Olga's+Unit

= Lord Of The Flies = = Themes: Human Nature, Society, Fear =

** Rationale of the Unit **

Lord Of The Flies: Themes - Introduction
Although published in 1954, Lord of the Flies by William Golding is still one of the most widely read and frequently challenged books today. During the reading of the novel we will be examining the **controversial aspects of human nature and the their implications for a human society**. William Golding presents a Freudian view of the individual, namely that within each person there is a struggle between right and wrong. Students are expected to become familiar with this view of human nature. However, the Final Project and the choices for the Final Essay are designed in order to allow students to agree or disagree with the author as well as Freudian views. During 4 weeks of reading students will be focusing on the significant details of the novel that lead to the development/degradation of human nature of characters in the novel. The objective of this close reading is to allow students to formulate their own opinion as to what forces influence/stimulate the degradation of human nature of main characters: intrinsic or extrinsic.

1. To examine the Freudian view of **human nature** as it is illustrated by W. Golding in the novel “Lord of the Flies”. 2. To examine the implications that Freudian human nature imposes on the **development of the society**. __William Golding:__ //"the theme (of the book) is an attempt to trace back the defects of society to the defects of human nature...The moral is that the shape of society must depend on the ethical nature of the individual and not on any political system."// 3. To give an opportunity to **students to formulate their opinion** regarding the //validity of the Freudian view of human nature// and Golding’s deep conclusions regarding //the implications for society//. This will be achieved through classroom Fishbowl discussions, Final Project and the Final Essay.
 * Objective of the Unit:**


 * The State Standards that this Unit meets:**

A.12.1 Use effective reading strategies to achieve their purposes in reading A.12.2 Read, interpret, and critically analyze literature. A.12.3 Read and discuss literary and nonliterary texts in order to understand human experience. A.12.4 Students will read to acquire information. B.12.1 Create or produce writing to communicate with different audiences for a variety of purposes. B.12.2 Plan, revise, edit, and publish clear and effective writing. B.12.3 Understand the function of various forms, structures, and punctuation marks of standard American English and use them appropriately in oral and written communications. C.12.1 Prepare and deliver formal oral presentations appropriate to specific purposes and audiences. C.12.2 Listen to, discuss, and comprehend oral communications. C.12.3 Participate effectively in discussion. D.12.1 Develop their vocabulary and ability to use words, phrases, idioms, and various grammatical structures as a means of improving communication. E.12.1 Use computers to acquire, organize, analyze, and communicate information. E.12.3 Create media products appropriate to audience and purpose. E.12.5 Analyze and edit media work as appropriate to audience and purpose. F.12.1 Conduct research and inquiry on self-selected or assigned topics, issues, or problems and use an appropriate form to communicate their findings.
 * Formulate questions addressing issues or problems that can be answered through a well defined and focused investigation
 * Develop research strategies appropriate to the investigation, considering methods such as questionnaires, experiments, and field studies
 * Organize research materials and data, maintaining a note-taking system that includes summary, paraphrase, and quoted material
 * Present findings in oral and written reports, correctly citing sources


 * Unit Assessment:**

The unit incorporates 5 types of assessment: 1. Daily discussions/Fish Bowl discussions – Rubric “Class Discussions” 2. Daily reading quizzes (checking the knowledge of new vocabulary) – Check plus/check minus 3. Daily Writing Logs and Journal Entries – “Check plus/check minus” 4. Vocabulary Test (based on the daily vocabulary quizzes - multiple choice, fill in the blank) 5. Final Test – //under discretion of the teacher: only if he/she fills more assessment is needed for this unit// (multiple choice, short answers format) 6. Final Project “A Trail of a character” – Debate Based (character is chosen by students) – assessed with the rubric “Debate Presentation” 7. Final Essay – assessed with one of the following rubrics “Writing Rubric” or “6&1 traits essay”

In order to receive the final grade all writing logs and journal entries have to be turned in before the Final Vocabulary Test. For the late work policy or make up policy, please see our course syllabus and parent welcome letter.

The daily work and participation in discussions is worth 30% of your grade for the Unit. Final Essay – 20% Final Test – 20% Vocabulary Test – 10% Final Project – 20%


 * Vocabulary Test:**

Vocabulary test is taken from daily quizzes and it is in the form of multiple choice, matching, find the opposite, find the most appropriate word, etc. In order to succeed on this test, please, save and review your daily logs.


 * Final Test:** //under the discretion of the teacher//

Final test is designed to check your knowledge of the main events and characters of the book. Some questions will be very specific. The format is multiple choice, matching, and short answers. In order to succeed on the Final test, please keep and review your writing logs and daily notes from the class discussions.


