Lord of the Flies

3
school days left

English I Honors students are so close, so very close to having the whole course behind them. Indeed, some are. Check homework information below.

All other students are now done.

Homework

  • English 8 Strategies: none.
  • English I Honors: 
    • fourth period:
      • assess both the final Lord of the Flies writing assignments by 4 June;
      • complete the vocabulary work for Lord of the Fliesby 4 June.
    • sixth period: complete your allusions work for To Kill a Mockingbird by 4 June.
  • Journalism: none.

4
school days left

Tomorrow is the final full day of school. English 8 Strategies students completed their work today, but English I Honors students have one more day of heavy lifting: tomorrow is the day students write their letters to next year’s English I Honors students.

Homework

  • English 8 Strategies: none.
  • English I Honors: 
    • fourth period:
      • assess both the final Lord of the Flies writing assignments by 4 June;
      • complete the vocabulary work for Lord of the Flies by 4 June.
    • sixth period:
      • complete the project for To Kill a Mockingbird and turn in manually (i.e., a typed or neatly written paper version) of the essay tomorrow in class along with your rubric;
      • complete your allusions work for To Kill a Mockingbird by 4 June.

I didn’t have a chance to update the site yesterday due to an after-school meeting. English I Honors students remember your work over the weekend! (I know — I’m a cruel taskmaster.)

Fourth period: you’ve got to get one paragraph assessed and another paragraph written for Lord of the Flies.

Sixth period: You have to finish To Kill a Mockingbird by Tuesday so we can start on the final project.

Close Reading and Narrative Writing

English 8 Strategies students continued with their narratives. We should be completely done with the preparatory work by tomorrow, though many students are already done. We’ll spend next week writing the narratives and revising them.

Fourth period English I Honors students began the final Lord of the Flies writing assignment:

When Piggy faces his violent death, the conch shell shatters into dust. Ralph shortly after that runs into the forest, where he encounters the Lord of the Flies, now a gleaming, white skull. Ralph remarks to himself that it’s as white as the conch shell once was. There is nothing more symbolic in the entire book than the juxtaposition of these two events. What do they symbolize? What does the conch shell represent in this allegory? What is the significance of Ralph’s remark about the whiteness of the skull?

This is the pivotal symbol in the book, the cipher for the whole novel.

Sixth period English I Honors students began a close-reading engagement with a passage from To Kill a Mockingbird that confuses some on the initial reading: the Missionary Society meeting in chapter twenty-four.

Class notes
Class notes

We’ll continue with the analysis tomorrow.

Homework

  • English 8 Strategies: none.
  • English I Honors: 
    • fourth period students: check the Lord of the Flies unit in Moodle for due dates of the final writing and assessment assignments.
    • sixth period: continue working on the allusions work on the Moodle site.
Full Return

With English I Honors students having their End of Course Exam behind them now (what a relief for them, I know), we returned to business as usual. Fourth period students finished a round-up of all the work they completed while I was out.

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Class notes

We had two writing assignments students finished during my absence, so there was a good amount of catching up and debriefing to do.

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Class notes

We also set some due dates for the end of the year:

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Due dates

It looks like a horrible amount of work for the end of the year, but I have a reputation to worry about.

Sixth period English I Honors students looked at how Harper Lee increased tension in the trial scene of To Kill a Mockingbird. It’s about the sixth possible topic for the end-of-the-unit project, which we will be completing in record time. (See the above note about reputation.)

English 8 Strategies students continued working on their final project.

Homework

  • English 8 Strategies: none.
  • English I Honors: fourth period students: read chapters 11 and 12 by tomorrow. (And complete all the work in the image above!) sixth period students: read chapter twenty-four by tomorrow — twice.
  • Journalism: none.
Back to Normal

First and fifth periods (English 8 Strategies) began looking at “Tears of Autumn” as part of a slow move into the STEAM unit we’ll be concluding the year with on the eighth-grade hall.

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Fourth period English I Honors students had a final bit of planning time for their third writing assignment for Lord of the Flies. Sixth period English I Honors students began working on a jigsaw activity that will result in three more options for their end-of-unit project.

Homework

  • English 8 Strategies: none.
  • English I Honors: 
    • fourth period students:
      • complete you third writing assignment for Lord of the Flies by midnight Monday and turn it in at the Moodle site;
      • read chapters seven and eight by Monday;
    • sixth period students: continue reading To Kill a Mockingbird through chapter 18 at the very least.

Fourth period English I Honors students continued with the third writing assignment for the Lord of the Flies unit with part two of a Socratic Seminar. Yesterday’s discussion is available here. Today’s discussion is available here.

Sixth period English I Honors students finished up the argument work from yesterday.

English 8 Strategies finished a brief review of commas for next week’s ACT-Aspire test.

Homework

  • English 8 Strategies: none.
  • English I Honors: 

English 8 Strategies students completed their short collaborative learning exercise on commas. We’ll have some practice tomorrow.

English I Honors students continued working on their respective books.

