Chapter 20: The New Orphanage in Kabul

Learning objectives: To analyse Chapter 20 of “The Kite Runner” and prepare for a piece of creative response to the novel.

Make notes on these questions about chapter 20:

1. How is the description of Kabul on pages 214-216 contrasted with the reminiscences of Farid and Amir? How does this affect their relationship?
2. On pages 216-217, how does Hosseini use language to allow Amir to communicate his fear of the Taliban?
3. On pages 217-219 how does the tone of Amir’s narrative change when he meets the beggar? How does this fit into his ‘journey’ to find Sohrab?
4. How does the tone of the episode about the entrance to the Orphanage contrast with what they discover about the Orphanage and the director in the rest of the chapter?
5. What does this tell us about the experience of Afghanistan and about how this may have affected the moral outlook of its people?

Amir’s letter to Soraya
Imagine you are Amir and you write a second letter to Soraya just after you have visited the orphanage in Kabul. In your letter you explain:

· How your journey has unfolded since crossing the Khyber Pass
· What happened at Wahid’s house
· Your experience of returning to Kabul
· What you found at the orphanage
· How these experiences have affected you

Try to imitate Amir’s voice by including a combination of description, reported speech and personal responses of an emotional kind. Try also to include Pashtun/Farsi words where you can to reflect this feature of his narration. Use chapters 19 and 20 to help you plan and write your letter. Try to write about 600 words. You could begin:

Soraya jan,
I hope all is well back in America for you, General Taheri and Khala Jamila. I am truly distraught by the devastation I have witnessed here…

Image: Kabul's forgotten children by Massoud Hossaini.

The Kite Runner: Aspects of Narrative

The Kite Runner by Khaled Hosseini.
In this week's lesson we will focus on aspects of narrative. You should also begin to get familiar with the assessment objectives for this AS Level course: 

AO1

Articulate creative, informed and relevant responses to literary texts, using appropriate terminology and concepts, and coherent, accurate written expression

AO2

Demonstrate detailed critical understanding in analysing the ways in which structure, form and language shape meanings in literary texts

AO3

Explore connections and comparisons between different literary texts, informed by interpretations of other readers

AO4

Demonstrate understanding of the significance and influence of the contexts in which literary texts are written and receive

You should hand in your Transition Task today on Amir, Themes and Motifs in the novel "The Kite Runner".

Task 1: Aspects of Narrative
In pairs, make a list of aspects of narrative that you are familiar with such as character and setting. List as many as possible.

Task 2: Chapter 1

1. Gather all the information you can about the narrator
2. What central themes are established in this opening?
3. What are the implications of the phrases "frigid overcast day" and "frozen creek"?
4. What about the sentence "It was my past of unatoned sins"?
5. What is the significance of Rahim Kahn's statement "There is a way to be good again"?
6. How does the chapter end? Why?

Task 3: Chapter 2
What do we learn from this chapter about:

• Amir's house and garden?
• Ali and Hassan's quarters?
• The role of Hazaras in Afghan society?
• The relationships between Ali, Rahim Kahn, Hassan, Amir, Sanaubar and Baba

Homework:
1. Complete the chapter Study Grid about Chapters 1 and 2.
2. Prepare a presentation on on of the following:

• The difference between Sunni and Shi'a Muslims.
• The history of Afghanistan since the 1950s and before.
• Ethnic groups in Afghanistan.
• The geography of the region of Afghanistan.
• Languages used in Afghanistan and by whom.
•  Kite Flying in Afghanistan

 Image: Novel cover.

Coursework and "Great Expectations" by Charles Dickens

Learning objectives
To analyse Shakespeare's use of language in "Much Ado" and in comedy
To draft coursework

Starter: AO 2
Watch and take notes on "The language of comedy" video clip.
FInd 3-4 examples of the uses of language suggested by the video.

Main
The use of prose and poetry: 30% Verse/70% Prose
Find examples of verse and prose in the play.
Find examples of where one changes into the other.

What does Shakespeare use each for?

AO3: Other readers.
Read your critical extracts.
In groups, does the extract:
1. Give you any new knowledge that is helpful for your interpretation of the play?
2. Help crystallise your ideas?
3. Spark off ideas to send you back to the play with?
4. Challenge your ideas about the play?

Highlight 2 or 3 quotations you could use in your coursework.
Share these with the class.

Coursework drafting.

