Tuesday 30 March 2010
Easter Revision Guide
Download the Easter revision guide here. Each box represents one of the exams which you will sit this summer. Please post any questions regarding your revision here.
Short Story PODCasts
Hi all,
I think (or hope!) that I have found a hosting solution for these PODCasts.
Click on the links below and you should be given the option to download the files which means you can then upload them to your phone/mp3 player/iPod so you can listen to them at your leisure. Don't forget though, that listening is no substitute for reading; you should be doing both, as well as updating your quote bank and highlighting relevant features.
Flight
Superman
Your Shoes
Growing Up
The End of Something
Chemistry
Snowdrops
Audio Commentary on "Snowdrops"
You can also get another copy of the quote bank here if you have lost yours. You should be highlighting any linguistic devices, annotating these quotations in your anthologies and completing the thematic activites at the back.
I think (or hope!) that I have found a hosting solution for these PODCasts.
Click on the links below and you should be given the option to download the files which means you can then upload them to your phone/mp3 player/iPod so you can listen to them at your leisure. Don't forget though, that listening is no substitute for reading; you should be doing both, as well as updating your quote bank and highlighting relevant features.
Flight
Superman
Your Shoes
Growing Up
The End of Something
Chemistry
Snowdrops
Audio Commentary on "Snowdrops"
You can also get another copy of the quote bank here if you have lost yours. You should be highlighting any linguistic devices, annotating these quotations in your anthologies and completing the thematic activites at the back.
Wednesday 24 March 2010
15 minute writing challenge:
Compare how language is used to present the attitudes of the speakers in four of the poems you have studied.
It is a better use of my time to mark work here rather than on paper as this way I am providing examples and feedback to the whole class. I would prefer it if you named your work so I know who has done what bu, if you're not comfortable with this, please leave it anonymous and I will provide feedback all the same.
It is a better use of my time to mark work here rather than on paper as this way I am providing examples and feedback to the whole class. I would prefer it if you named your work so I know who has done what bu, if you're not comfortable with this, please leave it anonymous and I will provide feedback all the same.
Monday 22 March 2010
15 minute writing challenge:
Compare how women are presented in four of the poems you have studied. To do this, compare “Mother any distance…” by Simon Armitage and three other poems, one by Carol Ann Duffy and two from the pre-1914 poetry bank.
Tuesday 16 March 2010
Lit Poetry Revision Videos
Here they are, all under one roof:
"Anne Hathaway"
"My Last Duchess"
"Sonnet 130"
"On My First Sonne" (with special celebrity guest presenter)
"My father thought it..."
"Mother any distance..."
"Before You Were Mine"
"Salome"
"Kid"
"Anne Hathaway"
"My Last Duchess"
"Sonnet 130"
"On My First Sonne" (with special celebrity guest presenter)
"My father thought it..."
"Mother any distance..."
"Before You Were Mine"
"Salome"
"Kid"
"Elvis's Twin Sister"
Sorry I couldn't be there this morning. My PP on this poem can be found here. Any questions, post them as comments.
Work on "Anne Hathaway" and "Sonnet 130"
Apologies for the delay but all of your work on these two poems is now assessed and on here
Scroll all the way to the bottom to see individual feedback if you havn't already had it.
Scroll all the way to the bottom to see individual feedback if you havn't already had it.
"Superman" and "Paula Brown" 2010
Please post your comparison of the portrayal of children in these two stories as a comment on this post
Snowdrops
You can download this commentary as a PODCast from the school website. Don't forget to subscribe to the RSS feed.
We started today's lesson by looking at "On an Athlete Dying Young" by A. E. Houseman. This poem is a good way in to "Snowdrops" as it highlights the relative frailty of youth (which can seem so strong and beautiful) when compared with the omnipotent force of death.
