4/23-4/25 English 2 Agendas

SNEEZE 4/23 – complete the story…7 minutes

You go to the store with your parents and baby brother.  Your parents go into a store and tell you to watch your brother.  You take your eyes off your brother for just a minute and you can’t find him.  You…

Jigsaw Activity – LOTF Unit Student Resources two articles starting on page 79

One person:   Leader (reads and encourages)

One person:   Note taker

One person/two people: Annotate in margins

One person:   dunderlines concepts or words                     that require further exploration

  1. Look up words or concepts that are unclear
  2. What is the article communicating?
  3. Discuss how you will teach this information to the other group – rehearse
  4. Create three questions for understanding that we will ask the class as a whole at the end (these questions were turned into a quiz while they went to their teaching group…they took the quiz as a survival group and life points were deducted based on score)

HOMEWORK
Read 53-60

Write one bullet point per page summing up what happened in that page.  This may be on post-its OR on a separate piece of paper.

4/25

Check Homework – assign the rest of chapter 4, one note per page

Lord of the Flies – Pre-Reading Questions

  1. Describe a location or situation that would be paradise for you.
  2. Given the fact the Lord of the Flies is a survival story, what plot elements might you expect to find?
  3. Do you think people need rules, or would society be a better place if people were allowed to do whatever they wanted? Explain.
  4. What qualities do you think are necessary to be a good leader?
  5. If you were stranded on a tropical island, what do you think would be the greatest threat to your survival? How might you meet this threat?
  6. Think of a real-life survival story about a person or persons who survived in an isolated area. What kept them alive? What were their greatest challenges? Did they survive because of their skills, luck, or both?
  7. Do you see yourself as a survivor? What qualities, if any might you bring to a group stranded in the wilderness?
  8. At what age do you think young people are old enough to make their own decisions without adult supervision? Why?
  9. In your opinion, what are the characteristics of a civilized society? What are the drawbacks and advantages of a civilized society?

Groups of 8:

  1. 3 places/situations
  2. 3 plot elements/events
  3. Vote
  4. 3 qualities
  5. 3 threats
  6. 3 challenges
  7. 3 survivor qualities
  8. Age concensus
  9. 3 characteristics AND 2 drawbacks AND 2 advantages

4/17-4/20 English 2 Agendas

LOTF Chapter Three Animal Symbolism/Personification Discussion and worksheet

Disassemble stage from school play.

Write-Around Activity

Sit in groups of THREE.  Get out one piece of paper and one writing utensil.

Roles: Writer – Time Keeper – Idea Assistant
Rotate every 3 minutes

  1. Suddenly, before he could…
  2. The door slammed shut behind…
  3. Just before the bell rang…
  4. Water was seeping through…
  5. Ever so slowly, the shadowy figure…
  6. Everywhere she looked, Sue saw…

Read each story out loud.

Can continue with reflections on stories, OR with groups of 8, one piece of paper for each person.

4/10-4/12 English 2 Agendas

One class period is spent at the counselor’s office

The other BLOCK classwork is:

Quiz on chapter 2

Read chapter 3

Answer chapter 3 Questions

Chapter 3: “Huts on the Beach”

  1. Discuss the change in Jack’s personality that is described at the beginning of the chapter. What is Jack’s highest priority, and what does this tell us about him?
  2. How are the all of the boys except Ralph and Simon (and Jack) behaving? What is Golding telling us about human nature? What important qualities do Ralph, Simon, and Piggy have that the other boys seem to lack? 
  3. What is making it difficult for Ralph and Jack to communicate and get along? Where do you think their differences will lead? 
  4. Why do you think Jack and the littluns (and others, probably) have fears about a “beastie,” but Ralph, Simon, and Piggy don’t? What theme does this suggest? 
  5. What does this chapter reveal about Simon’s personality, and what importance do you think this will have later in the novel?

Grade checks and progress reports sent home.

4/9 or 3/10 English 2 Block Agenda

How to blow a conch shell.

Conch shell article close reading.

Build the island on my wall.  One person from each survival group builds the island.  Everyone else makes island props, finishes the symbol, and posts all work on island to begin survival challenge.

Read chapter 2 and begin character charts for Piggy, Simon, and Jack.

4/5-4/6 English 2 Agendas

4/5

Exchange shelter instructions.  Draw the shelter based on the instructions.  This is now the instructor’s survival shelter.

Each group will now create a symbol for their survival group, with all names on the front of the paper.

4/6

Read chapter one in class.  Do focus questions in groups.

4/2-4/4 English 2 Agenda

4/2

Watch Julius Caesar Videos

4/3

Go over block schedule change for testing

Get LOTF from the library

Show trailer: https://www.youtube.com/watch?v=QnCn2VTzY90

Begin survival activity

4/4

Survival Groups, finish plans, answer five reflection questions

Do research on building shelters

3/12-3/14 English 2 Agenda

3/12

Sneeze 3/12/18

Imagine that you are writing an opinion piece for your local newspaper on the annual time change. Do you think it is valuable and necessary? Confusing and disruptive? Somewhere in between? Explain your reasons for defending or criticizing daylight saving time.  Describe how much better or worse off you and other citizens would be if the policy were to change.

COMPLETE THE PLAY!

In Julius Caesar by William Shakespeare, it is a man’s world.  In the Roman world, women were irrelevant.  They were not allowed to speak in public and were barred from the world of politics.  A woman’s main function was to serve in the home.

The Role of Women in Act 2 features female characters more than any other part of the play. We see Calpurnia attempting to convince her husband Caesar to stay home from the Capitol, given her alarming dreams. And we see Portia worrying over her husband Brutus and asking the Soothsayer for news. What can we learn from these moments about the role of women in Shakespeare’s Rome? Do they have any agency, voice, or power?

Answer the following questions in complete paragraphs using topic sentences, concrete evidence, and commentary.  If not answered in this manner, the assignment is incomplete.

 

  1. In your opinion, who has done the most harm to the Roman state: Brutus, Caesar, Cassius, or Antony? Support with evidence from the play.
  2. Page 794 – Literary Analysis Sidebar – Who might be considered a tragic hero? Why?
  3. How are gender and sexuality presented in the play, Julius Caesar by William Shakespeare?

3/13

IN CLASS ESSAY

3/14

IN CLASS ESSAY – TURN IN

3/8 English 2 Agenda

Read/act out Act 5, Scenes 2 & 3.

Break down Scene 3 by drawing the scene and stopping to ask questions about the text as we go.

Complete in class debates!