ENGLISH 3 – FALL 2009 SYLLABUS                                                     Updated 1/5/2010

 

9/9/09 Q – The aim of education is the knowledge not of fact, but of values. – Dean William R. Inge

 

9/9/09 C – Introduction to course; review English Handbook; student questions.

 

9/10/09 Q – All truths are easy to understand once they are discovered; the point is to discover them. – Galileo Galilei

 

9/10/09 C – Notes, ideas, discussion on How to Respond to Quotes, and How Not to Respond to Quotes

 

9/11/09 Q – Logic is the anatomy of thought. – John Locke

 

9/11/09 C – Notes, ideas, discussion on logic and logical reasoning; begin in-class logical reasoning exercise (handout).

 

9/14/09 Q – Logic is the beginning of wisdom, [but] not the end. – Spock (Leonard Nimoy), in Star Trek VI: The Undiscovered Country

 

9/14/09 C – Continue in-class logical reasoning exercise.

 

9/14/09 – Homework assignments begin – see Homework Blog.

 

9/15/09 Q – Intuition is a suspension of logic due to impatience. – Rita Mae Brown

 

9/15/09 C – Continue in-class logical reasoning exercise.

 

9/16/09 Q - The logic of words should yield to the logic of realities. – Louis Brandeis

 

9/16/09 C – Continue in-class logical reasoning exercise.

 

9/17/09 Q – Tis the good reader that makes the good book. – Ralph Waldo Emerson

 

9/17/09 C – Notes, ideas, discussion about reading skill; what skilled readers do vs. what unskilled readers do; 4 qualities of skilled readers.

 

9/18/09 Q - Adolescence is a border between childhood and adulthood…teeming with energy and fraught with danger. – Mary Pipher

 

9/18/09 C –Begin reading The Catcher in the Rye by J.D. Salinger; Chapter 1 (pp. 1-6), write response. Response topic: Adolescence. Guiding questions: What is our initial impression of Holden Caulfield? How does he feel about his school? His situation? Mr. Spencer? The advice he receives from Mr. Spencer? Anyone or anything else? The Catcher in the Rye is generally considered the quintessential novel about adolescence. What are some of the ideas and characteristics typically associated with adolescence, and adolescents, by themselves and by adults? How do these ideas and characteristics come through in Holden’s narration?

 

9/21/09 Q – “Life is a game, boy. Life is a game that one plays according to the rules.” – Mr. Spencer to Holden, p. 8

 

9/21/09 C – Read Chapter 2 (pp. 6-16) of The Catcher in the Rye, write response. Response topic: Narrative point-of-view. Guiding questions: What is Mr. Spencer trying to tell Holden? What does Holden keep thinking about? Why is there a disconnect between the latter and the former? What do we think of Holden as a narrator (as distinct from what we think of him as a character or as a person)? Salinger’s use of a first-person narrator, telling the story in Holden’s voice and seeing everyone and everything through his eyes and his mind, has a profound effect on the story, and on the reader’s interpretation of what he “says.” Recall Walter Lord’s use of the purely objective, third-person point-of-view in A Night to Remember. Can we trust Holden to be objective, and if not, what must we do as a result?

 

9/22/09 Q – I’m the most terrific liar you ever saw in your life. – p.  16

 

9/22/09 C – Read Chapter 3 (pp. 16-26), write response. Response topic: “Honesty.” Guiding questions: What does Holden think of his peers in general, and Ackley and Stradlater in particular? What might Holden and Ackley have in common? What bothers Holden about people? Does he seem to like anything about anyone? Why? Many students, when they begin reading The Catcher in the Rye, describe Holden Caulfield as “honest.” However, by the end of Chapter 3, we realize that he is truly anything but. Why might an adolescent reader initially describe Holden as “honest?” In other words, what is it about his narration that makes us think he is “honest?” How do we know that he really is not? What might be a better way to characterize him?

 

9/23/09 Q – All I need’s an audience. I’m an exhibitionist. – p. 29

 

9/23/09 C – Read Chapter 4 (pp. 26-35), write response. Response topic: Alienation. Guiding questions: Why is Holden so bothered by Ackley and Stradlater? How might we view them as individuals if we were to look at them objectively, rather than from Holden’s point of view? What else bothers Holden, and why?

