We studied two critical literary passages today. We first read through a passage wherein Capt Kidd comes across a destroyed cabin which prompts his imagination to picture the lives of those who once thrived there. We noted the visual and audial imagery after which we then addressed whether Capt Kidd's prior belief that the dead leave no message was true. Kaitlin prepared a paragraph on this inquiry as well as on the contrasting symbolism of the freedom of the cowboys with their horses and the yoke of responsibility Capt Kidd has accepted represented by his horse hitched to a wagon carrying Johanna.
We studied the author's use of personification to describe the Texas landscape and then explored the relationship between the awakening of the spring landscape to Capt Kidd's emotional awakening due to his burgeoning relationship with Johanna. Kaitlin very astutely noted this important relationship. We then reviewed the study guide homework . I directed Kaitlin to specific portions of the text where her homework responses needed modification. We discussed the louche characters who wish to be glorified in the newspapers for committing murderous crimes and the popularity ,even today, of certain anti-heroes .
We studied how adversity affects the character of the protagonist, Capt Kidd. Kaitlin studied a number of passages and discussed how the experiences of three wars have left him isolated and disinterested in his world. We recognized his symptoms as PTSD,common to veterans. We then contrasted how the gunfight wherein he and Johanna defeat an evil crew, creates not disinterest but empathy, and caring, and purpose. We further studied a passage that reiterates the theme of the sanctity of the word or the message. We discussed how the author conveys the theme that we all have a message or purpose even though it may not be personal to us or one we understand. Our essay test will address today's lesson.
Kaitlin completed a multiple choice quiz on the content and vocabulary of chapters 9-14. After she finished the quiz, we reviewed her answers as well as her homework answers to study guide questions. As the quiz and the homework evidenced some comprehension gaps, we discussed methods to improve comprehension of plot sequences such as annotating while reading and creating a character list for reference that includes a family tree for any related characters.
Last Friday, we constructed a theme based paragraph using transition words such as "for example, and likewise" to convey specific examples to support an interpretation. . Today, using transition words such as ," first ,next ,then, after, before, finally, later" etc, ,we worked on constructing a chronology passage summarizing a chapter from the novel. After I generated an initial topic sentence, Kaitlin drafted a chapter summary employing these (and other) cohesion techniques. As she drafted, we further focused on tense consistency, spelling, and concise word choice. At the end of the session,Kaitlin had created a strong chronological cohesive summary applying the class instruction .
Using today's reading assignment,I provided instruction on writing a paragraph based on a sentence in the text i.e : "Cultures are a mine field." We discussed the metaphor and how what is acceptable in one culture might be found offensive in another. We then studied the text and found examples from the reading to support the claim about cultures. Kaitlin participated in class discussion followed by her drafting a paragraph on this topic and supporting her claim with textual examples. Last, I provided instruction on tense consistency and using connecting phrases such as "for example" and "likewise " to increase cohesion.
We parsed a philosophical passage from last night's reading wherein the author explores the meaning and purpose of our lives. I noted how literary themes address the author's message about society and the human condition, perhaps metaphorically. We noted how the author argues that we are born with a purpose that we fulfill even if the purpose is not apparent to us. Kaitlin participated in class discussion on purpose and destiny and added ideas to her homework answers on her passage analysis. I further pointed out the author's use of literary devices such as understatement and metaphor. Kaitlin then identified the metaphor ,the items compared , and discussed why the metaphor was apt.
We first worked on enhancing reading comprehension skills by annotation and by avoiding skimming over sentences. In this regard, we studied the author's novel use (or lack of use) of punctuation to create a more fluid narration and perhaps to mirror the blending of the values of the two main characters. Additionally, we studied how to highlight more challenging passages that reveal character and theme. Last, we studied chapter 12 vocabulary by defining the words in the study guide and by noting their use in the novel: expedient , malicious, incapacitated.
I first assisted Kaitlin in following the plot details of chapters 9-11. We then studied how Capt Kidd and Johanna bond when faced with adversity notwithstanding their age and cultural differences. I noted how Johanna speaks Kiowa to Capt Kidd regardless of his inability to speak the language . In this way ,the two are alike as each believes the "word" , a communication, or the role of the messenger is more important than fully comprehending the significance of the message. Kaitlin did well in recognizing the author's reference to the "news" as a symbol of thought and reason juxtaposed to the reference to a weapon as a symbol of its opposite ,violence.