Homework:
1. Complete first draft of coursework (1250-1500 words) word processed and 1.5 or double-spaced.
2. Complete reading "An Importance of Being Earnest"
3. Begin reading "Great Expectations" by Charles Dickens. Read chapters 1-12.

Exploring genre: Dramatic comedy

Learning objectives
1. What is comedy as a dramatic genre?
    -Looking at production photos.
2. Comparing comic extracts as examples of the genre.
3. Understand the script as a playscript.

Please hand in your homework today.
  
Activity 1
We will look at a number of photographs of comedies on stage. You will need:

Comedy stage photos
Notes on comedy as a genre and types of comedy

For each photo, discuss what you can tell about comedy as a dramatic genre

Feedback your ideas to the group.

Activity 2
Comparing extracts from dramatic comedies

1. Read one extract and discuss what it might suggest about the play including elements of comedy as a genre and themes.

2. Read the second extract and compare it to the first. Do you notice any connections?

3.Compare a third extract.

What do you notice about:

-subject matter
-common themes
-Typical plot conventions and structures
-Typical characters
-comic motifs and patterns
-genres and types of comedy

Feedback to the group

Activity 3
Reading the script: Act 2 scene 1
We will read this scene in the light of our discussions today.
What elements of dramatic comedy do you notice in this scene?

Plenary
What have you learned about dramatic comedy as a genre?

Homework
Research types of comedy such as 'Burlesque'.

Image: Scene from A Midsummer Night's Dream by William Shakespeare.

A merry war: Benedick and Beatrice in Act 1 Scene 1

We will focus on AO1 and AO2.

In today's lesson we will be considering what we mean by 'drama' and by 'comedy'. We will also be studying the opening of "Much Ado About Nothing" to try to understand how Shakespeare presents Benedick and Beatrice to us.

The meaning of comedy as drama
In small groups, brainstorm what you understand by the words 'drama' and 'comedy'. Think about:

Drama

• What distinguishes drama from, for example prose?
• What resources does a dramatist have at his or her disposal to tell their story that a prose writer does not have (e.g. costume)
• What are some of the ingredients we should expect to find in a successful drama?
• What drama is popular today on television/in film?
• What features of Shakespeare's drama are you familiar with?
• How many of Shakespeare's plays can you name?

 Comedy

• What ingredients might we expect in a comedy?
• What kinds of comedy can you think of?
• What is the appeal of comedy over tragedy?
• What kinds of comedy are popular today on television?
• Can you name any?
• Can you think of any special features of Shakespeare's comedies?
•  How many of Shakespeare's comedies can you name?

Be prepared to share your ideas.

The presentation of Benedick and Beatrice in Act 1 Scene 1 of "Much Ado About Nothing"

In pairs:
What famous couples or lovers from films or literature can you think of?
What characterises their relationships?

 We will be reading scene 1.

The "merry war": In two groups, collect ideas from the scene about Benedick and Beatrice.

What are each like?
What kinds of things do they say to each other when they meet?
What kind of relationship do they seem to have at the start of the play?
How does Shakespeare want us to see them here?
How evenly matched are they in fact in terms of verbal wit?

Select at least 5 quotations by each that you think are interesting and reveal something about their characters. Use A4 paper to collect your ideas.

Now feedback to the class.

We meet Beatrice first and are told about Benedick by her before he enters.
What difference does this make?

Shakespeare's Language

Make notes on Shakespeare's Language:

• The use of animal imagery
• Images of friendship and love

Homework

Summarise what we learn about Beatrice and Benedick in Act 1 Scene 1 in about 500 words using quotations from the script.

Research Shakespeare's Theatre and make notes on what you find out.

Image: Beatrice and Benedick argue in Branagh's production.

Unit 2 Drama: The Game of Love

You will be writing two pieces of coursework (2400-3000 words combined) about two plays:

“Much Ado About Nothing” by William Shakespeare and “The Importance of Being Earnest” by Oscar Wilde.

You must complete this coursework by Christmas.

“Much Ado About Nothing”: The game of love

Today we will work on introductory ideas about one of the key themes you will focus on: Love.
Much of the play “Much Ado About Nothing” is about ‘the game of love’ between men and women.
What are your views about the following statements? Discuss them with a partner/small group.

1. Men and women should marry persons of a similar social and economic status as themselves.
2. People choose with whom they will fall in love.
3. It is better not to marry than to marry and risk being cheated on by your spouse.
4. Most people can be trusted to be faithful in marriage.
5. Men are attracted to women who are assertive and bold.
6. Jealousy in a romantic relationship is usually a sign the relationship has problems.
7. Because parents usually know what is best for their children when it comes to choosing a mate, children should go along with their parents' wishes in this regard

Sayings about love
There are many sayings about love such as “love is blind”. Brainstorm as many as you can think of. Be prepared to share with the group.