We then read "Snowdrops" (download audio here: http://www.cooper.oxon.sch.uk/English%20WebPages/Front.htm). This is a story about an innocent, excitable, fanciful young boy who initially demonstrates many of the positive characteristics of youth which we have seen in other stories. He observes the minute details in life, has a vivid imagination and longs for the excitement of new experiences (such as eating a bacon sandwich). He also has a respect for his teacher, Miss Webster, which borders on hero worship. This is similar to the respect of the narrator for her uncle in "Superman" and clearly shows that he sees the adult world as something which can protect him from pain and hardship.
At the beginning of the story, we hear that Miss Webster has promised the boy that she will take his class to see the "Snowdrops" and he is very excited about this however, there is a great poignancy to the way he imagines them: "all he could imagine was one flake of the falling snow, bitterly frail and white, and nothing like a flower." Even from the outset therefore, Norris makes the reader aware that life is a fragile thing marked by pain (as represented by the word "bitterly").
By the end of the story, the boys illusions of the realities of life and the strength of the adult world are shattered as he witnesses Miss Webster breaking down at the funeral of the young man (with whom, the reader is lead to believe, she shares a romantic interest). The flowers which he had longed to see (his "Mecca", his "Jerusalem" ("Superman")) are described thus:
"The boy began to see their fragility. He saw them blow in a sudden gust of the cold March wind, shake, and straighten gallantly. He imagined them standing all night in the dark garden, holding bravely to their speck of whiteness." ll.194-7
There is sense of anti-climax about their fragility; The flowers have become a metaphor for the realities of a life that will always be marred by the inevitability of death and, as Miss Webster stands crying "in the midst of the frightened children", the boy realises that life can never be as exciting and carefree as he wants it to be.
There is, however, a positive message in the ending of this story, as represented by the words of the Welsh Hymn:
"So blessed are the ones through faith
That go about the living."
Here, the reader is able to take hope from the fact that those who are "blessed"- who find happiness and peace are those who "go about the living"; get on with their lives and do not dwell on the inevitable pain and suffering of death. Here the metaphor of the Snowdrops also returns to support this point- whilst they are delicate, frail and enjoy only a short life on earth, they are also painfully beautiful and have the tenacity to return year after year; whilst life will always end, it will also always continue.
I've drawn a few parallels with "Superman" here but a couple of quotations lend themselves very well to comparisons with other stories if the right question comes up:
1."the left boot to the right boot and the right boot to the left boot" l.71 COMPARE: "Your Shoes"
2."Gerald went whooping up the gravel yard like a released pigeon." l.74 COMPARE: "Flight". We also discussed, in relation to this, how the word "whooping" might betray the painful side to life: here it is an expression of youthful exuberance however, the word resonates with the name of a potentially fatal disease: whooping cough. Thus, despite his care-free excitement, Gerald himself might in fact be a metaphor for the human condition.
We started today's lesson by looking at "On an Athlete Dying Young" by A. E. Houseman. This poem is a good way in to "Snowdrops" as it highlights the relative frailty of youth (which can seem so strong and beautiful) when compared with the omnipotent force of death.
We then read "Snowdrops" (download audio here: http://www.cooper.oxon.sch.uk/English%20WebPages/Front.htm). This is a story about an innocent, excitable, fanciful young boy who initially demonstrates many of the positive characteristics of youth which we have seen in other stories. He observes the minute details in life, has a vivid imagination and longs for the excitement of new experiences (such as eating a bacon sandwich). He also has a respect for his teacher, Miss Webster, which borders on hero worship. This is similar to the respect of the narrator for her uncle in "Superman" and clearly shows that he sees the adult world as something which can protect him from pain and hardship.
At the beginning of the story, we hear that Miss Webster has promised the boy that she will take his class to see the "Snowdrops" and he is very excited about this however, there is a great poignancy to the way he imagines them: "all he could imagine was one flake of the falling snow, bitterly frail and white, and nothing like a flower." Even from the outset therefore, Norris makes the reader aware that life is a fragile thing marked by pain (as represented by the word "bitterly").