 

9/24/09 Q – Some things are hard to remember. – p. 40

 

9/24/09 C – Read Chapters 5-6 (pp. 35-46), write response. Response topic: Inner Conflict. Guiding questions: How and why do some of Holden’s actions contradict his thoughts? Why is Allie so meaningful to him? Why does he fight with Stradlater?

 

9/25/09 Q – I felt to lonesome, all of a sudden. I almost wished I was dead. – p. 48

 

9/25/09 C – Read Chapters 7-8 (pp. 46-58), write response. Response topic: Loneliness. Guiding questions: What further evidence have we that Holden is not well mentally? What does Holden seem to want most of all? Why does he lie to Mrs. Morrow? What enables him to lie so easily and effortlessly? How do we assess his chosen course of action?

 

9/28/09 – No School (Yom Kippur)

 

9/29/09 Q – Sex is something I just don’t understand. – p. 65

 

9/29/09 C – Read Chapters 9 and 11 (pp. 59-66, 76-80), write response. Response topic: Sexuality. Guiding questions: How do we account for Holden’s ideas about sex, girls, relationships, etc? How do we reconcile those ideas with his thoughts about Jane in Ch. 11? Why would/should this book be “banned” for its approach to this topic?

 

9/30/09 Q – I was surrounded by jerks. I’m not kidding. – p. 85

 

9/30/09 C – Read Ch. 10 segment (pp. 66-68), then read Ch. 12 (pp. 81-86), write response. Response topic: Introspection. Guiding questions: Compare Holden’s thoughts about Phoebe to those about Allie, D.B., his parents, others. What further insight do we gain here, regarding Holden’s worldview and capacity for self-examination?

  

10/1/09 Q – I never seem to have anything that if I lost it I’d care too much. – p. 89

 

10/1/09 C – Read Ch. 13 (pp. 88-98), write response. Response topic: “When-push-comes-to-shove.” Guiding questions: Why does Holden think he’s “yellow?” Why is he really? How is that related to his actions at the end of the chapter?

 

10/2/09 Q – I couldn’t pray worth a damn…I kept picturing old Sunny calling me a crumb-bum. – p. 100

 

10/2/09 C – Read Ch. 14 (pp. 98-104), write response. Response topic: Bravado. Guiding questions: How do we assess Holden’s thoughts about religion? Why is he unable to pray? Why does Holden antagonize Maurice? What, if anything, should he have done instead? What effect will this have on Holden overall?

 

10/2/09 – Distribution of first Writing Project – Session Two, Part A of June 2006 ELA Regents Exam. Students are to read the passages over the weekend.

 

10/5/09 Q – The more that you read, the more things you will know. – Dr. Seuss (Theodor S. Geisel)

 

10/5/09 C – Introduction to Comprehensive English Regents Exam; notes, Plan of Action for Session Two, Part A.

 

10/6/09 Q – Books worth reading are worth reading twice…[while] masterpieces…are worth reading a thousand times. – John Morley

 

10/6/09 C – Notes / Plan of Action for Introduction/Thesis.

 

10/7/09 Q – Reading is a discount ticket to everywhere. – May Schmich

 

10/7/09 C – Write Introduction and Thesis Statement for essay.

 

10/8/09 Q – Beware the man of one book. – Thomas Aquinas

 

10/8/09 C – Notes / Plan of Action for Discussion ¶s; review of Literary Devices

 

10/9/09 Q - Until I feared I would lose it, I never loved to read – Harper Lee

 

10/9/09 C – Write Discussion ¶s for essay.

 

10/12/09 – No School (Columbus Day)

 

10/13/09 Q – Once you learn to read, you will forever be free. – Frederick Douglass

 

10/13/09 C – Review Rules for Writing Final Essays; work on essay drafts.