 * Final Project:**
 * “Trial of a Character”**

One of the objectives of this Unit is: To give an opportunity to **students to formulate their opinion** regarding the //validity of the Freudian view of human nature// and Golding’s deep conclusions regarding //the implications for society//. This will be achieved through classroom Fishbowl discussions, Final Project and the Final Essay.

Having examined the Freudian view of Human Nature and having examined Golding’s conclusions regarding the impact of such Human Nature on the development of a Human Society, students are expected to put one character on trial. Students will choice between: Ralph, Lack, or Rodger. The class will be divided into the following:

1. Panel of Judges: 3-4 students 2. Jury: 5-6 students 3. Prosecutors: 5 students 4. Team of Defense: 5 students

//Optional:// 5. The person on Trial: 1 student 6. The best friend of the person on trial 7. The victim #1 of the person on trial 8. The victim #1 of the person on trial

DESCRIPTION OF THE WORK FOR PROSECUTORS AND DEFENSE: Students will be given opportunity to work in groups to work on presenting a good case for against the character on trial. Students are encouraged to get creative and invite witnesses to the case. ALL EVIDENCE (including testimonies of best friends or victims) HAS TO COME FROM THE TEXT WITH PAGES CITED.

__Prosecutors__ will argue that the character //is responsible for the fall of his human qualities.// They will submit their findings in writing.

__Defense__ will argue that: //this fall of the character’s human qualities was caused by the outside forces and that the character is simply a victim of circumstances.// They will submit their findings in writing.

DESCRIPTION OF THE WORK FOR THE JURY: The Jury is responsible for making an informed decision about the character: //is he responsible for the fall of his human qualities or was this fall caused by the outside forces, and is the character simply a victim of circumstances?// They will recommend the verdict to the Panel of Judges. They will submit their decision in writing.

DESCRIPTION OF THE WORK FOR THE PANEL OF JUDGES: After presiding over the case they are to determine the verdict based on the recommendation of the Jury and will submit their decision in writing.

English 1 Prepared by O. Peters Tentative Syllabus February - March

FEBRUARY-MARCH: “Lord of the Flies” by W. Golding.

