Cabo reviewed SAT vocabulary and then wrote a short story using the words within the context of the story. He then discussed and analyzed chapters 10 and 11 from The Great Alone. He analyzed the theme of trauma and applied it to the two protagonists and discussed the ways in which the antagonist is the source of trauma,
Bella reviewed SAT vocabulary studied before vacation. She took a practrice assessment to see where we should begin the study of words again. She then continued reading Where the Crawdads Sing. We reviewed the prior chapters and character development. She then made predictions of plot based on text read.
As Matthew is researching the Victorian class system , we first discussed the status of his research,MLA format, and how to apply the research to the characters in the novel, "Great Expectations." I noted that a pervasive theme of the novel is the arbitrariness of the class system that values status and money more than moral rectitude . We then categorized a number of the literary characters into their social class and discussed how Dickens uses the characters to critique the Victorian class system. I further reviewed the prior chapters focusing on Miss Havisham's warped and distorted views on the meaning of love. Looking at Herbert's relationship with Clara, I examined how this healthy relationship contrasts with Pip's irrational obsession with the cruel Estella. Matthew participated in class discussion relative to Estella's attempts to warn Pip to divest his emotional attachment as she has no heart or ability to love. Last, I pointed out the rather obscure clues in the reading hinting at Estella's parentage . HW- notes on research/r ch 33/study guide.
Jaydn reviewed SAT vocabulary studied before spring break. She then took a review quiz on the words to assess her memory and understand of the words. She then reviewed and discussed the chapters read before vacation in the novel The Great Alone. We discussed the characters, their traits, and the situations they are facing in the story. Jaydn then read and analyzed chapter 5. From the description of the setting, she made predictions for the protagonists and antagonist.
Cabo reviewed SAT vocabulary being studied before spring break. He then took a digital practice quiz. We then discussed and analyzed chapters 1-7 The Great Alone. Cabo read, analyzed, and discussed chapters 8 and 9. He analyzed the the significance of the title, its connotation, and applied it to the incidents of the chapters read. He then made predicitions for the characters' situations.
Today's lesson focused on plot parallels, symbolism ,and Dickens' use(overuse) of plot coincidences. We first studied two scenes in the novel wherein Joe and Pip part. Though separated by several years , in each case, Pip abruptly leaves Joe fearing to be seen with the lower class Joe. As Pip later feels remorse about his actions, Matthew discussed the theme of guilt in the context of these scenes. We then continued our outline of coincidences in the novel. We closely examined Pip's coach ride to his village wherein he is coincidentally accompanied by the convict whom earlier in the novel gave Pip a sum of money. Even though he is not recognized ,I explained Pip's consternation at the possibility of being associated with the criminal class given his current elevated class status. Matthew further studied the significance of Joe's parting words to Pip where the imagery of clothes acts as a symbol for the creation of a new ,but often false identify or cover, such as the one Pip now sports. Matthew took notes on these areas. HW- continue research for paper on the rigid Victorian social class system/r . ch 33.
Bella was online today. She completed a compare and contrast five-paragraph essay. She created an outline and made sure she had adequate examples to support her thesis statement. She edited the essay upon completion.
Jaydn read, analyzed, and discussed chapter four of The Great Alone. She then wrote to discuss the following topics: What is the effect of interspersing Cora and Matthew’s points of view late in the narrative? How does The Lord of the Rings trilogy, Leni’s favorite novels, frame her experiences?
In Part II of the novel, Dickens satirizes a society that values wealth and class.Today's lesson focused on identifying how this theme is illustrated. We discussed how the scene with Trabb's boy prostrating himself in a mockery of Pip, and Wopsle's woeful performance of Hamlet, reflect Pip's pretentious performance as a gentleman of wealth and class. Matthew discussed how money has changed Pip's value system as we examined how Pip uses his social status to have both Orlick and Trabb's boy fired. In that regard, we further discussed how Pip attempts to assuage his conscience by sending Joe a barrel of oysters rather than visiting Joe. We additionally reviewed Matthew's study guide homework and made additions and modifications where appropriate . HW- reread ch 28, study guide ch. 25 ,and portions of study guide ch 32.
Cabo read, analyzed, and discussed chapter 7 of The Great Alone. We discussed the theme of familial relations as seen throughout the chapter. He cited text for support as he discussed the theme as seen in the chapter. He then wrote a short essay arguing the topic if he sees the character Leni as a victim or survivor.
