Bella read, analyzed, and discussed chapter 5 of A Thousand Splendid Suns. After reading she discussed how the complex characters (e.g., those with multiple or conflicting motivations) have developed over the course of the chapters she has read. She also discussed how they interact with other characters and advance the plot and develop the theme of family and sacrifice. She wrote a short paragraph describing the importance of family and sacrifice as she sees it in life.

Jaydn was absent today.

We began the session today discussing the meaning of the word symbol and then Cabo discussed what he thought might be symbols used in the novel A Thousand Splendid Suns. We discussed an important symbol in the novel, the city of Kabul. We talked about how the title of the novel is based on 17th-century poet Saib Tabrizi’s poem “Kabul.” I had Cabo read lines 15-16 from the poem, “One could not count the moons that shimmer on her roofs/ And the thousand splendid suns that hide behind her walls.” His poem is a love song to the city of Kabul. Cabo did a great job of comparing the poem to the novel and the characters' lives and understanding its use as a symbol in the novel. He then reviewed SAT vocabulary at the end of the session.

As Matthew completed the book over the weekend, we first reviewed his study guide answers to some of the final chapters. We specifically discussed why the author visited the site (the bus) of Chris' death and how the author managed to reach the location. This led to a discussion on the author's use of a map and a cable car to cross the raging river that apparently blocked Chris' return to civilization. We exchanged ideas as to whether, if Chris had found the cable car, he would have actually used it to return. On one hand, we argued that it was a matter of survival . Matthew ,however, perceptively noted that Chris would likely have viewed the use of the cable car as a betrayal of his entire journey which was premised on total self reliance and living off the land without any technological assistance. . We further examined the haunting everyday objects the author found when he came upon the abandoned bus and focused on why these everyday objects lent an air of tragedy and reality to Chris' death. HW- complete all study guide questions including a response to the epilogue wherein Chris' parents address their son's death.

The author seeks to explain or perhaps rationalize Chris McCandles' actions by providing accounts of himself and others who have engaged in high risk activities. In that regard, I located an article in the New York Times last week discussing the death of a young man who attempted to bicycle from the North Pole to Argentina. Matthew prepared a brief composition comparing Chris McCandles to the author and to the deceased bicyclist which served as a basis for today's discussion. We reviewed Matthew's composition and discussed how the both the author and McCanldes felt unwilling and unable to fulfill their fathers' expectations and rebelled against their fathers' perceived moral imperfections . Consequently, each attempted to fill the emotional gaps in their lives by engaging in high risk outdoor adventures. As many of the young men described in the book as well as in the subject of the New York Times article committed suicide , we explored how and why a spiritual journey can result unexpectedly in despair . Matthew commented on the impact of total isolation and loneliness .Digging deeper, we exchanged ideas on how confronting the vastness of nature ,whether on a glacier ,or alone on a mountain or in a barren wilderness ,can make a person feel small and meaningless especially in the absence of any human contact. We noted in class discussion how , ironically ,the endeavor for spiritual enlightenment becomes a vortex into despair for many of these young men. During the last segment ,we worked on editing and rewriting Matthew's essay on whether Chris McCandles was a noble truth seeker or just an arrogant rebellious young man HW - read final chapter/complete study guide/hand in essay.

We focused on the definition and use of literary paradox as well as the integration of the philosophy of Tolstoy and Thoreau into the narrative of Chris McCandles' life and death. I defined the term "paradox", and we then studied the text and analyzed why the author describes McCandles' Tolstoyan inclinations as a paradox given Chris' capitalistic nature. Noting the superficial inconsistency ,we then determined how to reconcile these concepts concluding that perhaps McCandles' Tolstoyan persona was a thin disguise for teenage rebellion. Further, I discussed how to critically read and dissect the author's specious comparisons between Chris' acceptance of the shortcomings of Tolstoy and Thoreau and his refusal to extend the same leniency to his father's moral shortcomings .Matthew participated in class discussion on parental vs. literary role models. HW- hand in paragraph comparing McCandles ,the author,,and other referenced risk taking adventurers, Hand in second draft of persuasive composition / study for quiz.

Bella continued her essay describing her father. She outlined the third paragraph and brainstormed the details for her support of the thesis statement. She edited her work upon completion. We discussed the correct usage of semicolons, italics and underlining of published works. She then reviewed SAT vocabulary being studied.

Jaydn read chapters 5 and 6 A Thousand Splendid Suns. She discussed and wrote a short essay on the themes of love, loyalty, and belonging as seen in these chapters. She used text based support as support for her interpretations of the themes. She then orally reviewed SAT vocabulary being studied.

Cabo read, analyzed, and discussed chapter 13 of A Thousand Splendid Suns. He discussed the protagonist's mood change and the reasons for the changes throughout the chapter. He then wrote a short paragraph discussing the antagonist's reaction to the changes and the reasons. He then was introduced to ten new SAT vocabulary words and applied them to a reading passage and sentences.

Bella read the next chapter of A Thousand Splendid Suns. We discussed the diction the author uses to create the setting, characterization, and mood. Bella then continued her five-paragraph essay about her father. She edited the first paragraph and we then reviewed the elements of a high-level second paragraph before she wrote the second paragraph. Upon completion of the second paragraph, she reviewed the SAT vocabulary.