By the end of the story, the boys illusions of the realities of life and the strength of the adult world are shattered as he witnesses Miss Webster breaking down at the funeral of the young man (with whom, the reader is lead to believe, she shares a romantic interest). The flowers which he had longed to see (his "Mecca", his "Jerusalem" ("Superman")) are described thus:
"The boy began to see their fragility. He saw them blow in a sudden gust of the cold March wind, shake, and straighten gallantly. He imagined them standing all night in the dark garden, holding bravely to their speck of whiteness." ll.194-7
There is sense of anti-climax about their fragility; The flowers have become a metaphor for the realities of a life that will always be marred by the inevitability of death and, as Miss Webster stands crying "in the midst of the frightened children", the boy realises that life can never be as exciting and carefree as he wants it to be.
There is, however, a positive message in the ending of this story, as represented by the words of the Welsh Hymn:
"So blessed are the ones through faith
That go about the living."
Here, the reader is able to take hope from the fact that those who are "blessed"- who find happiness and peace are those who "go about the living"; get on with their lives and do not dwell on the inevitable pain and suffering of death. Here the metaphor of the Snowdrops also returns to support this point- whilst they are delicate, frail and enjoy only a short life on earth, they are also painfully beautiful and have the tenacity to return year after year; whilst life will always end, it will also always continue.
I've drawn a few parallels with "Superman" here but a couple of quotations lend themselves very well to comparisons with other stories if the right question comes up:
1."the left boot to the right boot and the right boot to the left boot" l.71 COMPARE: "Your Shoes"
2."Gerald went whooping up the gravel yard like a released pigeon." l.74 COMPARE: "Flight". We also discussed, in relation to this, how the word "whooping" might betray the painful side to life: here it is an expression of youthful exuberance however, the word resonates with the name of a potentially fatal disease: whooping cough. Thus, despite his care-free excitement, Gerald himself might in fact be a metaphor for the human condition.
Close Comparison and Original Ideas on "Superman" and "Growing Up"
by bmccarey99 @ 2008-11-25 – 12:55:19
Today we looked at close comparison and expressing original ideas. Please post you analysis as a comment on this...
Today we looked at close comparison and expressing original ideas. Please post you analysis as a comment on this...
Comapring "Growing Up" with "Superman"
by bmccarey99 @ 2008-11-25 – 09:03:20
The first point to take away from today's lesson was introduced by the objective: "To learn to compare Plaith’s view of childhood in “Superman” with Cary’s in “Growing Up”". Based on the essays I have marked so far, many people are losing marks for not commenting on the author's intentions in their analysis. The simplest way to do this is to make sure that you use their surname to introduce your point; instead of "Children seem innocent and carefree", try "Plaith presents children as being innocent and carefree." A simple change but it can make a real difference to your mark.
We then went on to compare the portrayal of children in "Superman" (both as dreamers and as people who are capable of great cruelty) with their portrayal in "Growing Up". Here, Robert Quick sees himself as a great father who has allowed his children to grow up in a world where they are free to express themselves. The first time Cary shows the reader Quick's children , they support this point of view: engrossed in books but covered in grass stains which suggest an active and exciting childhood. However, in their subsequent attack on their dog and then on Swift himself, their animalistic and cruel nature becomes much more evident. They seem uncontrollable and wild (which clearly links to Plaith's characters such as Sheldon Fine and Paula Brown herself.
Next lesson we will look at writing detailed analysis comparing the portrayal of these children but the key thing to take away is that, although both writers show children are capable of great imagination, this imagination is not necessarily always as innocent as it might seem.
The first point to take away from today's lesson was introduced by the objective: "To learn to compare Plaith’s view of childhood in “Superman” with Cary’s in “Growing Up”". Based on the essays I have marked so far, many people are losing marks for not commenting on the author's intentions in their analysis. The simplest way to do this is to make sure that you use their surname to introduce your point; instead of "Children seem innocent and carefree", try "Plaith presents children as being innocent and carefree." A simple change but it can make a real difference to your mark.
