A Separate Peace Dialectical Journal Directions

1. A Separate Peace Dialectical Journal Directions • You will be keeping a dialectical journal (notes) for A Separate Peace. This will be a MAJOR GRADE! • This may be on loose sheets of paper; however, you will have to keep up with them until we are finished with the novel. • Your dialectical journal entries will be in the Cornell Note format! • You will need to record all characters and their descriptions (as they are introduced). • For each chapter (1-13), you will need to make AT LEAST 7 journal “entries.” AT LEAST 2 of the entries should be important/pivotal quotes that are analyzed and interpreted by you, and they MUST include author’s purpose! • The other 5 entries for each section may include: Characterization, Diction, Figurative Language, Elements that are Specific to the Time Period/Society, Tone & Mood, Author’s Purpose, Theme, etc. • Each entry should be at least 3 sentences! • Overall, you will end up having at least 1 page per chapter.

2. A Separate Peace Dialectical Journal DirectionsChapter 1 • What to look for: • Point of View (reliable vs. unreliable narrator) • Atmosphere/Mood (how it makes the reader feel) • Tone & Diction (what types of words are used so that you KNOW the speaker’s attitude toward the subject?) • *Think of the descriptions of the seasons vs. the speakers state of mind • Description of the School • Characterization: Names and Descriptions • Purpose (or potential reasons) for the Flashback • Description of the Tree (what could a tree symbolically represent?) • Why does Gene spend so much time reminiscing about the tree? • Evidence of antithesis/foil and the dynamics of the relationship • Presence of War

3. A Separate Peace Dialectical Journal DirectionsChapter 2 • What to look for: • Point of View (reliable vs. unreliable narrator) • Atmosphere/Mood (how it makes the reader feel) • Tone & Diction (what types of words are used so that you KNOW the speaker’s attitude toward the subject?) • Characterization: Names and Descriptions • Evidence of antithesis/foil and the dynamics of the relationship (Envy) • Presence of War • The importance of eating ALL meals at Devon • Definition of a “leper” • How is Phineas “the essence of this careless peace”? • Describe Finny’s charisma • Gene’s feelings about Finny getting “caught” (tie for a belt incident) • Super Suicide Society of the Summer Session • Finny saving Gene’s life

4. A Separate Peace Chapter 2-3 Quiz Chapter 2 • 1. What happens with Phineas and Mr. Prud’homme? • 2. What is Phineas’ emblem? • 3. What happens at the traditional tea? • 4. Why is the narrator disappointed by these events? • 5. What happens when the two boys go out on the branch together? Chapter 3 • 6. How often does the society meet? How do all meetings begin? • 7. What is blitz ball? Who creates this and makes up the rules? • 8. What happens at the pool? What does the narrator want to do about that? How does Finny react? • 9. How do the boys get to the beach? How long does it take? • 10. What activities do they partake in while at the beach? • 11. What does Finny tell the narrator while on the beach?

5. A Separate Peace Dialectical Journal DirectionsChapter 4 • What to look for: • Point of View (reliable vs. unreliable narrator) • Atmosphere/Mood (how it makes the reader feel) • Tone & Diction (what types of words are used so that you KNOW the speaker’s attitude toward the subject?) • Characterization: Names and Descriptions (why would the author describe them in this manner?) • Evidence of antithesis/foil and the dynamics of the relationship (Envy) • Presence of War • Sunrise • Biblical allusion: Lazarus • Chet Douglass • Leper Lepellier’s jump • Enmity*** • Finny’s jump– “unnatural thud” • Predictions?

6. A Separate Peace Dialectical Journal DirectionsChapter 5 • What to look for: • Point of View (reliable vs. unreliable narrator) • Atmosphere/Mood (how it makes the reader feel) • Tone & Diction (what types of words are used so that you KNOW the speaker’s attitude toward the subject?) • Characterization: Names and Descriptions (why would the author describe them in this manner?) • Evidence of antithesis/foil and the dynamics of the relationship (Envy) • Presence of War • Gene’s word choice (diction) when discussing Finny’s possible injuries • Gene’s imitations of Phineas, and how it makes him feel • Hospital room conversation– complexities of both characters • Suspense (about to confess) • Admission of guilt: how was Gene hurting Finny even worse? • “The biggest lie of all”

