We studied Chp 8 as an inflection point in Pip's life. Kaitlin discussed how Estella's arrogance causes Pip to be ashamed of his low social class and his comparative poverty. From here, I noted how the tone of the novel also changes. We examined the first chapters' use of humor and satire and compared it to the sombre mood that carries the rest of the novel. We then examined Dickens' use of metaphorical phrases and sentences to describe the character's thoughts or circumstances. We specifically noted the metaphor to seeds longing to break free of jail and to bloom as a metaphor for Pip who now feels imprisoned by his social class.
We first discussed Dickens as social reformer who in the novel portrays the abusive treatment of children as well as the useless and deficient education offered to the poor in Victorian society. Not only is Pip an abused child, but Joe, confides that he too was abused by his father, received no schooling, and is illiterate. We examined the introduction of two new but important characters, Biddy and Miss Havisham .Last, we worked on writing an analysis of a quote. After, I provided instruction on the protocol -context, paraphrase, and significance- we together drafted a short paragraph analyzing PIp's guilt regarding his cowardice : too fearful to disclose to Joe that he stole food to give to a convict and also too fearful to refuse the threats of the convict.
We studied the definition and application of the following terms : protagonist/antagonist, static/dynamic character, and direct characterization/ indirect characterization. I noted how Joe is a static character typifying Dickens' portrayal of an unrealistic noble being, while Pip is a dynamic character a necessary ancillary to the bildungsroman. We then studied the text and located and discussed examples of the indirect characterization of "Pip's convict" and of Joe. Last, we noted the novel's sympathetic portrayal of the convict and Dickens' harsh description of the prison ship evidencing Dickens' role as a social reformer.
I reviewed characteristics of the bildungsroman emphasizing how certain elements such as names and clothes inform the protagonist's self discovery and search for identity. We noted how when Joe wears his best holiday attire he is uncomfortable as the clothes "graze" him and do not project his true identity. I further noted on the board ongoing themes of guilt, and social reform . We discussed how the novel illustrates the abusive treatment of children of the poor during the Christmas dinner when Pip is given table scraps fit for an animal, is nagged for his alleged ingratitude(for his abuse) and is demeaned by all of the adults as a burden.We further noted Dickens' satire of the merchant middle class in the character of Pumblechook, a toady who comically gets his comeuppance during the dinner.
We completed our discussion on the literary form of the bildungsroman noting how the novel is narrated by Pip as an adult who comments and judges his youthful ,often misguided, actions. I then discussed how Dickens originally conceived of the novel as having a humorous tone which is evident in the opening chapters. We discussed the critical irony of Dickens' description of Pip's brutal upbringing by a sister who brings him up "by hand" (literally) and uses a cane called a "tickler" to punish Pip. I addressed Dickens' very pronounced and unique writing style as well as the opening chapters illustrating child abuse as a call for social reform .
We continued to explore how cultural and technology in the Victorian Era impacted Dickens' novels. From there we addressed the literary culture of the era ie. the Romantic Movement. I explained the characteristics of the genre and specifically addressed the bildungsroman tradition. I also provided focus points for the novel such as the changing relationship between Pip and Joe. Last, we discussed chapter 1, its setting and point of view. I highlighted how dialect conveys social class and explained areas where Kaitlin was unclear.
For our introductory session on our next novel,Great Expectations, I provided biographical information about Dickens and explained how Dickens' early life influenced his writing as a social reformer, I further elaborated on Dickens as a very prolific writer and mentioned his most well known works such as Oliver Twist and A Christmas Carol. I noted the relevant portions of Dickens' personal life which we see reflected in the novel,. We further addressed aspects of the Victorian Era such as the workhouse ,debtor's prison, and the poor laws. Further, I provided background on Queen Victoria .
As Kaitlin is still having challenges in preparing a multi-paragraph literary essay , we again today worked on first locating textual evidence for a claim and then incorporating the evidence into the essay. I directed Kaitlin to specific pages in the novel to assist her and additionally discussed where to insert the textual evidence. We further worked on how to form a conclusion paragraph that raises broader societal themes about life and human nature. Last, I provided additional instruction on how to prepare and approach the second essay which requires the student to take a position on a moral issue and to support their thesis from the novel , individual experience, or prior reading.
Today we reviewed Kaitlin's two essays on the novel ,Night. Again ,Kaitlin has good ideas but needs to support her arguments with specific textual evidence. I demonstrated where in her essay to include textual support and provided model sentences and page numbers to reference as sources. We also worked on tense consistency . Kaitlin then began incorporating textual support into her essay. I further provided instruction on how and where to incorporate transition phrases such as "further, additionally, and as a result." Last, I addressed how to expand her final sentence into an entire conclusion paragraph that raised and addressed literary themes.