What is the basis for these?
What is special about love that cause people to be “blind” or “fall”?

Love in popular songs

Now list as many popular songs about love that you can think of.
What kinds of love are they about?
Can you list different aspects of love from them – jealousy, breaking up, falling in love, missing a partner etc.

Songs about love in “Much Ado”: “Sigh no more” (2.3.)

After reading one of Balthasar’s song from the play, work in pairs to make notes on/annotate the song about these questions:

1. To whom is the song addressed?
2. What does it say about men?
3. What about women?
4. What advice does the song give to women?
5. Why do you think Shakespeare chose this song for this moment in the play?

There are several other songs in this play – in Act 5 scene 2 and Act 5 scene 3.
Can you find them?
Discuss what they are about together.

What aspects of love might we come across in this Shakespeare comedy?

Homework

Research customs for courtship and marriage in Shakespeare’s time in England (around 1600).
Make notes on at least one side of A4 paper to hand in on Wednesday 12th September.
DO NOT JUST PLAGIARISE from the INTERNET.

Image: Benedick and Beatrice in Kenneth Brannagh's production

University Academy Holbeach AS Level English Literature

I am currently working on setting up new elements of this blog for students at the Academy. This will include links for your texts on the AQA GCE English Literature Syllabus B:

• Much Ado About Nothing by William Shakespeare
• The Importance of Being Earnest by Oscar Wilde
• Great Expectations by Charles Dickens

You can come to this site for your weekly assignments and I will post the work set for our lessons here too. Look out for help with coursework, the exam board as well as with each text and author.

See you next term!

Image: Lady Bracknell discusses Mr Bunbury with Algernon Moncrieff in Oscar Wilde's The Importance of Being Earnest.

Creative critical response:

Choose a scene from Hamlet that you could adapt for television or film. Rewrite the script including stage-directions then write a commentary on how and why you adapted the scene in the way you did. You should include reference to critical views about the play and how they shaped your decisions.
Approximate word count: 600 – 800 words

Today you should work on the following:

Editing Your Key Scene for TV/Film

1.     Complete, is you haven’t, the edited version of your scene from Hamlet with Director’s Notes to accompany the scene. You should also have included new stage directions about voice, sets, props and actions.

2.    Include a longer stage direction at the start that sets the scene for you new interpretation of the scene. It should describe the set and location and anything else relevant for the actors.

Relating your edited scene to context (AO4)

1.     Complete any research on your chosen time/place for your setting of the paly.

2.    Go back to the website Shakespeare Inc. and look at some of the sites highlighted in the sidebar on Shakespeare.

3.    Make notes on Shakespeare’s context and time, especially in relation to:

                                          i.    Politics of Shakespeare’s time

                                        ii.    The religious controversies of the time

                                       iii.    Social aspects of Shakespeare’s time e.g. family life

Drafting your coursework

You are writing as the director of your new version of Hamlet both for the acting company and your own benefit. You must explain carefully what you will do with this scene and why, referring closely to spoken lines and their interpretation by actors.

In addition, you must refer to how you think your production will appeal to modern audiences compared to the way in which an Elizabethan/Jacobean audience may have understood or received your scene.

Begin a draft which should keep to 600-800 words. Prepare this for next week; you should email this to me at: radagast@live.co.uk or the email on the website. I will send you a reply with comments.

Year 12 Explorations in Drama: "I am thy father's spirit"

"I am thy father's spirit,
Doomed for a certain term to walk the night" (Hamlet 1.5).

Today we will listen to presentations and focus further on Act 1 and Brannagh's film version of "Hamlet".

Presentations:

Present your findings about the context of  Shakespeare's "Hamlet" to the class.

Task 1:

Re-read Act 1 scene 4 in which Hamlet first sees the Ghost of his dead father. Look especially at lines 20-39 starting "Angels and ministers of grace defend us!"

1. What evidence is there in Hamlet's speech of his uncertainty about the Ghost?
2. How should we explain this?

Task 2:

Re-read the Ghost's story in Act 1 scene 5 from lines 9-91.

1. What is the Ghost's explanation for his death?
2. What imagery in the Ghost's speech suggests the corruption at the heart of the Danish court?
3. What examples of religious imagery can you find in the Ghost's speech?

