First and fourth periods today took some class time to read Lord of the Flies and then learned about participle phrases. They then took some notes on participles and looked at examples and practice from a writing textbook.
Second and fourth periods finished up Flowers for Algernon and completed the participation self-evaluation.
English 8 Strategies: complete questions 1-7 at the end of Flowers for Algernon (page 342).
English I Honors:
have chapters 3 and 4 of Lord of the Flies read by tomorrow (feel free to read ahead to chapter 7);
complete the writing assignment for chapters 1 and 2 of Lord of the Flies; and,
First and fourth periods spent some time looking at the rubric for the extensive Lord of the Flies project and then worked in pairs to evaluate a less-than-perfect model selection:
As the boys stranded, and the littleuns completely dependent upon the older children for all their physiological needs, Jack could easily use knowledge of Maslow’s hierarchy of needs to manipulate the situation and wrest control from Ralph. Most basically, Jack and his choir boys supply all the meat during their pig hunts, and the littleuns are going to soon get tired of eating just the scraps of fruit they might find on their own. Jack could simply retreat to another part of the island, stop providing food for all the others, and wait for everyone to search him out. At that point, he would simply need to say, “If you want to eat, you’ll stay with me; if you don’t, you’ll go back to Ralph.” In addition, Jack could apply Maslow’s hierarchy by fulfilling the higher level needs with the boys who come along with them. Treating the littleuns like family, he could win their trust and devotion. In such a case, even if he were to be unable to bring food for the group—if, for example, they were unable to find pigs for several days—he would have their devotion to ensure his power until he could find food. Indeed, he might even be able to resort to feeding meat to the littleuns on an increasingly infrequent schedule as he fulfills other, higher needs as well. This would make sure he and his hunters don’t exhaust the island’s supply of swine too early, which would threaten his power in the end. With their inability to care for themsevles, the littleuns are indeed susceptible to manipulation through the application of Maslow’s hierarchy of needs.
The multiple writing workshops begin now, with the first selection is due for submission on Wednesday of this week.
Second and seventh periods began the concluding project for Flowers for Algernon by having a Socratic Seminar about whether or not the operation on Charlie Gordon was fair.
English 8 Strategies: none.
English I Honors:
read chapters three and four of Lord of the Flies for tomorrow;
complete the writing assignment for chapters one and two (see the Moodle site for details) by Wednesday evening;
First and fourth Periods worked to complete the paraphrasing of each passage everyone was given. After completing this they wrote three things that they think will happen before and after their passages. Finally, they broke up into groups of two and compared paraphrasing as well as preparing to present to the other groups.
Second and seventh periods began with comma practice work for starters, including a trick question: one that doesn’t require any commas at all.
He left the scene of the accident and tried to forget that it had happened.
Oil, which is lighter than water, rises to the surface.
Madame de Stael was an attractive, gracious lady.
Second and seventh periods then continued with Flowers for Algernon, making predictions and working to confirm them.
English 8 Strategies: rewrite the PASS practice essay by Monday.
analyze the following sentence from To Kill a Mockingbird in the same way we parsed the sentence today (see above):
In England, Simon was irritated by the persecution of those who called themselves Methodists at the hands of their more liberal brethren, and as Simon called himself a Methodist, he worked his way across the Atlantic to Philadelphia, thence to Jamaica, thence to Mobile, and up to Saint Stephens.
First and fifth periods turned to the question of the nature and definition of intelligence as we near the end of “Flowers for Algernon” and prepare for the research element of our third-quarter unit. We watched a video on the theory of multiple intelligences as a way to move our note-taking skills into the audio-visual domain as opposed to simply taking notes from a text.
Second and fourth periods worked on the question of who is ultimately responsible for Juliet’s “death,” which of course leads to her actual death.