After completing our vocabulary work on the novel, we reviewed the character transformation of Dill and Jem,and then addressed the character development of the narrator, Scout. I directed Bobby's attention to general areas of the text that evidenced character development , and Bobby then placed the specific textual support he located into his notebook. We then pieced together the chaotic scene where Jem and Scout are attacked at night . Based on the tactile descriptions of the narrator, Bobby duly inferred that Boo Radley had in fact saved the lives of Jem and Scout. We will be completing the novel over the next days with the final test on Wedesday, For homework, read the final chapter.

We examined the text to locate examples of social criticism regarding religious and political hypocrisy , and with respect to the education system. Bobby reviewed how the people of Maycomb voice humanitarian and Christian concern over the "heathens" in Africa ,yet treat their own African -American neighbors with distain. Similarly , we studied the Civics lesson Miss Gates presents to Scout's class wherein she asserts that America is a democracy that does not persecute anyone. Yet, the reader hears her private racist comments. After discussing the death of Tom Robinson, we examined why Tom Robinson took his chances trying to escape prison rather than on the court system. Overall, the society the author paints remains unflattering. Bobby did a good job recognizing that only Atticus Finch, who represents the good in all humanity, stands out as a moral person.Bobby placed notes in his notebook on this discussion . For homework-read the next chapter and define the last four vocabulary words.

During the first half of the session, we reviewed and revised Bobby's writing homework on the novel. Bobby's paragraph displayed a good understanding of the question, and we first discussed how to add details to further support his ideas. After adding details, we addressed maintaining a single tense throughout the paragraph ,correcting run-ons, and modifying word usage. We then explored the next chapter portraying the hypocrisy of the townspeople of Maycomb with respect to racism. We explored how this subject is treated by the author and how the treatment of racism might be depicted differently by an African-American author. Bobby recognized that one distinction would likely be in the author's tone. For homework due Wednesday, read the next chapter.

Today's focus was the maturation of Scout's older brother ,Jem, and the moral character of Atticus Finch as both are framed by the trial. We first noted that the novel contains a feint of a plot climax and resolution in the trial and its aftermath. Yet, the plot continues with a new series of rising actions, the dispute with the Ewells . We also noted examples of both realism and its absence in the novel.Bobby examined the dialogue between Miss Maudie and Jem wherein Jem learns that the people of Maycomb are not the best people, just the safest. We discussed the significance of this characterization , and the metaphor of Jem living in a cocoon prior to seeing the lurking but inexorable racism in the jury verdict. We examined how Atticus Finch alone stands against this racism, alone decides not to be "safe" and ,as such ,he is like Boo Radley and Mayella Ewell who are also alone but for different reasons. On this topic I placed the first sentence of a paragraph in Bobby's notebook which he will complete for homework by supporting the topic sentence with examples from the text.

As a universal theme in novels entails character development from a state of innocence to knowledge ,we today examined the painful maturation of two characters, Dill and Jem. After reviewing the text, Bobby discussed why both Dill and Jem cry as a result of witnessing the racism engulfing the courtroom. Dill's awakening is narrated by Adolphus Raymond who explains that once Dill grows up ,Dill will no longer cry when he sees cruelty . Next, we examined how Jem is naive throughout the trial believing Tom will be acquitted. He too cries upon realizing that his neighbors, the townspeople, are racist. We discussed how people deal with unfairness and cruelty in their society and noted the outlets the characters in the novel elect:Boo Radley stays housebound, while Atticus tries to change society. Bobby participated in class discussion on these sensitive issues and placed ideas and comments into his virtual notebook on this theme. For homework, I assigned reading the next chapter.

Bobby was absent today.

In addition to the themes of racism and loss of childhood innocence , the novel raises the theme of loneliness. We addressed Scout's comment that Mayella Ewell was even lonelier than Boo Radley who has not left his house in 25 years. Bobby elaborated on this observation and ,based on our class discussion ,placed this theme in his notebook ,and outlined how each character reaches out to combat his or her isolation. In Mayella's case, as Bobby noted, she has been abused by her father for years and has no concept of friendship . She reaches out to Tom, an African- American, for solace with fatal consequences for Tom. We also noted how Boo Radley reaches out to Scout and Jem in an effort to find some connection .

After locating the vocabulary words within the text of the the novel, we addressed the theme of loneliness by examining the trial testimony of Mayella Ewell and Tom Robinson. Bobby was able to read between the lines of Mayella's testimony and discern that she has been abused for years by her drunken father. We studied the exact words of the testimony in order to infer that not only was Mayella abused but that she has no concept of what either "friends" are or what "love" is. But for her falsely accusing a Black man of rape, we noted how she is almost a sympathetic character. We further discussed Tom Robinson's dilemma when a white woman hugs and kisses him. When discovered by her father, Mayella accuses Tom of rape. This led to a discussion of what the novel describes as the best defense to rape i.e. "consent", and the jury's unwillingness to accept or believe that a white woman would consent to being touched by a Black man. For homework due Monday, I assigned reading chapters 22 and 23.

In order to prepare Bobby to compose a compare and contrast essay between two literary forms, we today analyzed Elizabeth Bishop's poem,"Filling Station" due to its thematic similarity to a section of the novel, "To Kill A Mockingbird". In the virtual notebook , I provided a definition of poetry and listed some common purposes of a poem: to share an observation, to evoke a feeling, or to present a theme. Bobby then correctly noted that "Filling Station" is an observational poem, and correctly identified the observational narrator. After reviewing the term "figurative language", Bobby located figurative language in final stanza and likewise inserted the information in his notebook. Next, we discussed imagery. Bobby identified the poem's use of visual imagery and made a list in his notebook of both positive and negative visual images. Last, we discussed the theme of the poem and noted thematic ideas surrounding the importance of art, and beauty , especially in a life that may be surrounded by ugliness and despair. For homework, complete reading the last 3 pages of chapter 21.

We compared and contrasted a description of the Ewell shack with the description of a gas station depicted in Elizabeth Bishop's poem "Filling Station". I provided some basic instruction on the definition and purpose of poetry ,and we listened to a recording of the poet reading the poem. Bobby then located in the novel the ugly portrayal of the Ewell shack contrasted with the row of geraniums planted by Mayella Ewell. Similarly, he then examined the poem and located the vivid descriptions of the oil stained dirty gas station in the poem but noted the contrasting flowers and doily. We then discussed the significance of the beauty juxtaposed with the ugliness and how people cultivate beauty, or art into their lives to uplift their spirits , to fight loneliness , and to reflect something about themselves. We will further explore this theme in analyzing the character of Mayella Ewell who accuses an African-American man, Tom Robinson, of raping her when her abusive father sees her kissing Tom. For homework, read the next chapter, continue working on essay revisions for Friday.