In the context of the bildungsroman, we analyzed another metaphorical passage that speaks to the novel's theme-one's true self or identity can not be camouflaged by trappings of wealth.We next examined the assault of Mrs Joe and the character of Orlick, the likely perpetrator. Last ,we studied the dialogue between Pip and Biddy wherein Pip acknowledges he is miserable as a blacksmith's apprentice and wants to be a gentleman to impress Estella. Biddy questions Pip's motivations and goals . Kaitlin has actively participated in class discussion exploring a view that Dickens' critique of Pip remains hypocritical and unjustified as a person's desire to improve his financial and social status should be commended rather than denigrated .
We first reviewed Kate's written work on Poe's "The Tell Tale Heart." Her answers were overall well written ,but we addressed subject and pronoun clarification, and double negatives where warranted. We then began our first novel,"Speak" a first person narrative. I reviewed the term "point of view " and introduced the terms "setting" and "theme". We explored the limitations of a first person narrative, and then began reading the novel in class.
We first reviewed class notes highlighting Dickens' role as a social reformer seeking to alert Victorian society to child abuse of the poor, the flaws in the judicial system, and the false values of the upper class. We then focused on the plot's development of the Bildungsroman as we see Pip no longer satisfied with his lower social class as a blacksmith's apprentice. We discussed Pip's shame when he imagines what Estella would think of his grimy environs and his longing to rise to a higher social position as symbolized by the sails he sees on the horizon , a dream beyond reach. Kaitlin has added some very interesting ideas and perspectives to class discussion noting how Pip's longing to better himself financially and educationally is a positive development that Dickens seems to denigrate . We then explored the notion of values: What does one have to sacrifice to improve one's standing? When is it worhwhile?
We first addressed the literary term ,"point of view". I explained the difference between the first person point of view and the third person point of view. We discussed why the first person narrator is often deemed unreliable. I then provided some biographical information about Poe and his writings. I examined the conflict between the rational and irrational. After we read the entire short story, "The Tell Tale Heart" we noted the literary use of the unreliable narrator, Kate then worked on answering in writing a question discussing how and why the narrator endeavors to convince the reader he is reliable and not insane. We discussed the narrator's irrational perceptions and how the narrator acts on them. Kate did well in recognizing how to use textual evidence to support her answer.
We explored the allure of social status to those seeking to associate with the upper class . In this regard, we discussed Mrs. Joe's harsh reaction to not receiving an invitation to visit Miss Havisham after Miss Havisham invites only Pip and Joe. We further studied the metaphorical significance of clothes ,noting how Joe wearing his Sunday best does not change who he is; to the contrary, he is uncomfortable if not wearing his blacksmith clothes as he is not comfortable when he is not authentic.Last, we studied Dickens' social criticism of the justice system as he describes the judges who approve Pip's indenture papers . The judges are sleeping , reading the paper ,or otherwise totally uninterested.
For our first session, Kate discussed her preferences in literature and writing. We also reviewed the prior literature she had studied in the 9th grade and during the first half of the 10th grade.After speaking with Kate, we decided to commence our study with the novel, Speak, a fictional first person narrative by a teenage girl who is an outcast and experiences and overcomes a trauma . We further discussed Kate's interest in non-fiction and selected a non-fiction book. Kate was very cooperative and manifestly motivated during our session.
We first reviewed Kaitlin's exam from yesterday and her study guide homework. I addressed how to modify her homework responses to better conform to the novel's plot. We then studied Dickens' social criticism of the education system available to the lower classes, and Dickens' caricature of middle/upper class conventions that serve no discernible purposes other than ostentation. We looked at various narrative techniques where Pip the narrator interposes his mature perspective on his early years and discussed how the novel's structure helps provide a foundation to analyze Pip's character development as the narrator clearly knows how his story ends and can highlight where and how his path diverted his original values.
We first studied Joe as a static but simple and noble character who gives Pip some sound advice about the dangers of social climbing by immoral means. From there, we studied a metaphorical passage wherein the narrator looking back entreats the reader to choose a path of truth or irony rather than a path of gold , a false idol. I then provided instruction on how to draft a quote interpretation paragraph which we completed in class. Kaitlin offered some very interesting (if not very modern) ideas to our discussion about class ,wealth ,and moral values.
We studied a textual passage describing the "rank, tangled" garden surrounding Miss Havisham's house as a metaphor for Miss Havisham's life and character. Kaitlin studied the text and identified specific textual language describing Miss Havisham as yellowed, and withered like the neglected garden. We explored how Miss Havisham's life cruel agenda is to inflict emotional pain on men thus creating the physical manifestation of her moral rot. We then noted Dickens' interest in social reform, especially regarding the treatment of children, in the passage where Mrs. Joe repeatedly slams Pip's head against the wall because she is unsatisfied with his answers to her inquiries about Miss Havisham.
