ABCs, Reading, Debate, a Test

First period continued with “Flowers for Alternon.” We began a during-reading comprehension check engagement designed to help students think critically about the development of Charlie’s character.

After settling on a legend for our chart, we began filling it out.

We’ll continue working on it as we work our way through the novella.

Second and fourth periods had a reading day after spending some time practicing effective skimming/scanning of Great Expectations. We looked at the first paragraphs of chapter twenty-eight:

It was clear that I must repair to our town next day, and in the first flow of my repentance it was equally clear that I must stay at Joe’s. But, when I had secured my box-place by to-morrow’s coach and had been down to Mr. Pocket’s and back, I was not by any means convinced on the last point, and began to invent reasons and make excuses for putting up at the Blue Boar. I should be an inconvenience at Joe’s; I was not expected, and my bed would not be ready; I should be too far from Miss Havisham’s, and she was exacting and mightn’t like it. All other swindlers upon earth are nothing to the self-swindlers, and with such pretences did I cheat myself. Surely a curious thing. That I should innocently take a bad half-crown of somebody else’s manufacture, is reasonable enough; but that I should knowingly reckon the spurious coin of my own make, as good money! An obliging stranger, under pretence of compactly folding up my bank-notes for security’s sake, abstracts the notes and gives me nutshells; but what is his sleight of hand to mine, when I fold up my own nutshells and pass them on myself as notes!

Having settled that I must go to the Blue Boar, my mind was much disturbed by indecision whether or not to take the Avenger. It was tempting to think of that expensive Mercenary publicly airing his boots in the archway of the Blue Boar’s posting-yard; it was almost solemn to imagine him casually produced in the tailor’s shop and confounding the disrespectful senses of Trabb’s boy. On the other hand, Trabb’s boy might worm himself into his intimacy and tell him things; or, reckless and desperate wretch as I knew he could be, might hoot him in the High-street, My patroness, too, might hear of him, and not approve. On the whole, I resolved to leave the Avenger behind.

It was the afternoon coach by which I had taken my place, and, as winter had now come round, I should not arrive at my destination until two or three hours after dark. Our time of starting from the Cross Keys was two o’clock. I arrived on the ground with a quarter of an hour to spare, attended by the Avenger – if I may connect that expression with one who never attended on me if he could possibly help it.

At that time it was customary to carry Convicts down to the dockyards by stage-coach. As I had often heard of them in the capacity of outside passengers, and had more than once seen them on the high road dangling their ironed legs over the coach roof, I had no cause to be surprised when Herbert, meeting me in the yard, came up and told me there were two convicts going down with me. But I had a reason that was an old reason now, for constitutionally faltering whenever I heard the word convict.

Sixth period had a quiz and then had the debate we prepared yesterday.

Seventh period had a test.

Homework
  • First period: read pages 321-323.
  • Second and fourth periods:
    • Read quickly chapter 30;
    • Skip chapter 31 (Gasp! The horror!);
    • Quick-skim chapter 32;
    • Read chapter 33.
  • Sixth period: read chapters 12 and 13 of The Giver.
  • Seventh period: none.

Debates, Havisham, and Newsletters

First period completed their debates. One student volunteered to tally the votes and see whom the class chose as the best debaters.

Second period worked a little more on Great Expectations before watching a PBS version of the film. We watched the scene in which Pip first meets Miss Havisham, and we compared our own visions (sketched out beforehand) with the film’s director’s.

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Fourth and sixth periods continued working on their Charlie reports. Most of them should be done.

After school, everyone was eager to get out — well, almost everyone.

Two first-period students, trying to set a new fashion trend

Two first-period students, trying to set a new fashion trend

Homework

Second period: read through chapter 20.

Debate and the Family

Second period began a small series of lessons on foreshadowing. It’s intended to help students see how authors in general and Dickens in particular use foreshadowing; additionally, students will be learning how to identify clues that could be foreshadowing.

First, fourth, and sixth periods continued their debates. Sixth period finished; fourth period lacks two debates and will conclude after spring break; first period will conclude tomorrow.

