First and fifth periods began learning the format of the journal entries we will be working on this final quarter (though they didn’t know that at the moment). We worked on using rationales to explain our choices.
First and fifth period notes
Second and fourth periods went over how to skim a text effectively. I showed them how
- to apply previous knowledge;
- to look for subjects and verbs, disregarding phrases; and
- to know when to stop skimming and start reading.
Second and fourth period notes
Students then worked on skimming the following passages.
THE felicitous idea occurred to me a morning or two later when I woke, that the best step I could take towards making myself uncommon was to get out of Biddy everything she knew. In pursuance of this luminous conception I mentioned to Biddy when I went to Mr Wopale’s great-aunt’s at night, that I had a particular reason for wishing to get on in life, and that I should feel very much obliged to her if she would impart all her learning to me. Biddy, who was the most obliging of girls, immediately said she would, and indeed began to carry out her promise within five minutes.
The Educational scheme or Course established by Mr Wopsle’s great-aunt may be resolved into the following synopsis. The pupils ate apples and put straws down one another’s backs, until Mr Wopsle’s great-aunt collected her energies, and made an in- discriminate totter at them with a birch-rod. After receiving the charge with every mark of derision, the pupils formed in line and buzzingly passed a ragged book from hand to hand. The book had an alphabet in it, some figures and tables, and a little spelling– that is to say, it had had once. As soon as this volume began to circulate, Mr Wopale’s great-aunt fell into a state of coma; arising either from sleep or a rheumatic paroxysm. The pupils then entered among themselves upon a competitive examination on the subject of Boots, with the view of ascertaining who could tread the hardest upon whose toes. This mental exercise lasted until Biddy made a rush at them and distributed three defuced Bibles (shaped as if they had been unskilfully cut off the chump-end of some- thing), more illegibly printed at the best than any curiosities of literature I have since met with, speckled all over with ironmould, and having various specimens of the insect world smashed between their leaves. This part of the Course was usually lightened by several single combats between Biddy and refractory students. When the fights were over, Biddy gave out the number of a page, and then we all read aloud what we could — or what we couldn’t — in a frightful chorus; Biddy leading with a high shrill monotonous voice, and none of us having the least notion of, or reverence for, what we were reading about. When this horrible din had lasted a certain time, it mechanically awoke Mr Wopsle’s great-aunt, who staggered at a boy fortuitously, and pulled his ears. This was understood to terminate the Course for the evening, and we emerged into the air with shrieks of intellectual victory. It is fair to remark that there was no prohibition against any pupil’s entertainting himself with a slate or even with the ink (when there was any), but that it was not easy to pursue that branch of study in the winter season, on account of the little general shop in which the classes were holden — and which was also Mr Wopale’s great-aunt’s sitting-room and bed-chamber — being but faintly illuminated through the agency of one low-spirited dip-candle and no snuffers.
It appeared to me that it would take time, to become uncommon under these circumstances: nevertheless, I resolved to try it, and that very evening Biddy entered on our special agreement, by im- parting some information from her little catalogue of Prices, under the head of moist sugar, and lending me, to copy at home, a large old English D which she had imitated from the heading of some newspaper, and which I supposed, until she told me what it was, to be a design for a buckle.
Of course there was a public-house in the village, and of course Joe liked sometimes to smoke his pipe there. I had received strict orders from my sister to call for him at the Three Jolly Bargemen, that evening, on my way from school, and bring him home at my peril. To the Three Jolly Bargemen, therefore, I directed my steps.
There was a bar at the Jolly Bargemen, with some alarmingly long chalk scores in it on the wall at the side of the door, which seemed to me to be never paid off. They had been there ever since I could remember, and had grown more than I had. But there was a quantity of chalk about our country, and perhaps the people neglected no opportunity of turning it to account.
By the time we debriefed as a class, the period was over.
- First and fifth periods: use the “Rationale” section of today’s second graphic organizer and select the two best rationales of the three. Using those as your concrete details, write a Schaffer paragraph about your rationales for your choice.
- Second and fourth periods: using the skimming/scanning technique we worked on in class today, read chapters 11-15 of Great Expectations.