I discussed the connotative distinction between a memoir and an autobiography and reviewed the term point of view. Jayden discussed the use of the first person narrative in the novel .I then pointed out the epigraphs at the beginning of the novel and discussed the use of epigraphs in literature. We analyzed one epigraph and discussed how the quoted material related to the perceptions that form a memoir or autobiography . In that regard, I explained the difference between a narrative contained in a diary and a retrospective narrative . We then read to the end of chapter 6. During our reading ,I defined any words unfamiliar to Jaydn.
After we reviewed the status of Matthew's research paper and final essay, I provided an introductory lesson to the non-fiction novella, "Night." Matthew offered a definition of the term "holocaust" and I discussed the distinction between the historical event ,"the Holocaust" and the word "holocaust" which refers to a destruction by fire. We examined why the historical event is referred to as the Holocaust. I further discussed the terse style of the novella, and the themes of the loss of faith in God and the destruction of human relationships particularly between father and son. Matthew then predicted the metaphorical import of the book's title,Night, and I supplemented the discussion by explaining the motifs of night and fire as employed by the author. I further provided additional historical information about Nazi Germany, the death camps, Dr .Mengele(who appears in the book) and the Nuremberg trials. HW- complete Great Expectations essay .
Matthew is working on two writing assignments: a literary research paper addressing Dickens' criticism of the rigid Victorian social class system, and the final literary analysis of Great Expectations. As Matthew had questions about MLA format for his paper, I provided additional instruction on how to prepare a Works Cited page for books and web articles and how to cite these research sources within the text of the paper. I projected examples as I spoke. Next, we discussed the structure of the literary essay analyzing which ending of Great Expectations is most consistent with the bildungsroman genre. Per our discussion,Matthew made some revisions to his introduction and determined where to place his thesis statement. We then discussed various ways to organize the argument and how to use relevant textual support . HW- complete essay, hand in draft of research paper.
As we concluded our discussion of the novel, we last addressed the ongoing theme of guilt and forgiveness. On the board ,I outlined the motif as evidenced in the lives of Mrs. Jo, Miss Havisham, Pip, and even Joe. We discussed how even the noble Joe has regrets. Matthew discussed how Joe regrets not being able to protect Pip from Mrs. Joe's abusive physical beatings. Dickens perhaps suggests we are all sinners at some time. During the second half of the session, I distributed a lengthy exercise entitled "How to Write a Literary Essay." I further handed out the final essay question on the novel. Following the outline of the lesson, we drafted the prominent elements of an introductory paragraph: a thought provoking opening, title ,author ,genre, character and setting focus, and last the thesis. I provided instruction on keeping focus on the thesis of the essay even within the introduction, as well as on word choice and verb tense suggestions . HW- write intro paragraph and one supporting paragraph.
Cabo read and discussed the next three chapters of the nonfiction memoire Educated. He wrote an extended paragraph describing the character development of Tara from the onset of the story to the prersent time. He then reviewed 120 SAT words and sporadically used some in sentences.
Jaydn discussed an in-depth completion of the novel The Great Alone today. I then introduced the new non-fiction novel Educated by Tara Westover. She watched a video on a book discussion about the themes of the novel and we read and discussed a biography of the author. She then read, discussed, and analyzed the first three chapters.
Great Expectations is perhaps the only novel in the English language with two published and completely divergent endings. (the original /and the revised)Matthew discussed the differences between the two endings as well as which one he preferred and why. Based on class discussion, I placed on the board elements of a "good" or "entertaining" ending : tying up loose plot ends , rewarding good moral character, fulfilling romantic expectations. Using these criteria, Matthew examined both endings and noted how the revised ending ties up loose ends and rewards those with good moral character. Matthew argued that both Pip and Estella are changed and reformed thus justifying the implicit conclusion that Pip and Estella one day will be together. We then focused on what makes a strong literary ending within the bildungsroman genre. After reviewing characteristics of the genre, we parsed the original ending where Pip and Estella do not end up together . Matthew offered many interesting comments and insights as to why both endings could support an ending consistent with the bildungsroman, while I tended to the view that the original ending better supports the genre and is necessary for Pip's journey of self discovery to have meaning. I noted that there is no clear or right answer to this inquiry and that the two endings have been endlessly compared and their value debated. I noted that Dickens ,however, obviously decided to publish the more hopeful revised ending to please his audience who would not have embraced a narrative where Pip and Estella do not at least have some hope of remaining in each other's lives.
