Sunday, 6 October 2013

The Carousel of the Darkness of our Hearts

Hello
Lack of internet and then a weekend away surfing have meant this is somewhat delayed. Sorry. 
Civil v savage
Golding's emphasis on the negative consequences of savagery can be read as an clear endorsement of civilization. In the early chapters of the novel, he suggests that one of the important functions of civilized society is to provide an outlet for the savage impulses that reside inside each individual. Jack's initial desire to kill pigs to demonstrate his bravery, for example, is channeled into the hunt, which provides needed food for the entire group. As long as he lives within the rules of civilization, Jack is not a threat to the other boys; his impulses are being re-directed into a productive task. Rather, it is when Jack refuses to recognize the validity of society and rejects Ralph's authority that the dangerous aspects of his character truly emerge. Golding suggests that while savagery is perhaps an inescapable fact of human existence, civilization can mitigate its full expression.
The central concern of Lord of the Flies is the conflict between two competing impulses that exist within all human beings: the instinct to live by rules, act peacefully, follow moral commands, and value the good of the group against the instinct to gratify one’s immediate desires, act violently to obtain supremacy over others, and enforce one’s will. This conflict might be expressed in a number of ways: civilization vs. savagery, order vs. chaos, reason vs. impulse, law vs. anarchy, or the broader heading of good vs. evil. Throughout the novel, Golding associates the instinct of civilization with good and the instinct of savagery with evil.
The conflict between the two instincts is the driving force of the novel, explored through the dissolution of the young English boys’ civilized, moral, disciplined behavior as they accustom themselves to a wild, brutal, barbaric life in the jungle. Lord of the Flies is an allegorical novel, which means that Golding conveys many of his main ideas and themes through symbolic characters and objects. He represents the conflict between civilization and savagery in the conflict between the novel’s two main characters: Ralph, the protagonist, who represents order and leadership; and Jack, the antagonist, who represents savagery and the desire for power.
Throughout the novel, the conflict is dramatized by the clash between Ralph and Jack, who respectively represent civilization and savagery. The differing ideologies are expressed by each boy's distinct attitudes towards authority. While Ralph uses his authority to establish rules, protect the good of the group, and enforce the moral and ethical codes of the English society the boys were raised in, Jack is interested in gaining power over the other boys to gratify his most primal impulses. When Jack assumes leadership of his own tribe, he demands the complete subservience of the other boys, who not only serve him but worship him as an idol. Jack's hunger for power suggests that savagery does not resemble anarchy so much as a totalitarian system of exploitation and illicit power.
Loss of innocence. 
As the boys on the island progress from well-behaved, orderly children longing for rescue to cruel, bloodthirsty hunters who have no desire to return to civilization, they naturally lose the sense of innocence that they possessed at the beginning of the novel. The painted savages in Chapter 12 who have hunted, tortured, and killed animals and human beings are a far cry from the guileless children swimming in the lagoon in Chapter 3. But Golding does not portray this loss of innocence as something that is done to the children; rather, it results naturally from their increasing openness to the innate evil and savagery that has always existed within them. Golding implies that civilization can mitigate but never wipe out the innate evil that exists within all human beings. The forest glade in which Simon sits in Chapter 3 symbolizes this loss of innocence. At first, it is a place of natural beauty and peace, but when Simon returns later in the novel, he discovers the bloody sow’s head impaled upon a stake in the middle of the clearing. The bloody offering to the beast has disrupted the paradise that existed before—a powerful symbol of innate human evil disrupting childhood innocence.
At the end of Lord of the Flies, Ralph weeps "for the end of innocence," a lament that retroactively makes explicit one of the novel's major concerns, namely, the loss of innocence. When the boys are first deserted on the island, they behave like children, alternating between enjoying their freedom and expressing profound homesickness and fear. By the end of the novel, however, they mirror the warlike behaviour of the adults of the Home Counties: they attack, torture, and even murder one another without hesitation or regret. The loss of the boys' innocence on the island runs parallel to, and informs their descent into savagery, and it recalls the Bible's narrative of the Fall of Man from paradise.
Accordingly, the island is coded in the early chapters as a kind of paradise, with idyllic scenery, fresh fruit, and glorious weather. Yet, as in the Biblical Eden, the temptation toward corruption is present: the younger boys fear a "snake-thing." The "snake-thing" is the earliest incarnation of the "beast" that, eventually, will provoke paranoia and division among the group. It also explicitly recalls the snake from the Garden of Eden, the embodiment of Satan who causes Adam and Eve's fall from grace. The boys' increasing belief in the beast indicates their gradual loss of innocence, a descent that culminates in tragedy. We may also note that the landscape of the island itself shifts from an Edenic space to a hellish one, as marked by Ralph's observation of the ocean tide as an impenetrable wall, and by the storm that follows Simon's murder.
The forest glade that Simon retreats to in Chapter Three is another example of how the boys' loss of innocence is registered on the natural landscape of the island. Simon first appreciates the clearing as peaceful and beautiful, but when he returns, he finds The Lord of the Flies impaled at its centre, a powerful symbol of how the innocence of childhood has been corrupted by fear and savagery.
Even the most sympathetic boys develop along a character arc that traces a fall from innocence (or, as we might euphemize, a journey into maturity). When Ralph is first introduced, he is acting like a child, splashing in the water, mocking Piggy, and laughing. He tells Piggy that he is certain that his father, a naval commander, will rescue him, a conviction that the reader understands as the wishful thinking of a little boy. Ralph repeats his belief in their rescue throughout the novel, shifting his hope that his own father will discover them to the far more realistic premise that a passing ship will be attracted by the signal fire on the island. By the end of the novel, he has lost hope in the boys' rescue altogether. The progression of Ralph's character from idealism to pessimistic realism expresses the extent to which life on the island has eradicated his childhood.
I think that this idea of the beast being within all of us and the beast being linked to Satan shows how there is evil within all of us: there is a fragility to society and our civilisation could diminish rapidly. In these circumstances, we do not know what we might be capable of.
Some of this is taken from websites such as shmoop and sparknotes. I highly recommend them as revision sites. Don't forget we've also got revision guides for sale in the library. 
Enjoy work-experience! 
Ms

