Blog #6, Kailey Christensen, Blogger 7-6

Aim: How does the reaction of the boys to the “Beast in the Water” mimic the loss of control in their society?

Do Now: What pattern do you notice about the boys attempting to speak at the assembly in Chapter 5?

    I noticed that the boys kept interrupting each other and no one was following the rules. At this point, the conch had become meaningless since no one was respecting the rules of the conch. In the beginning, everything was orderly and now that everyone is getting more comfortable, they are not respecting Ralph or his rules.

What are some things that you expect when you walk into a teacher's class?

You have to adjust to the different teachers that you have. You have to know the boundaries with these different teachers.

-We judge our teacher based on appearance and how they manage the classroom. The tone of a teacher can also show you how they will manage the class

“What are we?Humans?Or animals? Or Savages?”-Piggy

-At the end of chapter five it is clearly shown that Piggy is the smartest of the group

What are the rules of every classroom? Consider the minor details that make each classroom function; the rules that are the same no matter which teacher you have.

.have respect for other people when they’re talking

.doing your assignments on time

.dont cheat

.pay attention during class

Golding has three strong characters each with his own personality, “lead” in his own way- Ralph, Jack, Piggy. We could all logically conclude that Piggy is the most rational… but why would Golding make Piggy that most rational? What is he trying to show us?

    -Golding is trying to show us that looks do not matter when it comes to leadership, Piggy is known for being the fat one with asthma, but he is the most rational and most leader-like. He should have been chosen for leader but instead Ralph was chosen as leader because he was the most attractive.

Blog #5 Brandon Chiapperino, Blogger #7-5

Aim: How does Golding use descriptive language to create setting and convey meaning?

Do Now: Describe your favorite room.

My basement has a large couch in a U shape, facing the TV. Behind it is a table where I do homework, and shelves with board games and some spare stuff. There’s also a magnetic dart board and a smaller TV. In front of the couch is a chair where I sit when gaming, and the TV, where I play video games. Next to the TV is a small shelf where I keep more spare stuff, game discs and boxes, and controllers/remotes. Spare stuff can mean candy wrappers, loose change, and batteries that were on the couch or floor.

I edited my response to make it have more imagery and a deeper mood, like in Ms. Fusaro’s example.

I look around the basement, my favorite room in my house. Behind me is the very long couch, that closes me in on 2 sides. Even further behind that is a table for doing homework, a magnetic dart board, and some shelves with board games. In front of me is the TV, showing the Xbox menu for most of the day. Next to it is a small shelf, storing my collection of game discs, boxes, and controllers. The entire room revolves around my chair on the floor, and it is where I am now.

Mood: How the audience feels when listening or reading. Moods can be created through setting, voice, tone, and theme. In drama, music, sets, and words can also be used to establish mood.

Ms. Fusaro read a part of Lord of The Flies, and we wrote down sensory imagery and what we pictured while listening.

I pictured a pink/white section of rock, near rows of palm trees, and some trunks on the ground. There was a beach area, and a big pool of water separated from the ocean. It had very clear water, and there was a nice sea breeze.

Lord of The Flies Project: Each group has to describe a place (Doesn’t have to be an island) using imagery and descriptive words. The place can have any theme to it, it doesn’t have to be realistic.

Blog #3, Stacy Bulgakova, Blogger 7-4

9/26

Aim: How does the exposition of Lord of the Flies set up the novel to question how society structures the transition from childhood to adulthood.

The main objective of this lesson was to finish presenting our newspaper projects and continue our discussion on Lord of the Flies. First a group went up and presented a newspaper from the ‘Fahrenheit 451’ reality. They talked about the made up news and creative advertisements that they took from sections of the book, one featured an advertisement for a flamethrower and another for a toothpaste ad featured in the book. After we discussed our main thoughts on the point and objective of this project, to which we all agreed that it was interesting to watch each other’s perspectives and how the group chose to make it entertaining. 

Next we went on to discuss the effects of age on the boys’ perception of events in Lord of the Flies. We ended the class discussing the physiological effects of age on the perception of the gruesome events in the book. 

Blog #3, George Baslous, Blogger #7-3

September 25,2018

Mrs. Fusaro-Pizzo, Blogger #7-3

Sophomores, Period 7

Aim: In your teams, complete a TQE of Chapter 1 of Lord of the Flies.

