Bobby continues to display a strong mastery of critical plot developments, today examining the racial implications of Dolphus Raymond's decision to feign continuous intoxication in order to achieve some level of societal acceptance for his decision to live with and have children with an African -American woman. We studied why the society in the novel can accept Dolphus as a drunk but not as a person who would otherwise enter into an inter-racial relationship. As the novel's initial climax is the trial of Tom Robinson ,we spent some time talking about the realistic depiction of jury selection and cross examination noting how Atticus is able to trap a lying witness . While Jem, still a boy, remains hopeful of a not -guilty verdict, we analyzed how that hope is the hope of childhood innocence that will be crushed during the course of the novel. A description of the Ewell's dilapidated shack and yard brightened by a single red geranium brings to mind Elizabeth's Bishop's poem, "Filling Station" which we will review tomorrow to compare and contrast with the setting and theme of the novel. For homework, read the poem and the next chapter of the novel.

We continued reviewing Bobby's revised test essay by addressing word usage, capitalization, run-ons ,and fragments. To reinforce this instruction, Bobby completed a short exercise on identifying and fixing sentence run-ons and fragments.Turning our attention to the reading, we then discussed character development and change as an element of the novel. We focused on Jem's maturing in his recognition that he must inform Atticus that the run-away ,Dill, is hiding in the bedroom, thereby breaking in Scout's mind" the "remaining code of their childhood",not to tattle. Bobby offered a good analysis of a critical scene in the novel wherein Scout, through her innocence, prevents a lynching by appealing to the mob's humanity . We discussed lynching in the South and related current events arising from police brutality in predominantly Black communities. For homework due Tuesday , I assigned further essay revisions and reading chapter 18.

The themes of conformity and racism were explored in today's lesson. First, Bobby analyzed text to locate irony in the use of a church as both a house of worship and an illegal gambling hall. We then explored the issue of race as it relates to Calpurnia's double life, one in white society and one within the African-American community. After looking at the text, we discussed Calpurnia's predicament in needing to be accepted by both Whites and Blacks and why she speaks in different accents and dialects depending on whether she is in White or Black society. We extrapolated to explore whether this phenomenon remains true for African-Americans today. Society's expectation for females was our next topic. Scout's Aunt Alexandra criticizes Scout as unladylike, and we identified ways that Scout as a tomboy does not fit the mold society expects of her.We then compared Scout and Atticus .Bobby offered a good analysis of how and why both Atticus and Scout are nonconformist -Atticus representing an African-American accused of raping a white woman in the South in the 1930s and Scout refusing to wear dresses, and insisting on physical fighting when wronged. For homework, I assigned reading the next chapter of the novel.

We reviewed Bobby's essay response to last week's test question during today's session.I first provided instruction on how use the prompt to formulate a. topic sentence, to be followed by an explanation of the quoted material. In. this regard, we closely examined the quoted material and discussed ways to reword the quote into Bobby's own words. I then directed attention to the various parts of the essay prompt and pointed out that the essay, as submitted, did not address all of the questions posed by the essay question. Bobby determined how he could elaborate on his essay answer to remedy this oversight. Last, we looked at the grammar issues. .Bobby corrected run-ons, fragments, missed commas and missing capitalization. As we made good progress during class, I assigned completing the essay revisions for tonight's homework.

Bobby took a test on Part I of ""To Kill A Mockingbird" during today's session. As we encountered connectivity issues with the internet ,he will be completing the test later and forwarding me the exam by email. For homework due next Tuesday, read through Chapter 16.

In preparation for tomorrow's test, we placed in Bobby's notebook additional elements of the gothic style drawn from Chapter 11's descriptions of Mrs, Duboise's home and appearance. As character change and development are the heart of many novels, we then focused on Jem's maturing . Unlike Scout, he recognizes that their father is a formidable man who is proud of his moral convictions ,not his marksmanship with a rifle . Bobby located textual support for the analysis and placed quotes from the chapter into his notebook . He further appreciated the irony in Jem's comment that Atticus wants to be "just like me" when the opposite has now become true.We next analyzed and discussed Atticus' comment that " conscience does not abide majority rule ."Last, we addressed the vocabulary work Bobby completed as vocabulary will be included in tomorrow's exam. For homework -study for the test.

We explored the theme of moral courage by comparing Atticus and Mrs Duboise as models of moral courage. Bobby discussed Atticus' comment that carrying and using a gun does not exemplify moral courage . We further placed in the notebook Atticus' comment that moral courage entails carrying on even when one knows he can not succeed .We then articulated textual support demonstrating ways Atticus and Mrs .Duboise display moral courage. We further explored the symbolism of the rabid dog. Bobby again demonstrated a good understanding of the novel by noting the similarities between the sickness in the dog and the lurking "sickness' of racism in the Maycomb society. Last, we completed rewriting the homework assignment addressing the symbolism of the mockingbird. As we will be having a test on Thursday, I today suggested Bobby begin studying the notes and vocabulary for homework.

As the characters more fully develop, we are beginning to characterize their traits.We first looked at Scout's tendency to fight and her rash temper. Bobby located and discussed textual evidence supporting this conclusion. We then contrasted Scout and Atticus by examining why Atticus, in the Deep South of the 1930s, agrees to represent an African -American accused of raping a white woman. Atticus' display of moral courage resonates throughout the rest of the novel, and we examined Atticus as a person who stands up against societal norms to do what is right, in great part to set an example for his children. We then looked at Bobby's written homework on the symbolism of the mockingbird. Bobby 's work was very perceptive and impressive in both recognizing the mockingbird as a symbol of beauty and innocence and then tying that analysis to the innocence of the characters, Boo Radley and Tom Robinson. For homework, I assigned reading chapter 11 and rewriting a few sentences in the written paragraph .

Bobby continues to offer perceptive comments on the reading, including recognizing the racial metaphor implicit in Scout and Jem's covering the black "mud" snowman with white snow. We also placed in the notebook additional notes on Boo Radley's loneliness and outreach to the children based on Bobby's observations. Thematically, we reviewed Atticus as the story's hero and "truth teller" and began to make a list of Atticus' observations about life and discussed how these observations form the thematic foundations for the novel. Bobby practiced rewording /writing the themes into his own words. Last, we reviewed the vocabulary homework and placed some of the words into sentences for context. For homework due on Tuesday, I assigned reading the next two chapters and to complete writing a paragraph on the symbolic significance of the mockingbird.

As the author's tone is often humorous, we first studied vocabulary words and then located the words within the novel. We examined the author's use of these words as ironic sarcasm . I emphasized that through humor , the author is illustrating the childhood innocence of Scout at this early stage of the novel. We then examined Bobby's writing assignment from last week .We addressed word choice , punctuation, and the use of MLA citations. Bobby raised some interesting questions as to whether the author faced societal backlash due to the novel's derogatory references to African -Americans, and we reviewed how the author's aim was to depict and to memorialize real life in a small southern town in the 1930s. For homework ,I assigned reading chapter 8 and defining the vocabulary words for chapters 8 and 9.