Having covered a good deal of introductory material, today we placed a summary of our discussions in the virtual notebook. First, we incorporated the political background leading to the formation of both the first and the second triumvirate. Bobby noted that the the play opens upon Caesar's defeat of Pompey his former "partner " in the first triumvirate. We then defined "iambic pentameter" and placed an example in the notebook followed by a discussion of the use and definition of "soliloquy". Last ,we added to the character list and located a few examples from the play exemplifying a character's trait. As Bobby and and I continued to read a few pages of the play aloud, we stopped to study how to use the text annotations and to discuss the plot. I distributed a study guide with questions which I will begin to assign tomorrow once we proceed a little further in the play.

Marcel took the final test on the novel during today's session. HW- read chapters 1 and 2 of Great Expectations/Study Guide chapter 1.

After reviewing the political background of the play in order to highlight the insidious political agenda of the characters , Cassius and Anthony, we studied the opening scenes of the play. We spent quite some time practicing how to use the annotations that appear next to the original text as a tool to assist in interpreting or understanding Shakespeare's language. Further , we continued to underline critical speeches in the play and then discuss their interpretation.I last explained the meaning and purpose of soliloquies and emphasized that , through this technique ,Shakespeare was perhaps the first writer in the English language to expose an audience to a character's consciousness. For homework, read the next 3 pages,focusing on how to use the annotations as an aid,

In order to assist Lena in visualizing the play, today we watched a portion of the award winning film "The Miracle Worker" starring Anne Bancroft and Patty Duke. We ,at times, noted the difference between the play and the movie which we will examine in more detail on Monday. When we finish reading the play , we will view the remainder of the film.

I continued our introduction to Shakespeare's "Julius Caesar" by discussing the historical events leading up to opening act of the play. We looked at the text's historical introduction ,and noted the term "triumvirate" as describing the power structure in Rome until Caesar defeated Pompey making Caesar the sole ruler of Rome. The play opens with Caesar's triumphant return to Rome.We then studied the language and style of Shakespeare ,and I provided instruction on how to best read the play's verse structure by not stopping at the end of each line but instead reading until there is some final form of punctuation such as a period or question mark. I explained the line breaks are somewhat arbitrary and are designed to preserve the iambic pentameter meter or 5 stressed syllables per line . I then explained the term "iambic pentameter" which characterizes Shakespeares' plays and sonnets. We read through some lines so Bobby could hear the repeated rhythm of the 5 stressed and 5 unstressed syllables per line. Before reading the play,I showed Bobby how the book provides a modern language synopsis of each scene at the beginning of each scene ,and in detail , explained how to read the adjacent annotations which provide modern English language equivalents to any phrases of the text where the meaning may be obscure. As we began reading the play,I made Bobby stop and demonstrate that he knew how to interpret and use the annotations with the modern English language versions of certain phrases. As the opening scene contains many puns, I spent some time explaining the puns and the double meanings that provided a light touch and humor to what will become a tragedy. For homework due Monday read the next 4 pages of the play.

I explained the elements of plot by drawing a pyramid on the board depicting the Freytag pyramid which segments plot into exposition, climax, and resolution . I then distributed an exercise I prepared that required Lena to place the listed events from Act I of the play in the correct order as they transpired in the play by lettering them A-E consecutively . I identified the climax of ActI and II and showed Lena how to place the plot climax at the top of the pyramid and instructed her to place the other events leading up to the plot climax on the upward slope of the pyramid . We were able to complete most of the exercise by making a few adjustments to Lena's timeline.

We concluded our study of the novel"Of Mice and Men" by discussing the two major themes: the loneliness of societal misfits and the myth of the American Dream. I placed the themes on the board and Marcel offered examples illustrating the isolation of the outsiders: Candy, Curley's wife, and Lennie. We noted how these characters stand in contrast to the strong relationship between George and Lennie. As Marcel's study guide addressed the second theme, we explored his analysis which addressed the circular force of fate as controlling the inevitable tragic conclusion of the novel as well as the relationship between the destruction of Eden and the false illusion of the American dream .For the last segment of the session, Marcel competed SAT prep exercises on punctuation and sentence structure as we will study grammar this year by studying and completing SAT practice questions, He displayed strong mastery of these skills. For homework due Monday, study for final test on the novel and read three page hand out -an introduction to our next novel, "Great Expectations".

To orient our reading of Act II, I again wrote out in equation form the metaphor of Grant taking Vicksburg and Annie "conquering " the tantrum -prone Helen Keller. As Lena continues to keep a good list of vocabulary words in her notebook ,I placed the word "obstinate' on the screen (as it is used in the play), and we defined the word. I the noted how General Grant was(=) obstinate; Annie Sullivan is also (=) obstinate ,and therefore metaphorically when Captain Keller and his son argue about Grant's siege of Vicksburg, Annie= Grant. As Annie Sullivan in this Act also resents Helen's parents' pitying rather than teaching Helen, we defined the word"pity" and noted that pity is not the same as love . We then began reading Act II aloud with Lena continuing to adeptly read the parts of Annie Sullivan and Kate Keller. When Annie locks Helen into the dining room to teach her proper table manners, we again noted the lock and key motif and its significance to the characters, Annie and Helen.

Continuing our examination of the social hierarchy depicted in Chapter 4 , we discussed how the dishonest pearl dealers in town perpetuate the native community's poverty by collusion making it impossible for Kino to get a fair price for the sale of his pearl. As the Church and the priest likewise perpetuate the social hierarchy , Sofia examined the Church's role in preaching that God will punish those who try to rise above their station, and she then drafted study guide responses on this subject. As Kino rebels against this inflexible system by refusing to sell his pearl in town, I had Sofia locate textual support evidencing Kino's opposition to the existing class system . We then examined the unexpected consequence of Kino's finding the pearl i.e. Kino is violently attacked a second time in another attempted robbery. Sofia discussed how Kino thought the pearl would bring happiness , and I referenced the unexpected result- repeated violence- as an example of situational irony. I last commented that in the novel Kino will visit town three times. Kino first visited town before he discovered the pearl , as a poor man seeking the doctor. We noted the different tone the author used in describing Kino's second visit to town, this time to sell the pearl. Sofia kept notes on all of these subjects in her notebook or on the study guide. For homework, read chapter 5, answer study guide question #2 on Chapter 5.

Before beginning our introduction to Shakespeare's "Julius Caesar", we reviewed Bobby's essay from yesterday's exam. After discussing the need for paragraph structure and greater textual support ,we identified areas in the novel that would provide the needed detail. Turning to the play, I ordered the Oxford Scholar edition of the play for Bobby as it contains excellent summaries, commentaries, background, and annotations. We paged through the book ,and I showed Bobby how to use the edition's summaries and annotations to assist him in his reading and his understanding. We then reviewed aspects of the Elizabethan theatrical experience and looked at a stage reconstruction to enhance picturing what the Elizabethan audience experienced. While the play is not mainly a political intrigue ,it does have political elements .As such, we looked at a map of the Roman Empire at the time of Caesar and discussed what Bobby already knew about Caesar's death. For homework,- revise essay and read "Introduction to Julius Caesar" .