We reviewed Marcel's impressive test essay and discussed one or two ways to thematically tie some of his ideas together in both the introduction and the essay's conclusion.We then began our study of Steinbeck's "Of Mice and Men" by discussing the characteristics of the naturalist genre and comparing it to realism . In discussing the deterministic and pessimistic view of the Naturalist writer, we examined the historical context of the novel, The Great Depression and the Dust Bowl that inflicted economic ruin on thousands of farmers. I further elaborated on the influence of Darwinism on the Naturalist movement. We then studied Robert Burns' poem"To A Mouse" " as the novel draws its title from a line in the poem. Marcel examined how the poem's setting and theme complement the world view of the Naturalist writer in its focus on how unpredictable external factors dictate one's life. For homework, due Thursday, read chapter 2 and answer study guide questions.

Bobby continues to diligently keep up with our reading schedule. Continuing our analysis of Jefferson as a Christ -like figure, Bobby analyzed the chapters discussing the literary significance of the scheduled execution date-the Friday after Easter. We noted the hypocrisy of the government's reluctance to schedule the execution on Easter because it might be perceived as sacrilegious yet having no remorse about carrying out the death penalty itself. We then examined the narrator's speech explaining why only the condemned ,Jefferson,not he, can act as a "savior' or hero to the Black community. Last, we discussed the racism inherent in the scene where the narrator buys a radio for Jefferson as reenforced by the imagery of the Confederate flag and Confederate soldier standing in front of courthouse as the narrator walks by. At the conclusion of the class, we worked on Bobby's writing by having him answer certain study guide questions using formal English and citing textual support.

Marcel took a test on the novel during today's session. We will begin "Of Mice and Men" next week. For homework due Tuesday-Winesburg ,Ohio essay and reading handouts introducing the background of "Of Mice and Men."

Continuing our examination of Jefferson as a Christ-like figure, we discussed the role of the Christmas Pageant in reinforcing this image. The African -American students reenact the Nativity and find the Savior. Grant's role is to convince Jefferson that he too, can become a hero or savior for his community by refusing to conform to White society's expectations in the face of death . In this regard, we worked on how to fully answer the study guide questions regarding Jefferson's "moral obligation " to his family and community. Bobby then prepared full answers to the study guide question on other aspects of the Christmas Pageant. For homework I assigned reading the next chapters for Tuesday and drafting an essay . As such, we spent the remainder of the session preparing an outline for the essay.

We studied the persecuted and wrongly condemned to death Jefferson as a
Christ-like figure by examining the theological setting and imagery surrounding this character. I discussed how Christ-like figures appear in many literary works where a character's death is a form of sacrifice for the sins of others. We noted how: the narrator ,Grant , teaches in a church, the scene is Christmas, the characters discuss Christ's birth and resurrection , and how the Reverend reminds Jefferson that his situation is a test of faith. We then reviewed the three forms of irony and after reading a passage from the book wherein the narrator criticizes Jefferson for lack of sensitivity, Bobby identified the irony of the situation given the narrator's hostile selfishness. Bobby placed notes on all of these areas into the virtual notebook and completed the vocabulary work from the study guide. Last, we discussed the meaning of "moral obligation" as an introduction to the next chapters. For homework, read the next two chapters and answer study guide question on the role of "moral obligation."

We completed our study of the novel today by closely examining the text of the final chapters to glean the author's theme. I had Marcel read aloud certain paragraphs in the story"Sophistication" and then we discussed what precise language or observations of the author contextualize the lives of all of the people in the novel. Marcel took notes from the whiteboard reflecting how the main character, George Willard, has matured enough to retire his boasting and immature self -confidence sufficiently to recognize other people's need for understanding and connection. Marcel then raised the interesting question of why the novel is structured in the third person rather than with each individual reciting his story. I then discussed the relationship between the novel's structure and the theme and explained how structure can create or enhance meaning. In this vein,we last examined the author's view of the role of the writer/artist in society. For homework-Test on the novel Thursday and complete distributed exercise on the novel's themes.

After discussing the structure for the essay assignment due a week from Friday, we continued an examination of the novel. I emphasized the need to support discussion comments with textual evidence and reviewed that process. With that focus, we then reviewed the author's portrayal of racism even within the African-American community based on the darkness of one's skin color. Bobby then found good textual support for his conclusion that the narrator's family initially was not fond of Vivian, the narrator's girlfriend. I further noted the imagery of the ghost of slavery created by the description of the local cemetery where slaves were buried. Bobby identified language contributing to the tone of the passage. Last, we reviewed Bobby's homework answers to study guide questions and elaborated answers where needed and addressed any punctuation or writing concerns. For homework, read the next two chapters.

As the novel reaches its conclusion, the thematic threads in the stories begin to intertwine. Marcel discussed the theme of "departure" as a means by which many of the men feel they can find some meaning and connection in their lives. By contrast, the women are not as free to depart the small rural town of Winesburg on their own as the stories take place in the late 1890s or early 1900s. In contrast to the men,, we noted numerous stories wherein the female characters remove their clothes not as a sexual gesture but as a symbolic though temporary shedding of their empty estranged lives . Earlier stories or chapters in the novel explore the theme of commitment and marriage. Marcel completed an outstanding homework assignment on the famed story,"The Untold Lie" which wraps up this theme of obligation interfering with a person's aspirations or dreams . We discussed the tradeoffs people have to make in order to achieve the connection or intimacy all of the characters in the novel long for but which seem to always elude them. For homework, I assigned completing the novel by reading the last two chapters.

We reviewed the role of cultural heroes in the context of the novel. I explained how the narrator as a university student discovered that White society has cultural heroes , and why the African-American community likewise has its public image carved by cultural heroes . As the narrator has pictures in his room of Booker T Washington and Frederick Douglass , I explained their role in history, and we discussed how the narrator urges the condemned ,Jefferson ,to be a hero to the Black community by dying with human dignity . We also explored the role of religion in the novel as a means of comfort to the condemned and inquired which might be a stronger influence on the attitude of the condemned ,Jefferson- the possibility of becoming a cultural hero or the possibility of reaching a heaven promised by religious belief. For homework, I assigned reading the next two chapters and addressing some study guide questions.

We discussed the story" Awakenings" by focusing on the main character's recognition or awakening to two realities: internal and external. In doing so, we reviewed Marcel's homework responses to the study guide questions and supplemented his responses where necessary. Marcel discussed the main character's initial delusion about the "quaintness" of the town laborers' homes ,and we examined how the main character's internal recognition of his lack of maturity leads to his recognition of an external reality i.e. the true nature of the squalid and common homes of the town's laboring class. We further began to analyze the story "Queer" and to tie the theme of "departure from town" and alienation to the story's quirky main character. Last, we reviewed Marcel's test rewrite and noted the importance of focusing the essay on the relevant textual support. To reinforce this skill, I distributed an exercise on eliminating irrelevant sentences which Marcel completed . For homework due Monday, I assigned reading two more stories and answering study guide questions.