10H
LOF Guiding Points for Ch. 5-6
Looking back to the beginning of the novel, what is the relationship dynamic between characters now? How does this evolution fit Golding's theory about people vs. systems?
Jack/Ralph
Piggy/Jack
Simon/Everyone
Jack/Everyone
Ralph/Everyone
After 6 chapters and the evolution that Golding has illustrated through them, what appears to be the biggest threat/danger on the island? What literary techniques does Golding use to illustrate this?
Why does Ralph have to agree to go hunting for the beast with Jack even though we all know there is probably no physical beast? What unusual occurrence takes place between Jack and Ralph on this hunting trip? What symbolic elements are illustrated?
How would you describe “The Beast” using terms and words that are not visual-based?
As the island society slowly deteriorates, the two potential leaders remain. What positive character elements do Jack and Ralph still retain? What powers has Golding created that are working against them at this point?
Look for symbolic "signs" that the memory of what it means to be "civilized" is fading for the boys. What narrative techniques does Golding use to show this?
What is the symbolism behind Piggy’s glasses being stolen and broken?
What do Roger and Henry have in common? What does the scene on the beach have to do, metaphorically, with Golding's views on mankind's flaws?
Wednesday, April 26, 2017
10H
LOF test is Tuesday, May 2nd. A Good Man is Hard to Find (full text on G-Class or easy to find online) will be used as a companion piece. Below you will find guiding points for AGM. It will be part of the final written piece you do on the LOF test as well as the objective portion.
A Good Man is Hard to Find
Flannery O’Connor
Each of the following is a snapshot from the story, along with a direct or indirect juxtaposition with LOF. Consider your answer to each as it stands, but also in the greater context of Golding’s quote that we studied from the LOF notes, as well as the existential arguments about whether good and evil are inherent or learned qualities and how we justify/argue for each case.
At the beginning of the story, how is the grandmother juxtaposed against the children? How do they function as character foils to her? What stereotype does O’Connor manipulate here to set the stage for her theme about the inherent qualities of man?
Explain the character similarities between Red Sammy and the grandmother. How do their physical differences act as a filter between their beliefs and the audience?
Compare the philosophy of The Misfit and the philosophy of the grandmother regarding what is wrong with the world. Who would you consider to be the more honest of the two characters and why?
Condense, and explain in your own words, The Misfit’s explanation of his father, prayer, his own realization about crime/wrongdoing, and Jesus. How does the “philosophy” of The Misfit compare rhetorically to the philosophy of William Golding?
Who are the “bad guys” and who are the “good guys” in A Good Man? What about Lord of the Flies? How does each work manipulate the concept of good and evil within the context of its events?
The Misfit is a lifelong criminal who murders indiscriminately with no remorse for his actions or sympathy for his victims. A misfit is “a person whose behavior or attitude sets them apart from others in an uncomfortably conspicuous way.” What effect does The Misfit’s name have on the tone of his explanation for why he is the way he is? How does his explanation apply to LOF?
LOF test is Tuesday, May 2nd. A Good Man is Hard to Find (full text on G-Class or easy to find online) will be used as a companion piece. Below you will find guiding points for AGM. It will be part of the final written piece you do on the LOF test as well as the objective portion.
A Good Man is Hard to Find
Flannery O’Connor
Each of the following is a snapshot from the story, along with a direct or indirect juxtaposition with LOF. Consider your answer to each as it stands, but also in the greater context of Golding’s quote that we studied from the LOF notes, as well as the existential arguments about whether good and evil are inherent or learned qualities and how we justify/argue for each case.
At the beginning of the story, how is the grandmother juxtaposed against the children? How do they function as character foils to her? What stereotype does O’Connor manipulate here to set the stage for her theme about the inherent qualities of man?
Explain the character similarities between Red Sammy and the grandmother. How do their physical differences act as a filter between their beliefs and the audience?
Compare the philosophy of The Misfit and the philosophy of the grandmother regarding what is wrong with the world. Who would you consider to be the more honest of the two characters and why?