 

10/14/09 – PSAT – No notebook entries

 

10/15/09 – FINAL ESSAY – No notebook entries

 

END OF FIRST MARKING PERIOD

 

 

10/16/09 Q – G-ddam money. It always ends up making you blue as hell. – p. 113

 

10/16/09 C – Read Ch. 15 (pp. 105-113), write response. Response topic: Money. Guiding questions: What is Holden’s view of the way money affects the world in general, and him in particular? Why does Holden make a date with Sally and not call Jane? What is the impact of Holden’s encounter with the nuns?

 

10/19/09 Q – Certain things…should stay the way they are. – p. 122

 

10/19/09 C – Read Ch. 16 (pp. 113-122), write response. Response topic: Nostalgia. Guiding questions: What makes Holden feel nostalgic in this chapter, and why? Why is the museum so meaningful to him, and in what way? What ‘hints’ does this chapter provide as to the meaning of the book’s title?

 

10/20/09 Q – I swear to G-d I’m crazy. – p. 124

 

10/20/09 C – Read Ch. 17 (pp. 123-134), write response. Response topic: “Crazy.” Guiding questions: How does Holden’s date with Sally go? Why does it end the way it does? Why does Holden keep calling himself “crazy” in this chapter?

 

10/21/09 Q – Who wants flowers when you’re dead? Nobody. – p. 155

 

10/21/09 C  – Read Ch. 20 (pp. 149-157), write response. Response Topic: Death. Guiding questions: How do we interpret Holden’s thoughts about death in this chapter? Why does he have such a difficult time grappling with it? How might his drunkenness affect his thoughts?

 

10/22/09 Q – I just felt good, for a change. – p. 159

 

10/22/09 C – Read Ch. 21 (pp. 157-166), write response. Response topic: Home. Guiding questions: How and why has the tone of the narration changed at this point? How do we assess Holden’s interaction with Phoebe, now that we’ve met her? How to we interpret her character?

 

10/23/09 Q – What I have to do, I have to catch everybody if they start to go over the cliff… - p. 173

 

10/23/09 C – Read Ch. 22 & 23 (pp. 166-180), write response. Response topic: The Catcher in the Rye. Guiding questions: What is the “catcher in the rye” and how does Holden identify with that?

 

10/26/09 Q  – “I have a feeling that you’re riding for some kind of a terrible, terrible fall.” – Mr. Antolini to Holden, p. 186

 

10/26/09 C  – Read Ch. 24 (pp. 180-193), write response. Response topic: Ambiguity. Guiding questions: Why does Holden visit Mr. Antolini? How does this compare with his visit with Mr. Spencer? Why does Holden react the way he does to Mr. Antolini’s actions at the end of the chapter?

 

10/27/09 Q – If you had a million years…you couldn’t rub out even half the “F*** you” signs in the world. It’s impossible. – p. 202

 

10/27/09 C – Read Ch. 25 (pp. 194-205), write response. Response topic: Depression. Guiding questions: How & why does Holden re-think what happened at the Antolinis’? Why does Holden have difficulty crossing the streets? Why is he so bothered by the graffiti? How do we interpret his plans?

 

10/28/09 Q – Don’t ever tell anybody anything. If you do, you start missing everybody. – p. 214

 

10/28/09 C – Read Ch. 25-26 (pp. 205-end), write response. Response topic: Breakdown. Guiding questions: What, finally, makes Holden happy, and why? What realization does he reach? Why does he, as narrator, decide to end the story here?

 

10/29/09 Q – I’m quite illiterate, but I read a lot. – p. 18

 

10/29/09 C – Literary Devices discussion/chart for The Catcher in the Rye

 

10/29/09 – Open School Evening

 

10/30/09 Q – The thing with kids is, if they want to grab for the gold ring, you have to let them do it … If they fall off, they fall off. – p. 211

 

10/30/09 C – Literary Devices discussion/chart for The Catcher in the Rye (cont’d)

 

10/30/09 – Open School Afternoon

 

11/2/09 Q – Improvement begins with “I”. Arnold H. Glasgow

 

11/2/09 C – Review previous essay writing project and anchor papers. Compare individual essays with anchor papers, develop ideas (“Do’s & Don’ts”) for improvement.

 

11/2/09 – Distribution of midterm essay assignment (Session Two, Part A of January 2004 ELA Regents Exam).