|| || || Write 5 examples of Appositive || || ** Review: ** your reading logs and journal Entries || ** Do: ** reading Log/Journal Entry || Underline a Compound Sentence in the Entry || // Review for Final Test // || ** Review: ** your reading logs and journal Entries; Start collecting evidence for the essay || ** Do: ** study for Vocabulary and Final Test || || // Review for Final Test // || || ** Do: ** study for the Final Test again || || Non-novel: grammar // Clarifications about the essay and project; essay conferences // || Post evidence on WIKI || Essay Draft #1 || || // Essay conferences (if time allows) // || || || || // Essay conferences (if time allows) // || || Revise Draft #2 || || // Peer editing; // Final paper conferences || || Essay – work on the Final draft || || Lab time, typing out papers; Final paper conferences || || Essay – work on the Final draft || || Poetry (related in the theme)
 * ** Day ** || ** Date ** || ** In Class ** |||| ** Assign ** || ** Grammar ** ||
 * ** 1 ** || ** M ** || Introduce the novel and the author; Begin reading Lord of the Flies || ** Read: ** chapter 1 || ** Do: ** reading Log/Journal Entry || ||
 * ** 2 ** || ** T ** || Reading quiz; Discuss chapter 1 || ** Read: ** chapter 2 || ** Do: ** reading Log/Journal Entry || Underline an Adjective Clause in your entry ||
 * ** 3 ** || ** W ** || Non-novel: grammar **Adjective Clauses; use and punctuation** || || || Write 5 examples of Adjective Clause ||
 * ** 4 ** || ** TH ** || Reading quiz; **Fish Bowl Discussion #1** (chapters 1,2) || ** Read: ** chapter 3 || ** Do: ** reading Log/Journal Entry || ||
 * ** 5 ** || ** F ** || Readers workshop || || ** Do: ** reading Log/Journal Entry || ||
 * || || Week 2 || || || ||
 * ** 8 ** || ** M ** || Reading quiz; Discussion chapters 3, || ** Read: ** chapter 4 || ** Do: ** reading Log/Journal Entry || ||
 * ** 9 ** || ** T ** || Reading quiz; **Fish Bowl Discussion # 2** (chapters 3,4) || ** Read: ** chapter 5 || ** Do: ** reading Log/Journal Entry || Underline an Adverb Clause in your last entry ||
 * ** 10 ** || ** W ** || Non-novel: grammar
 * Adverb Clauses; use and punctuation ** || || || Write 5 examples of Adverb Clauses ||
 * ** 11 ** || ** TH ** || Reading quiz; Discussion chapters 5 || ** Read: ** chapter 6,7 || ** Do: ** reading Log/Journal Entry || ||
 * ** 12 ** || ** F ** || Readers workshop || || ** Do: ** reading Log/Journal Entry || ||
 * || || Week 3 || || || ||
 * ** 15 ** || ** M ** || PT; NO SCHOOL || || || ||
 * ** 16 ** || ** T ** || Reading quiz; **Fish Bowl Discussion # 3** (chapters 6, 7) || ** Read: ** chapter 8 || ** Do: ** reading Log/Journal Entry || Underline a Participial Phrase in your entry ||
 * ** 17 ** || ** W ** || Non-novel: grammar
 * Participial Phrases – use and punctuation ** || || || Write 5 examples of Participial Phrases ||
 * ** 18 ** || ** TH ** || Reading quiz; Discussion chapters 8 || ** Read: ** chapter 9 || ** Do: ** reading Log/Journal Entry || ||
 * ** 19 ** || ** F ** || Readers workshop || || || ||
 * || || Week 4 || || || ||
 * ** 22 ** || ** M ** || Reading quiz; Discussion chapters 9 || ** Read: ** chapter 10 || ** Do: ** reading Log/Journal Entry || ||
 * ** 23 ** || ** T ** || Reading quiz; **Fish Bowl Discussion # 4** (chapters 9, 10) || ** Read: ** chapter 11, 12 || ** Do: ** reading Log/Journal Entry || Underline an Appositive Phrase in your entry ||
 * ** 24 ** || ** W ** || Non-novel: grammar
 * Appositive – use and punctuation **
 * ** 17 ** || ** W ** || Non-novel: grammar
 * Participial Phrases – use and punctuation ** || || || Write 5 examples of Participial Phrases ||
 * ** 18 ** || ** TH ** || Reading quiz; Discussion chapters 8 || ** Read: ** chapter 9 || ** Do: ** reading Log/Journal Entry || ||
 * ** 19 ** || ** F ** || Readers workshop || || || ||
 * || || Week 4 || || || ||
 * ** 22 ** || ** M ** || Reading quiz; Discussion chapters 9 || ** Read: ** chapter 10 || ** Do: ** reading Log/Journal Entry || ||
 * ** 23 ** || ** T ** || Reading quiz; **Fish Bowl Discussion # 4** (chapters 9, 10) || ** Read: ** chapter 11, 12 || ** Do: ** reading Log/Journal Entry || Underline an Appositive Phrase in your entry ||
 * ** 24 ** || ** W ** || Non-novel: grammar
 * Appositive – use and punctuation **
 * ** 23 ** || ** T ** || Reading quiz; **Fish Bowl Discussion # 4** (chapters 9, 10) || ** Read: ** chapter 11, 12 || ** Do: ** reading Log/Journal Entry || Underline an Appositive Phrase in your entry ||
 * ** 24 ** || ** W ** || Non-novel: grammar
 * Appositive – use and punctuation **
 * ** 24 ** || ** W ** || Non-novel: grammar
 * Appositive – use and punctuation **
 * ** 25 ** || ** TH ** || Reading quiz; Final Discussion (chapters 11, 12)
 * ** 25 ** || ** TH ** || Reading quiz; Final Discussion (chapters 11, 12)
 * ** 26 ** || ** F ** || __ Go over the details of Final Project; Organize groups for the FP, Explain essay choices; Give out essay prompts __
 * ** 26 ** || ** F ** || __ Go over the details of Final Project; Organize groups for the FP, Explain essay choices; Give out essay prompts __
 * || || Week 5: MARCH || || || ||
 * ** 1 ** || ** M ** || ** Vocabulary Test ** (vocab taken from daily quizzes) (15-20 min)
 * ** 2 ** || ** T ** || ** (optional assessment - at the discretion of the teacher- Final Test ** ; multiple choice; short answers) || Work on the essay outline || Continue collecting evidence for the essay and Final Pr. || ||
 * ** 3 ** || ** W ** || __ Questions regarding FP (clarification in necessary); check individual progress of collecting evidence __
 * ** 3 ** || ** W ** || __ Questions regarding FP (clarification in necessary); check individual progress of collecting evidence __
 * ** 3 ** || ** W ** || __ Questions regarding FP (clarification in necessary); check individual progress of collecting evidence __
 * __ Essay outline Due __**
 * Compound Sentence – use and punctuation ** || || || ||
 * ** 4 ** || ** TH ** || Lab time: working as separate groups share collected evidence for trail, share it on WIKI || Post evidence on WIKI || Revise outline, work on Draft #1 || ||
 * ** 5 ** || ** F ** || Lab time: working as separate groups share collected evidence for trial, share it on WIKI
 * ** 5 ** || ** F ** || Lab time: working as separate groups share collected evidence for trial, share it on WIKI
 * ** 5 ** || ** F ** || Lab time: working as separate groups share collected evidence for trial, share it on WIKI
 * || || Week 6 || || || ||
 * ** 8 ** || ** M ** || __ Trial Day 1, Prosecution __
 * Essay Draft #1 Due **
 * ** 9 ** || ** T ** || __ Trial Day 2, Defense __
 * ** 9 ** || ** T ** || __ Trial Day 2, Defense __
 * ** 10 ** || ** W ** || Trial: Deliberation and Verdict (10 – 15 min)
 * Essay Draft #2 Due ** || || || ||
 * ** 11 ** || ** TH ** || Lab time, typing out papers;
 * ** 11 ** || ** TH ** || Lab time, typing out papers;
 * ** 11 ** || ** TH ** || Lab time, typing out papers;
 * ** 12 ** || ** F ** || Readers workshop
 * ** 12 ** || ** F ** || Readers workshop
 * ** 15 ** || ** M ** || ** Final Papers Due; **
 * ** 15 ** || ** M ** || ** Final Papers Due; **

