The Theme of Innocence in TKAM: A giveback

Again, a PowerPoint for students to refer to after a lesson.  IN this case an essay question from May 2014 from the Edexcel IGCSE Literature paper.

innocence-exam-question

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Chinese Cinderella: Revision and Review

A short PPt accompanying a revision-type lesson.  Trying to use fewer prepared PowerPoints, but I like to leave something concrete for students to use in their own revision slots…

Here I consider the passage Chinese Cinderella in the Edexcel IGCSE/Certificate Anthology.

cc-revision-and-review

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A taste of Trump…

I thought I’d paste a little taste of Trump here for students to look over. we spend so many hours teaching students to write with clarity and to structure and organise… and then this:

TRUMP: We stopped giving them because we were getting quite a bit of inaccurate news, but I do have to say that — and I must say that I want to thank a lot of the news organizations here today because they looked at that nonsense that was released by maybe the intelligence agencies? Who knows, but maybe the intelligence agencies which would be a tremendous blot on their record if they in fact did that. A tremendous blot, because a thing like that should have never been written, it should never have been had and it should certainly never been released.

But I want to thank a lot of the news organizations for some of whom have not treated me very well over the years — a couple in particular — and they came out so strongly against that fake news and the fact that it was written about by primarily one group and one television station.

So, I just want to compliment many of the people in the room. I have great respect for the news and great respect for freedom of the press and all of that. But I will tell you, there were some news organizations with all that was just said that were so professional — so incredibly professional, that I’ve just gone up a notch as to what I think of you. OK?

All right. We’ve had some great news over the last couple of weeks. I’ve been quite active, I guess you could say, in an economic way for the country. A lot of car companies are going to be moving in, we have other companies — big news is going to be announced over the next couple of weeks about companies that are getting building in the Midwest.

You saw yesterday Fiat Chrysler; big, big factory going to be built in this country as opposed to another country. Ford just announced that they stopped plans for a billion dollar plant in Mexico and they’re going to be moving into Michigan and expanding, very substantially, an existing plant.

I appreciate that from Ford. I appreciate it very much from Fiat Chrysler. I hope that General Motors will be following and I think they will be. I think a lot of people will be following. I think a lot of industries are going to be coming back.

We’ve got to get our drug industry back. Our drug industry has been disastrous. They’re leaving left and right. They supply our drugs, but they don’t make them here, to a large extent. And the other thing we have to do is create new bidding procedures for the drug industry because they’re getting away with murder.

Pharma, pharma has a lot of lobbies and a lot of lobbyists and a lot of power and there’s very little bidding on drugs. We’re the largest buyer of drugs in the world and yet we don’t bid properly and we’re going to start bidding and we’re going to save billions of dollars over a period of time.

And we’re going to do that with a lot of other industries. I’m very much involved with the generals and admirals on the airplane, the F-35, you’ve been reading about it. And it’s way, way behind schedule and many, many billions of dollars over budget. I don’t like that. And the admirals have been fantastic, the generals have been fantastic. I’ve really gotten to know them well. And we’re going to do some big things on the F-35 program, and perhaps the F-18 program. And we’re going to get those costs way down and we’re going to get the plane to be even better. And we’re going to have some competition and it’s going to be a beautiful thing.

So, we’ve been very, very much involved, and other things. We had Jack Ma, we had so many incredible people coming here. There are no — they’re going to do tremendous things — tremendous things in this country. And they’re very excited.

And I will say, if the election didn’t turn out the way it turned out, they would not be here. They would not be in my office. They would not be in anybody else’s office. They’d be building and doing things in other countries. So, there’s a great spirit going on right now. A spirit that many people have told me they’ve never seen before, ever.

We’re going to create jobs. I said that I will be the greatest jobs producer that God ever created. And I mean that, I really — I’m going to work very hard on that. We need certain amounts of other things, including a little bit of luck, but I think we’re going to do a real job. And I’m very proud of what we’ve done.

