I will be posting a download tomorrow so watch this space. The download will offer guidance notes for this essay. The notes will be detailed as I feel that this is a challenging task and we never had time within the lesson to explore all the issues that relate to this response. All the guidance you will require will be included in my guidance structure and notes. If you have any issues with this essay, drop me an e-mail or visit me in the Dept.

YEAR 13 LESSON ELEVEN [25th Nov 11]: Homework.

Students were offered a white board experience. The class discovered that most students have a favourite word that is defined as 'favourite' because of the sound that is created by the word or the way the word 'looks' when it is written. Few students selected a word because of its meaning! Literature students eh?

After the brief white board experience, students were asked to consider Mary Shelley's aim when offering the creature's narrative. Students were asked to consider the symbolic nature of the De Lacey family and why the conclusion to Chapter 15 is so tragic and why Chapter 16 is so powerful. Can the reader feel sympathy for a child murderer?

The recent essays were very good and it is obvious that students are beginning to include the detail required to access the higher grades. The next phase of the lesson examined author's aim when presenting the creature's narrative. The focus upon author's aim was informed by the recent written work as it was clear that this area needs further explanation. Some students were considering author's aim but were not linking Shelley's aim to a theme and consequently the analysis lacked detail. Students were asked to consider the following issues when dealing with Shelley's aim:

• Many critics have linked the philosophy of John Locke to the experience of the creature. Locke believed that experience dictates behaviour therefore the brutality experienced by the creature shapes his brutal behaviour. This may allow Shelley to attack prejudice and encourage human society to display more tolerance. A brutal society will encourage brutal behaviour.
• The symbolic significance of the De Lacey family. The De Lacey family offer Shelley the opportunity to illustrate the importance of the family unit and illustrate positive human qualities such as mutual support, love and respect. The family are a symbol of hope for the creature and their violent reaction to his appearance allows Shelley to provide an example of the duality of human nature. Just as fire in this novel has a duality, it can cause pain or create comfort, so the De Lacey family could be interpreted as symbolic of the duality of man. Remember, the gothic often explores aspects of human experience that some readers may find disturbing; possibly because the representation of the human condition in gothic literature can be perceived as an accurate and frightening representation of what we really are.
• The final consideration when exploring Shelley's aims within this section of the novel is the KEY IDEA that Science should not attempt to challenge the omnipotent power of the divine OR believe Science can usurp the role of women. Shelley represents the arrogance of Science, through the work of Victor, and the chaos that Science may create is symbolised in the form and behaviour of the creature. Both Victor and the creature experience a 'hell on earth'. This intense suffering being the consequence of challenging divine power. Students need to be aware of the 'Pandaemonium' quote uttered by the creature and 'I ought to be your Adam but I am rather the fallen angel.' The creature's belief that he is trapped in hell is a consequence of Victor's lust for 'glory'. The creature is a victim of Victor's inability to accept the limitations of human knowledge.

The final section of the lesson was a consideration of Marlowe's representation of Mephistophilis in Act Three.

HOMEWORK: Students must produce a written response to two questions:

1. What is Shelley's aim when offering the creature's narrative?
2. How does Marlowe present Mephistophilis in Act 3 of Marlowe's Dr.Faustus?

Students need to offer a two paragraph response to the Shelley question and one paragraph of critical analysis when attempting the second question. The aim of this exercise is for students to construct a precise and coherent critical response. The written work should offer structure and clarity.