First and fifth periods began by transforming a screenplay-style bit of dialogue into narrative dialogue. The passage in question was from Monster:

Briggs
The maximum sentence for the assault was how long? Do you know?

Bolden
I wasn’t convicted.

There were several possible results, with each class having a handful of students creating each of the possibilities.

1. “The maximum sentence for the assault was how long?” Briggs asked. “Do you know?”“I wasn’t convicted,” Bolden growled.
2. “The maximum sentence for the assault was how long? Do you know?” Briggs asked.”I wasn’t convicted,” Bolden replied.
3. Briggs asked, “The maximum sentence for the assault was how long? Do you know?”Bolden replied, “I wasn’t convicted.”

Afterward, we continued with Monster, working thorugh a large amount of the text that is relatively low-density so we can get to the “good” parts that will produce evidence for our end-of-unit debate.

Second and fourth periods of course began by looking at a sentence from Great Expectations and determining its type. Today’s sentence led us to a quick overview of compound predicates.

Second and fourth period starter

Once that was done, students returned to yesterday’s work with shifting point of view.

Homework

• First and fifth periods: none.
• Second and fourth periods:
  • complete the shifting point of view work (from class) as necessary, then put your pair’s work on the Estella point of view wiki;
  • continue with Great Expectations, completing through chapter 58 (next to last chapter) by next Friday (but do not read the final chapter);
  • continue with the Lord of the Flies self-study project.