Week 14: Nov. 16-20

Mon. Papers were returned and techniques of analysis discussed. Namely, the fundamentals of identifying purpose, then method, then effect were reviewed. Students then practiced this and shared bits of analysis with classmates related to the story "After the Race".

Tues. "After the Race" and discussion of analysis continued.

Wed. Small groups read "Two Gallants" and discussed questions.

Thurs. Whole class discussion of "Two Gallants".

Fri."Housekeeping" for 3rd period: oral commentaries submitted, papers returned, outside reading titles collected. In 4th period, the OC assignment was given. In both classes 2 stories were assigned for reading over the break: "The Boarding House" and "A Little Cloud".

Week 13: Nov. 9-13

Mon. Assignments for this week: Read the short story "Araby" from Dubliners and write an open-ended question designed to elicit quality discussion of the story. Also, on Edublogger there is an assignment from Part I of "The Dead".

In class today we discussed the upcoming commentaries and listened to the song "Young Ned of the Hill" by the Pogues, followed by mini-commentaries.

Tues. We continued to practice our commentary technique with Young Ned of the Hill, plus we shared our discussion questions on Araby in small groups.

Wed. Happy Veteran's Day!

Th. The story Eveline was assigned for reading. Class received extensive notes on Araby and on the Childhood stories in general. Also, outside reading choices should be brought to class next Thursday.

Fri. 3rd period received the Graded Oral Commentary assignment plus their extracts. The assignment, worth 100 points, is due next Friday, 11/20. After, an extract from Eveline was distributed; students had 15 minutes to examine in and prepare a commentary, and a number of individuals executed 5 minute commentaries to a small group.

Finally, the story "After the Race" is assigned for Monday.

Week 12: Nov. 2-6

Mon. Together class read a portion of "The Sisters" from Joyce's Dubliners. Introductory discussion revolved around Joyce's purpose. One way this can be framed is as an answer to the question "Who are Dubliners"? It should also be understood as a polemic against the culture of Dublin, and it's influences.

Tues. Classes read "The Sisters" out loud, with discussion of key words, characterization of the narrator, Nannie, Eliza and Fr. Flynn; the imagery of the boy's dream; the implications of the boy's reaction to Fr. Flynn's death; the suggestive imagery of the priest lying in his coffin; and other details in imagery which may have symbolic implications.

Wed. Discussion focused on the character of Fr. Flynn on three levels: as a character who has a relationship with the narrator, as a symbol for the Catholic Church in Ireland, and as an Irishman. Fr. Flynn's faith deserves scrutiny, both on a literal and a symbolic level.

Thurs. Small groups read the next story in Dubliners, titled "An Encounter". Groups were then to identify an image from the story which they found striking, then proceed to the discussion questions.

Fri. Whole class discussion of "An Encounter", a story which introduces a new theme, namely the desire to be somewhere/someone different. When a student notices a character in "escape mode," he/she should ask what motivates the desire? When did it start? How does the attempt progress? And What are the results?

Also, we reiterated the "Catholic motif", which Joyce employs both explicitly and subtly. Joyce's use of the motif suggests a strong opinion on the influence of the church (and its leaders) upon its followers. Today, the class examined Joyce's imagery in the latter part of the encounter, imagery which may suggest rituals of a Catholic mass. Given the nature of the so-called priest, it's not too hard to discern Joyce's contempt for the church.