And we haven’t even gotten there yet. I look very much forward to the inauguration. It’s going to be a beautiful event. We have great talent, tremendous talent. And we have the — all of the bands — or most of the bands are from the different — from the different segments of the military. And I’ve heard some of these bands over the years, they’re incredible.

We’re going to have a very, very elegant day. The 20th is going to be something that will be very, very special; very beautiful. And I think we’re going to have massive crowds because we have a movement.

TRUMP: It’s a movement like the world has never seen before. It’s a movement that a lot of people didn’t expect. And even the polls — although some of them did get it right, but many of them didn’t. And that was a beautiful scene on November 8th as those states started to pour in.

And we focused very hard in those states and they really reciprocated. And those states are gonna have a lot of jobs and they’re gonna have a lot of security. They’re going to have a lot of good news for their veterans.

And by the way, speaking of veterans, I appointed today the head secretary of the Veterans Administration, David Shulkin. And we’ll do a news release in a little while. Tell you about David, he’s fantastic — he’s fantastic. He will do a truly great job.

One of the commitments I made is that we’re gonna straighten out the whole situation for our veterans. Our veterans have been treated horribly. They’re waiting in line for 15, 16, 17 days, cases where they go in and they have a minor early-stage form of cancer and they can’t see a doctor. By the time they get to the doctor, they’re terminal. Not gonna happen, it’s not gonna happen.

So, David is going to do a fantastic job. We’re going to be talking to a few people also to help David. And we have some of the great hospitals of the world going to align themselves with us on the Veterans Administration, like the Cleveland Clinic, like the Mayo Clinic, a few more than we have. And we’re gonna set up a — a group.

These are hospitals that have been the top of the line, the absolute top of the line. And they’re going to get together with their great doctors — Dr. Toby Cosgrove, as you know from the Cleveland Clinic, has been very involved.

Ike Perlmutter has been very, very involved, one of the great men of business. And we’re gonna straighten out the V.A. for our veterans. I’ve been promising that for a long time and it’s something I feel very, very strongly.

So, you’ll get the information on David. And I think you’ll be very impressed with the job he does. We looked long and hard. We interviewed at least 100 people, some good, some not so good. But we had a lot of talent. And we think this election will be something that will, with time — with time, straighten it out and straighten it out for good ’cause our veterans have been treated very unfairly.

OK, questions? Yes, John (ph)?

Thank you to the BBC website, where you can find the whole transcript of the recent press conference.

It’s not a question of bringing politics into the classroom, but since many of use have used Obama as an exercise when discussing rhetoric, this ought to be considered…

 

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Notes from class: Year 11. Most memorable character

These are noters from class to share with my y11 class in a lesson following up from the post looking a tthe most memorable character in TKAM

tkam

The IWB was not working and i am trying to wean myself off PowerPoint…

Mainly for their benefit (you had to be there…).

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Compare the symbolic and thematic importance of the Love Garden(Merchant’s Tale) and Helmer’s Dolls’ House in these texts.

planning sheets for Yr 13….

new-doc-2017-01-11-09-46-28_1

 

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feedback: Who is the most memorable character…

… in TKAM?

When answering this type of question, popular in the Edexcel IGCSE students might want to use these steps as a guide:

1: There is no right answer, but you must have enough material in your chosen character to establish a good, detailed and broad response in order to show, at least, “thorough” knowledge as required to attain 19-24/30.
2: If a character is truly memorable that is because the writer wished the readers to remember that character. Bear this in mind. The character must embody something about the messages which the writer wishes to impart. If you are not sure about the underlying themes or philosophies being discussed, then this is a tricky essay to write well.
3: This essay is not a straightforward character essay. Yes you will need to explore their character, but also explain what it is that makes them memorable.
4: Any character is a construct. Try not to write as though they are real, autonomous characters who think for themselves. They don’t. They have been created in a certain way to convey a certain purpose. Try to show you understand this…

With this in mind, students have just been writing a response to this question based on TKAM in a past IGCSE Lit paper.