Watching Brannagh's film.

Taking notes would be a good idea while watching on anything you don't follow or that you think is significant.
 
Homework: Language in the Ghost's story

Look back at the story which the ghost of old Hamlet tells his son in act one scene five. Pick out examples of language that refers to:

•    The physical corruption and death
•    purity and impurity, especially sexual impurity
•    the body
•    religious language

What impression does the ghost's speech gives the audience of:

• Old King Hamlet
• Claudius
• Gertrude to the Queen?

Image: Queen Elizabeth I, The Spanish Armada.

Year13: Establishing character and relationships in "The Final Passage"

Week 2: The Final Passage

Establishing relationships

·         Close study of pages 23-43 of “Home”

·         Establishing character and relationship: Leila and Michael/Millie and Bradeth

·         Presentations: Relationships

·         Michael’s past

·         Clues about the past on the island

Research: Find out about the culture and past of the islands of St Kitts and Nevis in the Caribbean

Year 12: Hamlet's Ghost

Today we will focus further on Act 1 of Hamlet and specifically Hamlet's encounter with the Ghost. Before we do so:

The meaning of context

1.  What do we mean by the context of a literary work?
2. What kinds of topics might we be interested in when exploring context?
3. How do you think context could affect the way in which a literary work is created?

 Work together to list examples (e.g. The Reformation).

Reading extracts from Act 1

We will read some further extracts from Act 1, including Hamnlet's soliloquies and his encounter with the Ghost.

Choose one soliloquy. Prepare a presentation about this question:

What do we learn about Hamlet and the situation of the play from this speech?

Brannagh's Hamlet

We will also watch further in Act 1 of this version of the play.

Homework

Research a chosen area of literary context for Hamlet.

Image: Hamlet's Ghost.

Year 12: The suits of woe (Hamlet Act 1 scene 2)

Hamlet Act 1 scenes 1 & 2

Today we will consider especially Act 1 scene 2 in which we are first introduced to Hamlet and his family.

After reading and watching Brannagh's production, answer these questions:

1. What first impression do we get of Claudius?
2. What about the Queen, Gertrude?
3. How would you characterise Hamlet in this scene?
4. What more do we learn about the political situation in Denmark at the opening of the play from this scene?
5. What is the significance of Hamlet's speech in lines 76-86?
6. What do we learn about Hamlet's state of mind from his soliloquy in lines 129-157?
7. What do you deduce about Hamlet's relationship with his uncle and mother ffrom this scene?
8. How does Hamlet receive the news of the appearance of the Ghost?
9. Pick two lines from the scene you think especially significant and explain why they are important.
10. Chose one image from this scene that summarises Hamlet's condition at the opening of the play.

AO4: The meaning and significance of context

What do we mean by the context of a literary work?
Brianstorm together what kinds of things we might be interested in finding out about to explain the context of a literary work's production (e.g. religious beliefs of the time).

Homework

Research the context of Hamlet focusing especially on Elizabethan society and religion.

Y13: Unit 3 Interpretations of Prose

Journeys: Core Texts

The Final Passage by Caryl Phillips

Brunizem by Sujata Bhatt (The section “Eurydice Speaks” only)

Terrorist at My Table by Imtiaz Dharker (Two sections: “Lascar Johnny 1930” and “The Habit of Departure” only)

Unit 3 Learning Objectives

1. The importance of the relationship between texts, making comparisons between texts in the light of different interpretations by other readers
2. The significance of the cultural and contextual influences under which literary texts are written and received
3. How to respond creatively, relevantly and in an informed way to texts using appropriate terminology and concepts as well as coherent and accurate written expression
4. How to analyse texts from a critical perspective

Week 1: The Final Passage

• Reading and interpreting prose
• Sources of study for the novel
• Close reading of "The End" pages 9-20
• Character and theme in the opening
• Structure of the novel

Essay/Homework:

What do we learn about theme and character from the opening of the novel (the section "The End")?

600-800 words.

Images: The Final Passage and Caryl Phillips.

Exploratory Study: Comparing "Hamlet" and "Doctor Faustus"

Here is the exploratory study title again:

Compare Shakespeare and Marlowe’s treatment of human desire in Hamlet and Doctor Faustus. This should include reference to performance criticism and critical interpretation as well as the significance and influence of the contexts in which the plays were written.

Approximate word count: 1800

Assessment Objectives:

AO1: Articulate creative, informed and relevant responses to literary texts, using appropriate terminology and concepts, and coherent, accurate written expression.

