As Part II of the novel focuses on Dickens' social criticism of the middle class(and class distinctions generally) and of the judicial system, we studied both aspects today. I pointed out Dickens' harsh descriptions of Newgate Prison and the glee of public officials over the execution of prisoners for minor crimes. Additionally, I explained the interactions between the lawyer,Jaggers, and his informants. Jaggers is offered an alibi witness for a case but berates his informer not for producing a false witness but only for telling Jaggers the witness is lying ,thereby precluding Jaggers from knowingly producing the false witness. Capitalism is also denounced in the ambition of Herbert Pocket to produce "capital" for its own sake,. Marcel did a very good job analyzing a metaphorical quote from the novel that encapsulates the theme of the novel that one can not hide his true self or identify by a coat of glossy "varnish". In that regard ,we discussed how Pip sheds his true identity for a hollow one as symbolized by his adopting a new name ,"Handel" . Herbert renames Pip ,Handel , in homage to Handel's piano piece "The Harmonious Blacksmith " since Pip had been a blacksmith's apprentice before becoming a "gentleman". We discussed Handel , the composer, and listened to Handel's "The Harmonious Blacksmith" as Marcel plays piano. Last, we discussed Dickens' parody of the mannerisms of middle class Victorian society as illustrated in the etiquette lessons Herbert gives Pip. For homework due Monday, review chapters 1-6 vocabulary for vocabulary quiz on Monday and read chapters 27-29. Test on chapters 1-25 on Wednesday.

We studied the divergent morality of Cassius and Brutus by examining their disagreement over the necessity of taking bribes to pay their soldiers. We discussed and cited specific language suggesting that their dispute sounds more like a lover's quarrel than a disagreement about strategy. I continued to encourage Bobby to use the annotations more frequently to assist his understanding some of the language and had him "translate" numerous phrases into modern English . We then revised Bobby's study guide answers based on our class discussion of the Brutus/Cassius argument. Further, as next week we will be having a test on Acts I-III that requires interpretation of well known speeches or quotes, we worked on a practice question /quote. I explained the steps to employ in answering a short essay question based on a quotation from the play and Bobby drafted a response to the practice question. For homework due Monday, read pages 79-86 and answer study guide questions 4-6.

We first reviewed the overarching theme of the bildungsroman genre-self discovery and self realization -by focusing on the symbolic relevance of clothes and of one' s name . I further directed Marcel to a critical quote from the reading ,and he practiced writing an analysis of the quote noting its context and significance. We noted how Miss Havisham knowingly deceives Pip into believing she is his secret financial benefactor ,and Marcel offered other possibilities based on our reading to date. We examined how word of Pip's rise in financial status spreads in town, and Marcel raised good examples of society's hypocritical behavior toward Pip when faced with the power and influence of his money. Additionally, as guilt is a continuing theme in the novel, we addressed Pip's remorse as he contemplates his cold treatment of Joe upon Pip's departure to London. Pip wishes he could somehow retract his arrogance or apologize to Joe yet never finds the courage to do so. Last, we reviewed Marcel's study guide( homework )answers . I answered questions Marcel raised about the reading, and we made modifications and additions to his homework where necessary .

We read and examined O"Henry's famed short story, "The Gift of the Magi". I first explained the setting, 1900 New York City, and two critical fashion accessories of the period, a watch chain and women's hair combs . We looked at pictures of both items in the book and then read the entire story about love and sacrifice. I wrote out a single multiple choice question on a series of index cards and then handed them to Lena one by one to read and to answer on a separate sheet of paper. As she worked, she was able to check her answers by turning the card over. She answered all of these reading comprehension questions correctly. We then reviewed a few of the additional questions from the literature book which Lena also answered in writing in her notebook.

