--Now that you have read 3/4 of William Golding's Lord of the Flies, how does it seem he would respond to the following questions:
- Why do people say what they say, do what they do, etc.? What are human beings really like?
What evidence do you have in support of your inferred response? Do you agree or disagree with Golding, and to what extent?
*PLEASE SPEND THE FIRST FIVE MINUTES OF CLASS AFTER ANNOUNCEMENTS GATHERING YOUR THOUGHTS WITH REGARD TO THE ABOVE.*
S. the C.
--Reminder: It is important for you to stay caught up with regard to all of your coursework. It is in your best interest to check the blog and Schooltool often. Additionally, if you have an "INC" for a Marking Period, following up with me ASAP would be wise!*PLEASE SPEND THE FIRST FIVE MINUTES OF CLASS AFTER ANNOUNCEMENTS GATHERING YOUR THOUGHTS WITH REGARD TO THE ABOVE.*
S. the C.
--agenda/HW
Discussion -- Human Nature in Lord of the Flies
--turn and talk
--whole-class share-out/continual turn and talks via volunteers and/or a drawing of cards
- One student captures notes on the north end of the whiteboard.
- No more than one contribution per student to the whole-class share-out!
--Please pick up a copy of the "Human Nature in Memoirs Symposium" sheet from the front table.
Looking Ahead -- Human Nature in Memoirs Symposium
--oral reading of assignment sheet
--beginning of MODEL shared
--Q & A
--quiet and independent work time
Transition
--move the desks/form a circle
Oral Reading/Discussion -- CHAPTER TEN of William Golding's Lord of the Flies
--Reminder: Active/purposeful reading tasks:
- In order to engage in high-level discussions about Golding's challenging text, our active/purposeful reading tasks are as follows:
- complete Post-its (or notebook notes) as directed:
- read actively as you have done in the past (e.g., If you need to jot down basic plot notes to get/remember the "gist", do so!; If you connect the text to personal experience, jot down notes about the connection and flag the page; If you have a question, jot it down and flag the page; etc.)
- read purposefully with regard to...
- literary techniques/elements
- the conventions of literature
- theme
- the End-of-Course Assignment
- SIGNIFICANT PASSAGES PERTAINING TO ANY OF THE ABOVE!
Closure
--What were you able to "get" out of what we read today?
- turn and talk
- whole-class share-out/notes on whiteboard
--Complete 45 minutes of Membean training in three different days before 11:59 PM on Thursday, 5/9 (see the "Membean Routine" document).
HW (Class Preparation)
--Read at least 10 pages of your free reading book (memoir still?!) between now and next class. ALWAYS BRING YOUR FREE READING BOOK TO CLASS! During the final marking period, I intend to randomly check for books and include your level of preparation in my reporting via Schooltool.
--Complete the "Human Nature in Memoirs Symposium" sheet to the best of your ability if you do not think that the first half of the class block on Thursday will be enough time to wrap up. I plan on beginning the symposium about halfway through the block NEXT TIME (Thursday, 5/9).
--Review your materials pertaining to LotF in preparation for an upcoming assessment.
--Finish actively/purposefully reading CHAPTER TEN of Lord of the Flies prior to next class
Writing
--You should be thinking about (and, quite frankly, beginning to work on--you do not want to wait too long to get started on this!) the End-of-Course Assignment. Approximately six weeks from now, you will submit an analytical argument in support of your claim with regard to the following questions:
- End-of-Course Assignment:
- Why do people say what they say, do what they do, etc.? What are human beings really like? What is your "why?", and how is it related to your observations about/understanding of human nature?
*I AM AVAILABLE AFTER SCHOOL PRETTY MUCH DAILY FROM NOW UNTIL THE END OF THE SCHOOL YEAR AND AM MORE THAN HAPPY TO WORK WITH INDIVIDUALS ONE-ON-ONE (ESPECIALLY THOSE OF YOU WHO ARE STRUGGLING--BE HONEST WITH YOURSELF AND TAKE INITIATIVE!).*
