We examined two motifs: assimilation and gender roles. Aiden discussed Assagai as embodying the anti -assimilationist . We discussed how assimilation plays a role in the manner Beneatha dresses and maintains a straight hair style. Interestingly ,however, we noted how Assagai 's view as to the role of women is similar to Walter's , very traditional to say the least. We then viewed a movie production of Act I scene I of the play.
We continued examining the symbolic significance of Mama's plant in the ways she compares her nurturing of the plant with the somewhat frustrating nurturing of her children. I also provided further instruction on how the character of George M. dramatizes the assimilationist view of some African Americans in the time period. We discussed how Beneatha is conflicted and seeks a foundation for her identity as young Black American woman. During the second segment of the session, we reviewed Aiden's rewrite of his Romeo and Juliet essay. I repeated instruction on tense consistency, proper use of transition phrases, and diction precision .
I first outlined on the board the play's thematic motifs: the role of money, gender roles, and dreams deferred. Aiden discussed each character's aspirations and dreams. We then examined the operative symbol in the play, Mama's plant. Aiden did well recognizing the plant's symbolic significance representing the dreams of Mama's children that she nurtures with sunlight, or hope. Last, we noted that the dreams of Mama's husband never materialized . However, he has died leaving an insurance policy that may be a "seed" for his children's aspirations.
We first studied a family tree character list and discussed what we know thus far about each character: Walter is angry and frustrated with his financial status and believes women have a singular role -to support her "man." His dream is to invest in a business. By contrast, Walter's sister aspires to be a doctor. We explored how each character has a "dream deferred" as referenced in the Langston Hughes poem. We also discussed the role of money in the opening pages and how each character's view of money affects his /her behavior. Further, we explored the role of scenery in complementing the play's themes.
For our introduction to the play, we first explored the political and social milieu of Chicago in the late 1950s, the controversial views of Booker T Washington, and the role of the NAACP. We then analyzed the Langston Hughes poem that gives the play its title. We discussed each simile and metaphor in the poem that illustrates what happens to a "dream" deferred? Last, we discussed revisions to Aiden's essay on Romeo and Juliet which he will work on this weekend.
We reviewed and completed SAT level punctuation and parallel construction exercises in today's session, We then reviewed Aiden's essay on Romeo and Juliet. Using his essay, I provided instruction on tense consistency, proper word usage, and paragraph organization.
During our first segment, Aiden completed his final test on Romeo and Juliet. After we reviewed punctuation rules governing commas, dashes, semicolons, and colons, I distributed more challenging SAT level grammar exercises . We reviewed Aiden's work and discussed the need to make sure a selected answer does not create a run-on or fragment. Aiden 's work displayed mastery of these punctuation rules .
We considered the play's ending in terms of a tragedy of character and a tragedy of fate or Fortune. We further discussed the poetic justice each family suffers -the death of a child. To commemorate their death of Romeo and Juliet the families vow to construct statues in their honor. In this regard, we reviewed how Juliet's feigned death represents life disguised as death whereas the construction of the two statues represents death disguised as life. We examined the ongoing tension in the play's use of oxymorons. Last, we reviewed study guide questions and made additions to assist Aiden in studying for the final test on Monday.