Homework

  • English 8 Strategies: none.
  • English I Honors: 
    • fourth period students:
    • sixth period students: continue reading To Kill a Mockingbird through chapter 16.
    • students who missed the practice test due to the Beta Club trip are encouraged to use the following prompt for practice:
      • Your principal wants to invite a special guest to speak to all the students about the value of hard work, and is trying to decide which person to bring in: a scientist or an athlete. Which speaker would you pick to come to your school to talk about the value of hard work, and why?
      • We should invite a scientist. We should invite an athlete.
      • Write an essay in which you give reasons for your choice and explain why your choice is better than the other option. Be sure to include details and examples to support your reasons.

English 8 Strategies classes began a short review of commas, sure to be a major element on next week’s ACT-Aspire test. We’ll continue tomorrow: it’s taking some time because we’re using collaborative learning methods to do the work.

English I Honors, after a few short practice questions, returned to business as usual: fourth period students worked on Lord of the Flies while sixth period students worked on To Kill a Mockingbird.

Homework

  • English 8 Strategies: none.
  • English I Honors: 
    • Fourth period students need to turn in their second writing assignment by tonight at the Moodle site (on Roger and the stones).
    • Students who were on the Beta club trip will have to make up two practice tests on their own time: test1 and test2.

Fourth period English I Honors students began the second writing assignment for Lord of the Flies. Students will be using five principles of sociology to examine the following passage:

Roger gathered a handful of stones and began to throw them. Yet there was a space round Henry, perhaps six yards in diameter, into which he dare not throw. Here, invisible yet strong, was the taboo of the old life. Round the squatting child was the protection of parents and school and policemen and the law.

Students in sixth period English I Honors began their second possible project argumentative topic, looking at the tragic death of Emmett Till. We’ll work on it a little more tomorrow before taking a break from Mockingbird to turn to ACT-Aspire test prep, as will fourth period.

Students English 8 Strategies walked through a practice test. We’ll be working for the next three weeks preparing for the ACT-Aspire test.

Homework

  • English 8 Strategies: none.
  • English I Honors: 

English 8 Strategies students began their first day of peer conferencing today, with fairly good results. We’ll finish up tomorrow and then begin working in earnest on the ACT-Aspire test when we return from the break.

Fourth period English I Honors students had some more time to work on their first writing assignment, and sixth period students began working on their second possible topic for the final project, this one on trusting the narrator of Mockingbird.

Homework

English 8 Strategies students continued their week-long peer conferencing work. We finished the practice today and tomorrow will turn to actual peer conferencing.

Fourth period English I Honors students began their first Lord of the Flies writing assignment, connecting Maslow’s hierarchy to the first two chapters of the novel. Sixth period English I Honors students did divided work: those who completed the reading for the day began work on the trustworthiness of the narrator while the others read, consequently falling behind a bit.

Homework

  • English 8 Strategies: none.
  • English I Honors: 
  • Journalism: none.

Fourth period English I Honors students completed work on the first informational text for the Lord of the Flies writing project. It was a text on Maslow’s hierarchy, which we will begin applying to the novel tomorrow.

Sixth period English I Honors students completed the work on Southern voice in the opening pages of To Kill a Mockingbird, comparing it to a passage from The Old Man and the Sea. This will be the basis for the first argumentative project option later in the unit.

English 8 Strategies students continued with their peer conferencing practice, looking with their partner at a second example piece. We will continue this tomorrow before moving on to their first actual peer editing session.

Homework

  • English 8 Strategies: none.
  • English I Honors: 
    • both classes: use this form to assess your starters by Thursday.
    • fourth period students:
      • continue working on the Lord of the Flies vocabulary work;
      • complete the Mockingbird project by Friday.
    • sixth period students:
      • begin assessing the final Lord of the Flies writing assignment (due Friday);
      • read through chapter four of Mockingbird.
  • Journalism: none.

English 8 Strategies began the final stages of preparation for the ACT-Aspire test. We learned how to use a form that will help us with peer evaluation. English I Honors students continued with Lord of the Flies (fourth period) and Mockingbird (sixth period).

Homework

  • English 8 Strategies: none.
  • English I Honors: 
    • fourth period:
      • complete chapters 1 and 2 of Lord of the Flies by tomorrow;
      • begin working on the vocabulary project (at the Moodle site).
    • sixth period: complete the final writing assignment on the conch shell by Monday. (All materials at the Moodle site.)
  • Journalism: none.

English 8 Strategies students had their weekly Friday writing session. We’re finishing up our argumentative writing review and will begin our ACT-Aspire test preparation shortly.

Fourth period and sixth period English I Honors students finished up different jig saw activities as they began two new units.

Homework

  • English 8 Strategies: none.
  • English I Honors: 
    • fourth period:
      • read through chapter two of Lord of the Flies by Tuesday;
      • look for vocabulary words as you read (words are available at the Moodle site, and we’ll be learning how we’ll use them them Monday).
    • sixth period:
      • complete the assessment of the mob psychology piece by this evening (more likely tomorrow morning, for I will not stay up until midnight to switch it over).
      • complete the final writing assignment on the conch shell by Monday. (All materials at the Moodle site.)
  • Journalism: none.