Bobby detailed events in Act III(iii) commenting on how and why the mob-incited by Antony- kills the innocent poet, Cinna, simply because Cinna has the same name as one of Brutus' co-conspirators. We then examined the opening scene of Act IV noting how Antony is creating a "hit list' of political enemies and even agrees to the murder of his own nephew. We discussed how Antony is an ambitious politician no better than Cassius,thus making Brutus the lone person who did not kill Caesar for personal gain. As yesterday we placed in the notebook quotes from various scenes illustrating Caesar's arrogance, we today watched those few scenes in a film production of the play and then continued listening to the audio dramatic presentation by the BBC of the play. Bobby has done well following the plot and has expressed that listening to the audio version as dramatically presented by the BBC has enhanced his understanding and appreciation of the play . For homework ,read the next 5 pages and answer one study guide questiion.

I placed on the board the definition of theme, and further reviewed the definitions of setting and conflict. I then distributed an exercise I prepared on the story we read yesterday,"The Interlopers". The exercise required Lena to use a word bank to complete sentences about the story's theme , conflicts, and events . Additionally the exercise tested her understanding of certain vocabulary words such as "pity and interloper". After Lena completed the exercise ,we reviewed her answers and Lena made some corrections. Last , I Introduced the concept for tomorrow's story,"The Gift of the Magi" by discussing what might constitute a meaningful Christmas gift.

Marcel contributed insightful comments about the character ,Biddy, describing her not only as a selfless authentic person but also as an exaggerated Romanticized character . He compared Biddy with Estella , and further displayed a good comprehension of the character traits of the lawyer,Jaggers, upon which I amplified. I reviewed how to prepare a short answer response to a test question seeking an interpretation of a quote ,and I placed two examples of quotes from the novel on the board . We then drafted an analysis of each quote using the process we have discussed . We last examined the meaning of term"great expectations" as it appears for the first time in the novel to describe Pip's future. Drawing on the overall theme of self knowledge and discovery of an identity, we then discussed the significance of " new clothes " and Pip's adopting a city name, "Handel". For homework due Thursday, read the next 20 pages, answer study guide questions and listen to Handel's musical composition, "The Harmonious Blacksmith".

Bobby continues to diligently complete his independent reading of Shakespeare and to respond to study guide questions. He evidenced good comprehension in today's assignment recognizing why Brutus and Cassius must flee Rome after Antony's funeral oration. We then continued to analyze Antony's funeral oration by noting the adept use of rhetorical devices and irony . We also placed in the virtual notebook a comparison between the idealistic Brutus and the power hungry ,Cassius, followed by Bobby's locating in the text examples of Caesar's unbridled arrogance which we also incorporated into our class notes. For homework finish scene III, read Act IV scene 1 and answer two study guide questions.

Lena first looked over her test on "The Miracle Worker" and made a few corrections. We then turned our attention the the short story"The Interlopers". I reviewed the definition of interloper as well as some of the vocabulary words from the story, and then placed two questions on the board: Who are the main characters ? What is the setting? I further placed on the board the basic sentence structure to use in answering the questions. We began reading ,but stopped to allow Lena to answer these questions in her notebook which she did very well. In places where there was extensive dialogue ,Lena and I took turns reading the dialogue of the two main characters . She did a very good job comprehending the surprise ending and quite impressively commented," How tragic", which is the best way to describe and capture the story We discussed why the story is tragic, who the "interlopers" are ,and I elaborated on the story's relationship to the events of World War I.

Today, we studied and contrasted two of Shakespeare's most memorable speeches-Brutus ' funeral oration for Caesar and Antony's oft quoted "Friends,Romans, Countrymen" funeral oration. We first noted how Brutus speaks in blank verse in contrast to Antony's iambic pentameter. Bobby read Brutus' speech and underlined Brutus's idealistic rationalization for the murder. We then commented on how Antony drags Caesar's body to the public square and relies on an emotional appeal to the masses. We discussed Antony's repeated use of the word "honorable" and how with each repetition of the word it becomes clear that Antony means quite the opposite. We further examined the fickle mob's response to each oration .Bobby then answered and discussed study guide questions addressing the two orations. For homework, finish reading the scene and answer one study guide question.