As the author employs shifting points of view in the novel's final chapters, Bobby examined each of those chapters, identified the shifting points of view, and discussed the author's purpose in utilizing this device. We commented on the "unreliable" narrator as an element of the first person narrative and explored why the third person omniscient allowed the author to illustrate how the white racist society that condemned the innocent Jefferson to death refused to accept responsibility for or to acknowledge the brutality of the imposed death sentence . As our final essay on the novel explores character change and development , we reviewed Jefferson's diary and Bobby highlighted entries that evidenced the change in Jefferson's attitude and character. Last, we examined the essay question and discussed how to form a topic sentence and an introduction paragraph based on the prompt. For homework, -write introductory paragraph in response to essay question.

As Marcel emotionally responded to the euthanizing of Candy's old lame dog, we discussed Steinbeck's powerful writing style and why in the naturalist genre the killing of the weak ,old dog was inevitable. We further studied the pacing of the text, and discussed how Steinbeck creates tension and suspense by holding off the imminent shooting of the dog with the characters' inconsequential small talk as they endeavor to distract themeselves . Marcel then took additional notes on the Edenic imagery in George and Lennie's "American Dream" to live in a garden off the fat of the land with a life without labor or toil. Last, we discussed and placed in the notebook Steinbeck's negative depiction of women as either immoral or a bane to true male bonding . For homework due Thursday. ,finish reading chapter 3 and answer ch 3 study guide questions.

Lena displayed the historical photographs she located illustrating women's fashions in the 1880s , and we noted that as the Keller family was rich these fashions would have been worn by Helen Keller's mother if she were attending a formal event. I inquired as to the purpose of a key to which Lena responded , and I then explained the significance to the play of keys and locked doors as it is Helen who is locked within herself, and Annie Sullivan who must "unlock" her. We then began to read the play aloud with Lena and I taking the parts of the various characters. Lena read her lines very well and with enthusiasm !

Bobby was absent today.

Interestingly, Chapter 2 opens with a vivid detailed description of the bunkhouse where the farmworkers live. I discussed how Steinbeck actually envisioned the novel as being produced as play and thus why the opening paragraph resembles stage directions. I further noted this detailed diction as an element of the realist genre . Chapter 2 introduces Curley's wife , who remains nameless. We discussed this literary device as means to make the character universal. I then asked Marcel to infer something about her personal history and character from the author's sexually provocative descriptions . Thereafter , I handed out a letter John Steinbeck wrote to the famous actress, Claire Luce, who played Curley's wife when the novel was dramatized in 1935. In his letter, Steinbeck describes why Curley's wife behaves and dresses the way she does by providing a family history of this fictional character. We then discussed why Curley's wife married a boor , like Curley, due to her exasperating loneliness and hope to be understood or appreciated. We then reviewed Marcel's study guide responses to chapters 1 and 2 and supplemented answers where needed. I emphasized the deep connection between the American Dream and the literary concept of America as an Eden. I directed Marcel to the text, and had him identify Edenic imagery, such as a garden and a life without labor, within the characters' descriptions of their imagined American Dream.

After reviewing the difference between fiction and non-fiction, I discussed the play,"The Miracle Worker" as primarily a non-fiction work dramatizing one part of Helen Keller's life. I introduced the main characters in the play, and we then watched a brief biographical video on Helen Keller's life. I distributed a notebook ,and Lena made a list of the main characters. Then I placed a sketch on the whiteboard and illustrated the concepts of stage right, stage left, upstage, and downstage. We looked at pictures of various set designs for the play, and Lena on a large blank sheet of paper sketched a stage, the upstairs room where Annie Sullivan will reside, the downstairs dining room, the all important water pump out front along with the locations of stage right, left etc. We then labeled on Lena's sketch where other downstage scenes in the play will be staged as well as where off stage voices from the past will emanate . I distributed the book and Lena aloud read the lines describing the time -1880s- and the place of the action. Last, we looked at historical photos of women's clothing from the period in order to envision costuming for the play. Lena will look at some additional photos or pictures of dress from the time period tonight and bring them to class tomorrow.

Bobby worked on locating textual support for the novel's motif .i.e. representing the condemned Jefferson as Christ-like figure. I directed him to specific pages in the book ,recited a hypothetical topic sentence ,and asked Bobby to underline textual support for the thesis that the author portrays Jefferson with the Christian imagery of the cross, and sacrifice for the sins of society. We discussed Bobby's analysis and supporting details and then performed the same exercise this time changing the thesis to the narrator's character transformation as exemplified by his statement,"My eyes were closed but now I can see." I last discussed the symbolism of the sycamore tree that grows outside Jefferson's jail window. For homework, read the last chapter of the novel and answer 3 study guide questions.

I discussed the relationship between "The American Dream" and its metaphoric incarnation in 20th Century American literature in the form of Edenic imagery. Marcel discussed his understanding of the "American Dream" ,and we then examined the text wherein the characters describe their American Dream as an Eden -like farm where they" live off the fat of the land free to do as they please." I described how 20th Century American novels like "Of Mice and Men" often metaphorically depict America as a failed or fallen Eden, and we discussed how the deterministic Naturalist genre unveils the American Dream as a hollow unattainable myth. Marcel took notes on this discussion as well as events of foreshadowing throughout the first chapter. During the latter part of the session, we reviewed Marcel's homework essay from last week and focused on ways to sharpen his sentences and to eliminate vague word choice. For homework due Monday, read chapter 2 and answer chapter 2 study guide questions.

Bobby's homework entailed examining the debate between the secular narrator ,Grant, and the religious Reverend Ambrose as developed in today's reading. We discussed Bobby's work which discussed the Reverend's comment that Grant may have attended university but remained "uneducated" about his own community . Bobby noted Grant's refusal to recognize the important role of faith in the African- American community made him "uneducated " in the Reverend's eyes.We further worked on interpreting the Reverend's symbolic quote that a person can "kneel and stand" at the same time. Last, we continued rewriting the essay comparing two wrongfully convicted Black men in the novels " A Lesson Before Dying " and "To Kill A Mockingbird" . We corrected run-ons ,clarified sentences, and elaborated with details. I reiterated the need to use separate paragraphs to introduce separate topics. For homework due Monday,read the next 3 chapters.

During our first session, we explored the distinction between Jefferson as a Christ-like figure and Jefferson as a secular hero to the African -American community. Bobby noted the conflict between the religious leader, Reverend Ambrose, and the the secular narrator,Grant, and we discussed ways a religious leader might provide comfort to the condemned ,Jefferson ,and ways Grant,the secular narrator ,offers hope.This led to an analysis of the role of the Church and a belief in heaven as an important element in the African -American community depicted in the novel. We then reviewed the portions of the text wherein Grant explains why only Jefferson,not he, can act as a hero to the community. Bobby did well in this textual analysis commenting on Grant's selfishness as an impediment to rising to become a hero. The two characters' inflection points were also examined. In the first, Jefferson opens himself up to Grant's idea of rising above his fated death, and in the second, Grant gets into a violent brawl defending Jefferson which Bobby recognized as evidence of Grant's commitment and caring for someone other than himself. During our second session, we worked on rewriting Bobby's essay comparing Tom Robinson in"To Kill A Mockingbird" and Jefferson in " A Lesson Before Dying.". I demonstrated the use of paragraphs for structure and cohesion, as well as other organizational skills and models. We further practiced the most effective way to incorporate quotes from the novels into the essay. For homework, read chapter 27, and answer one study guide question.