|| || || ||

Olga Peters Lesson Plan #1 Unit Lord of the Flies Grade 9

· **//Introduced to some biographical facts of the author’ s life as well as some highlights of his professional career//** · **//Introduced to his famous novel “Lord of the Flies” and the important themes that this novel discusses//** · **//Able to begin reading the first chapter of the novel//**
 * Objectives:**
 * //The students will be…//**

A.12.1 Use effective reading strategies to achieve their purposes in reading A.12.2 Read, interpret, and critically analyze literature. C.12.2 Listen to, discuss, and comprehend oral communications.
 * Standards:**

The assessment is informal and on-going for this lesson. Short questions will be a way to check that students follow the new material.
 * Assessment of Students Learning:**

This is important to give the basic background of the author and the novel before starting the 6-week reading process of it. Since this is a new information to students they will not be required to provide any information on the subject, but their opinions and expectations.
 * Rationale:**

· Show a 5-min clip from the movie – “teaser trailer” · Ask: “What do they think of this trailer?” · Ask: “How would they like to find themselves on an island without parents or adults?”
 * Procedure:**
 * //Activity 1 “Anticipatory Set - (5 min)//**

· Introduce our new unit · Share the rational and objectives of the Unit · Go over the Unit syllabus, expectations and assessment
 * //Activity 2 – (10 min)//**

· Give the basic background of the author’s life and career · Introduce the novel and its themes, main characters
 * //Activity 3 – New topic (10 min)//**

· Begin reading the First Chapter
 * //Activity 4 – Reading (10 min)//**

· Distribute the homework · Explain again how it should be done and how it will be assessed · Have students fill out exit slips (an index card where students will write one new thing they learned today and one question that they currently have). As a new teacher I intend to use exit slips as my attendance check.
 * //Closing Activity (5 min)//**


 * //Self-Reflection//**

Homework for the Lesson #1 Name __ English 1: Lord of the Flies, Chapter 1 __

Terms:

Efflorescence: Developing Specious: Deceptive Effulgence: Radiance Gorge: Gluttony/greed Bastion: Defense Hiatus: Interruption

Writing Log:

Your writing log should contain three elements: a summery of the chapter read, your reflection to what is happening in the novel, and any questions you may have at this point in the reading. The log should fit in the space below:

Lord of the Flies: __ Journal Entry Chapter 1 __

In Chapter 1 of Lord of the Flies, the boys choose a leader for the new society that are forming on the island. If you were stranded on a desert island with the members of the freshman class, which individual would you want for your leader and why? In a well-written paragraph, discuss specific qualities of that individual which you think would make him/her a good leader and support this with some examples/anecdotes that show his/her leadership abilities.


 * Olga Peters**
 * Lesson Plan #2**
 * Unit Lord of the Flies**
 * Grade 9**

· **//Utilize the knowledge of new vocabulary from chapter 1//** · **//To identify some of the main themes of the novel “Lord of the Flies”//** · **//Discuss the significance of the first chapter//** · **//To make predictions as to the upcoming events of the novel//** · **//Able to begin reading the second chapter of the novel (if time allows)//**
 * Objectives:**
 * //The students will be able…//**

A.12.1 Use effective reading strategies to achieve their purposes in reading A.12.2 Read, interpret, and critically analyze literature. C.12.2 Listen to, discuss, and comprehend oral communications.
 * Standards:**

Vocabulary in-class quiz In-class discussion: participation in the discussion and the ability to answer the questions after chapter 1. Reading Logs and Journal entry # 1 - due
 * Assessment of Students Learning:**

It is important to have some assessment in place to have students accountable for their daily reading. All in-class activities are based on the chapter 1, students shoud see the necessity in keeping up with the reading.
 * Rationale:**

