Appendix D for Fourth Nine Weeks

  1. Connection to Meaning Dialectical Journal for Lord of the Flies
  2. Connection to Meaning journal for “The Necklace”
  3. Timed writing prompts for (a) “The Necklace” (b) The Declaration of Independence (c) semester exam essay
  4. Peer Editing Form and Rubric for Evaluating Peer Editing
  5. Lord of the Flies Discussion Questions
  6. Lord of the Flies Debate
  7. helpful websites for Lord of the Flies, Fahrenheit 451, The Declaration of Independence, John Locke quotes
  8. Novel Imaging Assessment

Lord of the Flies Dialectical Journal

Symbolism

Symbol – Evidence from novel with Parenthetical Citation / Inference - Commentary
Ralph – / Organized society, moral integrity – Ralph develops rules for the boys and attempts to organize life on the island. His morals don’t change based on his situation.
Jack - / Anarchy –
The Beast - / The evil that resides in man –
The Conch -
Piggy’s specs –

Themes

Choose one of the thematic ideas below. List five examples from the novel and explain how each example contributes to the development of that theme.

Civilization v. Barbarism

Conflict between the rational mind and instinct

Loss of innocence

Evidence with parenthetical citation / Commentary

Develop a statement of theme for your thematic idea:

Jennifer Allinder, JCIB

“The Necklace”: Connecting Device to Meaning

Device/Strategy / Passage and Page Number / Connection to Meaning
Direct Characterization / Mathilde values material wealth to the point that she allows her lack of wealth to cause her unhappiness.
Symbol / “All at once she found, in a black satin box, a superb diamond necklace; and her pulse beat faster with longing. Her hands trembled as she took it up. Clasping it around her throat, outside her high-necked dress, she stood in ecstasy looking at her reflection” (223).
Indirect Characterization / “She danced madly, wildly, drunk with pleasure, giving no thought to anything in the triumph of her beauty, the pride of her success, in a kind of happy cloud composed of all the adulation…” (224).
Symbol / When Mathilde realizes she has lost the necklace, her sense of importance and happiness are also lost.
Irony / “Oh, my poor Mathilde. But mine was only paste” (227).
Direct Characterization / “She learned to do the heavy housework, to perform the hateful duties of cooking (226).

Jennifer Allinder, JCIB

Timed Writing Prompts:

  1. “The Necklace:” “The Necklace” is a story about a woman whose happiness is based on her attainment of material possessions and wealth. In a well-organized essay, explain how De Maupassant uses literary elements such as symbolism, irony, or characterization to convince readers that people whose happiness is based on money and possessions are never really happy.
  1. The Declaration of Independence: The Declaration of Independence was intended to be an argument that persuades American colonists to fight for freedom from Great Britain as much as it is a statement of American intent of separation from British control for King George and the British Parliament. In one or two paragraphs, show how Jefferson uses rhetorical techniques to persuade the American people to fight for their freedom.
  1. Semester exam essay prompts:

Choose a character from a novel or play that we have studied this year and write an essay in which you (a)

briefly describe the values of the fictional society in which the character lives and (b) show how

the character is affected by and responds to those values.

Be sure to give specific examples from the text that support your assertion.

A.Choose a novel or play that we have studied this year and write an essay in which you explain how the themes of the novel keep it relevant to today’s society.

Betsy Brooks, A+ College Ready

Peer Evaluation Form

Peer editor ______Writer ______

Paper Title ______

The Task:

  1. Reread the prompt. Use the space below to identify the two tasks the prompt gives you to do.

A.

B.

Introduction:

  1. Does the introduction include a reference to the author and title?
  1. Write the sentence you think is the thesis statement. Does it address all elements required in the prompt? Does it present an argument or opinion that needs to be proved?

Body:

  1. Does the first sentence of each paragraph indicate a focus for the entire paragraph? Does it connect to the thesis?
  1. List evidence from each paragraph that supports the assertion that the writer makes in this paragraph.

1.

2.

  1. Is there a balance between evidence and analysis/commentary? Explain.
  1. Does each body paragraph have a sense of closure or transition to the next paragraph? If yes, write a sentence from a body paragraph that is an example of the transition/closure. If no, what would you suggest?

Conclusion: Reread the conclusion. Answer the following questions:

  1. Does this section relate to the purpose established in the intro and developed in the body? Why or why not?
  2. Is there a specific element in the intro that is echoed here in the conclusion? If yes, identify it. If no, make a suggestion to achieve this unity.

Overall essay:

  1. Does the essay address literary techniques and or devices addressed in the prompt and connect them to meaning?
  2. List exemplary examples of diction
  1. List distracting or redundant phrases or sentences.
  1. List examples of good sentences that show a variety of sentence structures or varied sentence beginnings.
  1. Name at least two things the writer of this paper did well.
  1. Name at least two ways the writer of this paper can improve it.

