Today's lesson focused on parallel scenes. We yesterday reviewed Dickens' criticism of the decline of the British theatre illustrated by the pathetic performance of Hamlet by Mr Wopsle. On the board, I then questioned Marcel about parallel "performances", and we noted how Trabb's boy mockingly imitates Pip's arrogance and feigns fearfulness in Pip's presence, and ultimately examined Pip as the ultimate "actor" portraying the role of a rich gentlemen. We further noted two parallel scenes in the novel wherein Pip says "good-bye" to Joe ,each time Pip belatedly feeling guilty for being ashamed to be seen in Joe's presence. As Dickens is often criticized as being overly reliant on coincidence, we last discussed the almost preposterous coincidence of the "convict" who delivered Pip money when Pip was a young boy being transported on the same carriage as Pip when years later Pip returns home for a visit. I explained PIp's consternation as he seems to be constantly haunted by society's criminal element at a time in life when Pip fashions himself an upper class gentleman. For homework due Monday, read chapters 32-35, study vocabulary, answer ch 32-35 study guide questions.
In chapter 4, Lily enters a world where three African-American women beekeepers are in control of their lives(without men) and offer to teach Lily the business. In order to facilitate Lena's envisioning some of the details of the process of beekeeping, I first showed a short video illustrating the process from collecting the honey from the hives to bottling the finished product. We then read Chapter four, noting the author's use of the word "secret" and relating this theme to the title of the novel.We further discussed the theme of racial discrimination as Lily begins to recognize the folly of her own racial prejudice .
We concluded reading and discussing Shakespeare's Julius Caesar. I explained how in Roman culture "running on one's sword" was considered an honorable way of committing suicide, and we examined Brutus' decision to "run on his sword " in that context. Bobby did a good job contextualizing Brutus' dying words evidencing Brutus' regret at having joined the conspiracy to assassinate Caesar. We further contrasted how the men in Brutus' army offer to die to protect Brutus while Cassius' army deserts him. Last, we read Antony's famous closing speech wherein he characterized Brutus as "the noblest Roman of them all." We concluded the session by listening to the BBC presentation of Act V. For homework, I assigned reading an essay from our Julius Caesar book discussing Anthony's description of Brutus as "the noblest Roman" and then answering in detail the study guide question on why Antony describes Brutus as "the noblest" notwithstanding Brutus' joinder in the conspiracy.
As this was our first session after the break, Marcel requested that we initially review the prior chapters which we did using the study guides and homework answers. We then discussed Dickens' criticism of the social class system by examining Pip's arrogant reaction to Joe's visit. I pointed out two quotes from the novel addressing this theme of social class which Marcel parsed and analyzed in his notebook. I emphasized in one of the quotes the symbolic and metaphorical relationship between clothes and one's identity as evidenced by Joe's admission that "city clothes' could not change who he was , a blacksmith. As the next chapters contain a detailed satire of the Victorian theatre based on a ludicrous performance of "Hamlet" we spent the rest of the session discussing the plot of "Hamlet" so that Marcel could appreciate the satire. I walked Marcel through parts of the next chapter explaining the plot of "Hamlet " and how Dickens' description of a Victorian production of the play evidences Dickens' belief that the so called upper class are boors who in reality have destroyed the great British institution of theatre. For homework, read chapter 31.
As each chapter contains a prologue about bees, we discussed how these short introductions are metaphors for the events or characters in the novel. I placed on the board critical words from the introduction and then placed an = sign adjacent.Lena then identified the characters alluded to in the metaphor. Afterwards, I provided vocabulary instruction again using flash cards. Using the vocabulary words, I then placed two sentences on the board and explained how to connect the sentences with phrases such. as "but, however, and although ." Lena placed all of this information into her notebook and was able to orally respond to the sentence combining exercise. We then completed reading chapter 2 followed by a short reading comprehension and vocabulary quiz/exercise. Lena did very well with the material.
As the battle scenes in Act V take place off stage, we first studied Shakespeare's dramatic technique of having on stage characters describe off stage action to the audience. Bobby did a good job comparing Romeo's suicide in Romeo and Juliet to Cassius' "suicide" in Act V as both deaths are based on a mistaken impression that a loved one or friend is dead. Upon learning of Cassius' death, Cassius' friend (who is not dead) comments,"The sun of Rome has set.". We examined the metaphorical language in this speech, and then critically addressed the importance of Brutus' comment "Caesar thou are revenged."Last, we reviewed the study guide homework, and made additions and grammatical revisions where appropriate . We further practiced how to draft a test question response requiring quote interpretation. For homework,finish reading the play and answer two study guide questions.
By way of review of Chapter 2 and to introduce writing a plot summary paragraph using introductory words denoting time order, I placed 5 sentences on the board with a blank space before each sentence. Adjacent ,I listed a column of time order words such as "at the beginning , next, then ,afterwards, and finally". After reading the sentences in order, I pointed out how the sentences could be joined with the time order words. Lena caught on very fast and was able to indicate which words could begin each sentence. She then copied into her notebook the sentences from the board as a paragraph using the time order words to tie the sentences together. We then reviewed chapter 2 vocabulary using flash cards followed by a Chapter 2 comprehension and vocabulary quiz . Lena did very well on the quiz. Last, we began reading chapter 3, first noting the analogy between the opening chapter introduction about bees and the plot of the story.
Bobby worked on textual interpretation by referencing both the editorial plot synopsis and the annotations. In this regard, we first reviewed the events of Act IV ,and then proceeded to read the synopsis of Act V as a prelude to our study of this final act. Bobby then studied the first scene of Act V and explained the events by reference to the text and the annotations. He did well in identifying the "bad omens" seen by Cassius and in explaining their portentous prediction of the battle's outcome. I also pointed out famous phrases that derive from the play. Here ,we saw Cassius mention how his army "lies ready to give up the ghost",and we discussed what that idiom means in modern day conversation. We further examined how Brutus and Cassius bid each other "farewell" in the event they are killed in battle as well as the significance of Brutus' comment that the battle must "end the work the ides of March began." For homework read scene (iii) and answer the first two study guide questions.
Before beginning Chapter 2, I provided vocabulary instruction using flashcards . Lena then copied the vocabulary words into her notebook. We further reviewed the term"motif", and I placed on the board to watch for the "moon" motif in the upcoming chapter. We then began reading aloud Chapter 2 stopping to study the vocabulary words in context, to discuss and underline critical passages and plot developments, and to note the use of personification in the description of tree branches "beseeching " the sky. Lena has done well following the critical elements of the narrative ,including the emotional context of the dialogue, and carefully places in her notebook notes on these topics as I place them on the board.
