--Pick up a copy of the "To Kill a Mockingbird Novel Study--Purposeful Reading Guide" document from the front table. Briefly survey the document while Mr. Martin takes attendance.
--Take out your Mumford and Sons annotated song lyrics from prior to our reading of Lord of the Flies. Now that you have finished the novel, quickly re-read the lyrics. Does anything else "stick out" now that didn't before that could illuminate today's discussion? Jot down additional annotations accordingly.
S. the C.
--agenda/HW
--discuss how to best spend our class time during Mr. Martin's absence (vocab. and reading/novel guide time? vocab. and ancillary materials time? etc.)
Transition
--Pick up a copy of the piece of literary criticism titled "Lord of the Flies: Beezlebub Revisited" from the front table. Briefly survey the piece, taking note of the title, author, and date of publication.
Discussion Preparation -- Oldsey and Weintraub's "Lord of the Flies: Beezlebub Revisited"
--oral gist reading as preparation for today's discussion (close reading will occur independently in the future by any students thinking about using this piece within the End-of-Course Assignment)--in the margins next to each paragraph, write a brief summary
Transition -- form a circle
Discussion -- LotF Chs. 1-12--So What?!
--What conclusions should we make sure to draw during today's discussion, bearing in mind both the final novel assessment and the End-of-Course Assignment?
--engage in discussion (you know the drill!)--taking notes is strongly encouraged!
Transition -- re-row the desks and pick up an index card from the front table
Ticket-Out-the-Door -- "The most important conclusion I drew today was..."
--finish the sentence starter above in a specific fashion in no more than three to five sentences
--LEAVE YOUR INDEX CARD ON YOUR DESK WHEN CLASS ENDS. DON'T FORGET YOUR NAME! (HA...HA......HA.........TOO SOON?)
HW
--Review your notes from purposeful/active reading of Lord of the Flies and the discussions that have occurred in the last few classes as preparation for the final novel assessment. This assessment will take place during our next block together and will consist of identification of significant passages (quite similar to the "speed dating" activity). On the assessment, you will be held accountable for knowing and being able to apply the following concepts/terms:
- allusion
- atmosphere/mood
- characterization
- Christological figure
- conflict
- deus ex machina
- diction
- foreshadowing
- imagery
- intertextuality
- juxtaposition
- marked for greatness
- metaphor/simile
- microcosm
- monomyth (hero's journey)
- motif
- personification
- plot
- point of view
- setting
- style
- symbolism
- theme (e.g., fear, good and evil, human nature, loss of identity, loss of innocence, mob mentality, etc.)
--BRING YOUR VOCABULARY BOOK TO CLASS DAILY. YOU NEVER KNOW WHEN YOU MIGHT NEED IT!