Do Now: Discuss and record your thoughts, questions, and enlightenment about Chapter 1 of "Lord of the Flies." Be prepared to share with the class.

During today's class period, we talked within our teams about questions or thoughts we had after reading chapter 1 of "Lord of the Flies." Each of our groups recorded what we discussed, and then people from each team shared their ideas with the rest of the class. Here are some of the TQE's from today's discussion:

By sharing our thoughts and ideas about the book, we were able to build off of each other and further the discussion. We spoke about how the boys in the book were acting mature and responsible by themselves on the island, despite their young age, and we also spoke about how well William Golding used characterization and dialogue to develop his characters.

Blog #2, Agustin Ballinas, Blogger #7-2

September 24, 2018
Mrs. Fusaro-Pizzo, Blogger #7-2
Sophomores, Period 7

Aim: Presenting Fahrenheit 451 Newspaper projects.

Do Now: Fill in the Newspaper projects rubric sheet and get ready to present with your group.

The Happy News (On the left) is the first group to present and their Newspaper has a main article about the protagonist of the story Guy Montag as well as a side advertisement about toothpaste and this is a reference to something that happened in Fahrenheit 451. The following presentations followed a similar pattern of having a main article that was a major event in the story and having advertisements that included details or objects from the plot.

After each presentation the newspapers were passed around and we saw each of the newspapers and we saw the details that we couldn't see when they were being presented. This project helped us by making us envision the story and forcing us to try and report the events of the book as if they were actually occurring. In the last few minutes of class, group members were talking with one another about the presentations and some groups were sighing with relief that they didn't have to present today.

Blog #1, Sarah Afif, Blogger #7-1

September 21, 2018
Mrs. Fusaro-Pizzo, Blogger #7-1
Sophomores, Period 7

Aim: How does the exposition of Lord of the Flies set up the novel to question how society structures the transition from childhood to adulthood?

Do Now: Review the "Legal Ages" worksheet (pictured below) and write down what you think the legal age is for each activity. Fill in the actual correct ages when they are revealed. Then, for each activity, jot down your thoughts on whether this seems to be the appropriate legal age and why.

After taking a look at the "Legal Ages" worksheet, we discussed if we think these age restrictions were appropriate. We read "How Old is Old Enough" (linked below) and used close reading and annotations to help us further comprehend the article. After reading, we discussed the article and related it back to "The Lord of the Flies," shortly discussing how young and immature the boys were, yet how much responsibility they had to have. 

"How Old is Old Enough":
https://www.nytimes.com/2009/11/15/weekinreview/15ramp.html

Sample Class Blog - Katharine Brush's "The Birthday Party" Lesson

September 21, 2018
Mrs. Fusaro-Pizzo, Blogger #A1
Sophomores, Period 7

Aim: How can we develop our close-reading skills through an analysis of Katharine Brush's "The Birthday Party"?

1. What is Close-Reading?
1. Close-reading consists of a line-by-line analysis of a passage. To be successful in close-reading means the reader must actively transact with the text - underline, circle, write notes in the margins (annotate). The reader must determine the purpose of word choice (diction), infer characterization and theme from clues, what the narrator feels about the subject (tone), the atmosphere (mood), as well interpret the meaning through studying the grammar and style (syntax).
2. Example:

We proceeded to read and annotate the rest of the story in small chunks, discussing each individual slide. We focused on diction, syntax, tone and how they all affect the characterization of the husband and wife. We concluded with also discussing the narrator and how he/she shifted his/her point-of-view to bring the reader into the observed conflict.

You can find the whole story here: 

http://www.sccollege.edu/Faculty/JIsbell/EnglishN60/Documents/BirthdayPartyK.Brush.doc

Link to Complete Lesson

https://www.dropbox.com/s/yrrt2r965oz3nsk/Fusaro-Pizzo%2C%20Kristen%20-%20Close%20Reading.pdf?dl=0

First Paragraph Analysis Example (by Ms. Fusaro)

https://www.dropbox.com/s/uxpjjn7fsu9j8vd/brush%20sample%202.pdf?dl=0

Analysis (Student Samples)

https://www.dropbox.com/s/uu8ory371ry9evs/birthday%20party%20lit%20examples001.pdf?dl=0