First ,adding to our list of literary terms, we located alliterative language in the novel and discussed how the technique added meaning to the sentence. We then addressed the vocabulary words used in the first 6 chapters of the novel . I discussed the part of speech for each word and then assisted Bobby in placing a number of the words in full sentences that reflected that he knew the meaning and proper usage of the word. Last, we worked on the writing assignment from last night's homework. We addressed creating a crisp topic sentence, and using textual support followed by proper MLA citation. For homework due on Tuesday, I assigned reading the next 3 chapters of the novel.

Bobby demonstrated considerable insight today. First, he located strong textual support in Chapter 6 reflecting elements of the gothic writing style. Second, he questioned the depth of the observations of Scout, a 7 year old, noting that it seemed that both she and her brother were much older. We then discussed the flaws in the narrative style in that the narrator is telling the story of her childhood when she is an adult, and therefore often unrealistically infuses the children with adult understanding and recognition. We then addressed Jem's character development again noting how his changing life view seems a bit too mature for an 11 year old. Last, we began a writing exercise based on today's lesson. I placed a question in the notebook ,and we reviewed how to form a topic sentence in response . I then listed various ways to structure the paragraph and to connect the ideas within the paragraph. For homework, I assigned completing the one paragraphh writing assignment .

Addressing one aspect of many novels as tracing a character's loss of innocence, Bobby analyzed the first chapters and located examples of childhood innocence in the pastimes of Jem and Scout. We further looked at ways their early perceptions of Boo Radley, the recluse are already beginning to alter. As the novel introduces new characters, we are placing the characters' names and traits into the virtual notebook so that Bobby has a running summary of each character's role in the novel. Last, we looked at some of the legal jargon and references in the early chapters . I explained the function of the now extinct "entailment" ,and we together noted how Atticus is able to uncover Jem's lies through his "cross examination" of Jem. Realizing how Atticus has tricked him into admitting his misconduct, Jem shouts that he doesn't want to grow up to be a lawyer anymore." We also identified other examples of the author's use of humor ,and discussed how the use of humor dilutes the darker gothic elements of the novel. For homework, I assigned reading the next two chapters.

Commencing with a broad overview, we exchanged ideas on "what is a novel?" and how a novel differs from a short story. I noted that a characteristic of a novel is a character's progression from ignorance or innocence to some form of knowledge and recognition. We then delved into chapter 2 wherein the author depicts southern education in the 1930s, and we discussed the author's view that the characters in the book will not progress intellectually or personally as a result of their deficient education. In fact, we noted the humor in the novel wherein it seems the students reverse roles with their teacher and need to comfort and teach the teacher about life in their rural community . We then discussed the class system in the town, and Bobby placed in his notebook notes on the class system and on the main characters' perception on their reclusive neighbor Boo Radley. Recalling the "definition" of the novel, we began to look for clues that the main characters will in fact change or learn something from their experiences that will correct their childhood misconceptions about Boo. For homework, I assigned reading chapter 5.

Bobby completed an exam today on the short story unit focusing on the Southern Gothic genre. He indicated that he had diligently studied and his exam results were very impressive. He correctly identified all of the literary terms and vocabulary ,and with minimal assistance formulated applicable themes . Last, he completed a short essay supported by examples from the stories we studied over the past two weeks. I provided assistance on using the prompt to formulate a topic sentence ,but Bobby ,on his own, provided strong answers and good word connectors to move from his general thesis to his specific examples. For homework, which I assigned yesterday ,due on MONDAY, read chapters 2-4 of "To Kill A Mockingbird".

We continued to analyze the Southern Gothic genre as evidenced in the opening chapter. Bobby located strong textual support by noting the physical description of the Boo Radley's home, as well as the rumors surrounding Boo as a "nocturnal malevolent phantom". We then noted how these elements were juxtaposed to the ancestral history of the Finch family, and discussed how the family's history of slave ownership and its repercussions mirrors the haunted gothic elements. We further discussed the significance of the characters' names-Scout- a pioneer and searcher and Boo ,the novel's ghostly presence. I elaborated on the historical references to the Depression and the meaning of the "Hoover cart" -a hollowed out car drawn by a horse, as well as the historical references to the Battle of Hastings. Tomorrow, we are having a practice test on our short story unit. For homework due next Monday I assigned reading chapters 2-4.

By way of introduction to the novel we first reviewed vocabulary words derived from the first chapters, followed by biographical information about the author, Harper Lee. I discussed the discovery of the novel's recently published prequel, 'Go Set A Watchman", and the how the general consensus remains that "Go Set A Watchman" is an early draft of "To Kill A Mockingbird". In short, Harper Lee never published again and lived a reclusive life until her recent death in 2016. Bobby discussed and reviewed the terms :"setting and point of view" and we placed in his virtual notebook notes on the novel's setting in 1930s Depression Alabama, and the role of the first person narrative. I also placed in the notebook a list of the main characters to help orient Bobby's reading of the novel. For homework , I assigned reading chapter 1.

We concluded our Southern Gothic short story unit by analyzing Faulkner's " A Rose For Emily". Bobby demonstrated impressive skill in locating textual support for the story's grotesque gothic elements, and foreshadowing techniques . We then reviewed the story's contrast of the Old South and the rise of the New South and discussed how the story is a monument to a past that was both grand and disturbing. Bobby's homework was complete and responsive and included vocabulary definitions and reading comprehension questions. We continue to make additions to the virtual notebook based on class discussion, and I reviewed how the notebook could be used as a study guide. In that regard, we will have a practice test on Thursday based on class notes so that Bobby can get in the habit of studying for an English test in advance and using his class notes as a source. We will be starting the Southern Gothic novel,"To Kill A Mockingbird" tomorrow. For homework, I assigned vocabulary from the first two chapters of the novel.

To conclude our Southern Gothic short story unit, we began today to discuss the iconic Southern Gothic author, William Faulkner. Initially, we reviewed the elements of the genre, followed by a discussion of the purpose of a monument, as the main character ,Emily Grierson,in the Faulkner story is described as both a "tradition and a monument". This discussion led to the concept of the Old South and southern traditions,including monuments to Confederate soldiers which remain a source of racial tension in today's South. Faulkner's story contrasts the new South with the remaining traditions and lasting racial tensions from the Old South in the character of Emily Grierson .We then added the literary term'foreshadowing" to our list of literary terms and began to read the story,"A Rose for Emily" . Bobby analyzed the first two paragraphs and adeptly highlighted examples of Southern Gothic writing style in the references to "death, funeral, and cemetery" . For homework due Monday, I assigned reading the short story and answering a few questions I placed in the virtual notebook.

We concluded our study of " A Visit of Charity" by defining and discussing various forms of irony-verbal, situational , and dramatic. Bobby offered good examples of dramatic irony from the play "Romeo and Juliet" and placed the definitions in his notebook. We then began a writing lesson by my defining the use and purpose of connectors that mean 'and" such as "In addition, furthermore, together with" etc; connectors that mean "but" such as "however,neverthess, etc, and last with connectors that reflect causation such as " therefore, consequently, as a result" etc. Bobby then composed a plot summary of the story " A Visit of Charity" using these connectors as well as time related connectors such as "next, then, during ,finally". We concluded the lesson by discussing the life and literary style of William Faulkner as an introduction to the next short story in our Southern Gothic unit, Faulkner's " A Rose for Emily".