Condense, and explain in your own words, The Misfit’s explanation of his father, prayer, his own realization about crime/wrongdoing, and Jesus. How does the “philosophy” of The Misfit compare rhetorically to the philosophy of William Golding?
Who are the “bad guys” and who are the “good guys” in A Good Man? What about Lord of the Flies? How does each work manipulate the concept of good and evil within the context of its events?
The Misfit is a lifelong criminal who murders indiscriminately with no remorse for his actions or sympathy for his victims. A misfit is “a person whose behavior or attitude sets them apart from others in an uncomfortably conspicuous way.” What effect does The Misfit’s name have on the tone of his explanation for why he is the way he is? How does his explanation apply to LOF?
Tuesday, April 25
10H
LOF
I have posted the first four chapters' reading guide points previously, but here is a stripped down list of "red flag" items that you should be keeping track of during the reading.
Level 1 Characters (those we have the most contact with)
Jack, Ralph, Piggy, Simon, Roger, The Littluns
Level 2 Characters (those whose influence is felt, but who are not as direct/prominent/tangible)
"Back home" people, The Beast, LOF, The boys as a group, Samneric
Concepts/Symbols
Hunting, shelter, rules, conch shell, fire, Piggy's specs (glasses), the boys' physical appearances at various stages
Connections
Evolution from civilized to savage, personal relationships between the level 1 characters, how power is determined/cultivated/exploited, the balance of morality/compliance/compassion
10H
LOF
I have posted the first four chapters' reading guide points previously, but here is a stripped down list of "red flag" items that you should be keeping track of during the reading.
Level 1 Characters (those we have the most contact with)
Jack, Ralph, Piggy, Simon, Roger, The Littluns
Level 2 Characters (those whose influence is felt, but who are not as direct/prominent/tangible)
"Back home" people, The Beast, LOF, The boys as a group, Samneric
Concepts/Symbols
Hunting, shelter, rules, conch shell, fire, Piggy's specs (glasses), the boys' physical appearances at various stages
Connections
Evolution from civilized to savage, personal relationships between the level 1 characters, how power is determined/cultivated/exploited, the balance of morality/compliance/compassion
Monday, April 24, 2017
FFN
Epilogue
-Symbolically, what function and connection do all of the people whose stories are told in the first few sections of the epilogue have with other anecdotes and accounts from the numbered chapters of the book?
-What is Schlosser's call to action (Step 5) in the epilogue? What does he implore us to do and what rhetorical appeal does he focus on in this conclusion? In criticizing an already massive, culturally embedded industry, why does this focus make the most sense?
-The epilogue picture on pg. 254.
-Most of the chapters are broken up into sections with titles that are somewhat vague or have a nuanced metaphorical quality. What does the blunt, direct, focused nature of the titles in the epilogue indicate about Schlosser's purpose/tone?
Epilogue
-Symbolically, what function and connection do all of the people whose stories are told in the first few sections of the epilogue have with other anecdotes and accounts from the numbered chapters of the book?
-What is Schlosser's call to action (Step 5) in the epilogue? What does he implore us to do and what rhetorical appeal does he focus on in this conclusion? In criticizing an already massive, culturally embedded industry, why does this focus make the most sense?
-The epilogue picture on pg. 254.
-Most of the chapters are broken up into sections with titles that are somewhat vague or have a nuanced metaphorical quality. What does the blunt, direct, focused nature of the titles in the epilogue indicate about Schlosser's purpose/tone?
FFN
Ch. 10
-Based on our class discussion of the structure of an argument and how it can be made most effective, why does Schlosser's trip to Germany serve as the intro to Ch. 10 and why does he wait until close to the end of the book, whereas he spent the very early chapters discussing the industry's spread in the United States?
-Knowing what you know about the perception many people have of Las Vegas, how does Schlosser's juxtaposition of the global spread of fast food to the fast food convention in Las Vegas serve as a symbolic element to his analysis of how the industry works?