Saturday, 28 September 2013

Where we are at the beginning of Y11

Hello
The holidays have meant I'm out of the blogging habit. Now is a good time to look at where we and to concentrate on what is a significant year.
A reminder then of some of the course specifics.
GCSE Language
You have 3/4 Controlled Assessments completed for this and they are worth 40% of you overall grade. You have completed Of Mice and Men, Spoken Language (texting) and one of two creative writings. The other creative writing you are doing with Mrs Parish.
AQA have now removed the Speaking and Listening Elements, which means the exam is worth 60% of the overall grade.
There is one exam for this and it is 2h15mins long. This will also be your mock exam in Novemeber.
GCSE Literature
You have completed 25% with you Macbeth and Frankenstein essay. You will have two exams for this; one on LOTF and OMAM and one on Poetry.

So, in lessons we have been looking at the dark wonder that is Lord of the Flies. We have looked at the development of the characters, some themes and structure.
This is what you should have at the beginning of next week.
Checklist:

  • Character profiles of Piggy, Ralph and Simon.
  • A short essay on how Golding shows the power struggles in LOTF.
  • A tension graph looking at how Golding uses structure to effect the reader. I am expecting you to use some of the stuff we used for incremental repetition in this. I am expecting this to take you a long time. If you find this is totally consuming, you can just include the incremental repetition. We'll then use this to make a glorious display on Tuesday (exciting!).
When we've looked at structure, we have a themes carousel.You'll do a Jack profile over your work experience. Then the last weeks of term will be a exam including a mock LOTF exam. 
As ever, let me know if you have any problems. 
Ms
(You only have a 3.5 day week this week. Lucky you.
Themes. These often overlap.
Betrayal 
Survival
Bullying
Justice and Injustice
Violence and Death
Leadership
The Problem of Evil in Man
The need for civilisation/The Basic needs of society 
Innocence and the loss of it
Fear of the unknown
Blindness and Sight
Use and Abuse of Power
The Loss of Identity







Friday, 5 July 2013

Towards the end of Spoken Language

Hello Y10 (homework at the bottom)

After reading your paragraphs, I think that what we’re missing is thorough analysis of debate. We may want to think about structuring this in a different way. We could have a paragraph about how you use and adapt language, then some analysis of spoken language data and then analysis of debates around multi-modal communication. You don’t have to do it this way, but it would ensure you cover all the AOs. Remember, this is only an 800-1000 word essay.

Here are the articles from the lesson:
Article 1 - texting. 
Article 2 - attention span

The best analysis came from those that used the thinking squares really well. Use them to analyse debate and how you use and adapt language. These would be good for planning too.  Three thinking squares could be a really good plan!