 

11/3/09 – No school (Election Day)

 

11/4/09 Q – People who get nostalgic about childhood were obviously never children. – Bill Watterson

 

11/4/09 C – Sentence construction exercise: Basic simplex sentence structure & diagramming; definition of verb, subject, how to locate sentence components; active vs. passive voice.

 

11/5/09 Q – Human beings are the only creatures that allow their children to come back home. – Bill Cosby

 

11/5/09 C – Sentence construction exercise: Diagnosis and reconstruction using sample sentences from previous essays.

 

11/6/09 Q – The secret of a good memory is attention. – Tyron Edwards

 

11/6/09 C – Sentence construction exercise: Diagnosis and reconstruction using sample sentences from previous essays.

 

11/9/09 Q – The more you love a memory, the stronger and stranger it is. – Vladimir Nabokov

 

11/9/09 C – Literary devices workshop – Passage I.

 

11/10/09 Q – Growing up is a process, not an event. – Paul B. Jamison

 

11/10/09 C – Literary devices workshop – Passage II.

 

11/11/09 – No School (Veterans Day)

 

11/12/09 – FINAL ESSAY/MID-TERM EXAM.

 

11/13/09 Q  – In a thousand years, when people learn about America…the Constitution, rock-‘n-roll, and baseball. – from the film “Frequency”

 

11/13/09 C  – Introduction to Shoeless Joe by W.P. Kinsella; view segment of film “Eight Men Out;” association exercise: baseball and religion.

 

11/16/09 Q – If you build it, he will come. – p. 3

 

11/16/09 C – Begin reading (pp. 3-15), write response. Response topic: Dreams. Guiding questions: What kind of man is Ray Kinsella? How does he know what the Voice wants him to do? Why does he decide to do it? Other general impressions? 

 

11/17/09 Q – “This must be heaven,” [Joe] says. “No, it’s Iowa,” I reply automatically.. – p. 19

 

11/17/09 C – Read up to p. 19, write response. Response topic: Magic. Guiding questions: What does Ray think of what happens on the field? Does it matter whether or not it’s “real?”  What about Shoeless Joe himself? What further religious/spiritual elements do we see?

 

11/18/09 Q – Even for dreams, I have to work and wait. – p. 26

 

11/18/09 C – Read pp. 23-32, write response. Response topic: Patience. Guiding questions: What new ideas, particularly conflicts, arise in this section? Why does Ray seem so concerned about the costs of building the field? What is Ray’s next task, and how does he know?

 

11/19/09 Q – My journey will be like going out to hunt stars with a net on a stick. – p. 39

 

11/19/09 C – Read pp. 32-39 and 41-42, write response. Response topic: Being on a mission. Guiding questions: What does Ray discover about his “mission,” and about J.D. Salinger? What could be the meaning of the lesson Ray’s mother taught him? What elements of the traditional “mythic quest” do we see? Any parallels to The Catcher in the Rye?

 

11/20/09 Q – This land is foreign to me. – p. 57

 

11/20/09 C – Read pp. 42-43 (bottom), then 46 (middle)-51, and 52-59; write response. Response topic: The journey. Guiding questions: How might we characterize Ray’s journey eastward? What does he learn/discover at each stop? What further religious or mythological parallels do we see?

 

11/23/09 Q – The fates are known to play tricks on innocents. – p. 64

 

11/23/09 C – Read pp. 59-70, write response. Response topic: Expectations. Guiding questions: How does Ray’s initial encounter with Salinger go? How dies it compare with Ray’s expectations? How does Salinger seem to regard Ray? Who does he go along with Ray’s “invitation?” How does Kinsella (the author) deal with the challenge of using a real, living person whom he has never met as a literary character?

 

11/24/09 Q – “Writers are magicians…[they] live other people’s lives for them.” – Salinger to Ray, p. 82

 

11/24/09 C – Read pp. 71-73 (one ¶ after * * *), 75 (* * * - bottom), 77- 85; write response. Response topic: Heroes & villains. Guiding questions: What purpose does the introduction of Mark and Mr. Bluestein serve? How is the relationship between Ray and Salinger developing? How are their respective roles developing?