-How does Schlosser rely on ad homimen as a rhetorical strategy in the final three sections of Ch. 10 and who is he attacking? Although ad hominem is typically considered a fallacy, how does Schlosser use it to the advantage of his argument, possibly even manipulating it in a way that exempts him from being accused of using it?
-Brought to a conclusion of the research based chapters in Ch. 10, what is Schlosser criticizing at least as much as the fast food industry in this book? How could many of its criticisms be applied to other industries or facets of our lives?
Ch. 10
-Based on our class discussion of the structure of an argument and how it can be made most effective, why does Schlosser's trip to Germany serve as the intro to Ch. 10 and why does he wait until close to the end of the book, whereas he spent the very early chapters discussing the industry's spread in the United States?
-Knowing what you know about the perception many people have of Las Vegas, how does Schlosser's juxtaposition of the global spread of fast food to the fast food convention in Las Vegas serve as a symbolic element to his analysis of how the industry works?
-How does Schlosser rely on ad homimen as a rhetorical strategy in the final three sections of Ch. 10 and who is he attacking? Although ad hominem is typically considered a fallacy, how does Schlosser use it to the advantage of his argument, possibly even manipulating it in a way that exempts him from being accused of using it?
-Brought to a conclusion of the research based chapters in Ch. 10, what is Schlosser criticizing at least as much as the fast food industry in this book? How could many of its criticisms be applied to other industries or facets of our lives?
10H
I have posted several times today, so scroll down for more. The following are LOF guiding points for Ch. 3-4 specifically, but will have a continuing effect as well.
Lord of the Flies
Ch. 3-4
What is the struggle between Ralph(shelter building) and Jack(hunting) symbolic of? How do the differences between the actual work involved in these jobs reflect both their importance and their appeal?
What is the true importance of the shelters? Why do they "need" shelter on an island with no foreseeable environmental hazards?
Why is Jack so obsessed with killing a pig? What will it mean for him?
Where does Simon fit into the society? What is his role and what does he represent? (Find the part where he walks off into the jungle)
When Jack describes what it is like to be out in the jungle by himself, what is he basically admitting?
What are some of the signs of a breakdown in civilization(Up to and including Ch. 4) and what does it mean for the boys and their standing on the island?
What is the symbolism behind Piggy’s glasses being stolen and broken?
What do Roger and Henry have in common? What does Golding think about the presence of evil in human beings?
10H
See previous post/G-Class for LOF reading points
FFN
Ch. 9 "What's in the Meat?"
-What rhetorical value does Schlosser attach to his use of science in studying the makeup, and contamination, of supply lines in the fast food industry? How does this somewhat dry data contribute to his argumentative approach?
-How does Schlosser incorporate the "corporate monster" back into his argument in Ch. 9? What is the juxtapositional opposite that he pits it against, and how does that comparison function in his overall argument?
-Do you think Schlosser is overly reliant on the "gross-out" factor in the way he organizes his argument rhetorically? Which of the major strategies does this reflect?
-Schlosser references a lot of visual images when referring to things that we can't necessarily see, such as cleanliness, microbial activity, contamination, etc. Is this a valid strategy, and what rhetorical approach does it play to?
See previous post/G-Class for LOF reading points
FFN
Ch. 9 "What's in the Meat?"
-What rhetorical value does Schlosser attach to his use of science in studying the makeup, and contamination, of supply lines in the fast food industry? How does this somewhat dry data contribute to his argumentative approach?
-How does Schlosser incorporate the "corporate monster" back into his argument in Ch. 9? What is the juxtapositional opposite that he pits it against, and how does that comparison function in his overall argument?
-Do you think Schlosser is overly reliant on the "gross-out" factor in the way he organizes his argument rhetorically? Which of the major strategies does this reflect?
-Schlosser references a lot of visual images when referring to things that we can't necessarily see, such as cleanliness, microbial activity, contamination, etc. Is this a valid strategy, and what rhetorical approach does it play to?
10H
These LOF points are also posted on G-Class. They are not limited to any specific chapters, but reading Ch. 1-3 should get you a good start on them.
