During the first session, I assisted Matthew in following the details of the narrative wherein Pip and Herbert's plan to smuggle Magwitch out of the country is thwarted by Magwitch's nemesis , Compeyson, who has alerted the authorities. We noted the prior wisdom of Wemmick's earlier advice to Pip that Pip take possession of Magwitch's "portable property" as all of Magwitch's and Pip's money is seized and forfeited to the Crown upon Magwich's capture and arrest. We again explored why Pip remained reluctant to take possession of any of Magwich's money , a decision Matthew predicted Pip will one day regret. Matthew further raised questions about the Transport Law and why Magwitch is subject to execution for returning to London. Critically, this led in our second session to an examination of both Pip's and Magwitch's character. Matthew observed how Pip's repugnance for Magwitch has melted away . At last, Pip recognizes that Magwitch is a kind ,generous man who risked his life to see Pip a "proper gentleman." By contrast, Pip now recognizes himself to be thankless and judgmental in his treatment of Joe. We explored thematic character development in this regard as Pip's journey of self -discovery comes to a close.During the last segment of the session, we discussed Matthew's research paper on Dickens' portrayal of the rigid Victorian class system. I placed a proposed outline on the board to facilitate Matthew's organization and discussed possible thesis sentences. HW-due Tues. read next 2 chapters/finish novel on Tues for Wed's class.

In preparation for tomorrow's test, we addressed: plot intricacies , character development, irony, and foreshadowing . As Dickens closes out his lengthy narrative ,he pulls together the intersecting plot lines. We first addressed Matthew's plot based questions as he had some lack of clarity on the storyline. Next, we addressed text that illustrated Dickens' critique of Victorian society's treatment of the children of the poor, followed by an examination of foreshadowing of the story's action. After reading another passage, we reviewed the difference between dramatic irony and foreshadowing. Last, we practiced a quote analysis whereby Matthew discussed how Pip's positive character development is illustrated by Pip's comparison of" beloved true Joe "and the" brazen hypocrite" ,Pumblechook. HW-STUDY for test. Great Expectations to be completed next week. Literary research paper due May 16.

We discussed how interior monologue can be delivered in a novel as muddles stream of consciousness or clear, specific thoughts. Cabo read and discussed chapters 5 and 6 of Educated. He then discussed why he thought a memoir - as the one he is reading - dictates that this technique be used and how this technique is allowing him to fully understand the fears and motivations of Tara. Cabo then wrote a short paragraph using this technique to describe himself.

Jaydn continued to read, discuss, and analyze The Great Alone. She concluded the session by writing a short essay on the theme of forgiveness and familial love with regard to the protagonist and her family. Jaydn was instructed to extend each support with her interpretation on each.

Bella wrote an outline and began and an essay on a topic relating to the novel she is reading. She discussed the theme of perseverance and its effect on the character development of the protagonist Kya. She had to find text to integrate in her writing.

Matthew has been very engaged and perceptive in our recent class discussion of the novel. As we approach the book's dramatic closing chapters, we added to our textual evidence list further examples of Pip's redeeming his previously distorted moral compass. For example, at great risk of injury, Pip saves Miss Havisham's life when she immolates herself . Matthew did well recognizing the metaphorical significance of Pip's severe skin burns as suggesting a shedding of his old class conscious self. We discussed the difficult choice Pip faces regarding whether to disclose to Estella her parentage or to disclose to Magwitch that his child, Estella , is actually alive and rich. In this regard, we noted how a public disclosure of Estella's criminal class parents would destroy her standing in polite society. This led to a discussion of the wisdom of the reunification( on some basis) of adopted children and their biological parents, perhaps at the behest of the biological parents many years later. Last ,we again studied Dickens' satire of the legal profession as he parodies lawyers for their pride in their lack of compassion. Hw- r. next chapter. Test Friday.

Bella read, analyzed for themes, and discussed three chapters of Where the Crawdads Sing. She analyzed for the themes of family and human connection and their effect on the character development of the protagonist Kya. She then free wrote on the topic of family.

Jaydn read, discussed, and analyzed chapter 24 of The Great Alone. Upon completion, she free wrote on the topic of despair, as that is the tone of this chapter. She then reviewed and practiced in context the SAT vocabulary being studied. She completed a section assessment.

Cabo took a practice ACT vocabulary test utilizing the SAT words he has been studying in the context of the reading passage. He then read, discussed, and analyzed chapters three and four of the memoire Educated by Tara Westover. He compared and contrasted the father with the character of the father in The Great Alone.

After reviewing Matthew's supplemental research on the rigid Victorian class system, we examined how the novel fits into the bildungsroman formula. I reiterated that the novel's structure is a journey of self - discovery toward enlightened values. We then located within the text examples of Pip's character development: he asks nothing for himself from Miss Havisham; he forgives Miss Havisham unconditionally realizing he has engaged in equally unscrupulous actions, and last ,only asks that Miss Havisham try to restore some semblance of humanity to the emotionally thwarted Estella. Matthew raised interesting comments in class discussion about Dickens' use (or overuse)of coincidence as well as about Miss Havisham's motivations for her prolonged drama of victimhood. In that regard, we studied a known quote from the novel discussing how Miss Havisham's vanity of sorrow and penitence became her mania or obsession. We discussed whether her circumstances justified Miss Havisham's actions noting the narcissism inherent in Miss Havisham's ongoing "performance " of rejection art. Hw- r ch 54.