10th Grade
1. Finish reading chapters one and two.
2. Complete your airplane manifest based on chapter one: Who was on the plane and what are they like? Include every detail that you can find about each character in chapter one. With an "ensemble" cast of characters, we will need to keep an eye on each of these characters (collecting these details will help you visualize these characters). This is not just a listing activity - you are working to build an understanding of characterization and gathering details that will help you make meaning of this novel.
3. Synthesize (combine) your understanding of the ISMs that you brought to class today and the details you found during today's reading of chapter one to predict what happens in this text: base your answers on what you know about the book so far, as well as what you know about primitivism, literary naturalism, determinism, and "Christ figures in literature":
*** If you have already read this novel, you will take your airplane manifest and write a complete paragraph (at least seven sentences) about how the descriptions of characters IN CHAPTER ONE foreshadow what the characters do later in the book (give specific examples about how characters are described and what they do later). What details did you discover when re-reading the first chapter? What details in the first chapter make more sense now, or are more meaningful when you read it again?***
Making predictions: (at least 3 sentences for each!)
1. Can two leaders share leadership responsibilities equally? What do you think will happen between Ralph and Jack?
2. Will the boys be rescued? Who will rescue them? What do you think the boys will do until they are rescued?
3. Who may be some possible candidates for the Christ figure in this book? What characteristics would the Christ-like figure possess (based on your research of Christ figures in literature)?
4. How would this story be different if adults were stranded on this island?
5. What will the boys eat if they are too squeamish to kill for food? Do you think their squeamishness will last? How long (until what? or until when?)
6. What is civilization? (List any words/phrases/ideas that you associate with the word “civilization”)
7. What is civilization NOT? (List any words that you think are not part of a civilization)
https://docs.google.com/document/edit?id=1JQtQwMeZlAfBhtZjghsAd06zassCqOi1d27uwvKXp9Y&hl=en
*** If you have already read this novel, you will take your airplane manifest and write a complete paragraph (at least seven sentences) about how the descriptions of characters IN CHAPTER ONE foreshadow what the characters do later in the book. What details did you discover when re-reading the first chapter? What details in the first chapter make more sense now, or are more meaningful when you read it again?
9th Grade:Here is the link for the 9th graders: this is just a reference for them.
1. Thank you for your input today during the warm-up. The word for "thinking about thinking" is metacognition. Look it up! and push yourself to be conscious about what you do as a student. How do you manage your time? What kind of choices do you make in order to learn? What needs to happen (externally and internally) for you to be successful in this class?
2. Take another look at your own writing. Read your writing out loud and identify (on your current draft) any abstract subjects, weak verbs, or potential passive voice. Bring all three copies to class on Friday: your handwritten draft, your second draft with corrections on it, and a third, corrected draft.
We will be moving into a new text, and we will continue to work on our writing. Remember: use clear, specific, detailed, and active language when writing about literature, so your reader knows YOU know exactly what you are talking about. We will keep working on this!
https://docs.google.com/document/edit?id=11ZrpY_PegFpz-2X9O_gQB_4fpRJx29DwmpQUzrRogFY&hl=en
No comments:
Post a Comment