Lord of the Flies: Guiding points
What are some of the differences we know right away between Ralph and Piggy? Don’t limit your answers to appearance and personality. How will these differences shape their roles on the island? How do these traits transfer to “civilized” life?
Who is Jack and who are the boys with him? What is very apparent about Jack right away? While it may be kept in check by the expectations and natural social balances of “normal” life, think about how a situation with no social/legal “infrastructure” would be affected by someone like Jack.
What characters can we already guess are going to have a conflict? What will the conflict involve?
What happens when the explorers find the wild pig in the woods? What is the significance of the outcome?
How do the personality traits of Jack, Ralph and Piggy affect their interactions with each other, with the other boys and with their environment? (Pg. 33 and 38)
On pg. 40, the first real “disregard” for rules/norms takes place with Piggy’s glasses. What does it lead to, and what does it set the stage for regarding the rest of the book?
After the fire, a boy has gone missing, but what happened to him is left fairly ambiguous by Golding. Why is this done, and what ramifications does it have for future decisions made on the island?
Lord of the Flies: Guiding points
What are some of the differences we know right away between Ralph and Piggy? Don’t limit your answers to appearance and personality. How will these differences shape their roles on the island? How do these traits transfer to “civilized” life?
Who is Jack and who are the boys with him? What is very apparent about Jack right away? While it may be kept in check by the expectations and natural social balances of “normal” life, think about how a situation with no social/legal “infrastructure” would be affected by someone like Jack.
What characters can we already guess are going to have a conflict? What will the conflict involve?
What happens when the explorers find the wild pig in the woods? What is the significance of the outcome?
How do the personality traits of Jack, Ralph and Piggy affect their interactions with each other, with the other boys and with their environment? (Pg. 33 and 38)
On pg. 40, the first real “disregard” for rules/norms takes place with Piggy’s glasses. What does it lead to, and what does it set the stage for regarding the rest of the book?
After the fire, a boy has gone missing, but what happened to him is left fairly ambiguous by Golding. Why is this done, and what ramifications does it have for future decisions made on the island?
10
Independent final project work continued
Tuesday, April 18, 2017
Tuesday, April 11, 2017
Attention students and parents:
The following outlines the formula that will be used to calculate second semester grades, along with the rationale for the changes. The goal for this change is to acknowledge those who have shown a high level of achievement and improvement, while providing motivation for as many other students as possible to push their abilities in the final stretch of the year.
Students who go into final exams with the following semester average will have grade calculated as explained below:
A (89.5%) or higher grade going into exams: Interview style reflection on the year, covering a combination of standards, skills, and reflection on student’s experience. This may come in the form of a survey style response paired with a few short answer items to expand on main points. Examples may include: best practice, engagement, student’s own view of progress, class structure, etc. Student must complete the reflection/survey for a complete grade and to retain a grade of A.
Rationale: Students have demonstrated a top level understanding, knowledge and skill set consistently throughout the semester and/or have shown significant enough improvement to not warrant a traditional skill-based test. A high stakes test is not necessary when students have already earned such a high assessment level.
85% or higher average + A on final = A on semester
80%-85% + exam grade must average 90% for A (so an 83% would need a 97% exam for A)
75% or higher + B or higher on final = B for semester
70%-75% + exam grade must average 80% for B (74% would need 86% exam for B)
65% or higher + C or higher on final = C for semester
60%-65% + exam grade must average 70% for C (62% would need 78% exam for C)
55% or higher + D or higher on final= D for semester
Below 55% + exam grade must average 60% (50% would need 70%, 40% would need 80%, etc.)
Final exam grades may still negatively affect overall semester grades if lower than the Q3/Q4 average. Exam grades lower than the semester average or not high enough to make the jump to the next higher grade level will be calculated at the standard semester grade weight.