Leah Stoudenmeir, LAMP

Betsy Brooks, A+ College Ready

Peer Edit Grade Sheet

Name:______Block/Class:______

Peer Edit # ____

ID of Evaluated Paper ______

Followed directions (_____/5 points)

Completed all required steps (_____/5 points)

Commented legibly and extensively (_____/15 points)

Provided helpful, constructive criticism (_____/15 points)

Devoted appropriate time and attention (_____/10 points)

Total Points: ______/50

Peer Edit # ______

ID of Evaluated Paper ______

Followed directions (_____/5 points)

Completed all required steps (_____/5 points)

Commented legibly and extensively (_____/15 points)

Provided helpful, constructive criticism (_____/15 points)

Devoted appropriate time and attention (_____/10 points)

Total Points: ______/50

Peer Edit # ____

ID of Evaluated Paper______

Followed directions (_____/5 points)

Completed all required steps(_____/5 points)

Commented legibly and extensively(_____/15 points)

Provided helpful, constructive criticism(_____/15 points)

Devoted appropriate time and attention(_____/10 points)

Total Points: ______/50

Peer Edit # _____

ID of Evaluated Paper______

Followed directions (_____/5 points)

Completed all required steps(_____/5 points)

Commented legibly and extensively (_____/15 points)

Provided helpful, constructive criticism (_____/15 points)

Devoted appropriate time and attention (_____/10 points)

Total Points: ______/50

Betsy Brooks, A+ College Ready

Discussion Questions for The Lord of the Flies

  1. Golding says that Henry, on the beach, has the “illusion of mastery.” Is power always an illusion?
  1. On the island, the littluns are the most powerless people. Who would you say are the most powerless people in the real world? Are they treated like the littluns?
  1. The conch shell serves as a symbol of governmental power in the novel. What are our society’s symbols of governmental power?
  1. Why is it important that the boys are on an island, rather than in the Artic or in the Amazon rain forest? Why do you think Golding chose an island?
  1. Is it important that the castaways are children? Why?
  1. Would this be a different story if the stranded people were grown-ups? Or even if there were grown-ups with the boys? If so, how?
  1. Before they physically hurt him, the boys dehumanize Piggy (thus the name). They separate him from themselves in a number of ways and make his feelings seem insignificant. How do they do this?
  1. What is more important on the island—the rights of the individual or the rights of the group?
  1. Do we still speak or think in terms of “civilized” and “savage” behavior, even if we don’t use those terms?
  1. What is important about the decay of the boys’ clothing?
  1. Which of the boys in LOTF knew each other before landing on the island? Do previous acquaintances make a difference in loyalties and behavior?
  1. Why does Golding not include any female characters on the island?
  1. Give some examples from LOTF and from real life when culture overcomes aggression. What is significant about this?
  1. Faced with no external enemies, the boys seem compelled to invent enemies, like the snake-thing and the beast. Why do the boys make up enemies?
  1. How does Hitler’s rise to power parallel Jack’s rise to power in the novel? How does Jack parallel Hitler?

Leah Stoudenmier, LAMP

Lord of the Flies Argument and Debate(following LTF Writing an Argument and Debating Based on Fahrenheit 451 time line and instructions)

Resolved: That Society’s laws are necessary to protect humans from their own barbarism.

Day 1: Discuss the need for laws in society. What happens when laws are disobeyed by large numbers of people? What happens when people in authority disobey laws?

Day 2:Research in Library (broad overview)

Days 3 – 5: Research in Library (note taking)

Day 6: Source cards due

Day 7: Explain case format (affirmative and negative)—set teams

Days 8 – 9: Write case; individual annotated bibliography due

Day 10: Typed cases due—discuss questioning and writing sample questions

Day 11: Final preparation day: draw for debate

Days 12 – 15: In-class debates

Jennifer Allinder, JCIB

Helpful Websites

For Lord of the Flies: (the first two might prove helpful for the debate)

For Fahrenheit 451:

For The Declaration of Independence:

For John Locke quotes:

Imaging Summative Assessment for Novel: (Similar to Imaging Activity in Third Nine Weeks for “The Gift of the Magi”)

Imaging is a fun activity that can be adapted for many uses in literature study. It can be used as a review for a major work, for a kind of journal activity during reading, or for assessing student understanding of literary elements. Students work together in groups of 3 – 4 members to create a symbolic representation of their understanding of the literature.

Materials needed: glue (enough for 1 bottle per group), construction paper of varied colors (I usually had about 2 -3 packages for multiple classes), scissors (enough for several pair per group), notebook paper (students should have this with them)

For reviewing the novel, teachers or students select a list of 4 – 8 items. They can be characters, symbols, themes, or other major ideas from the unit. (I generally put a lengthy list of acceptable items on the board from which students could choose what they wanted to use.)Students should choose at least two or three characters, major theme ideas, and conflicts/events, etc., from the novel. The group then makes several decisions:

  1. Choose a color which is most appropriate for each item they have chosen, as well as a color to serve as a background.
  2. Choose a shape which best symbolizes each item, and create the shape rom the color which is used for that item. Eventually, students must also choose a shape for the background or even have one item serve as the background.
  3. Decide what relationship the items have to one another, then place them on the background paper in a manner to illustrate the relationship(s) spatially.
  4. The group then glues on the items on the background in a way that displays their ideas on the relationships of the items. Students should complete the chart below and glues it to the back of their Imaging project.
  5. The next day the students from each group explain the creation and their ideas about how and why they used the colors, symbols, and ideas they did.

Item / Color / Shape / Placement / Rationale (explain choices and effect of item on story )

Betsy Brooks, A+ College Ready