7. A Separate Peace Dialectical Journal DirectionsChapter 6 • What to look for: • Point of View (reliable vs. unreliable narrator) • Atmosphere/Mood (how it makes the reader feel) • Tone & Diction (what types of words are used so that you KNOW the speaker’s attitude toward the subject?) • Characterization: Names and Descriptions (why would the author describe them in this manner?) • Evidence of antithesis/foil and the dynamics of the relationship (Envy) • Presence of War • Parallel between Finny’s absence from Devon and the scenery of Devon (look at how it is described in his absence). • Comparison of the previous summer’s events to “gypsy music” and “gypsy ways.” • Gene’s description of one of Finny’s great moments: the canoe. (Look at the diction and how he describes the event.) • Cliff Quackenbush • Mr. Ludsbury’s accusations and Gene’s thoughts about them • Long-distance phone call conversation (what does this say about Finny? Gene?) • Gene’s purpose: what does this mean (other than having a “creepy” connotation)?

8. A Separate Peace Dialectical Journal DirectionsChapter 7 • What to look for: • Point of View (reliable vs. unreliable narrator) • Atmosphere/Mood (how it makes the reader feel) • Tone & Diction (what types of words are used so that you KNOW the speaker’s attitude toward the subject?) • Characterization: Names and Descriptions (why would the author describe them in this manner?) • Evidence of antithesis/foil and the dynamics of the relationship (Envy) • Presence of War • Presence of Finny despite his absence from school. • Brinker’s accusation and Gene’s reaction. • Connection of winter and the war’s presence. • The boy’s treatment of Quackenbush vs. their treatment of Leper • Gene’s power in enlistment. • Finny’s return

9. A Separate Peace Dialectical Journal DirectionsChapter 8 • What to look for: • Point of View (reliable vs. unreliable narrator) • Atmosphere/Mood (how it makes the reader feel) • Tone & Diction (what types of words are used so that you KNOW the speaker’s attitude toward the subject?) • Characterization: Names and Descriptions (why would the author describe them in this manner?) • Evidence of antithesis/foil and the dynamics of the relationship (Envy) • Presence of War • Finny’s return and saying prayers • “Hand me my crutches, will you?” • Enlistment and Finny • Peace vs. war at Devon • The Olympics: Finny’s hope for himself, or Gene • Shift in Gene’s view of Finny (after the run)

10. A Separate Peace Compare & Contrast Expository Essay • Essay Prompt: Write an essay in which you compare and contrast the personalities of the characters Gene and Phineas. Use evidence from the novel to support your claims. • This essay will be completed in steps. • 1. Decide how Gene and Phineas are alike and different. • 2. Gather evidence from the novel to prove how they are alike and how they are different. • 3. Create a thorough outline to structure your essay (this will broken down into smaller steps, i.e. thesis statement, introduction, etc.) . • 4. Put the outline into essay format using MLA guidelines.

11. A Separate Peace Compare & Contrast Expository Essay • Essay Prompt: Write an essay in which you compare and contrast the personalities of the characters Gene and Phineas. Use evidence from the novel to support your claims. • Step 1: Decide how Gene and Phineas are alike, and decide how they are different. • Step 2: Gather the evidence. • Directions: • Find 3 quotations from the novel that shows how Gene and Phineas are alike. • Find 2 quotations from the novel to show Gene’s differences and 2 quotations to show Phineas’ differences. • You MUST have the page numbers written down!

12. A Separate Peace Compare & Contrast Expository Essay • Essay Prompt: Write an essay in which you compare and contrast the personalities of the characters Gene and Phineas. Use evidence from the novel to support your claims. • Good Format for Cataloguing Info: Similarities: • Quality (the way in which they are similar) “Evidence here” (68). Make sure you put the page! • Quality “Evidence here” (22). • Quality “Evidence here” (11).

13. A Separate Peace Compare & Contrast Expository Essay • Essay Prompt: Write an essay in which you compare and contrast the personalities of the characters Gene and Phineas. Use evidence from the novel to support your claims. • Formatting for Inserting Quotations: • Gene and Phineas have the similarity of ________. This is shown when “________________” (68). • Gene is a _______ character. This personality trait is shown when “_______________” (22). • *You may choose to rearrange the words or place your examples in a different format (as long as it contains the same information).