I will show an outline plan here for 2 characters: Atticus and Bob Ewell…

Atticus: role- educator, personification of justice, father. Lee is writing to point up the parlous state of bigotry and justice in the South in the 30s. She is intending her writing to reflect the mood of the late 50s and early 60s. This Atticus is needed to be memorable since he embodies the role of the “righteous”…
Here are some ideas:

a: For Atticus to teach the children the fundamental character traits needed to deliver a better world he needs to be put into a series of “lessons”. Throughout part 1 there are a number of these, from stopping the playing of the Radley-game to the lesson in courage which bis Mrs Dubose. Choose wisely and explore a couple to develop the idea that both the children and the reader need to be educated before the trial starts to ensure that the lessons are fully learned.
b: The trial is the centre piece of Part 2 and the lesson here is about justice and the idea that there is a natural justice which is not always represented by the justice delivered by a society which has formulated laws to reinforce the status quo within that society. Atticus is not necessarily free of the taint of racism, but he is clearly embodying the idea that what is just should be fought for, whatever the odds. This section can be used for what Lee evidently intended to be the set piece – his summing-up speech. This speech is so clearly an attack on the complacency of a white hierarchy that it becomes, almost verbatim, the centrepiece of Gregory Peck’s Atticus on film – a depiction of the novel which is so Atticus centered that it tends to slew our recollection of the novel. Clearly we are meant to remember this speech if little else!
c: Atticus is self-effacing yet has deep courage. It is no accident that two passages complement each other in this text: the shooting of Tim Johnson and the threatening second mob scene. In both Atticus is depicted as the calm “ever fixed mark” at the centre of a tempest. Highly memorable scenes which serve to stress the idea of justice being immovable at the centre of a wild world.
d: As a father Atticus is a model – almost too good to be true. He is a single parent who manages to bring up his children in an era of poverty and yet manages to teach them about fairness, courage and honesty despite the challenges he faces. You can choose any of his interventions, but cast an eye to the structure of the novel. Jem is useful. We recall how he is “disappointed” in Atticus early in the story, and becomes hero-struck during the trial, hanging on every word. This book is a bildungsroman. Atticus is particularly memorable because it is his interactions with the children which show the pair develop from the innocence of the opening pages to the worldly experience of the end of the novel. He is memorable because Lee despite Atticus’ input, it is the children who seem to make this journey for themselves.

I use Bob briefly to show how one can approach another character, with much less input on the pages of the book.
a: He embodies Lee’s message that despite social adversity, a good human does not fall below a certain standard of behviour. She needs her readers to recognise this and to take this message away from their reading.
b: His character is memorable because of those to which he stands in apposition. The main difference can be found in the description of his home compared with that of the poor black community. Here setting meets character – Bob’s home is Bob. It is destroyed by his selfish obsession with his own pleasure and his general laziness and careless cruelty. His character is set into by Mayella and her pathetic attempts to bring beauty and colour into the home. This makes his savage assault on her, possibly the mother of some of his children, all the more horrific.
c: He opposes Atticus in the trial and is all Atticus is not. He shows scant respect for the proceedings and an arrogance born of the colour of his skin seems to lead him to ever greater excess of behaviour. He is memorable by comparison, and he does not come out of the comparison well.
d: He seems to embody a cowardly, disreputable white bigot of a kind which Lee wants to hold to account. In a book full of racism, hypocrisy and scant regard for the dignity of those worse off, the best one can say about Ewell is that he is not a hypocrite, unlike the fine Maycomb ladies. He is shown to be a shallow and cowardly being from the moment Burris is scornful (children in this book are a direct product and reflection of the mores of their parents) and cruel to Miss Caroline to the final murderous attack on the children. He acts when drunk and in the comfort of a protective group of hangers on.
We should remember Bob just as much as we remember Atticus – he is the figure against which we are being warned. Men like him should be challenged, says Lee. He has to be memorable if the story is to have any lasting purpose.