· Quiz #1
 * Procedure:**
 * //Activity 1 (5 min)//**

· Collect reading Log/Journal entry (there is no need for the formal attendance check because the collected logs will show all who is present) · Discussion of the chapter in the following order: Start with a very quick summery of the chapter, ask for volunteers to help you with that by asking “what did we learn in chapter 1?” Go over the main characters to whom we were introduced; Go over the symbolism of this chapter; Go over the remaining questions that students may still have and the questions they indicated in their reading logs.
 * //Activity 2//**

· Distribute the homework · Explain again how it should be done and how it will be assessed. · Explain the new added “Grammar” component to the homework.
 * //Closing Activity (10 min)//**


 * //Self-Reflection//**

English __Lord of the Flies__ QUIZ – Chapter 2

MATCHING:

_ __1. Spontaneous A. Astray__

_ 2. Exasperation B. Impulsive/Voluntary

_ __3. Errant C. Reasonable__

_ 4. Rational D. Irritation

_ __5. Conspiratorial E. Plot/Work together toward sth

FILL IN THE BLANK__

_ 1. What do the boys call the creature they think might be roaming the island?

_ __2. What “power” do the boys give the conch?__

_ 3. What do the boys use to start fire?

_ __4. What mistake do they make in building the fire?__

_ 5. Who disappears at the end of the chapter?

MINI-ESSAY: At this point in the story, what would you do to get things under control?


 * Olga Peters**
 * Lesson Plan #3**
 * Non-novel Wednesday**
 * Adjective Clauses: use and punctuation**
 * Unit Lord of the Flies**
 * Grade 9**

· **// To learn about adjective clauses. //** · **// To identify Adjective Clauses //** · **// To practice using subject and object pronouns in adjective clauses. //** · **// Student will be able to identify the noun that the adjective clause is modifying. //** · **// To Learn how and when to use adjective clauses //**
 * Objectives: **
 * // The students will be able… //**

B.12.3 Understand the function of various forms, structures, and punctuation marks of standard American English and use them appropriately in oral and written communications. D.12.1 Develop their vocabulary and ability to use words, phrases, idioms, and various grammatical structures as a means of improving communication. A.12.1 Use effective reading strategies to achieve their purposes in reading C.12.2 Listen to, discuss, and comprehend oral communications.
 * Standards:**

Home work: write 5 examples of Adjective clauses. It can be one paragraph or separate sentences.
 * Assessment of Students Learning: (check plus/check minus)**

This is important to have grammar refreshment days to make sure students learn new and effective grammatical structures that can improve their writing.
 * Rationale:**

· Free journal writing
 * Procedure:**
 * //Activity 1 (5 min)//**

a) clause: A clause is a group of words containing a subject and a verb. (transparency) Ask the students to define a clause and give examples. Explain that a simple sentence is a clause. Give examples. b) independent clause: An independent clause is a complete sentence. It contains the main subject and verb of a sentence. (It is also called a main clause.) Ask the students to define an independent clause and give examples. Explain that an independent clause is any clause that can stand alone -- it makes sense all by itself. c) dependent clause: A dependent clause is not a complete sentence. It must be connected to an independent clause. Ask the students to define a dependent clause and give examples. ⋅ Explain that a dependent clause cannot stand alone. Explain that there are many kinds of dependent clauses, but we want to specifically talk about one type of dependent clause, the adjective clause.
 * //Activity 2 - New Material//**
 * // 1. Warm-Up: //**

Adjective clause: An adjective clause is a dependent clause that modifies a noun. It describes, identifies, or gives further information about a noun. (An adjective clause is also a relative clause.) (transparency) Ask the students what an adjective is -- a word that modifies, or describes, a noun or pronoun. It limits or makes clearer the meaning of the noun or pronoun. Ask the students to define an adjective clause. a) Using Subject Pronouns: who, which, what (transparency) i) I thanked the woman. She helped me. Ask the students if they can guess how they might make one sentence out of two. a) I thanked the woman who helped me. What part is the adjective clause? What does it modify? b) I thanked the woman that helped me. What part is the adjective clause? What does it modify? ii) The book is mine. It is on the table. a) The book which is on the table is mine. What part is the adjective clause? What does it modify? b) The book that is on the table is mine. What part is the adjective clause? What does it modify? Note: A subject pronoun may not be omitted b) Using Object Pronouns: who(m), which, that (transparency) i) The man was Mr. Jones. I saw him. a) The man who(m) I saw was Mr. Jones. What part is the adjective clause? What does it modify? b) The man that I saw was Mr. Jones. What part is the adjective clause? What does it modify? c) The man I saw was Mr. Jones. What part is the adjective clause? What does it modify?
 * //2. Introduction://**
 * // 3. Presentation: //**