We then went on to compare the portrayal of children in "Superman" (both as dreamers and as people who are capable of great cruelty) with their portrayal in "Growing Up". Here, Robert Quick sees himself as a great father who has allowed his children to grow up in a world where they are free to express themselves. The first time Cary shows the reader Quick's children , they support this point of view: engrossed in books but covered in grass stains which suggest an active and exciting childhood. However, in their subsequent attack on their dog and then on Swift himself, their animalistic and cruel nature becomes much more evident. They seem uncontrollable and wild (which clearly links to Plaith's characters such as Sheldon Fine and Paula Brown herself.
Next lesson we will look at writing detailed analysis comparing the portrayal of these children but the key thing to take away is that, although both writers show children are capable of great imagination, this imagination is not necessarily always as innocent as it might seem.
Some Quliaty Analysis from Timed Essays
by bmccarey99 @ 2008-11-21 – 10:55:21
Thought I'd take a break from marking the most recent timed essay on "Flight" and "TEOS" to share some really good comparison which a couple of people have come up with. Look at the way they've chosen quotations from each story which link together really closely and then explained and compared individual words in relation to the question (In “Flight”, the Grandfather loses something but comes to terms with it. Compare how Doris Lessing and the writer of one other story present characters dealing with loss.):
1.
"He lifted his eyes to smile proudly down the garden at his Granddaughter.”
“Marjorie stood up. Nick sat there, his head in his hands.”
Interestingly, in both quotations the authors have used height as a way of making the characters seem more powerful and therefore better at dealing with loss. The way that the Grandfather is smiling “down” at his granddaughter whilst Marjorie has “stood up” gives the reader a sense that both characters have a sense of victory about how well they have dealt with their losses. It also makse Alice and Nick seem weak and suggests that they are emotional characters who deal with loss badly.
NB. These two quotations were anlysed individually first and then this paragraph of comparison came afterwards. They were not just listed then compared. This is wrong and bad, particularly if you initials are DH.
2.
Near the end of the story, the Grandfather finally realises that he has to deal with the loss:
“The old man turned, slowly, taking his time; he lifted his eyes to smile proudly down the garden at his granddaughter.” So he “let it go”, just like Nick told Marjorie to. After he has, he felt that it was the right thing to do hence he “smiled proudly”. The word “proudly” demonstrates that he is truly satisfied with himself as, for him, letting go was not an easy thing to do. The fact that he “turned slowly” also suggests that it took him a lot of time to face up to the consequences of his decision. On the other hand, Nick is finding it much harder to deal with the consequences of his decision (which resulted in his loss):
“Nick went back and lay down with his face in the blanket by the fire.” Nick’s actions demonstrate that he is deeply upset and he therefore looks vulnerable as this image makes him seem like a child who is lost and upset. Nevertheless, this image could differ from the reality of Nick’s feelings in that he might not be hurt because his relationship with Marjorie has ended but because of Marjorie’s indifferent reaction. The word “down” also shows his negative thoughts and feelings and seems like he keeps looking back and witnessing the past over and over again. This contrasts with the word “lifted” from “Flight” where the Grandfather lifts his eyes which gives us a feeling of a new beginning and future.
Both these extracts show A* quality writing. Should have the rest of these essays back to you next week.
Thought I'd take a break from marking the most recent timed essay on "Flight" and "TEOS" to share some really good comparison which a couple of people have come up with. Look at the way they've chosen quotations from each story which link together really closely and then explained and compared individual words in relation to the question (In “Flight”, the Grandfather loses something but comes to terms with it. Compare how Doris Lessing and the writer of one other story present characters dealing with loss.):
1.
"He lifted his eyes to smile proudly down the garden at his Granddaughter.”
“Marjorie stood up. Nick sat there, his head in his hands.”
Interestingly, in both quotations the authors have used height as a way of making the characters seem more powerful and therefore better at dealing with loss. The way that the Grandfather is smiling “down” at his granddaughter whilst Marjorie has “stood up” gives the reader a sense that both characters have a sense of victory about how well they have dealt with their losses. It also makse Alice and Nick seem weak and suggests that they are emotional characters who deal with loss badly.
NB. These two quotations were anlysed individually first and then this paragraph of comparison came afterwards. They were not just listed then compared. This is wrong and bad, particularly if you initials are DH.
2.