AO2: Demonstrate detailed critical understanding in analysing the ways in which structure, form and language shape meaning in literary texts.

AO3: Explore connections and comparisons between different literary texts, informed by interpretations of other readers.

AO4: Demonstrate understanding of the significance and influence of the contexts in which literary texts are written and achieved.

Homework

In 200-300 words summarise what you have learned about the Prologue from "Doctor Faustus". Indicate how it may be compared to "Hamlet" at this point.

Image: Christopher Marlowe

The Critical Creative Response: Adapting a scene from "Hamlet"

Coursework task for Creative Critical Response

Here is the title you will be working with again:

Choose a scene from "Hamlet" that you could adapt for television or film. Rewrite the script including stage-directions then write a commentary on how and why you adapted the scene in the way you did. You should include reference to critical views/sources about the play and how they shaped your decisions.

It is helpful here to think of yourself as writing a set of Director's notes for a new production of your scene.

Approximate word count: 600

We will continue work on this this week. Aim to ensure that you have:

• Edited your scene down in length
• Made notes on what cuts you and why
• Made notes on the importance of what is left in
• Added stage directions appropriate to your production
• Indicated details about the modernisation (e.g. setting)

You will need to produce a typed version of your edited scene.

Comparing contexts

What differences can you identify between:

• The 16th/17th century (renaissance) context and the modern context for your scene and the play
• How audiences might have received the play and you will scene in the 16th/17th century compared with now

Make notes on similarities and differences between these two contexts. These will support your writing of the commentary on your adaptation of a scene from "Hamlet".

Assessment objectives

Here are the two key assessment objectives again:

AO1: Articulate creative, informed and relevant responses to literary texts, using appropriate terminology and concepts, and coherent, accurate written expression.

AO4: Demonstrate understanding of the significance and influence of the contexts in which literary texts are written and achieved

Homework: Masterpiece Theatre

1. Read and make notes on this essay on "Adapting Shakespeare"on the Masterpiece Theatre website that describes how one director views the adaptation of Shakespeare from stage to screen.
2. Carry out research on Christopher Marlowe and "Dr Faustus". Hint: use the sidebars.
3. Find out about the Faust legend.

Have a blessed Christmas!

"Hamlet" Act 2, Shakespeare's Theatre and Coursework Tasks

Coursework Tasks

We will look at the two tasks together.You will be expected to produce a coursework folder of between 2000-2500 words. The maximum word limit must not be exceeded and your folder must contain both responses:

1. A creative critical response which responds to the main text Hamlet in a creative way.

2. An exploratory study of the main text Hamlet which is analytical and comparative to the other text Doctor Faustus by Christopher Marlowe and other critical or 'illuminator' texts.

You can download the coursework tasks from the links I have posted to the sidebar on the left. Scroll down until you find the section called "coursework tasks ".

Act two: Entertainment at Elsinore

In Act Two, a group of travelling players visit Elsinore Castle to provide entertainment for Hamlet and the court. Hamlet it appears, is quite an accomplished actor already. We will watch the rest of Brannagh's production of Act Two.

We will also read Hamlet final soliloquy from this act. After doing so make notes on:

1. Hamlet's response to the travelling players

2. How Hamlet speaks about himself at this point in the play

3. What his attitude appears to be to the task of revenge he has been given at this point

4. What he plans to do in the near future

5. Any examples of imagery in this speech that you find striking or interesting

Shakespeare's Theatre

Carry out research on Shakespeare's theatre, the Globe. Find out how it was similar or different to a modern-day theatre. Try to produce:

1. A timeline for Renaissance Theatre

2. A summary of developments in the theatre at this period

3. A presentation in small groups or pairs about the history of the theatre during Shakespeare's lifetime

Homework

1. Complete your research on Shakespeare's theatre in preparation for a presentation about this.

2. Get up-to-date with all written work that you have been set for this term.

"Hamlet" Act 2: Lovers and spies

Quiz

Find out who says the following lines in Act 1, to whom and what they are about:

1. "What art thou that usurp'st this time of night...?" (1.1)
2. "This above all - to thine own self be true" (1.3)
3. "O villain, villain, smiling, damned villain" (1.5)
4. "O cursed spite/That ever I was born to set it right" (1.5)
5. "My lord, he hath importuned me with love" (1.3)
6. "O Hamlet, what a falling off was there!" (1.5)
7. "Good Hamlet, cast thy nightly colour off" (1.2)
8. "Now sir, young Fortinbras,/Of unimproved mettle hot and full" (1.1)
9. "And in the morn and liquid dew of youth/Contagious blastments are most imminemt" (1.3)
10. "Angels and ministers of grace defend us!" (1.4)

Be prepared to explain your ideas to the class.