 

11/25/09 Q – …baseball is the most perfect of games, solid, true, pure…If only life were so simple. – p. 92

 

11/25/09 C – Read pp. 85-94, write response. Response topic: Baseball, life & rules. Guiding questions: What specific connections to The Catcher in the Rye are made here? How are they significant to this story? How does Ray finally come to an understanding about Salinger’s isolation? What is Ray’s next task?

 

11/26-11/27/09 – No School (Thanksgiving Recess)

 

11/30/09 Q – “…the time is right…when all the cosmic tumblers have clicked into place and the universe opens up…and shows you what is possible.” – Ray to Salinger, p. 99

 

11/30/09 C – Read pp. 94-108, write response. Response topic: Epiphany. Guiding questions: What do Ray and Salinger discuss and discover on the way back to Salinger’s home? What happens when they arrive, and why? Now what?

 

12/1/09 Q – “Writers write. Other people talk.” – Salinger to Ray, p. 109

 

12/1/09 C – Read pp. 108-119, write response. Response topic: The Search. Guiding questions: How can we describe Ray & Salinger’s experience at Cooperstown? What are they looking for? What do they find? What is happening to Salinger? Who is Eddie Scissons and why is he important?

 

12/2/09 Q – “Memory’s a funny thing…It’s almost like you brought Doc [Graham] back to life.” – p. 128

 

12/2/09 C – Read pp. 122-132, write response. Response topic: Memory. Guiding questions: What do Ray & Salinger discover in Chisholm? What effect do they have on that town? What kind of man was Doc Graham? How does his baseball “career” fit in?

 

12/3/09 Q – “It’s a sad time when the world won’t listen to stories about good men.” – Salinger to Ray, p. 133

 

12/3/09 C – Read pp. 132-134, 136-143, write response. Response topic: Life Stories. Guiding questions: Why is Ray so interested in the stories Doc Graham has to tell of his life? What connection could there be between “Shoeless Joe” and “Moonlight,” both the nicknames and the men? How does the “magic” occurrence here compare to those we’ve seen so far?

 

12/4/09 Q – “Hardly anybody recognizes the most significant moments of their life at the time they happen.” – Doc Graham to Ray, p. 146

 

12/4/09 C – Read bottom of p. 145-153, write response. Response topic: Pivotal Moments. Guiding questions: What does Doc think of his one and only Major League game? How does he regard his life as a whole? What is his wish, and what do we make of it? What conclusions do Ray and Salinger draw from their experience at Chisholm?

 

12/7/09 Q – The human heart has ever dreamed of a fairer world than the one it knows. – Carleton Noyes, Jan. 2007 Critical Lens

 

12/7/09 C – Distribution of Writing Project #3, ELA Regents January 2007, Session Two Part B. Review previous essay and anchor paper; Do’s / Don’ts chart for improvement.

 

12/8/09 Q – Some men see things as they are and say why; I see things that never were and say why not. – Robert F. Kennedy

 

12/8/09 C – Overview/Plan of Action for Session Two, Part B; “critical lens.”

 

12/9/09 Q – We are the ones we’ve been waiting for. We are the change that we seek. – Barack Obama

 

12/9/09 C – Sentence construction review and exercise.

 

12/10/09 Q – I’ve got to be where my spirit can run free / Got to find my corner of the sky – from the musical “Pippin” (Stephen Schwartz)

 

12/10/09 C – Sentence construction exercise (cont’d).

 

12/11/09 Q – I think it would be a wonderful idea. – Mohandas Gandhi, on Western civilization.

 

12/11/09 C – Teacher demonstration / think-aloud of Session Two, Part B Introduction.

 

12/14/09 Q – You may say I’m a dreamer / But I’m not the only one – John Lennon

 

12/14/09 C – Teacher demonstration / think-aloud of Session Two, Part B Discussion.

