Prior to reading the next chapters, we studied the vocabulary list for the reading. In that regard,we discussed the concept of "backsliding" or recidivism in prisons and the relationship between rehabilitation in prisons and recidivism . I also discussed the concept of connotation by comparing the vocabulary words "rustic" and "pastoral". We then examined the symbols of white supremacy in the next chapter . Bobby reviewed the text and identified the Confederate Flag and the statues of Confederate soldiers as embodiments of racism in the South in the 1940s. We discussed how the controversy over statues of Confederate soldiers continues to this day. For homework due Tuesday ,I assigned reading the next four chapters and completing the study guide on the reading.

Having studied the education system in the South under segregation from the point of view of a White writer, Harper Lee, we today focused on the view of an African -American writer based on the novel, " A Lesson Before Dying". Bobby offered good textual support demonstrating the deficiencies in the segregated school system , and commented on the superintendent 's remarks that the children "were a good crop" , and should" get off their butt and work in the fields" if they need money for school supplies. Most notably we discussed how the superintendent looks inside the students' mouths to check their hygiene ,reminiscent of slave owners examining slaves on the sale platform. We then examined the character Antoine who , as a former teacher, has urged the narrator to give up and leave the community as he believes education can not elevate the oppressed Black society. We discussed how the novel begins to focus on whether the narrator will become disillusioned and bitter or find redemption in "teaching " the condemned Jefferson the meaning of dignity. During our second session, we worked on the essay due Monday comparing the closing jury arguments in the novel and in "To Kill A Mockingbird". I began by providing a structural outline for each paragraph . We then analyzed the essay question and discussed how to form the topic sentence which Bobby then composed. I then explained function of the rest of the introductory paragraph which Bobby also finished. Last, I provided instruction on proving the thesis or topic sentience by citing specific examples or quotes. Bobby worked through the text ,completed an analysis of Atticus Finch's closing remarks, and incorporated quotes into his work. He will complete the essay by addressing the closing remarks of Jefferson's lawyer. For tomorrow, -read the next two chapters of the novel.

After distributing a character list and discussing notebook organization, we analyzed the next stories in this collection. I continued highlighting certain ongoing themes such as isolation and the characters ' search for human connection. We studied how the characters strive for and continually fail to relate to each other . While Marcel felt he had some difficulty with some of the stories, he has exhibited a good recall of critical plot elements and has recognized character motivation. Additionally, he is taking good notes. We last discussed how Sherwood Anderson's style greatly influenced Hemingway's style often described as the"iceberg" since so much is inferred beneath the surface of the narrative . I explained how this level of sophisticated fiction may take a little more time to grasp ,and we discussed the benefit of annotating the text as Marcel reads. For Thursday, I assigned the next 4 stories.

As our study of the novel includes writing a series of essays (which have already been distributed),our class discussions reference the essay questions and include placing brief outlines of our discussion into the virtual notebook for future reference. For example, today , we focused on Essay #4 which addresses the character development of the narrator. Bobby first analyzed the narrator's shortcomings as a teacher who uses corporeal punishment and rage to discipline his students. We discussed how the narrator's frustration with his life engenders this counterproductive behavior and examined why the narrator's girlfriend urges the narrator to "teach" the condemned Jefferson "how to die with dignity". Bobby offered good insights into the novel's plot ingredients by noting how the narrator might be able to achieve some sense of value and self- worth by instilling a similar value into Jefferson, who is condemned to death for a crime he did not commit. We last addressed some vocabulary words and questions from the study guide . For homework, read the next two chapters and complete the study guide questions.

As we have now read a number of the stories in the novel, today I outlined certain themes that tie these seemingly unconnected stories into a cohesive novel. We first studied the the theme of the illusion of piety(a term I defined),followed by the theme of failed marriages. Marcel examined the one successful marriage in the novel portrayed in the story"Paper Pills" astutely noting how the Doctor's ability to communicate his deepest thoughts to his wife solidifies the marriage even though he is much older than his young wife. I further pointed out how objects and settings in the novel often mirror the characters. For example, we studied the text in the story "Mother" and discussed how the description of Elizabeth Willard as gaunt, ghostly, and bloodless is reflected in the dilapidated ,ragged, rundown hotel she manages. Marcel discussed the cause of the strained marriage between Tom and Elizabeth Willard and how Elizabeth insists on her son having a life more vibrant than the existence she endures. Marcel inquired why Elizabeth comments the she does not want her
son, George, to be "successful" and we discussed how material success may not always yield fulfillment or happiness. For Elizabeth "success" is some form of artistic fulfillment . Marcel is maintaining a notebook reflecting our class discussions. For homework,- read the next story.