a) The House That Crack Built (transparency) Have the students work in small groups, underlining each of the adjective clauses and showing which noun or pronoun they modify. i) Model: And these are the tears we cry in our sleep that fall for the baby with nothing to eat.
 * 4. Practice/Evaluation:**

a) If the students are having difficulty understand adjective clauses, do the following oral exercises: i) GAME - Adjective Clause stretcher (Picture cards) The instructor gives the first student a picture card who begins by saying perhaps e.g. The car is red. The second student has to attach an adjective clause, e.g. The car is red, that is parked on the beach. And so on through the class. Depending on the ability of the students, the instructor may wish to limit the game to one sentence with an adjective clause per card. The instructor can widely vary the game. For example, the classroom could be divided into two teams and score could be kept.
 * //5. Contingency Plan://**

a) Write 10 (or more if time allows) sentences with adjective clauses using current issues. Underline all adjective clauses and indicate the noun which it modifies. Paragraph must have 10 (or more) adjective clauses. i) Model: a) The plane crashed that was hijacked in Italy. b) The man was embarrassed who said the Utes would win. c) The man was angry who lost the election. d) IPO,s are the investment most people want to buy. · Explain again how homework should be done and how it will be assessed. · Give out the rubric for Fish Bowl discussion based on which the group will be assessed tomorrow
 * //6. Assignment://**
 * //Closing Activity (3 min)//**


 * //Self-Reflection://**


 * // Materials Needed: //**
 * Overhead projector
 * Transparencies
 * Erasable marker

OVERHEAD #1 clause: A clause is a group of words containing a subject and a verb independent clause: An independent clause is a complete sentence. It contains the main subject and verb of a sentence. dependent clause: A dependent clause is not a complete sentence. It must be connected to an independent clause.
 * 1. REVIEW **

adjective clause: An adjective clause is a dependent clause that modifies a noun. It describes, identifies, or gives further information about a noun. Using Subject Pronouns: who, which, what I thanked the woman. She helped me. I thanked the woman who helped me. I thanked the woman that helped me. The book is mine. It is on the table The book which is on the table is mine. The book that is on the table is mine. Using Object Pronouns: who(m), which, that The man was Mr. Jones. I saw him. The man who(m) I saw was Mr. Jones. The man that I saw was Mr. Jones. The man I saw was Mr. Jones Note: A subject pronoun may not be omitted
 * 2. INTRODUCTION**

OVERHEAD #2 And these are the Tears we cry in our sleep that fall for the Baby with nothing to eat, born of the Girl who's killing her brain, smoking the Crack that numbs the pain, bought from the Boy feeling the heat, chased by the Cop working his beat who battles the Gang, fleet and elite, that rules the Street of a town in pain that cries for the Drug known as cocaine, made from the Plants that people can't eat, raised by the Farmers who work in the heat and fear the Soldiers who guard the Man who lives in the House that crack built.

Homework Name __ English 1: Lord of the Flies, Chapter 3 __

Terms:

Assess: Estimate/Evaluate Abyss: Crevice/fissure Arid: Dry Vicissitudes: Unpredictable/changeable Contrite: Regret Incredulous: Skeptical/Disbelief

Writing Log:

Your writing log should contain three elements: a summery of the chapter read, your reflection to what is happening in the novel, and any questions you may have at this point in the reading. The log should fit in the space below:

Lord of the Flies: __ Journal Entry Chapter 3 __

At the end of chapter 3, Simon goes into the jungle to be alone in a spot he has claimed as his own. In a well-written paragraph, write about a favorite place you like to go to be alone or to be with friend. Be sure to describe what the place is like and why you like to go there.


 * Olga Peters**
 * Lesson Plan #4**
 * Unit Lord of the Flies**
 * Fish Bowl Discussion**
 * Grade 9**

· **//Utilize the knowledge of new vocabulary from chapter 2//** · **//To identify some of the main themes of the novel “Lord of the Flies”//** · **//Discuss the significance of the first chapter//** · **//To make predictions as to the upcoming events of the novel//** · **//Able to begin reading the third chapter of the novel (if time allows)//**
 * Objectives:**
 * //The students will be able…//**

C.12.3 Participate effectively in discussion. A.12.1 Use effective reading strategies to achieve their purposes in reading A.12.2 Read, interpret, and critically analyze literature. C.12.2 Listen to, discuss, and comprehend oral communications.
 * Standards:**

Only the group that is participating in the discussion is going to be assessed today based on the rubric Fish Bowl Discussion”
 * Assessment of Students Learning:**

It is important to have some assessment in place to have students accountable for their learning. All in-class activities are based on the chapter 1 and 2, students should see the necessity in keeping up with the reading.
 * Rationale:**

