--Sign out a copy of To Kill a Mockingbird.
--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 I take 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.
*DURING THIS TIME, I WILL RETURN YOUR "LORD OF THE FLIES CHAPTER FOUR-CHAPTER NINE QUIZ/FINAL NOVEL ASSESSMENT PREPARATION" DOCUMENTS FROM LAST CLASS. PLEASE ANALYZE YOUR PERFORMANCE--MY HOPE IS THAT "SEEING HOW YOU DID" WILL FURTHER PREPARE YOU FOR YOU THE FINAL NOVEL ASSESSMENT. I WILL ALSO SHARE WITH YOU AN EXEMPLAR.*
S. the C.
--exemplary quiz response shared or handed out to any "takers"
--agenda/HW
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"
--independent gist reading/somewhat purposeful reading (divide and conquer!) 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 that you read, ...
- jot down the gist/write a brief summary
- underline anything that either confirms or deepens your understanding of William Golding's "thesis" about human nature
- underline anything interesting that makes you think "oooooo!" or "ah ha!" (or whatever!)
- I'LL MODEL FIRST!
Discussion -- LotF CHAPTER ONE-CHAPTER TWELVE--So What?!
--What should we make sure to address 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!
Brain Break -- Lord of the Flies: A Facebook Spoof (from Sarah Schmelling's Ophelia Joined the Group Maidens Who Don't Float)
Transition -- re-column 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.........ALSO TOO SOON?)
Purposeful/Active Oral Reading -- To Kill a Mockingbird Chapter 1 (time permitting)
Closure (time permitting)
--brief discussion
HW (Class Preparation)
--Review your notes from purposeful/active reading of Lord of the Flies and the discussions that have occurred in class as preparation for the final novel assessment. This assessment will take place during class our next block together and will consist of identification of significant passages (mirroring both the "speed dating" activity and the quiz that you took last class). 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 END-OF-COURSE ASSIGNMENT MATERIALS TO CLASS DAILY, INCLUDING YOUR COPY OF TO KILL A MOCKINGBIRD AND THE NOVEL GUIDE. YOU NEVER KNOW WHEN THESE MATERIALS MIGHT BE NECESSARY!
--BRING YOUR VOCABULARY BOOK TO CLASS DAILY. YOU NEVER KNOW WHEN YOU MIGHT NEED IT!