We further compared the closing argument of Atticus Finch in "To Kill A Mockingbird " with the closing argument presented to the jury in " A Lesson Before Dying". Bobby discussed how Atticus appeals to the jury's better nature, while the lawyer in the current novel appeals to the jury's basest racism and instinct to stereotype. We located specific examples of racism and stereotyping in the text and incorporated these ideas into the virtual notebook. Bobby inquired why the author chose to have the teacher, Grant Wiggins, narrate the novel, and in that regard, we discussed the author's options for selecting a point of view. I noted that novels often reflect character development and that perhaps the author wished to emphasize the character development of the teacher, rather than of the accused. Bobby did a good job recognizing the narrator's character flaws as evidenced by the dismissive attitude the narrator displays toward his aunt who raised him. As the final essay on the novel will deal with character development, Bobby took notes on the narrator's attitude at the beginning of the novel so that we can contrast any character development apparent in the end of the novel. For homework, I assigned reading the next two chapters, and the chapter 6 study guide.

In order to enhance an understanding of the connected stories that comprise "Winesburg, Ohio", we together read the two page prologue story. Marcel provided a good definition of the word"grotesque ", and I explained how the author in the prologue offers a unique interpretation by describing certain characters who have lost their way in life as
"grotesque". We further noted how the role of the author/artist is portrayed in the prologue story. We then analyzed the first story,"Hands". Marcel did a good job recognizing the role guilt played in explaining the main character's isolation. We further discussed the symbolism of the title "Hands" as it is through his hands that the main character tries to reach out to others, but as Marcel commented, he cannot and instead isolates himself. Last, we addressed Marcel's astute question about the religious references in final paragraph of the story . I explained the role of the rosary in prayer ,and noted how the main character can be viewed as "grotesque" because he has made almost a religious rite of his isolation. For Monday, I assigned reading the next 4 stories, and handing in the rewrite of the essay which we discussed in class on Monday.

Last session ,I distributed our essay work associated with studying the novel " A Lesson Before Dying". As Essay #1 requires a comparison between the closing argument of Atticus Finch in "To Kill A Mockingbird " and the closing argument portrayed in the current novel, we today began an outline of the methods of persuasion employed by Atticus Finch by viewing Gregory Peck's dramatization of this scene in the film. In the notebook ,we placed outline notes by listing the general themes of the argument followed by the details of the argument. We discussed how Atticus appeals to the jurors' sense of humanity and patriotism . Tonight, Bobby will be reading the opening chapters of "A Lesson Before Dying" and will note how the accused's attorney ,also representing a wrongly accused African -American, by contrast appeals to the jurors' prejudice and sense of white supremacy. . As Bobby is re-taking the PERT exam tomorrow, during our second session ,Bobby completed a practice test of the writing section. I provided instruction on punctuation, subject-verb agreement, parallel structure ,and paragraph organization as Bobby worked through the exam. Bobby did well on the practice test.

At the beginning of the session,Marcel completed grammar exercises on comparisons, and misplaced modifiers . We then began our study of Sherwood Anderson's novel,,"Winesburg ,Ohio". Marcel took notes on Anderson's life, the literary realist movement prevalent at the beginning of the 20th Century, and the distinction between Anderson's fiction and the then dominant realist fiction. We further discussed the difference between realism's focus on the impact of external institutional or social forces , and Anderson's more introspective view that a person's internal longings, losses , and misunderstandings impact the course of one's life. I then outlined predominant themes of the novel and how to recognize their appearance in certain symbolic acts . Last, I provided a brief list of the main characters and their relationships to each other. We discussed the importance of George Willard to the narrative as the author's alter-ego, the artist- writer who observes and gives meaning to the desperate lives of the citizens of Winesburg, Ohio. For Thursday, I assigned reading the first story in the narrative.

Continuing our introduction to our next novel, we reviewed the term "point of view". Bobby discussed the distinction between a first person and third person omniscient point of view, and I noted the issue of the unreliable narrator as an element of the first person narrative. Additionally, we examined the distinction between the author and the narrator in a first person point of view novel. Next, I placed in the virtual notebook a character list and discussed the relationship between the characters. We then discussed the social caste system in the Jim Crow South after which I added to the notebook the social caste system depicted in the novel even among the Black community where the lighter skin colored members deem themselves superior to those with darker skin . Last, I directed Bobby's attention to the four essay questions which we will work on during the course of our study, including one that delves into a comparison of the closing jury arguments illustrated in To Kill A Mockingbird and A Lesson Before Dying. We viewed a short , and the only interview, Harper Lee ever gave to a reporter discussing To Kill A Mockingbird ,and we will also view a short clip of the movie dramatizing the closing argument in To Kill A Mockingbird in order to assist in the preparation of the essay response.