Near the end of the story, the Grandfather finally realises that he has to deal with the loss:
“The old man turned, slowly, taking his time; he lifted his eyes to smile proudly down the garden at his granddaughter.” So he “let it go”, just like Nick told Marjorie to. After he has, he felt that it was the right thing to do hence he “smiled proudly”. The word “proudly” demonstrates that he is truly satisfied with himself as, for him, letting go was not an easy thing to do. The fact that he “turned slowly” also suggests that it took him a lot of time to face up to the consequences of his decision. On the other hand, Nick is finding it much harder to deal with the consequences of his decision (which resulted in his loss):
“Nick went back and lay down with his face in the blanket by the fire.” Nick’s actions demonstrate that he is deeply upset and he therefore looks vulnerable as this image makes him seem like a child who is lost and upset. Nevertheless, this image could differ from the reality of Nick’s feelings in that he might not be hurt because his relationship with Marjorie has ended but because of Marjorie’s indifferent reaction. The word “down” also shows his negative thoughts and feelings and seems like he keeps looking back and witnessing the past over and over again. This contrasts with the word “lifted” from “Flight” where the Grandfather lifts his eyes which gives us a feeling of a new beginning and future.
Both these extracts show A* quality writing. Should have the rest of these essays back to you next week.
Superman and Paula Brown
by bmccarey99 @ 2008-11-20 – 16:52:33
Hello and welcome to my teaching blog. Here you will find highlights and key points of the lessons I have taught this week. If there is something which you think I should include here then please let me know.
Year 11: "Superman and Paula Brown's New Snow Shoes"
Today we analysed the journey of the narrator in this story from innocense to experience. At the opening of the story she is an excited dreamer whose love of Superman and dreams of flying show her to be an optimist, as yet untainted by the realities of the world in which she lives. As the story progresses, her eyes are opened to what she eventually terms "the real world". She sees a film clip of Japanese soldiers abusing American prisoners of war and promptly vomits up the cake and ice cream she had eaten at a birthday party. This clearly represents the painful realisation that the world of her childhood is coming to an end.
This transition is furhter confirmed by the kind of brutal cruelty which only children can inflict on one another. Paula Brown seems to take great joy in the suffereing she causes the narrator (schadenfreude) when she falsely accuses her of pushing her over. The narrator returns to the family home where she is briefly distracted by her uncle (the embodiment of Superman himself) however this bubble is soon burst and, in the adults acquiesance to the false accusations made against her, she realsies that the world of her "technicolour dreams" cannot exist in the real world.
Listen to the story here: http://www.cooper.oxon.sch.uk/English%20WebPages/Front.htm
Hello and welcome to my teaching blog. Here you will find highlights and key points of the lessons I have taught this week. If there is something which you think I should include here then please let me know.
Year 11: "Superman and Paula Brown's New Snow Shoes"
Today we analysed the journey of the narrator in this story from innocense to experience. At the opening of the story she is an excited dreamer whose love of Superman and dreams of flying show her to be an optimist, as yet untainted by the realities of the world in which she lives. As the story progresses, her eyes are opened to what she eventually terms "the real world". She sees a film clip of Japanese soldiers abusing American prisoners of war and promptly vomits up the cake and ice cream she had eaten at a birthday party. This clearly represents the painful realisation that the world of her childhood is coming to an end.
This transition is furhter confirmed by the kind of brutal cruelty which only children can inflict on one another. Paula Brown seems to take great joy in the suffereing she causes the narrator (schadenfreude) when she falsely accuses her of pushing her over. The narrator returns to the family home where she is briefly distracted by her uncle (the embodiment of Superman himself) however this bubble is soon burst and, in the adults acquiesance to the false accusations made against her, she realsies that the world of her "technicolour dreams" cannot exist in the real world.
Listen to the story here: http://www.cooper.oxon.sch.uk/English%20WebPages/Front.htm
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Welcome to the new look mrmccarey.blog.co.uk. Everything that was on the old blog has been transfered over here however this site is much better. New updates coming soon- don't forget to subscribe.
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