Lord of the Flies

Week 6

Mon, Feb 27 Tues, Feb 28 Wed, Mar 1 Thurs, Mar 2 Friday, Mar 3
Mid-Term Chapter 12 + SBA Practice: SBA Practice: SBA Practice:
Corrective Stanford Prison Multiple Choice Articles Types of Essays
Instruction Experiment
*Mid-Term Revisions
Due*

Name: ______________________

This Packet is Due Monday, March 6

 Lesson 1: Monday, February 27

Learning Target:
I can develop and strengthen my writing by revising, editing, and re-writing (W.7.5)

DO NOW: Read through the instructions below so that you are ready to follow these directions
when you have technology. You will log into Google Classroom and open the Exemplar Essay.

Mid-Term Corrective Instruction

Directions: As a class, we will read through an exemplar essay. Looking at the rubric below, the teacher will model
how this essay would be graded. Pay close attention because you will be grading and making suggestions on a
different essay afterwards!

Rubric:
Score 4 3 2 1 NS
Organization Clear and effective Organizational Inconsistent Little or no Insuf cient
Purpose organizational structure that feels organizational organizational (includes copied
structure. complete. structure. structure. text)
Clear thesis Topic is clear Unclear thesis Confusing thesis
Eff. intro Some variety Little variety Short response Off-topic
Variety of transitions Adequate intro or Weak intro or No transitions
Effective conclusion conclusion conclusion Missing intro or In a language
conclusion other than
Purposefully and Generally focused. Minor drift in focus. English
logically structured. Acceptable Unclear connection Little or no focus.
Strong connection progression of ideas between ideas Related to topic but Off-purpose
between ideas from beginning to many irrelevant
end. ideas

Evidence/ Thorough elaboration Adequate elaboration Uneven elaboration of Minimal elaboration of Insuf cient
Elaboration of ideas with support of ideas with support ideas with support ideas with (includes copied
and evidence. and evidence. and evidence. support/evidence. text)
Evidence is Evidence is integrated Evidence is weakly Evidence is minimal,
integrated, relevant, and relevant, but integrated, imprecise, irrelevant, absent, Off-topic
and speci c. general. repetitive or vague. incorrectly used, or
mostly copied. In a language
Clear and effective Adequate Uneven development other than
development of ideas, development of ideas, of ideas, using Unclear or confusing English
using precise using mix of precise simplistic language. development of ideas.
language. and general language. Off-purpose

Score 2 1 0 NS
Conventions Adequate command of Partial command of Little or no command of Insuf cient
conventions conventions conventions (includes copied
Correct sentence formation Limited use of correct Infrequent use of text)
Correct punctuation sentence formation correct sentence Off-topic
Correct grammar Mix of correct and incorrect formation In a language other
Correct spelling punctuation, grammar, Incorrect punctuation, than English
spelling grammar, spelling Off-purpose

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In Groups: Grade Essay and Make Suggestions!

Read your assigned example essay in groups. While you are reading through this essay, be sure
to pay close attention to the rubric as you will be tasked with grading each component of the
rubric and making suggestions for improvement.

Based on the rubric on page 1, how did your group score this essay?

a. Organization/Purpose: ______/4
i. What reasons did you have for your score?

b. Evidence/Elaboration: ______/4
i. What reasons did you have for your score?

c. Conventions: ______/2
i. What reasons did you have for your score?

d. TOTAL: ______/10

What suggestions would you make to the writer of this essay for how they might improve? You
must make at least 5 suggestions. Be speci c!

1. ______________________________________________________________________________________

2. ______________________________________________________________________________________

3. ______________________________________________________________________________________

4. ______________________________________________________________________________________

5. ______________________________________________________________________________________

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Independently: Grade Your Own Essay and Revise!

In Google Classroom, open your Mid-Term Essay. Rename your Essay by adding the word
Revision at the end of the le name. Based on the rubric, score your original essay. Then, based
on that score, make the changes you think you need to improve your score!

ALL REVISIONS MUST BE COMPLETED BY WEDNESDAY MARCH 1

Based on the rubric on page 1, what scores should your original Mid-Term receive?

e. Organization/Purpose: ______/4
i. What reasons did you have for your score?

f. Evidence/Elaboration: ______/4
i. What reasons did you have for your score?

g. Conventions: ______/2
i. What reasons did you have for your score?

h. TOTAL: ______/10

What changes did you make to your original essay? Be speci c!