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“Jerusalem is the most Shakespearean of Butterworth’s plays”. Looking at the play, what are the features which reflect this cultural heritage.

A series of student essays in response to the above.

I like the discussion of double entendre and sexual allusion in this one

It is said that Butterworth’s ‘Jerusalem’ has irrefutable references to Shakespeare and cultural literary heritage. Like Shakespeare, Butterworth also makes crude and yet humorous sexual innuendos alongside profanities, the only difference being Shakespeare’s are subtler. Furthermore, Johnny and Ginger resemble characters from Shakespeare work and resemble what ‘real Englishness’ truly means.

Whilst the language in ‘Jerusalem’ is so clearly offensive, the rudeness in Shakespeare’s plays are often overlooked or misunderstood. Throughout ‘Jerusalem’ we hear Byron and his battalion of “rats” utter all kinds of crude words. From a simple “bloody” to a more aggressive “cunt”, the characters in this play feel more than happy enough to speak with such colour. One might expect that Shakespeare plays, ones that have been approved by a Queen and now taught in schools, to contain no sexual innuendos or profanities at all. This is not the case. His plays were littered with various comments hat often go unnoticed. In arguably Shakespeare’s most famous work, Hamlet, we see the mad Prince make a racy comment concerning Ophelia and some “country matters”. In writing one would think nothing of this comment, however, phonetically it is clear that “country” is implied to replicate the word “cunt”. Shakespeare used profanities, the only problem being: our language has evolved. The same words that were considered ‘rude’ in Shakespeare’s time no longer hold the same context or meaning. We now live in a world full of “fucks”, “shits”, “cunts” and so on. Both Shakespeare and Butterworth use swear words to depict what the real world is like. People swear, especially the English. This has been part of English culture for centuries. In Henry IV we see the female anatomy being disguised as a “Pie-corner” and again “pie” is used in ‘All’s Well That Ends Well’ to describe the vagina. It is not abnormal that Shakespeare plants subtle sexual innuendoes or oaths that are almost impossible to find unless you know they are there. These jokes or references are only clear for someone of that time. Like in ‘Jerusalem’ with the “Mars Bar” story, only someone who understood the reference to a young and wild Mick Jagger would pick up on it. Shakespeare did the same and wrote for the people of his era.

As well as the free use of profanities and sexual innuendoes, Butterworth and Shakespeare share the same enthusiasm and engagement with the English forest. The woods in Flintock are dangerous and “strange”. From “a rainbow” hitting the “earth and set fire to the ground” to “a young girl…give birth to a baby boy” the forest demonstrates a degree of beauty and magic. The time throughout ‘Jerusalem’ goes ever so slowly and it seems as though the woods are a place outside the realm of ‘civilised’ people. The woods are a completely world altogether. Similarly, Shakespeare’s forest in ‘A Midsummer Night’s Dream’ contains magic through the use of fairies. One must draw similarities between the fairies in this play and that of the “May Queen”, Phaedra, dressed as a “fairy” in ‘Jerusalem’. Furthermore, the forest is often seen as a place to escape and find solitude. We see Phaedra “flee” from her arguably abusive stepfather into “Rooster’s Wood”. Again in ‘A Midsummer Night’s Dream’ Hermia and Lysander escape into the forest to be alone from the rest of the world. Ginger, Pea, Tanya and the rest of the Flintock misfits come to the forest to experience something they cannot otherwise experience in the ‘real world’. A place where there are no rules, no policemen and nobody judging you is what the woods provide. Despite its danger of a “Werewolf” in ‘Jerusalem’, the forest can provide an element of safety but also riot. After all “What the fuck do you think an English forest is for?”

As well as the language and imagery that have similarities, the characters in ‘Jerusalem’ demonstrate a significant reference to the characters in some of Shakespeare’s most famous plays. Firstly, characters like Pea and Tanya share the same names as Shakespeare character, such as Peaseblossom and Titania from ‘A Midsummer Night’s Dream’. These similarities mustn’t be overlooked and should be seen as a clear reference by Butterworth to English literary heritage and therefore the Pastoral.

