We reviewed the writing portions of Bobby's test on Julius Caesar. Initially, we reviewed how to write a short essay response to questions seeking an analysis of a quote and then applied the steps to the first quote by elaborating on Bobby's analysis . Next, we addressed the essay. I emphasized the need to break the essay into paragraphs using an introduction, textual support, and a conclusion format. As the essay required an analysis of Brutus' soliloquy , I reviewed the speech in detail and demonstrated how to use the annotations to "translate" the difficult passages into a more modern English. After we distilled the speech into a more common vernacular, we discussed how to incorporate the crux of the speech into the essay question using the suggested format. Bobby then began to rewrite the essay response .

I placed the names of the major characters on the board ,and after I described an event or character posed the question:"Who am I?" Lena then placed a check next to the name of the character described.We then finished reading chapter One , after which I distributed a vocabulary and reading comprehension exercise I prepared. Lena displayed a strong mastery of the characters, the plot and the vocabulary from chapter one. Her work was very impressive!

Marcel was absent today.

We discussed the status of Bobby's progress in completing the test essay questions .Tomorrow, I will conduct an on campus session wherein we will review and revise the essay responses. We then listened to the BBC audio presentation of Act IV of the play wherein Cassius and Brutus clash over Cassius' taking bribes, a necessary practice that the self-righteous Brutus can not condone.We stopped the audio to discuss how the BBC dramatizes and thereby clarifies the scope of the disagreement being more about character than the actual venal practice. Bobby also analyzed and discussed Brutus' famous lines"There is a tide in the affairs of men...etc" by referring to the text and annotations . For homework, complete two test essays using class notes as a guide.

In preparation for tomorrow's test, during the first segment of the session Sofia completed a practice essay we had started last week. I directed attention to specific examples from the novel to incorporate into the essay and provided instruction on adding quotes from the novel to support the thesis statement. During the remainder of the session , we reviewed Sofia's study guide homework, and discussed passages illustrating Gilbert's generous character and his feelings toward Anne . We commented on how and why Anne rejects his kindness out of pride. We further explored the well known incident where Anne accidentally intoxicates her friend, Diana, by serving her wine instead of a non-alcoholic cordial.We examined how the mistake was due to Marilla's oversight,not Anne's , and how Marilla stands up for Anne when Diana's mother forbids Diana to associate with Anne. We cited this event as further evidence of Marilla's growing affection for Anne ,despite Marilla's reluctance to recognize how Anne has changed Marilla's life. For homework-Study for Test on Chapters 1-14.

Bobby took a test on Acts I -III of Julius Caesar during today's session. To the extent he is having some difficulty with the essay writing section , we discussed having in person instruction this Thursday at which time I will assist Bobby in completing any portion of the test he does not finish this evening for homework.

After Marcel took a short vocabulary quiz, we discussed how the characters in the novel who work in the legal field cleanse the stain of their professional life from their personal life. Marcel offered good discussion points noting how Wemmick's home is literally his castle (it has a moat)and how Wemmick's personality shifts to a caring humane person as he gets further from his office and approaches his home. The opposite transformation occurs when he walks to work. Likewise, we noted how the famed barrister, Jaggers, thoroughly and ritually washes with scented soap after each court appearance. I noted how these characters exemplify Dickens' harsh criticism of the justice system. We examined how Pip's profligacy is infecting his friend ,Herbert, who does not have Pip's resources and then reviewed Marcel's study guide work for chapters 25-26. With respect to a few areas where Marcel encountered comprehension difficulty , I directed attention to specific portions of the text, and further recommended annotation techniques to use where Dickens employs detailed character descriptions. Homework for Weds: study for test, edit study guide answers per class discussion. For Thursday, read chapter 30 and complete study guide work for chapters 27-30.

We continued reading aloud chapter one of the novel . We discussed Lily's secret - she accidentally killed her mother - and I placed the word" secret" on the board and then aligned it with the title of the book. I explained that the " secret life of bees" of the title is similar in ways to the life of people, especially in that we all have a "secret " life that we long to share with someone. After we compete a section, Lena's mother and I also restate certain elements of the plot for Lena . I continue to emphasize the main character's ongoing sense of longing to find some connection to her deceased mother .

We reviewed Bobby's study guide homework addressing the closing scenes of Act IV wherein Brutus sees Caesar's ghost and fatally orders the army to Philippi . We supplemented some of Bobby's responses and discussed other fateful misjudgments of Brutus i.e. allowing Antony to live and allowing Antony to speak at the funeral. As we will be having a test on Acts I - III tomorrow, we then reviewed the differences between Brutus' and Antony's funeral orations, and re -examined Brutus' soliloquy wherein he rationalizes Caesar's murder. Additionally, we reviewed class notes addressing both relevant quotes and how to write a short answer response to a quote analysis question . Homework-study for test.

We began studying and reading the novel,"The Secret Life of Bees" ,today. Lena took introductory notes on the setting and on the main characters as well as on discrimination in 1964 South Carolina. I further discussed the importance of the 1964 Civil Rights Act in history and in the novel's setting. I then placed vocabulary words and definitions on our screen which Lena copied into her notebook . We stopped our aloud reading to discuss important elements of the story and to allow me to project reading comprehension questions on the screen which Lena correctly answered. Thematically, we noted how the emotional impact of the death of the narrator's mother when the narrator was only four will drive the main character to try to fill that void.