"Hamlet" Act 2

Act 2 is divided into five sections:

1. Polonius the diligent father?
2. Who are Rosencranz and Guildenstern?
3. Hamlet’s Love Letter
4. My excellent good friends!
5. Hamlet and the Players

This week we will concentrate on the first half of Act Two, in particular on the relationship between Hamlet and Ophelia and on the role of his two friends Rosencrantz and Guildenstern.

Reading the script and responding to the Brannagh production

We will read together Act Two Scene One lines 73 to the end of the scene and the first 220 lines of Scene Two to the point at which Polonius leaves the stage. After reading and watching Brannagh's production make notes on these questions:

1. How is Hamlet portrayed in this part of the script?
2. What about Ophelia?
3. How is their relationship explored indirectly?
4. What do we learn about Rosencrantz and Guildenstern?
5. How are the king and queen portrayed here at the start of Act Two?

Homework

1. Summarise the first Act of Hamlet scene by scene.
2. summarise what you have learned about the relationships between Hamlet and Ophelia, Polonius and Ophelia, and Hamlet and the King and Queen (his uncle and mother).

Image: Hamlet and Ophelia from Brannagh's production.

Angels and ministers of grace defend us: language and context in Act One of "Hamlet"

This week we will examine further the meaning of 'context' when applied to the study of literature. We will also examine further the language of the ghost's story in act one and two speeches of Hamlet.

Context: Elizabethan and Jacobean England

In pairs talked briefly about the findings of your research into the context of Hamlet that he conducted last week and for homework. Be prepared to present your findings to the class as a whole.

Language in the Ghost's story

Look back at the story which the ghost of old Hamlet tells his son in act one scene five. Pick out examples of language that refers to:

• The physical corruption and death
• purity and impurity, especially sexual impurity
• the body
• religious language

What impression does the ghost's speech gives the audience of:

• Old King Hamlet
• Claudius
• Gertrude to the Queen?

Angels and ministers of grace defend us

We will reread Hamlet's speech before he meets the Ghost and immediately after. These will be found in act one scene four lines 39 to 57 and act one scene lines 92 to 109.

In pairs or small groups discuss what impressions of Hamlet both these speeches give?

Is there a noticeable change between the time beforehand that he meets the ghost and after?

Make notes and be prepared to feedback to the class.

Homework

Summarise Hamlet's reaction to the Ghost at the end of Act One. Refer both to the Ghost's speech and to Hamlet' s two speeches before and after meeting the Ghost.

Image: Hamlet's dead father.

Welcome to Shakespeare Inc.

You will not have seen this site before perhaps, but is is for your use during AS and A Level English Literature study at SSPP.

This week we are focusing on the Ghost's story in Act 1 scene 5 of "Hamlet"and on the meaning of the "context" of the play. The context of a work of literature includes:

• historical background/time period
• developments in science/art/literature
• culture
• social life of the time
• religion/religious life of the time period
• structure of society (e.g. class)
• new discoveries
• attitudes

Any of these may have influenced the writer and may be reflected in the literature of a time period.

Find out more about Shakespeare's time period and life in Elizabethan/Jacobean England using the links on the sidebars on this site. Make notes and keep them for the next lesson to discuss and present.

Homework:

1. Read the whole of Act 1 in the script;
2. Make notes on the major characters.

New Readings for "Brave New World" and "That Hideous Strength"

Online readings

Now that we have finished the 'great debate' - which I thoroughly enjoyed by the way - you can move on to your next shorter study for unit 4. The title is:

Examine how both novels deal with the relationship between the individual and society (1250-1500 words).

To enhance your work on AO3 (different readers), you could consider referring to any of the readings below. Click on the link to go to the reading, download then read and annotate to select suitable quotations/ideas you could use:

Main Themes in Brave New World by Mireia Ferrandis Pradas, 2000.

Brave New World: A Defense of Paradise-Engineering? by Dave Pearce, 1998.

Brave New World: The Cost of Stability by Ricky Gehlhaus, Jr., 1998. See also the pages about Huxley at somaweb.org.

Don't foget about:

Apocalyptic Themes in "That Hideous Strength" by Marisa White.

Homework

Chose one reading and prepare notes on it for next week.