Higher - Critical Essay prep - In Mrs Tilscher's Class

[9:51] Connecting to in-world Voice Chat...
[9:51] Connected
[9:56] You: hi guys
[9:57] You: hi you two
[9:57] Student002 Meredith: hi
[9:57] You: wee Cameron has a high fever tonight, so we'll aim for 30/45 mins
[9:57] Student002 Meredith: ok
[9:58] Student005 Meredith is Offline
[9:58] You: Alex, how's skool
[9:58] You: what you got to do just now?
[9:59] You: PSU ok?
[9:59] Student002 Meredith: yeah
[9:59] Student002 Meredith: just need 2 fix like2 things
[9:59] You: pass?
[9:59] You: nice one
[9:59] You: need a hand with it?
[9:59] Student002 Meredith: nah its alright
[10:00] You: so you happy with Close Reading?
[10:00] You: Critical Essay?
[10:00] Student002 Meredith: a did a 1st draft thing on friday
[10:01] You: 1st draft of Healthy Eating essay?
[10:01] Connecting to in-world Voice Chat...
[10:01] Connected
[10:02] You: what you working on in class just now?
[10:02] Student002 Meredith: a new poem and doing the critical essay again on friday
[10:02] Student005 Meredith is Online
[10:02] You: which poem?
[10:02] You: hi alicia
[10:03] Student005 Meredith: hi
[10:03] Student002 Meredith: ms tilchers class
[10:03] You: EXCELLENT poem
[10:03] You: c'mon
[10:04] You: slowcoaches
[10:04] You: an old man like me, as well
[10:04] You: lol
[10:04] Student005 Meredith: :P
[10:04] Student005 Meredith: ha ha
[10:04] Student005 Meredith: :)
[10:05] You: get comfy
[10:05] You: Alex, you have copy of poem there?
[10:05] You: Alicia, we're gonna work with Alex tonight on a poem
[10:05] Student005 Meredith: ok
[10:05] Student002 Meredith: hod on id need to go grab it
[10:05] You: using general principles
[10:05] You: ok
[10:06] Student005 Meredith: kk
[10:06] You: i'll try get a copy of it - it's a Carol Ann Duffy poem called 'In Mrs Tilcher's Class'
[10:06] Student005 Meredith: k
[10:07] Student002 Meredith: ok ave got it
[10:07] You: ok
[10:07] You: guys
[10:07] JVA Message Board: You can set colours of each line for example /1black /2white /3green /4yellow or /5<1.0,0.5,0.2>
[10:07] JVA Message Board: Listening for 5 minutes - please write your message, /1 for top line, /2 for second line. eg: /1Hello
[10:07] You: take a seat
[10:07] JVA Message Board whispers: Clearing display.
[10:08] JVA Message Board: You can set colours of each line for example /1black /2white /3green /4yellow or /5<1.0,0.5,0.2>
[10:08] JVA Message Board: Listening for 5 minutes - please write your message, /1 for top line, /2 for second line. eg: /1Hello
[10:08] JVA Message Board whispers: Clearing display.
[10:08] Student002 Meredith: yeah still doesnt work..
[10:08] You: what doesnt work?
[10:08] Student002 Meredith: sitting
[10:09] You: 'relax'
[10:09] You: option?
[10:09] JVA Message Board: You can set colours of each line for example /1black /2white /3green /4yellow or /5<1.0,0.5,0.2>
[10:09] JVA Message Board: Listening for 5 minutes - please write your message, /1 for top line, /2 for second line. eg: /1Hello
[10:09] You: /a
[10:09] Student002 Meredith: nope
[10:09] You: Alex - many stanzas?
[10:09] You: (Alicia - http://www.channel4learning.net/support/programmenotes/micro/arrows_of_desire/programme5_one.html)
[10:09] Student002 Meredith: 4
[10:10] You: route
[10:11] You: ok 4 stanzas
[10:11] You: written in which Narrative Perspective?
[10:11] Student002 Meredith: from a childs view?
[10:11] Student005 Meredith: second person?
