Mr. Scott

First period went over euphemisms and how they’re used in The Giver.

Second period discussed symbols in Lord of the Flies.

Fourth and sixth periods worked on Flowers for Algernon.

  • Second period: read chapter nine of LoF.
  • First, fourth, and sixth periods: test on persuasive techniques tomorrow.
The Giver, Algernon, and Sociology

First period began The Giver. We’ll be reading it in class for a day or so to settle everyone into sometimes-disorienting world of Jonas.

Second period began looking at five principles of sociology in order to understand better Lord of the Flies and the challenges facing Ralph and the boys on the island. The first two principles we looked at today

  1. People behave differently in groups than they do as individuals.
  2. People obey rules that are socially constructed.

After checking the starters,

Checking Starters
Checking Starters

fourth and sixth periods began Flowers for Algernon. We read about Charlie’s Rorschach test, and made a few of our own.

Bulletin Board
Bulletin Board
  • First period: none.
  • Second period: quiz (vocab) online.
  • Fourth and sixth periods:
    • essay due tomorrow;
    • read through page 313.

First, fourth, and sixth periods began on units today.  First period will be doing The Giver, and we discussed several issues related to the theme.

Questions on the anticipation guide included (though I realize now it was too much!):

  1. Sometimes it is OK to lie.
  2. Memories play an important part of your life and who you are.
  3. It is better to never experience cold or hunger.
  4. The past repeats itself.
  5. People in society accept things they usually would not if they were on their own.
  6. It is better to be part of a group than to be alone.
  7. It is better to remain ignorant about some aspects of life.
  8. It is better to be in a safe environment and never feel fear.
  9. In an ideal society, everyone is equal.
  10. It is better to be ignorant and happy than to be aware and upset.
  11. The government knows what is best for us.
  12. Rules exist to help us live our lives properly.
  13. The police should be allowed to do whatever they need to to protect the community.
  14. You shouldn’t have to be around people that you don’t agree with.
  15. It is all right to upset some people as long as you’re doing what is best for society.
  16. If you know you are right, you shouldn’t listen to anyone else.
  17. Parents should not be allowed to have more than two children.
  18. It would be much better if all bad things were forgotten.
  19. Families would be closer if they ate supper together every night.
  20. People who are born handicapped and very old people should be quietly put to death.

We’ll begin the novel tomorrow.

Second period worked on their Romeo and Juliet quiz.

Fourth and sixth also worked on an anticipation guide. Their discussion questions were:

  1. Sometimes, it’s better to remain ignorant about certain things.
  2. It’s fair to treat people differently based on their intelligence.
  3. It is better to be smart and lonely than unintelligent and happy.
  4. Our relationships with other people, not our achievements, are what fulfill us.
  5. It is important to have empathy for others.
  6. It is better to accept your fate than to try to change it.

Students also wrote about the following prompt:

Imagine you had an experimental operation that made you gradually become more and more intelligent. In fact, you become so intelligent that you’re among the top 0.01% of the most intelligent humans on Earth. How do you think this would change your life?

  • First period: persuasive essay due Tuesday (tomorrow).
  • Second period:
    • finish open-book/open-note portion of the test;
    • read chapters 4-6 from Lord of the Flies.
  • Fourth and sixth periods: persuasive essay due Wednesday.
Editing Maslow

First, fourth, and sixth periods used the sentence revision techniques we’ve worked on during the week to revise their persuasive essay on capital punishment. Additionally, students began double-checking that they’d supplied three arguments in their papers, and that two of the argument methods (from authority, reason, emotion, etc) are represented.

Second period began Lord of the Flies, looking at Maslow’s hierarchy of needs as a portion of the framework we’ll be using to understanding the novel. We’ll also be looking at sociology and theories of society as well as Freudian theory to round out our understanding of LoF, but I’m getting ahead of myself a bit.

Maslow's Hierarchy of Needs
Maslow's Hierarchy of Needs
  • First, fourth, and sixth periods: finish revision of capital punishment paper.
  • Second period:
    • The Romeo and Juliet test is Monday;
    • The Romeo and Juliet soundtrack project is due Monday; and
    • The first vocabulary quiz for Lord of the Flies must be completed online over the weekend.
Discussion and Editing

First period did some small group work to complete the mini-unit of sentence revision that we’ve been working on this week. We’ll be applying all we’ve learned to our essays on capital punishment tomorrow.

Second period had a guest teacher, and we wrapped up Romeo and Juliet. I was not anticipating the activity to last the entire class period, but it did. So we’re a day behind, but it was worthwhile activity.

Fourth and sixth periods are working on the same thing as first period, but they are a couple of days behind them.

Greenville County Dress Code
Greenville County Dress Code I
Greenville County Dress Code II
Greenville County Dress Code II

First period worked on combining sentences. We’ll be applying all our new editing techniques to our persuasive essays for the last couple of days of this week.