· Quiz #2 · Collect reading Log/Journal entry (there is no need for the formal attendance check because the collected logs will show all who is present)
 * Procedure:**
 * //Activity 1 (5 min)//**

· The participating group sits in the middle of the class. All other students are outside of their circle · The group that is discussing the chapters is following the rubric as to how to do it. · All other students have to listen to those students ideas and write down 3-5 things that either they did not know before, or something that they agree with, or something that they disagree with, or something they are surprised by and EXPLAIN WHY.
 * //Activity 2 - Fish Bowl Discussion://**

· Distribute the homework · Explain again how it should be done and how it will be assessed.
 * //Closing Activity (10 min)//**


 * //Self-Reflection//**


 * Olga Peters**
 * Lesson Plan #5**
 * Unit Lord of the Flies**
 * Fish Bowl Discussion**
 * Grade 9**


 * Objectives:**
 * //The students will be able…//**
 * //Read a novel/text of their interest in a meaningful and quiet//**

A.12.1 Use effective reading strategies to achieve their purposes in reading A.12.2 Read, interpret, and critically analyze literature.
 * Standards:**


 * Assessment of Students Learning:**

It is important to have give students time to read for pleasure. It is important to give students an opportunity to explore other novels and types of literature so that they could develop their taste in literature.
 * Rationale:**

· Free journal writing · Collect homework
 * Procedure:**
 * //Activity 1 (5 min)//**

· Ask if there are any questions that students have with their homework or novel-related issues. · If there is a need to finish the previous day activities this is a good time to do it. · Instruct students to start reading the text of their choice.
 * //Activity 2//**

· Distribute the homework · Explain again how it should be done and how it will be assessed.
 * //Closing Activity (10 min)//**


 * //Self-Reflection//**


 * __ Rubrics for the Unit __**


 * ** __Fish Bowl Discussion Rubric__ ** || 5 || 4 || 3 || 2 || 1 ||
 * ** Quality of Comments ** || Timely and appropriate comments, thoughtful and reflective, responds respectfully to other student's remarks, provokes questions and comments from the group || Volunteers comments, most are appropriate and reflect some thoughtfulness, leads to other questions or remarks from student and/or others || Volunteers comments but lacks depth, may or may not lead to other questions from students || Struggles but participates, occasionally offers a comment when directly questioned, may simply restate questions or points previously raised, may add nothing new to the discussion or provoke no responses or question || Does not participate and/or only makes negative or disruptive remarks, comments are inappropriate or off topic ||
 * ** Resource/Document Reference ** || Clear reference to text being discussed and connects to it to other text or reference points from previous readings and discussions || Has done the reading with some thoroughness, may lack some detail or critical insight || Has done the reading; lacks thoroughness of understanding or insight || Has not read the entire text and cannot sustain any reference to it in the course of discussion || Unable to refer to text for evidence or support of remarks ||
 * ** Active Listening ** || Posture, demeanor and behavior clearly demonstrate respect and attentiveness to others || Listens to others most of the time, does not stay focused on other's comments (too busy formulating own) or loses continuity of discussion. Shows consistency in responding to the comments of others || Listens to others some of the time, does not stay focused on other's comments (too busy formulating own) or loses continuity of discussion. Shows some consistency in responding to the comments of others || Drifts in and out of discussion, listening to some remarks while clearly missing or ignoring others || Disrespectful of others when they are speaking; behavior indicates total non-involvement with group or discussion ||

Writing Rubric

Name: Period: Assignment: Date: Ideas and Content q Strong thesis q Holds reader’s attention q Relevant anecdotes; details enrich central theme Organization q Enhances and showcases thesis q Is compelling and moves reader through the text q Text support (quote blending) is smooth Voice q Speaks directly to reader; is individual, compelling, and engaging q Awareness of and respect for the audience and purpose of the writing Word Choice q Words convey the intended message q Words are precise, interesting, and natural; also powerful and engaging Sentence Fluency q Sentences have an easy flow, rhythm, and cadence q Sentences are well built, with strong, varied structure Conventions q Shows a good grasp of standard writing conventions (e.g., spelling, punctuation, capitalization, grammar, usage, paragraphing) q Uses conventions effectively to enhance readability. Errors tend to be few; minor touch-ups needed. exceeded assignment expectations ** √ ** indicates that your essay met assignment expectations in this area ** - ** indicates that you should write down this skill as a goal area for improvement when you write your next paper **
 * + ** ** indicates that your essay was exemplary in this area and