[10:11] You: yes, that's the persona
[10:12] You: yup
[10:12] You: Adult narrator is reflecting on a childhood experience
[10:12] Student005 Meredith: like revelation?
[10:12] You: so vivid that we are almost there
[10:12] You: yes - definitely
[10:12] Student005 Meredith: k
[10:12] You: why use 2nd person?
[10:12] Student005 Meredith: it could be anybody
[10:12] You: Alex?
[10:13] You: add to that?
[10:13] Student002 Meredith: get thereader involved?
[10:13] You: very much so
[10:13] You: we probably ALL remember a classroom/teacher with fondness
[10:14] You: even *I* do!
[10:14] You: lol
[10:14] JVA Message Board: Stopped listening to save lag. :) Touch again to activate
[10:14] You: Alex, did Mrs Craik say that it had a fixed rhythm scheme?
[10:14] Student005 Meredith: i cant open the link
[10:15] You: http://www.channel4learning.net/support/programmenotes/micro/arrows_of_desire/programme5_one.html
[10:15] You: does it have a rhythm - I can't detect a rhyme scheme
[10:15] Student005 Meredith: ill try again but my computer is extra slow tonight
[10:16] You: ok first 3 lines =
[10:17] Student002 Meredith: i dont know
[10:18] Student005 Meredith: are you asking for connotations
[10:18] You: look at Structure and Word Choice
[10:18] You: both of you - 1 each
[10:18] Student005 Meredith: chanting
[10:19] You: Word Choice - connotations of?
[10:19] You: Alex, structure of the three lines?
[10:19] You: single?
[10:19] Student002 Meredith: yeah
[10:19] Student005 Meredith: shes talking about africa so that links with tribes...'chanting'
[10:19] You: yup
[10:19] You: surrounded by her little tribesmen
[10:20] You: single sentence across 3 lines, resembles?
[10:20] Student002 Meredith: this whole thing has messed up
[10:20] Student002 Meredith: the screens going crazy
[10:20] You: oops
[10:20] You: try a reboot
[10:20] Student005 Meredith: mine isnt
[10:23] You: ok guys?
[10:23] Student002 Meredith is Offline
[10:23] Student005 Meredith: k
[10:23] You: lol
[10:23] You: first stanza - Word Choice, Structure
[10:23] You: look at each Place
[10:24] Student005 Meredith: minor sentence
[10:24] Student005 Meredith: s
[10:24] You: each place is given its own - Caesura
[10:24] Student005 Meredith: k
[10:24] You: when you pause at full stop, comma or other form of punctuation in a poem
[10:24] Student005 Meredith: ok
[10:25] You: laugh of a bell - Figure of speech
[10:25] You: Personficiation
[10:25] You: skittle of milk
[10:25] You: synecdoche
[10:26] Student002 Meredith is Online
[10:27] You: hi Alex
[10:28] Feed Display 1.5: Requesting feed.
[10:28] Feed Display 1.5: Requesting feed.
[10:28] You: Alex we're just discussing Stanza 1
[10:28] Feed Display 1.5: Done!
[10:28] Feed Display 1.5: Done!
[10:29] Student002 Meredith: ok
[10:29] You: Alicia, Alex looks like he's typing loads
[10:29] Student005 Meredith: yupp
[10:29] You: First three lines make one sentence, mimicking her finger
[10:30] You: and also the length of the nile?
[10:30] Student002 Meredith: ?
[10:30] You: The each placename is given its own sentence. as if to mark the stopping of a train, et.c
[10:30] You: ?
[10:30] Student005 Meredith: following the path of the nile on a map or atlas maybe?
[10:31] You: enjambment of the fiirst three lines
[10:31] You: then caesura of each placename
[10:31] You: personification of the "happy bell" - all over for the day
[10:31] You: but happiness
[10:31] Student005 Meredith: im honestly not still typing
[10:31] You: "skittle of milk"
[10:31] You: synecdoche
[10:32] You: TOP LEFT of grid - why? go and find out about this technique
[10:32] You: ok with Stanza 1?
[10:32] Student005 Meredith: yup
[10:32] You: overall, poem's main message or theme?
[10:33] You: Rites of Passage - leaving the childish world for something more adult and less secure?