However, Johnny can be compared to one Shakespearean character in particular, Falstaff. Much like Rooster, Falstaff creates riot and misrule, something Johnny has an expertise in. Many critics link the character of Falstaff to carnival and the spring festive season. Once again, Johnny is also associated with carnival and is described as “the Flintock Fair”, implying that without him fair day, carnival and riot are not the same.

On the other hand, Ginger also shows characteristics similar to that of Falstaff. He too takes part in riot and misrule, but also stands by Johnny throughout the years; despite the fact Johnny often abuses him verbally. Prince Hal insults Falstaff by calling him a “trunk of humors” or a “bolting-hutch of beastliness”, whilst Johnny tells Ginger “I’m not your friend” and calls him a “rat” regularly. Furthermore, it seems as though all Ginger wants is Johnny’s approval, and that’s the reason he’s stayed with him for so long. All he wants is for Johnny to say” Ginger is a DJ”, and yet Johnny won’t give in. Perhaps Rooster enjoys infuriating Ginger over small things like this or maybe it is friendly ‘banter’. Falstaff also wants approval from Prince Hal, and goes out of his way to impress and obey him. Even Falstaff’s occupation resembles Ginger, after all being a knight means you must obey the orders of the Prince. Similarly, it is Johnny who “winds the siren” and rallies the troops, therefore Ginger is just another one of his soldiers.

In the end, Johnny turns his back on Ginger and says ”We’re not friends” and orders him to leave “Rooster’s Wood”. Again, Falstaff is repudiated by Hal and never earns his approval. This cannot be a coincidence and must be seen as a nod to English heritage and the importance that Shakespeare has had on what it means to be ‘English’

In conclusion, Butterworth has written a play littered with references to the Pastoral, the Golden Age and of course to Shakespeare. It must be said that Shakespeare and his plays have had such an impact on England, so much so that it is still taught in schools today and has shaped the way we speak. I think Butterworth recognizes the importance of Shakespeare and tries to replicate the intrinsic nature of what it means to be ‘English’ in ‘Jerusalem’.

 

 

 

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MAAN: on Comedy and Marxism

I am due to give a talk for Year 11 next term. It is a MAAN lecture and I want to move beyond the basic plot retrieval and character sketch mode…

maan-comedy-and-marxism

There is a screencast and I have covered this material before in some of the earlier posts on the blog…

Still, I hope it is useful

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Stop Press: Season of Goodwill cancelled!

I have not known a time like this – on Twitter.
Students – this is one of my rare posts about education and the industry in which I am proud to work. It has no relevance your exams or your studies – by all means read it, but this one is really for your teachers…

Has there ever been a more divisive time to be a Tweacher? When I joined Twitter in 2011 it really did seem to be a place where teachers shared resources and ideas, offered advice and consolation and tried not to indulge (too much) in ad hominem attack and tried not to use the facility as a platform to impose their views on all comers, resorting swiftly to abuse and blocking if their ideas were not shared by 100% of the community. Now a more binary approach to discussion is the norm, it seems.

There is now a new element in this so called debate which upsets me greatly: the continued abuse and opprobrium heaped on the Micaela Community College by detractors, many of whom have never set foot in the place and are in no way threatened by its existence. Yesterday, there was worse: MCS has an open door policy to let teachers and other professionals visit and experience something of their ethos. In a post by @jofacer, Head of English, we learned yesterday that the bahaviour by adults who sought entry to the school was in many cases despicable – finally leading to the school closing its doors to visits following a safeguarding concern as visitors sought to take their hatred of what they perceive as a hateful school out on the very people benefitting from its existence – its pupils. Years 7&8. Small children who are proud to discuss their school with visitors. Here is Jo’s post

Despicable behaviour.

On Twitter today, some on my timeline are blaming the school for allowing visitors in the first place.

NO.