 * Persuasive Essay Rubric **
 * Criteria || 4 || 3 || 2 || 1 ||
 * The claim || I make a claim and explain why it is controversial. || I make a claim but don't explain why it is controversial. || My claim is buried, confused and/or unclear. || I don't say what my argument or claim is. ||
 * Reasons in support of the claim || I give clear and accurate reasons in support of my claim. || I give reasons in support of my claim but I may overlook important reasons. || I give 1 or 2 weak reasons that don't support my claim and/or irrelevant or confusing reasons. || I do not give convincing reasons in support of my claim. ||
 * Reasons against the claim || I discuss the reasons against my claim and explain why it is valid anyway. || I discuss the reasons against my claim but leave some reasons out and/or don't explain why the claim still stands. || I say that there are reasons against the claim but I don't discuss them. || I do not acknowledge or discuss the reasons against the claim. ||
 * Organization || My writing has a compelling opening, an informative middle and a satisfying conclusion. || My writing has a beginning, middle and end. It marches along but doesn't dance. || My writing is organized but sometimes gets off topic. || My writing is aimless and disorganized. ||
 * Voice and tone || It sounds like I care about my argument. I show how I think and feel about it. || My tone is OK but my paper could have been written by anyone. I need to tell more about how I think and feel. || My writing is bland or pretentious. There is either no hint of a real person in it or it sounds like I'm a fake. || My writing is too formal or too informal. It sounds like I don't like the topic of the essay. ||
 * Word choice || The words I use are striking but natural, varied and vivid. || I make routine word choices. || The words I use are often dull or uninspired or sound like I am trying too hard to impress. || I use the same words over and over and over and over. Some words may be confusing to a reader. ||
 * Sentence fluency || My sentences are clear, complete, and of varying lengths. || I have well-constructed sentences. || My sentences are sometimes awkward, and/or contain run-ons and fragments. || Many run-ons, fragments and awkward phrasings make my essay hard to read. ||
 * Conventions || I use correct grammar, spelling, and punctuation. || I generally use correct conventions. I have a couple of errors I should fix. || I have enough errors in my essay to distract a reader. || Numerous errors make my paper hard to read. ||

WIKI Grading Rubric

10 pts A collaborative effort (as seen in the history) IT IS A GROUP WIKI. - 5 points when several participants have contributed. WIKIs are collaborative. Each person brings their strengths and contributes things that they are good at to the projects

5 pts Visual appeal Graphics are used as needed and ass to the message. Graphics are not distracting and used where needed to further explain a topic. It does not look cluttered.

10 pts Organization Headings and underlines are used appropriately as well as capitalization and bullets and numbering if applicable

10 pts Hyperlinks to various sources An effective WIKI hyperlinks and gives additional information about the topic. Because most people tend to not trust wikis (they do not know the authors), you must include a variety of hyperlinks to be considered an effective source of information. For example, link your examples to the specific pages of the novel found on line. As people follow your hyperlinks, they will begin to look at the information you have linked to. They will learn that you are an authority and that you “have done your homework”. Make sure that you have checked your hyperlinks and they work.

_ 15 pts Original, intelligent content and effective wording The effective wiki summarizes information but never copies it! (Cite your sources, page numbers). The wording is intelligent and meaningful and jargon is not used. Wikis may be read by a global audience and authors must keep that in mind.

15 pts Spelling/Grammar Punctuation (-1 each up to max)

35 Assignment Criteria Met

TOTAL POINTS out of 100

_

__

**Rubric for the Final Debate Presentation: “A Character Trial”** The Use of Arguments and the Use of Examples and the Use of Rebuttal;__ The Judges and the Jury__ have to pay special attention to the following criteria: Organization and Clarity, Presentation Style and the Use of Examples.
 * Please, note:** the__ defense team and the prosecutors __have to pay special attention to the following criteria:

viewpoints and responses are outlined both clearly and orderly. || Completely clear and orderly presentation || Most clear and orderly in all parts || Clear in some parts but not over all || Unclear in most parts || reasons are given to support viewpoint. || Most relevant reasons given in support || Most reasons given: most relevant || Some relevant reasons given || Few or no relevant reasons given || examples and facts are given to support reasons. || Many relevant supporting examples and facts given || Many examples/facts given: most relevant || Some relevant examples/facts given || Few or no relevant supporting examples/facts || arguments made by the other teams are responded to and dealt with effectively. || Many effective counter-arguments made || Some effective counter-arguments made || Few effective counter-arguments made || No effective counter-arguments made || tone of voice, use of gestures, and level of enthusiasm are convincing to audience. || All style features were used convincingly || All style features were used, most convincingly || Few style features were used convincingly || Few style features were used; not convincingly ||
 * Criteria || 4 || 3 || 2 || 1 ||
 * **1. Organization and Clarity**:
 * **2. Use of Arguments:**
 * **3. Use of Examples from the text:**
 * **4. Use of Rebuttal:**
 * **5. Presentation Style:**