1. ______________________________________________________________________________________

2. ______________________________________________________________________________________

3. ______________________________________________________________________________________

4. ______________________________________________________________________________________

5. ______________________________________________________________________________________

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 Lesson 2: Tuesday, February 28
Learning Target:
I can compare and contrast a ctional portrayal of events with a historical account to
understand how authors of ction use or alter history. (RL.7.9)

Chapter 12: The Cry of the Hunters

1. What is the signi cance of the chapter title? What does it foreshadow?

______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________

2. Look at the quotes below. Why do SamnEric tell Ralph about Jacks plan? What might it
suggest about their descent into savagery?
What have I done? I liked him - and wanted us to be rescued.
They hate you Ralph. Theyre going to do you.
Theyre going to hunt you tomorrow.

______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________

3. Towards the end, Golding described how ...and infected by that emotion, the other little
boys began to shake and sob too. Why do you think the boys are crying?

______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________

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 Stanford Prison Experiment
As we watch the video about the Stanford Prison Experiment, take notes about the
comparisons that can be made between Ralph and Prisoner 819, and between Jack and the
Guards.

You will write a re ection about the similarities seen between these characters.
Similarities:
Ralph + Prisoner 819 Jack + The Guards

_______________________________________ _________________________________________

_______________________________________ _________________________________________

_______________________________________ _________________________________________

_______________________________________ _________________________________________

Re ection:
Based on the quote from author William Golding, do you think he achieved what he set out to?

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

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 Lesson 3: Wednesday, March 1
Learning Target:
I can read and comprehend Grade 7 literary non ction. (RI.7.10)

DO NOW: Read through the directions so that you are prepared to begin immediately when you
receive your assessment.
Smarter Balanced Assessment Practice
Directions: You will read through the SBA Practice Test separately and enter your answers to the
multiple choice questions below. DO NOT write in the Practice Test packet!

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 Lesson 4: Thursday, March 2

Learning Target:
I can determine an authors point of view or purpose in a text and analyze how the author
distinguishes his or her position from that of others. (RI.7.6)

Station Activity: Informational Articles

Directions: There are four stations around the room. In groups, you will visit each station for
15 minutes, where you will read through an Informational Article and answer the Multiple
Choice questions that follow. You will be expected to use quotes from these articles on your
Lord of the Flies Final Essay, so make sure you are focused!

STATION 1: Learning to Play Fair: Is it the Same for Kids Around the World?

Quiz Answers:

1.

2.

3.

4.

Main Claim of this Article: _________________________________________________________________

_________________________________________________________________________________________

STATION 2: Israeli and Palestinian Teens Share Similarities Across Their Divide

Quiz Answers:

1.

2.

3.

4.

Main Claim of this Article: _________________________________________________________________

_________________________________________________________________________________________

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 STATION 3: Famous Speeches: Elie Wiesels The Perils of Indifference

Quiz Answers:

1.

2.

3.

4.

Main Claim of this Article: _________________________________________________________________

_________________________________________________________________________________________

STATION 4: Popularity is No Shield Against School Bullies

Quiz Answers:

1.

2.

3.

4.

Main Claim of this Article: _________________________________________________________________

_________________________________________________________________________________________

Types of Writing
Directions: Read through the Types of Writing breakdown on the next few pages. Tomorrow,
you will be randomly placed into a group to become an expert on one of these types of writing! In
your groups tomorrow, you will complete the following steps:

1. Paraphrase the rubric for your type of

writing to make it easier to understand
2. Read and understand an essay prompt
3. Develop an outline for that essay
prompt
4. Create a poster for your type of writing
that includes an explanation of your
type, your re-written rubric, and your
outline
5. Present your poster to the class!

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 Types of Writing
Argumentative Writing

To write an argument essay, youll need to gather evidence and present a well-reasoned
argument on a debatable issue.

Why do I need to address the opposing sides argument?

There is an old kung-fu saying which states, "The hand that strikes also blocks", meaning
that when you argue it is to your advantage to anticipate your opposition and strike down
their arguments within the body of your own paper. This sentiment is echoed in the popular
saying, "The best defense is a good offense.

Counter-Claims: By addressing the opposition you achieve the following goals:

illustrate a well-rounded understanding of the topic

demonstrate a lack of bias
enhance the level of trust that the reader has for both you and your opinion
give yourself the opportunity to refute any arguments the opposition may have
strengthen your argument by diminishing your opposition's argument

How do I accomplish this?

To address the other side of the argument you plan to make, you'll need to "put yourself in their
shoes." In other words, you need to try to understand where they're coming from. If you're
having trouble accomplishing this task, try following these steps:

1. Jot down several good reasons why you support that particular side of the argument.
2. Look at the reasons you provided and try to argue with yourself. Ask: Why would someone
disagree with each of these points? What would his/her response be? (Sometimes it's
helpful to imagine that you're having a verbal argument with someone who disagrees with
you.)
3. Think carefully about your audience; try to understand their background, their strongest
in uences, and the way that their minds work. Ask: What parts of this issue will concern
my opposing audience the most?
4. Find the necessary facts, evidence, quotes from experts, etc. to refute the points that your
opposition might make.