Rationale: Gives students at all grade thresholds more incentive to push for high achievement on exams and during the semester. Currently, there is little incentive for students who fall in the middle of a letter grade (73-77, 83-87, etc.) or below a mid-high F to put a lot of effort into exams because the math says they can’t climb and are unlikely to fall.
Friday, April 7, 2017
Reminder to all Crystal Bridges attendees: You have until next Friday to turn in permission slips. The $10 charge is no longer needed, as I was able to secure full funding from Crystal Bridges for our bus rental. If you have turned in money, please see me for a refund/return of money.
Schedule for next week will happen as outlined in yesterday's post. If you are in Hour 2 or Hour 3, your reading assessment will be handled by counseling and should not interrupt any academic classes.
Schedule for next week will happen as outlined in yesterday's post. If you are in Hour 2 or Hour 3, your reading assessment will be handled by counseling and should not interrupt any academic classes.
Wednesday, April 5, 2017
After additional server issues today during 3rd hour, we will push the entire Vocab/Essay 13 to next week's block days. Wordwright still on Monday, Tuesday we'll spend some time on FFN in specific regard to the essay prompts and just in general, but also hit some argumentation points for the home stretch.
Tuesday, April 4, 2017
FFN reading guide
Ch. 8
- The picture. Every element of it. We've talked about "reading images" and its importance, especially at the AP level. How do you read this image on pg. 168 and how does Schlosser use it and the others in FFN?
- What does the opening sequence imply about what goes on in the slaughterhouse industry? How is this visit symbolic of the business side of slaughterhouses?
-What symbolic parallels does Schlosser draw between the animals and the workers at slaughterhouses early in the chapter?
-If you apply the 5 step writing model to the organization of this chapter, why is Kenny Dobbins' story saved for the end? What purposed does exploring this one serve, and how does narrowing it down to an individual's account still achieve a big picture moment?
Ch. 8
- The picture. Every element of it. We've talked about "reading images" and its importance, especially at the AP level. How do you read this image on pg. 168 and how does Schlosser use it and the others in FFN?
- What does the opening sequence imply about what goes on in the slaughterhouse industry? How is this visit symbolic of the business side of slaughterhouses?
-What symbolic parallels does Schlosser draw between the animals and the workers at slaughterhouses early in the chapter?
-If you apply the 5 step writing model to the organization of this chapter, why is Kenny Dobbins' story saved for the end? What purposed does exploring this one serve, and how does narrowing it down to an individual's account still achieve a big picture moment?
Monday 4/3
FFN reading. Wordwright #4 prep
Tuesday 4/4
Due to technical difficulties with computer servers, the Kansas Reading Assessment scheduled for today and tomorrow/Thurs has been pushed back. The new plan is to complete it over the course of Wed/Thurs and Friday this week. Section 1 will be completed on the block day and Section 2 will be completed on Friday. If this goes according to plan, here is the effect it will have on Vocab/Essay 13: If everyone is finished with Section 1 of the assessment with a reasonable amount of time left in the block period, we will do the front side of Vocab/Essay 13 on Wed/Thurs after the assessment. This will push the essay portion to Tuesday, with Wordwright still taking place on Monday. If we are not able to do any of Vocab/Essay 13 this week, we will push the whole thing to next week, either split between Tuesday and the block days, or simply all of it on the block days.
FFN reading. Wordwright #4 prep
Tuesday 4/4
Due to technical difficulties with computer servers, the Kansas Reading Assessment scheduled for today and tomorrow/Thurs has been pushed back. The new plan is to complete it over the course of Wed/Thurs and Friday this week. Section 1 will be completed on the block day and Section 2 will be completed on Friday. If this goes according to plan, here is the effect it will have on Vocab/Essay 13: If everyone is finished with Section 1 of the assessment with a reasonable amount of time left in the block period, we will do the front side of Vocab/Essay 13 on Wed/Thurs after the assessment. This will push the essay portion to Tuesday, with Wordwright still taking place on Monday. If we are not able to do any of Vocab/Essay 13 this week, we will push the whole thing to next week, either split between Tuesday and the block days, or simply all of it on the block days.
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