During our first segment we studied the use of paradox in Act I scene i. We further contrasted Romeo's romantic longings with the more sensual banter of the two minor characters we met in the play's opening sequence. During most of the session, we discussed and reviewed Aiden's essay comparing two Frost poems. I addressed the proper contents of an introductory paragraph and provided a model or sample as guidance. We then substantively reviewed his thematic analysis, and I explained how interpretations still must be textually based. Again, using the model/sample I demonstrated the proper tone ,language , and analysis that could be used to create an apt textually supported comparison.

We began our study of Shakespeare's Romeo and Juliet today by my parsing and explaining the opening scene by cross referencing to the annotations. We further studied the prologue with his Elizabethan sonnet form and more critically its reference to "star crossed lovers." I provided instruction on the two common types of tragedies , a tragedy of Fortune or bad luck and a tragedy of character flaw. Based on the prologue, we discussed that this play may be a tragedy of bad luck or Fortune. I noted however, that interpretations differ and we should be watchful of what decisions and actions of the characters affect their tragic end. I further discussed the stylsitc use of puns , and we examined the use of puns throughout the first scene.

Aiden was absent today.

Today we studied Elizabethan dramatic conventions and the Globe theatre. We first viewed reconstructions of the Globe as well as historical sketches. We examined the use of the projected stage, galleries, and the expectations of the Elizabethan audience. I then addressed conventions of the Elizabethan drama: no curtain, no scene or act breaks, limited props, and the limitations of the open air theatre. I further provided instruction on Shakespeare's language and sentence structure by discussing the use of iambic pentameter in blank verse. As a result of this convention, I noted that in reading the play the structure of the sentence may not be in the accustomed subject- verb-object order.

We continued our study of the biography of Shakespeare as well as the controversial provenance of the plays. I addressed Shakespeare's evolution from a poet ,to a writer of comedies ,to a writer of tragedies and explained the Elizabethan culture that stigmatized dramatic works and those associated with the theatre. We further noted the theatrical groups where Shakespeare played an integral role as playwright , actor, and theatre owner. Last, we discussed Shakespeare's death in Stratford as a rich landowner who bequeathed his fortune to his oldest daughter leaving his wife only "his second best bed." We further addressed fictional reimaginings of Shakespeare's life and marriage most notably in Farrel's contemporary novel ,Hamlet, and the recently released movie based on the novel.

For our introductory sessions on the play, I will speaking about the life of Shakespeare, the Elizabethan Age, and the Elizabethan theatre, specifically the Globe. Today, we began by discussing biographical information known about William Shakespeare, his birthplace, education , his family, and his plays. I noted the number of plays and sonnets authored by the Bard, and mentioned the more unorthodox opinion suggesting that William Shakespeare of Stratford could not have been the actual author of so many great works given his education and social class. We noted the year Romeo and Juliet was written in the context of early Shakespeare works that for the most part were comedies. I explained that the genre of dramatic "comedy' did not involve necessarily humor but focused on harmonious or happy endings in contrast to tragedies.

Using the poetry checklist/outline format I provided, Aiden worked on rewriting his homework analysis of Frost's "Stopping by a Woods ." As he is having some difficulty with a format analysis , I placed sentences on the board as models and demonstrated how to construct the analysis. We then discussed and reviewed the critical elements: identify the speaker, identify figurative language, identify literal and figurative meaning. I also reviewed the definition of imagery and together we studied the poem to identify visual and auditory imagery. Last, I helped Aiden clarify the metaphorical meaning of the poem as well as the literal meaning. We then briefly studied "The Road not Taken" also by Frost. We will continue working on crafting a paragraph of poetic analysis after the break.

We finished studying Frost's "out Out," by my addressing the poem's title which is drawn from Macbeth's soliloquy after the suicide of Lady Macbeth. I read the iconic soliloquy and we explored how this passage relates to the theme of the poem. We next addressed a deeply metaphoric poem by Frost,"For Once ,then, Something" about the search for truth and meaning. While Aiden expressed some uncertainty about his understanding of the poem, he ,in fact, offered a very astute analysis noting how our view of the truth is captured in glimpses that quickly may disappear. I noted the similarity of the metaphor of water reflected on the surface of well water and St Paul's observation that "we see through a glass darkly." As we began our next Frost poem, we noted how Frost's poems often have a dark side.

We studied two narrative poems today, "Reuben Bright" and "Out Out " by Robert Frost. Aiden correctly identified. Reuben Bright as a narrative poem about a butcher and discussed how the death of Reuben's wife leads to his destroying the slaughterhouse. We explored the symbolism of the slaughterhouse and I delved into the poem's exploration of how the close reality of death alters the character. Robert Frost's 'Out Out " provided more a of a challenge. By emphasizing the poet's use of repetition and personification , Aiden was able to recognize the deadly "buzz saw" as a symbol. We further identified the boy's severed hand as a contrasting symbol and I explained the poem's focus - the violent impact of technology or industrialization on the human condition.

We studied two poems on loneliness , one by Wordsworth and one by E. Robinson. For both Aiden did well in identifying the type of poem,lyric or narrative, the purpose of the poem, and the speaker. We discussed the role of the speaker in poetry and contrasted the poems' perspective on solitude . While Wordsworth found that Nature and imagination raised his spirits , Robinson's poem, "Mr Floods' Party" depicts a bleaker image of loneliness drowned in alcohol . In this regard, we studied the imagery of the passing of time and its ineluctable consequences as friends and family die and become "phantoms."