Second period began the unit on Lord of the Flies. We started by looking at allegories and the best and most famouse example in existence: Plato’s “Allegory of the Cave,” from the Republic, book VII. After reading an excerpt, we watched an award-winning claymation summary (Not surprisingly, this is blocked if you’re viewing it from a Greenville County Schools network computer.) and discussed what Plato was suggesting with his allegory. The discussion soon showed how all allegories break down sooner or later.

Fourth and sixth periods did work with run-on sentences: how to detect them (simple: read them aloud) and three ways to fix the problem (including the use of the loveliest of all punctuation, the semicolon).

  • First period: finish first draft of essay.
  • Second period: Lord of the Flies chapters 1-3.
  • Fourth and sixth periods: none.

English I Honors will be having an extensive test on Romeo and Juliet on Monday 9 February. Students have known about this for some time, but I wanted to put it on this site. Additionally, the project for the R&J unit is due on that date.

Second period finished watching Romeo + Juliet. We watched an abreviated version today, skipping several scenes in order to finish the film today. Everyone groaned at the Hollywood-ization of the ending.

Second period will be finishing up the discussion of R&J Thursday. For that discussion, they are to prepare notes (including citations) for the following questions, presented by Mrs. Schrader, one of our District Instructional Facilitator :

  1. Juliet says, “I must love my loathed enemy.” Why does she act like she has no choice in the matter?
  2. How are the themes of fate and retribution exemplified?
  3. The nurse and Friar Laurence both conspire to help the young lovers but for different reasons.  What do you think their reasons are?

First, fourth, and sixth periods worked on editing for sentence fragments. First period completed editing for run-on sentences as well.

  • First, fourth, and sixth: none.
  • Second period:
    • Chapters 1-3 of Lord of the Flies for Thursday;
    • Discussion question preparation for Thursday.

First, fourth, and sixth periods began using WordPress for our class blog: We’ll be finishing up Monday with our first posts (persuasive pieces on the death penalty), and we’ll be publishing some next week. Those who have turned in their permission slips will be able to publish. Currently, there’s very little posted.

First, fourth, and sixth periods spent some time in the library doing research for their social position papers (i.e., persuasive essays) on capital punishment. We’ll be spending one more day in the library before returning to the classroom to begin writing our actual essay.



As part of a cross-curricular project with Ms. Green, the social studies teacher, students in first, fourth, and sixth periods will be spending this week working on social position papers about the capital punishment.

Today, we discussed the issue and made lists of pro and con arguments.

Tomorrow, we’ll be going to the library to do some research on the subject.


First, fourth, and sixth periods: none.

First period reviewed direct objects from yesterday and went over indirect objects today.

Second period completed act 3 scene 5, with Capulet’s famous tirade (lines 145-173):

Soft! take me with you, take me with you, wife.
How! will she none? doth she not give us thanks?
Is she not proud? doth she not count her blest,
Unworthy as she is, that we have wrought
So worthy a gentleman to be her bridegroom? […]
How now, how now, chop-logic! What is this?
‘Proud,’ and ‘I thank you,’ and ‘I thank you not;’
And yet ‘not proud,’ mistress minion, you,
Thank me no thankings, nor, proud me no prouds,
But fettle your fine joints ‘gainst Thursday next,
To go with Paris to Saint Peter’s Church,
Or I will drag thee on a hurdle thither.
Out, you green-sickness carrion! out, you baggage!
You tallow-face! […]
Hang thee, young baggage! disobedient wretch!
I tell thee what: get thee to church o’ Thursday,
Or never after look me in the face:
Speak not, reply not, do not answer me;
My fingers itch. Wife, we scarce thought us blest
That God had lent us but this only child;
But now I see this one is one too much,
And that we have a curse in having her:
Out on her, hilding! […]
God’s bread! it makes me mad:
Day, night, hour, tide, time, work, play,
Alone, in company, still my care hath been
To have her match’d: and having now provided
A gentleman of noble parentage,
Of fair demesnes, youthful, and nobly train’d,
Stuff’d, as they say, with honourable parts,
Proportion’d as one’s thought would wish a man;
And then to have a wretched puling fool,
A whining mammet, in her fortune’s tender,
To answer ‘I’ll not wed; I cannot love,
I am too young; I pray you, pardon me.’
But, as you will not wed, I’ll pardon you:
Graze where you will you shall not house with me:
Look to’t, think on’t, I do not use to jest.
Thursday is near; lay hand on heart, advise:
An you be mine, I’ll give you to my friend;
And you be not, hang, beg, starve, die in
the streets,
For, by my soul, I’ll ne’er acknowledge thee,
Nor what is mine shall never do thee good:
Trust to’t, bethink you; I’ll not be forsworn.

After going over it in the original, we had the students act it out using a modified, modernized version: some eyes were wide hearing just how nasty Capulet was being with his daughter.

Fourth and sixth periods used the persuasion maps we created yesterday to begin writing a draft of their persuasive essay.

  • First period: none.
  • Second period:
    • finish reading act 4;
    • complete the study guide through act 4;
    • take the act 3 quiz.
  • Fourth and sixth periods: complete the essay started in class.