I distributed two exercises I prepared on the poem, one on alliteration and rhyme and the other a crossword puzzle testing vocabulary and comprehension. I discussed Poe's poem as musical in its reliance on rhythm and sounds such as rhyme and alliteration . Lena then completed the first exercise by underlining examples of alliteration and rhyme from the poem, and then identifying the mood of the narrator at certain times in the narrative. We then examined the crossword clues .Lena looked at the text of the poem to identify key points in the plot and examples of alliteration and rhyme. She referred to her notes to answer vocabulary based clues. After Lena completed the crossword, I introduced our next piece of fiction ,the short story "The Interlopers" .Lena took notes on the setting , the characters ,and possible conflicts . We will begin reading the story in class on Monday.
Bobby commented that he was enjoying the play and liked it better than "Romeo and Juliet",again evidencing his increasing understanding of Shakespeare's language and dramatic flair. We reviewed study guide responses on the scene leading up to the slaying of Caesar and in detail discussed the significance of Caesar's famous dying words "Et Tu Brute."We examined how following the assassination the conspirators launder their deed by shouting "Liberty !Tyranny is dead!". Bobby displayed a good understanding of the plot line during the scene. We then continued to listen to the dramatic reading of the play by the BBC stopping where needed to comment on Antony's two-faced response to Caesar's death and studying his true feelings and intent evidenced in his soliloquy. We are now into Act III. For homework due Monday, read the next 5 pages and answer 3 study guide questions.
Marcel has been diligent in his reading and in completing his study guide . As such, we today first reviewed Marcel's study guide work and addressed any misunderstandings evidenced in the responses. As we examined the homework, we located textual support for the revisions . We then reviewed Marcel's test on chapters 1-6 from last week. His work was very good. . However, I pointed out where elaboration or stronger examples would be useful, and we addressed the few writing issues involving the need for a topic sentence, run-ons ,and vague pronoun references. Marcel indicated the review was helpful. For homework due on Monday, read the next 30 pages and answer accompanying study guide questions.
Before reading aloud Poe's classic dramatic poem"The Raven", I provided Lena with notes on the definition of : "poetry, narrator , alliteration, and narrative poetry". We then looked at a picture of "the bust of Pallas" ,or Athena, as that image appears in the poem. After we defined some of the words used in the poem., I asked Lena to draw and to label emojis that represent various moods such as sad, happy, and amused as a prelude to locating the narrator's mood throughout the poem. I then read the poem aloud with Lena timely interjecting the word"NEVERMORE" on behalf of the raven. We studied the first stanzas and located examples of alliteration and Lena then did a very good job identifying the narrator's mood at different places(stanzas)in the poem.
Sofia first identified examples of the author's idealized setting and landscapes, and we then discussed how the author uses personification to paint the idealized picture. Sofia placed the definition and examples in her notebook. After we reviewed Sofia's study guide answers and vocabulary work, we then examined the humorous scene wherein Anne brazenly shouts at Mrs. Lynde after Mrs.Lynde insults Anne's appearance . Anne is then forced to apologize. We discussed how the author uses Anne's melodramatic antics and exaggerations to create the humor, and placed examples of this technique in the notebook. We further drew inferences from Marilla 's private reaction to Anne suggesting that Marilla would have at times also enjoyed scolding Mrs Lynde if social conventions did not prohibit such behavior . For homework finish reading Ch 10, read chap. 11 ,and answer ch 10 and 11 study guide questions and vocabulary.
We continued comparing the mirror scenes of Portia imploring Brutus to share his troubles and Calpurnia begging Caesar to remain home by comparing the reactions of their respective husbands. After analyzing several of Caesar's speeches, Bobby correctly identified Caesar's true faults as egotism and arrogance , hardly enough to justify his murder. In this regard, we then discussed how Brutus is effectively conned into joining the conspiracy and ,as such, perhaps the play could more aptly be named the "Tragedy of Brutus",not the "Tragedy of Julius Caesar". Bobby also perceptively identified as an example of dramatic irony a comment by one of the conspirators wherein the conspirator assures Caesar that he will stand "very close by" while Caesar is in the Capitol. We then continued to listen to the dramatic reading of the play by the BBC. For homework, read the next four pages and answer the first two study guide questions on Act III.
We discussed how the interior of Miss Havisham's home with its dark decay ,spiders and mice mirrors Miss Havisham's character evidenced by her goading Estella to "Break their hearts..have no mercy." Pip's character change was also analyzed . He has become ashamed of both his home and his best friend and "father figure" ,Joe. Marcel located textual support evidencing this character change and offered interesting observations about Pip as narrator who looking back on his life describes Joe as if Joe were no longer alive, suggesting the narrator is perhaps quite old . As the novel contains so many interesting historical references, we also examined Miss Havisham's gift of 25 gold guineas . This point of the story likely takes place in 1819 ,yet in 1817 these coins were removed from circulation. Marcel at first questioned the timeline but quickly realized how Miss Havisham ,a recluse, could in fact, still have these coins in her possession years after they were no longer used. We further discussed the legalities of "indentures' for apprentices and noted Dickens' ongoing satire of the judicial system evidenced by the inattentive "sleeping " judges who formalize PIp's indenture to Joe. We last looked at the new characters who make a minor appearance at this juncture but who will return later. As such,Marcel placed their distinguishing characteristics in his notes for future reference. For homework, due Thursday, read chapters 18 and 19 and answer study guide questions on the reading.