All schools should welcome visitors as long as the daily routine is not affected. We should have a pride in our school and be happy to share it with other teachers for discussion and development of ideas.

Love it or loathe it, @MCSBrent has stirred up educational debate like no other school. On Twitter recently Debra Kidd shared a lengthy review of the school based on its recent book Battle Hymn of the Tiger Teachers: https://debrakidd.wordpress.com/2016/12/06/battle-hymn-of-the-tiger-teachers-a-review-part-1/ and https://debrakidd.wordpress.com/2016/12/09/battle-hymn-of-the-tiger-teachers-part-2/  Now, I do not know Debra, but I read her material and she does not strike me as a shoe in for lead apologist for Micaela and its way of doing things. These reviews are well balanced and do not shy from praise where due and considered criticism of the elements of the school which she finds disturbing. She was due to visit in the near future – a pity we shall not read her response to visiting in the flesh.

I was amused by one exchange in her comments section when reading the review – a teacher saying that someone should do an in depth study of the school and its practices – Debra’s terse response, that the 11000 words she had just written might be such a thing, made me chuckle.

For those opposed to the ideas which Micaela proposes there seems to be only one tolerable response to their existence – a veritable walk of shame down Wembley High Road being pelted with “right-thinking” texts. It obviously is not enough to castigate the staff “extreme right wing” attitudes any more.

And here’s the thing. We are teachers. We all do the same job. We all have stresses, disappointments and moments of utter joy in our own schools and in our own ways. I have never visited a school without leaving with something tucked away in my mind (not stolen, as suggested by Jo) which might be adapted to fit into my learning environment. And yes, probably with at least one “that would never work here!” moment.

I would like to read “Tiger Teachers II, the KS4 years” when it emerges. I wonder if the highly evangelical tone of some of the writers may mellow with time and I am interested to see how the school responds to growth and to raging hormones. I share Debra’s concerns about the tone of explanation of the Zero Excuse policy among other areas – even judges can take mitigating circumstances into consideration – but I fail to see how a school whose aim is to instil self discipline and self respect can be failing its pupils as some suggest. I live about 10 miles form the school. My local news is not riven with stories of complaint or rebellion – maybe it is true that the pupils and parents lucky enough to be placed into the school really are pleased to be there. I see regular complaints about schools in which behaviour policies barely exist and in which the disruptive element and their families can begin to set the tone and agenda of the school. Here is a school daring to act against the status quo and I applaud it. Maybe it is not all “right” yet – It’s only had 2 years and is growing. Many schools do the same in their own, individual ways. Micaela does not have a monopoly on being right. But it seems that many of those voicing criticism feel that they do.

Much of the ideas form the academic side of the school seem to be excellent – the lack of marking, the revision homework, the focus on knowledge rather than “fun” and the whole team ethos strike me as excellent – I would have loved to see them in operation, but had only begun to discuss a visit with Jo last week!

Micaela has raised hackles by its attempts to break the mould, and I see the strap line “Secondary School – Private School Ethos” is unnecessarily antagonistic. Incidently, I teach in a Private School. We seem to be limp liberals in contrast to the MCS way in some areas… drop it. You do not need to use this line – you are achieving enough in your own right.

So, how about this: If you teach in Wembley and your school is in some way suffering as a result of Micaela, make your case and enter into adult debate. If you don’t and your opinion is based on assumption and dogma, then back off. This is a school, maybe not like your school or my school, but a school. A community of vulnerable young souls who do not deserve the scorn they receive. A community of dedicated teaching professionals (and yes, an Unqualified teacher is a teaching professional) who are giving their all for the benefit of their students – just as we all do.

The behaviour of a minority of our colleagues has evidently been quite appalling on a professional and a personal level. Let’s stop it here.

Have a Good Christmas.

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Jerusalem (Butterworth) knowledge organiser

A knowledge organiser to support teaching of Butterworth’s Jerusalem on the OCR AS syllabus.

jerusaelm-organiser

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