 

12/15/09 Q – The future ain’t what it used to be. – Yogi Berra

 

12/15/09 C – Yearbook Pictures – Reading Room

 

12/16/09 – FINAL ESSAY

 

12/17/09 Q – Everything seems smaller than I remember it. – p. 178

 

12/17/09 C – Read pp. 172-184, write response. Response topic: The Return Home. Guiding questions: What does Ray discover about his farm and field upon his return home, and why? Where does it fit in with his mythic/spiritual journey? Why does Ray think of Annie’s parents at this point? What about Eddie Scissons? Why does Ray bring him to the farm?

 

12/18/09 Q - …who will see the wonders of the night, and who will see only an empty field… - p. 196

 

12/18/09 C – Read pp. 196-206, write response. Response topic: Faith and High Stakes. Guiding questions: Who can see and who can’t, and why? How do each of the characters react to what happens on the field? Why does Ray turn down Salinger’s offer, given the stakes? How does the author juxtapose the events in this section with the very real, very serious threat that hangs over the farm, the field, and Ray?

 

12/21/09 Q - …when most people reach for that heart’s desire…they are rewarded with snarls, frustration and disillusionment. – p. 218

 

12/21/09 C – Read pp. 206- 4th ¶ on 209, then 214-219, write response. Response topic: Reaching for a Dream. Guiding questions: Compare Ray’s response to the revelation about Eddie Scissons to Mark’s. Why do they react differently? How do we account for what Eddie did, and Ray’s response thereto? What is the significance of what we learn about Gypsy, Richard’s girl?

 

12/22/09 Q – “Walk into the world and speak of baseball. Let the word flow through you like water…” – Eddie Scissons, p. 229

 

12/22/09 C – Read pp. 219-229, write response. Response topic: Baseball as Gospel. Guiding questions: What happens to Eddie in this segment, and what does it mean? How does it connect with the “sermon” he gives on pp. 227-229? Why is Ray still unable to approach the catcher? What might happen to Shoeless Joe and the other White Sox if/when the field is destroyed?

 

12/23/09 Q – “Success is getting what you want, but happiness is wanting what you get.” – p. 230

 

12/23/09 C – Read pp. 229-239, write response. Response topic: Fulfillment. Guiding questions: In what ways are Eddie Scissons’ dream, and life, fulfilled? How does this apply to the advice he gives Ray? What further insights does this section give us regarding the “religion” of baseball?

 

12/24/09 – 1/3/10 – Winter Recess

 

1/4/10 Q – “You’re all crazy…you sit around with your weird friends and stare at…nothing.” – Bluestein, p. 244

 

1/4/10 C – Read pp. 239-249, write response. Response topic: Reckoning. Guiding questions: How does the author Kinsella raise the tension in this section? How is it then broken? Why might this be the climax of the story? How is Moonlight Graham’s story resolved, and what do we make of it?

 

1/5/10 Q – America has been erased like a blackboard, only to be rebuilt and erased again. But baseball has marked time…” – Salinger, p. 253

 

1/5/10 C – Read pp. 249-256, write response. Response topic: Baseball. Guiding questions: What do we make of Salinger’s speech, and his “dream?” What do Ray and Richard achieve here, and how? What is resolved in this section, and what is left to resolve?

 

1/6/10 Q – “…what a story it will make…a man being able to touch the perfect dream.” – Salinger, p. 263

 

1/6/10 C – Read pp. 259-end, write response. Response topic: Rapture. Guiding questions: Why is Ray so upset? Why was Salinger “chosen?” Reconsider: “If you build it, he will come;” “Ease his pain;” “Go the distance;” “Fulfill the dream.”

 

1/7/10 Q – Was it really a voice I heard? Or…something inside me that I did not hear with my ears but with my heart? – p. 6

 

1/7/10 C – Literary devices chart for Shoeless Joe 

 

1/8/10 – FINAL ESSAY/FINAL EXAM.

 

Critical Lens:

 

The right good book is always a book of travel; it is about a life’s journey. – H.M. Tomlinson

 

Required texts:

The Catcher in the Rye (J.D. Salinger)

Shoeless Joe (W.P. Kinsella)

 

 

 

The following class work is assigned for the balance of the semester. Students are expected to complete readings and written responses in their notebooks, in class, during that time. The work will be evaluated and graded as part of the Spring semester (English 4) course.

