As Kaitlin was online today, we attempted to work through a few questions on a PERT reading exercise. I provided strategies for determining vocabulary definitions of unfamiliar words and for discerning the author's main argument . While we did cover a number of questions based on the instruction, unfortunately the technology was uncooperative today and our class was significantly abbreviated.
During our first test prep session, we reviewed the differences between the PSAT and the PERT and discussed the requirement for DE enrollment at Palm Beach State. We then worked on the reading section of a practice Pert test. I explained how to analyze a question that asks for a summary as opposed to the main idea of a passage. We further explored how to analyze questions addressing the writer's purpose. After Kaitlin completed reading each passage, we together worked through the thought process and strategies for answering each question. She did very well with the practice questions.
We reviewed and edited Max's character analysis essay on "To Kill A Mockingbird ." I demonstrated how to include textual details to bolster the character analysis and how to comment on the relevance of the setting to the character of Mrs Duboise, a gothic character. Max then made edits and revisions including adding and properly embedding textual material into his characterization. We further explored how the enigmatic symbol of the camellias might be included in this characterization.
We studied the symbols in the novel and their relationship to the Southern Gothic elements in the novel. Further, we studied a text passage and the symbols within the passage that characterize Mrs Duboise . I noted the gothic descriptions of Mrs Duboise 's appearance and her home and addressed the literal symbol of camellias, as emblematic of the South.Max will be writing an essay on this topic tonight.
Today I provided instruction on the elements of the Southern Gothic genre and the symbols in the novel that tie into these elements. We noted passages that exemplify Gothic elements and I then explained the symbolism of the snowman Jem constructs of dark mud covered with white snow as well as the symbolism of Atticus killing the rabid dog .
We reviewed Max's essay on Antony's tragic downfall in the play. I provided suggestions on the thematic value of explaining the significance of Shakespeare's metaphors. I also demonstrated how to add support to certain arguments or claims. We specifically addressed the contrast between Antony's marital life in Rome given the prestige incident to Antony's being married to Caesar's sister, and Antony's passionate affair with Cleopatra marked by manipulation and betrayal. Last, I began to introduce the Southern Gothic genre which we will discuss the rest of the week by analyzing passages from" To Kill a Mockingbird."
I assigned two writing exercises to enable Max to practice essay writing for his upcoming "mock" test in January. Today we reviewed his poetry analysis which was excellent. I provided some organizational suggestions to provide better cohesion,. We then began to examine his essay on Antony and Cleopatra which he will finish over the weekend . Like his poetry analysis , the work on the play was also very good.
I listed on the board the poetic techniques and elements that create meaning in a poem and provided definitions of terms Max did not know such as oxymoron , juxtaposition , and assonance . We then began our study of Antony and Cleopatra by my providing instruction on the theory of tragedy and k defining hamartia. We began to focus on certain scenes in the play that dramatize Mark Antony's tragic decline and fall. Max did well in recognizing the tragic flaw and the misjudgments of Antony.
Today I provided instruction on how poetic techniques such as structure, metaphor, alliteration , and enjambment convey or create meaning. Using a poem from Max's required list of poetry, I first listed the poem's overarching message about past/present/ sickness /health and explained how these ideas are evidenced in contrasting juxtaposed diction within the poem. I further explained poetic enjambment and how the poem's flowing from line to line and stanza to stanza represents how seamlessly health can become sickness., life can become death.We also analyzed the poem's use of metaphors , such as an" avalanche" to suggest that these changes in life are ineluctable .