Narrative Writing

To write a narrative essay, youll need to tell a story

Tips for writing effective narrative and descriptive essays:

Get right to the action! Avoid long introductions and lengthy descriptions--especially at the
beginning of your narrative.
Make sure your story has a point! Describe what you learned from this experience.
Use all ve of your senses to describe the setting, characters, and the plot of your story.
Don't be afraid to tell the story in your own voice.

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Explanatory Writing

An Explanatory Essay presents other peoples views, or reports an event

or a situation. It conveys another persons information in detail and
explains what is dif cult to understand. Without giving any criticism or
argument, the writer of the essay elucidates the subject by analyzing it.

A good explanatory essay consists of the following:

The introductory paragraph clearly states what is to be analyzed or explained.

Each subsequent paragraph has a distinct supporting topic.
Each of the sentences of the paragraph relates directly to the topic.
All the paragraphs are sequenced properly and make smooth
transition from one topic to another.
Precise and accurate words are used to convey the message.
The concluding paragraph reinforces the position in a meaningful way.

Preparing an Outline

An outline is a document that brie y summarizes the information that will be included in a paper,
book, speech, or similar document. It shows the order in which the information will be presented
and indicates the relationship of the pieces of information to each other.

After you have researched your topic, you can then determine your thesis, or the main idea or
point that you want to argue in your document. After deciding on a thesis statement, you need to
identify several supporting points that substantiate your thesis. These supporting points will be
the main ideas of your outline.

When determining whether an idea is a main topic or a supporting point for a topic, identify
whether or not it adds a new idea of equal value to the other main topics or if it instead supports
or explains an idea already stated. If it supports or explains an existing idea, then it should be a
subtopic of that topic.

Example:

Thesis: It is important to work.

I. Work gives us something worthwhile to 1. Video games can be

do addictive.
A. Keeps us from getting into too 2. Video games often portray
much trouble. violence and illegal acts.
1. Too much free time can be 3. Video games may cause
detrimental. bad behavior.
2. Spend all our time watching II. Work allows us to earn money.
daytime television. A. With money we can buy the things
a) TV can be addictive. we need. (Food, Clothing, Car,
b) TV often portrays Home)
violence and illegal B. With money we can help others in
acts. need.
B. Keeps us from spending all our
time playing video games.

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Lesson 4: Friday, March 3

Learning Targets:
I can produce clear and coherent writing in which the development, organization and style
are appropriate to task, purpose and audience. (W.7.4)
I can present my ndings to the class, emphasizing important details and examples; I can
use appropriate eye contact, volume and clear pronunciation (SL.7.4)

DO NOW: In groups and review your essay prompt. Make sure you clearly understand the task,
then review your rubric and paraphrase it so it is easier to understand!

Essay Type: ____________________________

Score 4 3 2 1 NS
Organization Little or no Insuf cient (includes
Purpose organizational copied text)
structure.
Confusing thesis Off-topic
Short response
No transitions In a language other
Missing intro or than English
conclusion
Off-purpose
Little or no focus.
Related to topic but
many irrelevant
ideas
Evidence/ Minimal elaboration Insuf cient (includes
Elaboration of ideas with copied text)
support/evidence.
Evidence is Off-topic
minimal, irrelevant,
absent, incorrectly In a language other
used, or mostly than English
copied.
Off-purpose
Unclear or confusing
development of
ideas.

Score 2 1 0 NS
Conventions Little or no command of Insuf cient (includes
conventions copied text)
Infrequent use of correct Off-topic
sentence formation In a language other
Incorrect punctuation, than English
grammar, spelling Off-purpose

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Directions: Using the information below, develop an outline for your essay prompt. Indicate
what information you would use as evidence to support your claim from the articles we read on
Thursday! (You do not need to re-write the quote, but paraphrase the idea and include the source)

Draft your Outline Here:

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While the other groups are presenting, take notes! You will be randomly assigned one of these
essay prompts for yourLordoftheFliesFinalEssay,anditmaynotbetheoneyouwereassigned
today! Taking great notes will help you be prepared regardless of which type you get!

Types of Writing Presentation Notes

Essay Type: ______________________ Essay Type: ________________________

Explanation: Explanation:

Rubric Notes: Rubric Notes:

Outline Notes: Outline Notes:

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