 

 

1/11/10 Q – Gimme that old time religion / It’s good enough for me! – Song sung by Hillsboro townspeople.

 

1/11/10 C – Read Act One, Scene I of Inherit the Wind, pp. 3-19, write response. Response topic: Drama (Theatre). Guiding questions: Why are the townspeople so excited about Mr. Brady’s impending arrival? What does Mr. Hornbeck’s role seem to be? How is a play, as literature, different from a novel (other than obvious differences in the structure of the text as presented on the page)?

 

1/12/10 Q – What a challenge it is…to test the steel of our Truth against the blasphemies of science! – Brady, p. 23

 

1/12/10 C – Read Act One, Scene I, pp. 19-36, write response. Response topic: “Truth.” Guiding questions: How do we assess Mr. Brady’s character, now that we’ve met him? Compare the townspeople’s anticipation of Mr. Drummond’s impending arrival with that of Mr. Brady from the previous section. What ideas do we get from Mr. Hornbeck’s words?

 

1/13/10 Q – All I want is to prevent the clock-stoppers from dumping a load of medieval nonsense into the United States Constitution. – Drummond, p. 47

 

1/13/10 C – Read Act One, Scene II, pp. 37-49, write response. Response topic: Fairness. Guiding questions: How is it possible for Cates to receive a “fair” trial in Hillsboro? Compare Brady & Drummond’s respective ideas about fairness, based on their conduct in court.

 

1/14/10 Q – You murder a wife, it isn’t nearly as bad as murdering an old wives’ tale. – Drummond, p. 50

 

1/14/10 C – Read Act One, Scene II, pp. 49-55, write response. Response topic: being a Pariah. Guiding questions: Why is Rachel suspicious of Drummond? Is Drummond really there for Cates’ sake? Either way, what is he trying to accomplish? Is he right to try? Why? What is the audience meant to be thinking when the curtain falls at the end of Act One?

 

1/15/10 Q – I hold that the right to think is very much on trial! – Drummond, p. 72

 

1/15/10 C – Read Act Two, Scene II, pp. 68-80, write response. Response topic: Courtroom drama. Guiding questions: Note Brady’s rhetoric and tone. Why does he speak that way, and why does the judge allow it? How much is dramatic license and how much is judicial bias? Compare Drummond’s questioning to Brady’s. What do we learn from each witness?

 

1/18/10 – Martin Luther King, Jr. Day – NO SCHOOL.

 

1/19/10 Q – How…do you have the gall to whoop up this holy war against something you don’t know anything about? – Drummond to Brady, p. 86

 

1/19/10 C – Read Act Two, Scene II, pp. 80-92, write response. Response topic: Courtroom drama. Guiding questions: Why does the judge rule as he does on Drummond’s witnesses? Is he right, technically? How could we justify his ruling the other way? How can Drummond now win the case using the Bible? Why call Brady as a “witness?”

 

1/20/10 Q – Progress has never been a bargain. – Drummond, p. 93

 

1/20/10 C – Read Act Two, Scene II, pp. 92-103, write response. Response topic: Progress. Guiding questions: What is the precise turning point in the case? What is Drummond able to expose over the course of his examination? At what point, if any, does Drummond go too far?

 

1/21/10 Q – When they started this fire here, they never figured it would light up the whole sky. – Drummond, p. 108

 

1/21/10 C – Read Act Three, pp. 107-117, write response. Response topic: Justice. Guiding questions: What is the significance of the “Golden Dancer” parable? What does the outcome of this case ultimately mean? Why does it happen that way? Compare Brady & Drummond’s reactions to the outcome.

 

1/22/10 Q – I was always afraid of what I might think – so it seemed safer not to think at all. – Rachel, p. 124

 

1/22/10 C – Read Act Three, pp. 117-129, write response. Response topic: Understanding. Why do Drummond and Hornbeck argue over Brady? What is the significance of Drummond’s final gesture at the end of the play? How are things likely to change in Hillsboro, if at all?

 

1/25/10 Q – He that troubleth his own house shall inherit the wind. – Proverbs 11:29

 

1/25/10 C – Literary Devices chart for Inherit the Wind.