Success Criteria for your essay
Skilled is 
  • Confident explanation and analysis of how they and others use and adapt spoken language for specific purposes (this also comes out in your analysis)
  • confident analysis and reflection on features found in some spoken language data
  • confident analysis of some issues arising from public attitudes to spoken language varieties.

Excellent is...
  • Sophisticated, perceptive analysis and evaluation of aspects of how they and others use and adapt spoken language for specific purposes
  • Impressive’ sustained and sophisticated interpretations of key features found in spoken language data
  • Sophisticated analysis and evaluation of key issues arising from public attitudes to spoken language varieties

 Homework: write out a draft essay for peer assessment on Monday. You’ll fill out the cover sheet in this lesson; CA starts in the subsequent lesson (Wed).
Research Accommodation Theory. This is good for how people use and adapt language. What are the main points?

Here is the thinking square we used in Friday's lesson:


Thinking square debate from Cherwelllearning

As ever, let me know if you need anything.
Ms 

Thursday, 27 June 2013

The plan so far...

Dear all
As we've been interrupted even more (!), I thought it would be wise to share the plan as well as today's lesson.
Do what you are told on the final slide.
Make sure you see me for your feedback at the end of assembly; if you miss this, I can get it to you in Friday's lesson.
On Friday, I will set you you some cover for your lesson without me - ensure you use this time judiciously.
On Monday 8th of July, you'll plan and peer assess your work. I'll also be there to answer any questions etc.
Thursday 11th July you'll sit your CA and you will complete it on Monday 15th.
If you've not finished it here,  it'd be less complicated if you come after school so you can get it out the way. I have other plans for our final Monday lesson. I also think that you should easily complete this in two hours though and will not need to come after school: it's an 800-1000 word essay.
Please share any good articles in the comments box.
Best wishes,
Ms


Wednesday, 26 June 2013

This week so far...

Hi
Right - today and yesterday we looked at debates and have evaluated some sample essays. Here then, we found that there are a couple of things that students have missed: some analysis of data and links to debates around spoken language. The report on Controlled Assessment (AQA) also said that student missed the latter point here: debates. Reassuringly, they also said that students are more successful in this task if they use their own data. This knowledge should help you evaluate your own responses as you go. We also found that, actually, this is quite a simple task - I think the class were reassured looking at these essays. Leave a comment if you disagree!

Thursday, 20 June 2013

Homework

Hi guys

Your homework this weekend is to write a transcript of a verbal conversation. It will take a while to write up just a couple of minutes.

Here is a guide. You could also add in some further non-verbal features if you can too. If you do this, do one layer of purely verbal exchange and add a second layer of non-verbal in a different colour.
You must have a transcript of verbal dialogue and you could go further by including the non-verbal.

Let me know if you have any problems.
Ms

The guide is in your booklet, but is also here:
Pauses
(3)
These are indicated by brackets. Long pauses can suggest different things e.g. anger, frustration, or stumped for something to say. The numbers in the brackets indicate how long the pause is. A short pause is indicated by (.)
Overlapping speech
Word [word
           [word
Two people talking at once can be difficult to transcribe. Here’s an example:
Person 1: I saw Attack the Block last night it was [totally a – mazing
Person 2:                                                                       [yeah. I love films like that.
Cut off speech
Wor-
A dash shows that a word has been cut off midway
Unclear Speech
(words) a guess at what might have been said if it is unclear
()            Unclear talk, where it is impossible to work out what is said.
Loud Voice
Word            to indicate that a word or phrase is loud, you can underline it.
Word            to indicate that something is even louder, like a shout, you can put in bold.
Speed of talk
>word word< Arrows pointing inward show faster speech

<word word> Arrows pointing outward show slower speech

Sunday, 16 June 2013

Spoken Language this week

Hello all
This week's lessons are in the PPT below. Homework is on the final slide.
The documents are:
David Crystal
John Humphrys
Clearly, Humphrys' argument could be seen as outdated, but this is actually a perfect point for your argument. Technology changes multi-modal communication. The QWERTY keyboard on smartphones ensures that it is actually more difficult to write in 'text speak'. However, the fact that it did exist has changed the way we communicate. We still do use many of the features of that JH's argues against. Have you ever written tbh, lol or btw? Have you ever used an emoticon to show to someone that your point is friendly, you feel awkward etc? As much as many of you are resistant to the idea that you may use this, as you put it, 'chav' language (I have many objections about the word Chav, which I will happily to talk to you about), I should imagine that almost all of you use some sort of features to replicate poken language in your digital communication...
This is such a fun unit!
Ms :)