14. A Separate Peace Dialectical Journal DirectionsChapter 9 • What to look for: • Point of View (reliable vs. unreliable narrator) • Atmosphere/Mood (how it makes the reader feel) • Tone & Diction (what types of words are used so that you KNOW the speaker’s attitude toward the subject?) • Characterization: Names and Descriptions (why would the author describe them in this manner?) • Evidence of antithesis/foil and the dynamics of the relationship (Envy) • Presence of War • Leper’s enlistment • Phineas’s lack of enthusiasm regarding Leper’s enlistment. • The Devon Winter Carnival • Brinker and the cider (Brinker’s breaking of rules) • The telegram

15. A Separate Peace Dialectical Journal DirectionsChapter 10 • What to look for: • Point of View (reliable vs. unreliable narrator) • Atmosphere/Mood (how it makes the reader feel) • Tone & Diction (what types of words are used so that you KNOW the speaker’s attitude toward the subject?) • Characterization: Names and Descriptions (why would the author describe them in this manner?) • Evidence of antithesis/foil and the dynamics of the relationship (Envy) • Presence of War • The journey to Leper • Gene’s sudden disregard for rules (Gene’s character’s development) • Change in Leper: “Psycho” • Leper’s accusation • Reality of war

16. A Separate Peace Dialectical Journal DirectionsChapter 11 • What to look for: • Point of View (reliable vs. unreliable narrator) • Atmosphere/Mood (how it makes the reader feel) • Tone & Diction (what types of words are used so that you KNOW the speaker’s attitude toward the subject?) • Characterization: Names and Descriptions (why would the author describe them in this manner?) • Evidence of antithesis/foil and the dynamics of the relationship (Envy) • Presence of War • Gene’s need to see Finny • “No one was going to win or lose after all”(Knowles 154) • “Sure. There isn’t any war” (Knowles 158) • Brinker’s plan • Finny’s realization about the war. • The trial • Irony of the last witness • White marble stairs

17. A Separate Peace Dialectical Journal DirectionsChapter 12 • What to look for: • Point of View (reliable vs. unreliable narrator) • Atmosphere/Mood (how it makes the reader feel) • Tone & Diction (what types of words are used so that you KNOW the speaker’s attitude toward the subject?) • Characterization: Names and Descriptions (why would the author describe them in this manner?) • Evidence of antithesis/foil and the dynamics of the relationship (Envy) • Presence of War • Gene’s lack of help during the crisis • “He was by nature someone who carried others” (Knowles 179) • Gene’s vigil through the night • “You want to break something else in me” (Knowles 184) • Finney’s forgiveness • “An operating room and a war” (Knowles 193) • Why does Gene not cry?

18. A Separate Peace Dialectical Journal DirectionsChapter 13 • What to look for: • Point of View (reliable vs. unreliable narrator) • Atmosphere/Mood (how it makes the reader feel) • Tone & Diction (what types of words are used so that you KNOW the speaker’s attitude toward the subject?) • Characterization: Names and Descriptions (why would the author describe them in this manner?) • Evidence of antithesis/foil and the dynamics of the relationship (Envy) • Presence of War • The invasion of Devon • “Why talk about something you can’t do anything about?” (Knowles 197) • Mr. Hadley- symbolism • “Nothing…had broken his harmonious and natural unity. So at last I had” (Knowles 203) • Phineas-filled nature

19. A Separate Peace Socratic Seminar Directions • What to bring Thursday, December 13th: • Three questions, written down and answered by yourself, that you had about the novel. • Think deeper than surface level. Use the journals as a guide • One question you had about the novel that you would like answered, written down on the same piece of paper. • How grading works: • Your questions: daily grade • Each question will be worth 25 points • If one of the first three have no answer, 10 points will be deducted for each • Participation in Socratic Seminar: major grade • Everyone starts with a 70 • Each time you ask a question (that is a higher level question) you gain 10 points • Lower level questions receive no points • Each time you add to someone else’s discussion (not just parrot their answer) you will gain 10 points • If you do not raise your hand and are called on before speaking, you will gain no points for that answer

20. A Separate Peace Socratic Seminar Possible Question Stems • What is the importance of the passage beginning on . . . page . . . ? • What is the narrator’s attitude toward . . . ? • What does the narrator/a character (name) mean when he says . . . on page ? • What is the narrator’s purpose in . . . ? • What is the significance of . . . ? • Clarification (e.g., “What did it mean when…?”) • Cause-Effect (e.g., “Why did … do that?”) • Multiply-Causes (e.g., “What else might have caused…?) • Empathy and Transfer (e.g., “What would you do in …’s place when?”) • Alternatives (e.g., “What could be done to change…?” or “What else could…have done when…?”) • Principles, Values, Attitudes, Transfer (e.g., “How did you feel when …?” or “What can be learned from …?”, etc.) • Application: (e.g. Judge the effects of…, cause and effect, etc.) • Analysis: (e.g. What was the role of…, How or why did this lead to…, etc.) • Evaluation: (e.g. What was most important…, Compare…, Judge…, etc.)