[10:33] Student005 Meredith: a year in a class you liked
[10:33] Student005 Meredith: or that
[10:33] Student002 Meredith: yeah
[10:33] You: good
[10:33] You: Stanza 2 is quite nice
[10:34] You: short sentence. brought back to school
[10:34] You: quickly, we're giving a contrast and placed back into the classroom
[10:34] You: "glowed like a sweet shop" - one of the most beautiful images I've known
[10:35] You: Brady and Hindley - at the time of writing, these guys were infamou for child murders
[10:35] You: helps place poem in a context/a particular era
[10:35] You: smudge of a mistake - connect/connotations of problems at school/unhappiness
[10:36] You: Xylophone's nonsense - lol - Personification
[10:36] You: Stanza 1 & 2 are a good mix of narrative, moving along, as well as stationary description
[10:37] You: OK Alex?
[10:37] Student005 Meredith: i was doing that earlier i typed one thing and it looked like i was still typing a min later
[10:37] You: Stanza 3, first sentence?
[10:37] You: significane of the word choice?
[10:37] You: lol
[10:37] Student002 Meredith: where?
[10:38] You: where what?
[10:38] You: lol
[10:38] Student005 Meredith: transition from winter to spring
[10:38] You: literal
[10:38] You: also, movememnt in learning - moveing from learning about simple things like commas
[10:38] You: onto more advacend things like exclamation marks
[10:39] You: which also suggest what? a sudden/surprised change/growth spurt!
[10:39] You: so we are moving through the poem in a chronological fashion
[10:39] Student002 Meredith: yeah
[10:40] You: sexual awakening occurs near the end of this Stanza
[10:40] You: rough boy - coarse
[10:41] You: anything else from the beginning/middle of stanza three?
[10:42] Student005 Meredith: shock about what the boy said is something everyone can relate to
[10:42] Student002 Meredith: a dunno
[10:42] You: yeah, but frogs escaping
[10:42] You: unpredictability of nature?
[10:42] You: yeah I'd need to spend some time in amongst this stanza
[10:42] You: but Stanza 4 - superb
[10:43] You: implications of sexual exploration
[10:43] You: "feverish"
[10:43] You: July
[10:43] You: tasted of electricity - you cant taste it you can feel/hear its hum
[10:44] You: this is known as synasthesia - mixin/modulation of the senses
[10:44] Student005 Meredith: the feel of an excited atmosphere
[10:44] Student005 Meredith: charged up
[10:44] You: Mrs Tilcher does not answer
[10:44] You: she is the sweet shop owner, her job's been done
[10:45] You: You - us, we all have - leave and grow away from Primary school
[10:45] You: primary thoughts, ideas and notions
[10:45] You: Subject and theme: about rites of passage, the transition from childhood to the adult world, from security of childhood to dangers outside school gates, symbolized by sexual knowledge. Child's view of the world - school is “better than home”, thinking that the teacher loves you. Poem ends with child wanting to move on, as teacher implicitly accepts the “rough” boy's account of sex, but will not say it directly. Treatment of tadpoles hints at the cruelty in the adult world.
[10:47] You: enjoy the poem, Alex?
[10:48] You: the boys in stanza 3 are being cruel - adults are more cruel/less innocent than children
[10:49] You: you want me to post up tonight's notes?
[10:49] Student002 Meredith: yeah
[10:49] You: poem easy?
[10:50] You: Questions: Childhood Experience; Human Theme; Change in Time
[10:50] Student005 Meredith: kk
[10:50] Student002 Meredith: yeah
[10:50] You: happy, Alex?
[10:50] You: got an essay to do on this?
[10:51] Student002 Meredith: yeah but i dont know whn
[10:51] You: ok ok
[10:52] You: start some kool PCQEs
[10:52] You: ...chopping up as per our discussion of the poem this evening
[10:52] You: I'll see if I can find an audio version
[10:52] You: of the poem
[10:52] Student002 Meredith: ok
[10:52] Student002 Meredith: ok
[10:53] You: right, I'm back on here in the adult Grid with Edinburgh Uni at 7pm - time for a quick cuppa