Homework

Second period:

  • read chapters 12 and 13;
  • work on themes database (you must have an account to access this resource).

Debates and Foreshadowing

First, fourth, and sixth periods began their debates. We just barely got started in first period; fourth and sixth periods made a fair amount of progress. Sixth period, in fact, will most definitely finish tomorrow; fourth period might have to pick it back up after spring break.

Second period discussed the surprises of chapters 8-10 in Great Expectations. The most significant:

All this while, the strange man looked at nobody but me, and looked at me as if he were determined to have a shot at me at last, and bring me down. But he said nothing after offering his Blue Blazes observation, until the glasses of rum-and-water were brought; and then he made his shot, and a most extraordinary shot it was.

It was not a verbal remark, but a proceeding in dump show, and was pointedly addressed to me. He stirred his rum-and-water pointedly at me, and he tasted his rum-and-water pointedly at me. And he stirred it and he tasted it: not with a spoon that was brought to him, but with a file.

He did this so that nobody but I saw the file; and when he had done it he wiped the file and put it in a breast-pocket. I knew it to be Joe’s file, and I knew that he knew my convict, the moment I saw the instrument. I sat gazing at him, spell-bound. But he now reclined on his settle, taking very little notice of me, and talking principally about turnips. (The Free Online Library)

Many more surprises to come, of course.

Homework
  • First, fourth, and sixth: complete debate preparation as necessary.
  • Second period:
    • read chapters 11 and 12;
    • work on theme database (using notes from class and readings).

Miss Havisham

Miss Havisham, in art by Harry Furniss

Miss Havisham, in art by Harry Furniss

Second period  went over chapter seven in groups, discussing the themes we’ll be tracing throughout the book. We also began a list of characters, as Dickens’ novels can be a bit on the character-rich side.

We also read aloud the opening of chapter eight, in which Miss Havisham is introduced. “She’s crazy” seemed to be the general consensus.

First, fourth, and sixth periods continued working on their debate preparation. All three periods will begin their debates tomorrow.

Homework
  • First, fourth, and sixth periods:
  • complete both outlines of the debate presentation using the Debate Graphic Organizer;
  • complete both speeches (using the outlines to guide you).
  • Second period:
    • complete chapters eight through ten;
    • be prepared to discuss the question: “Is Miss Havisham proud of her broken heart?”;
    • check for a term that means “one who is proud of his/her pain/wounds.”

First Expectations and Debate Preparation

First, fourth, and sixth periods are taking breaks from their Publish projects. First period, in fact, will be spending no more class time on projects; fourth and sixth will have one more day in the library.

First, fourth, and sixth periods are working on debate preparations. We’re doing a very quick unit on persuasive speaking this week, and students will be debating each other on selected topics. Today, first period began preparations by choosing topics, finding a partner, and filling out a debate graphic organizer.

Second period began teasing out the difficult Great Expectations. It’s like weight-lifting, I told them: you don’t develop any if you never push yourself. This is like putting extra weight on the bar, I explained.

Regarding the Antigone/Lord of the Flies project, I extended the due date to this Friday. I won’t be assessing any of them until spring break, so I gave them the extra time.

Homework
  • First and fourth periods: complete the debate graphic organizer.
  • Second period: read chapters six and seven.
  • Sixth period: none.

Newsletters, Drama, and Debate

First period today began creating their Giver newsletters. We’ll be finishing it by the end of the week.

Second period went to the Peace Center to see a dramatization of To Kill a Mockingbird. Ann Hicks, at the Greenville Times, was not thrilled with the performance, but the kids all enjoyed it. There was disappointment that the one-hour, shortened version completely eliminated many students’ favorite character: Boo Radley.

Fourth and sixth periods worked on their debate preparation. Today’s task: begin outlining personal positions. We’ll begin working on opposing views at the end of the week.

Homework
  • Second period:
    • complete the participation self-evaluation; and,
    • complete the starter self-evaluation.