Ben did not have his homework assignment today so we reviewed expectations but he was reminded that he had a week within which to turn it in land was reminded that his grade would be affected. We continued to collaboratively read on in “ 1984” and discussed the symbolism of the children in the scene and the significance of Orwell’s repeated mention of the smell of boiled cabbage which contributes to the oppressive nature of the novel.

Ben and I reviewed where we had left off in Orwell's dystopian novel, '1984.' We discussed the Party's slogans and Ben was reminded that 'B'B' stands for Big Brother. We discussed the protagonist, Winston's, reaction and examined the reasons why the Party members might explain the paradoxical Party slogans. Ben was reminded that his homework is due tomorrow; he said he had a lot going on this weekend and had not done it yet, but understood it is due tomorrow. We will read the next 4 pages together tomorrow after review of his assignment.

Ben and I made predictions about what will transpire between the protagonist, Winston Smith, in the 1984 dystopian novel, '1984,' and the girl character who has been introduced in the chapter. We also examined the relationship between Winston and the antagonist in the novel, O'Brien, to whom he is strangely drawn. Ben took the book home to read 4 additional pages over the weekend and to help him answer his Hw assignment - due Tuesday, 12/16/24.

Ben and I reviewed pages 1 - 15 in the dystopian novel, 1984, and Ben was queried about the most important items of information he's learned about the society in which the main character, Winston Smith lives, and his physical discomfort. We reviewed the meaning of INGSOC, the acronym for English socialism, the political ideology of the totalitarian government of Oceania. We summarized how it depicts a world divided into three massive countries, Oceania, Eurasia, and Eastasia; Winston Smith lives in Oceania, which is ruled by an oppressive character called Big Brother. Ben related the political ideology to relevant social issues and enjoyed the examples of irony Orwell has introduced in his novel. (Ben is to write about these
in his homework assignment due Tuesday, 12/17). We collaboratively read 5 additional pages in the novel and Ben stated that he found it extremely interesting. We ended at the top of page 20 when there is a knock on the door after Winston Smith realizes that in wiring "Down with Big Brother" in his dairy, he has committed a 'thought crime' that will be severely punished when it's discovered. Ben is to read 5 pages for homework - page 20 to the top of page 25 and to reflect on what he thinks Winston Smith's conclusion is as he goes to answer the knock on his door. Ben was reminded to take home the novel.

I asked Ben to summarize the main points he's read thus far in Chapter 1 of Orwell's '1984' novel. We examined the quote, "Big Brother is Watching you," and we discussed the elements of symbolism, paradox, and irony and Orwell's intent for using it as effective and powerful literary devices in the novel. Ben's homework will require that he analyze the three official slogans of the Party in Orwell's '1984 and discuss why they exemplify paradox and ironic literary devices. See assignment below; this will be emailed on Outlook as well - and Ben may turn it in on Tuesday, 12/16.

It was good to see and catch up with Ben. After preliminaries, we discussed how the choice of George Orwell's novel, '1984' was a good one for Ben as it is not only on the ist of suitable literary choices for an eleventh grade student, but the genre is that of dystopian literature, a favorite theme of Ben's - one that explores themes of oppression and anarchy. We will begin re-reading where Ben left off in Chapter One tomorrow, on page 15. I explained to Ben that the name he used, George Orwell, is not the real name but that of a 'pen name,' or an assumed name used by a writer instead of their real name. Orwell wished to publish under an assumed name to avoid any embarrassment to his family - the reason for which we will delve into in tomorrow's session. We did note that many women writers often used pen names historically and touched upon the literary device of irony, used a lot in 1984, to highlight the injustice that the majority of people suffer in the novel. Ben was receptive and congenial this morning; he shared kind comments and polite inquiries about my health. It was a productive and gratifying session.

We finished Act IV and the conclusion of ‘The Crucible.’ Ben made an accurate prediction about the main character, John Proctor’s fate, and stated that he very much enjoyed the book. I reminded him that we have an order for the film version which he may begin watching as soon as it is available, probably later this week. I am anxious to learn of his review of the film and how it compared to the book, and will ask him for a comparative analysis next time we connect. I have also given Ben a HW assignment to look up recommended reading for 11th grade Literature students, read summaries, and select 2 or 3 book options from which to choose. I also let Ben’s mom, Lonnie, know of this plan which we agreed would ensure greater buy-in so that he choose a book/genre that interests him. Please look at the HW assignment for Ben to address in my absence (below) I would like him to type his answers in cmplete sentences. Each response should be a minimum of two sentences. Thank you!

He watched and discussed the movie "Crucible"

Act IV has both Ben and I rivetted as we read on to see if John Proctor would hang, as Ben predicts. In this final act, Proctor asks his wife if she thinks that he should confess. He says that he's not holding out, like others, because of religious conviction but rather does so out of spite; he wants his persecutors to feel the weight of guilt for seeing him hanged when they know he is innocent. We analyzed the quote "How may I live without my name?" I have given you my soul; leave me my name!" After wrestling with his conscience for a long time, Proctor agrees to confess, but as the magistrates insist his confession be written, Proctor questions why and is told that it is to be hung on the church door. A lot of this act deals with Proctor's hesitation as he wrestles with his conscience, and we discussed what significance this bears. Finally, under pressure, we read how Proctor signs his name but snatches the sheet from the magistrate and refuses to allow him to nail the paper with his name on the church door. We ended today's session with Proctor tearing the confession in two and renouncing it. Ben asked to have the final one or two pages left unread until tomorrow, but he was sitting at the edge of his seat listening attentively as I read the climax of the scene out loud and waiting for the resolution. As Proctor tears up his confession, we noted that he finally decides he does have some decency within him, and it will be manifested in this final sacrifice. It was an interesting and engaging session and I was delighted to see Ben so readily engaged in the ways the author magnifies the play's suspense and the different ways the characters deal with the themes of righteousness, principle, honoring one's name, and willingness to sell one's soul to the devil in a fashion other than by witchcraft. We had a productive dialogue while examining how the structure of Act IV contributed to the play's climax.

We began reading the final act in the play, Act IV. Ben made an accurate prediction about a main character in the play, John Proctor, stating "he's going to hang!" We discussed the time, place, and setting of Act IV - which begins 3 months later in a jail cell. Ben correctly noted that hysteria has set in to the characters condemned to hang - Tituba and Sarah Good - who scream out that they are waiting for the devil; They hear voices and claim to be talking to Satan. We discussed other plot developments and the changes and motivations of the main characters in the play. Ben's comments demonstrated a sound understanding of the changes between the character as the plot unfolds and there is talk of an uprising. We additionally examined themes of remorse, and forgiveness and examples of each (e.g., Mr. Hale feels remorse for the role he played in having so many people accused of witchcraft - and another officer of the court has taken to drink as he is responsible for bringing those accused to jail.) We discussed Ben's homework which is about the symbolism in the play - and he was reminded to bring home his book. The movie, 'The Crucible' was ordered for Ben so he can view it over the next 3 or 4 sessions with his substitute.