• Assignment deadlines, NOT linked to calendar. Set up your personal calendar function to keep track of all classes and homework directions.
    (Memory Map directions at bottom of page)
    Date due!ASSIGNMENTS

    January 7

    Macbeth: Act I, scenes 1 & 2:
    For each page: 1 quote, 1 image & summary of what happens
    January 9Macbeth Act I, scenes 3 & 4
    January 13Macbeth Act I, scenes 5 through 7, Act I worksheet
    January 14Macbeth Act II, scenes 1 & 2, QUIZ ACT I
    January 16Macbeth Act II, scenes 3 & 4
    January 21
    Macbeth Act III, scenes 1 through 3, QUIZ ACT II
    Character analysis (EC for Basic), EC Drama Project
    January 23

    Macbeth Act III, scenes 4 through 6, QUIZ ACT III  \
    Quote study guide (EC for Basic),


    Lord of the Flies Journal Prompts: All typed & at least 1 page (250-300 words), 12 font, double spaced.

     1. Write a brief narrative of a childhood fright OR childhood adventure.

    2. Describe two settings in nature. One should evoke a feeling of tranquility, the second a negative emotion: fear, despair, sadness, anxiety or remorse.

    3. Do you believe it is always necessary & good to allow each person in a group or society a chance to express their point of view? Support your POV with examples from the real world.

    4. Respond to this quote by W. H. Auden: Evil is unspectacular and shares our bed and eats at our own table. Do you agree? How do you define evil & its presence in our lives?

    5. After he finds the dead parachutist, why is Simon so very determined to go down the mountain through the dark forest to reach the other boys on the beach?

    6. When the boys sob, the officer turns away. How do you interpret this final moment of the novel?

    7.  No matter how piercing and appalling his insights, the desolation creeping over his outer world, the lurid lights and shadows of his inner world, the writer must live with hope, work in faith. (J.B. Priestly, British novelist, 1894-1984, broadcaster on BBC during WWII.)

    How does this quote apply to William Golding and Lord of the Flies?

    Memory Map directions: Modifications on the “Notice & Note” strategies for close reading
    by Kylene Beers & Robert E. Probst

    “Notice and Note” signposts are particularly noticeable points in a text that stand out as a significant moment in the story. They provide insight into or raise questions about literary elements such as character, setting, conflict, and theme. And because these signposts are consistently found in a majority of books, they support
    students as they read a wide range of literature—and even nonfiction texts. By making a ‘mind map’ using the following ‘signposts’ readers strengthen their independent reading skills for comprehension, retention and analysis. DO AT LEAST FIVE FOR EVERY READING. Make a color key to help organize your map.

    1: CONTRASTS &
    CONTRADICTIONS (color?________________)

    When a character does something that contrasts with what you’d expect or contradicts his earlier acts or statements, STOP and ask, “Why is the character doing that?” The answer will help you make predictions and draw inferences about the plot and conflict.


    When a character (like a friend, mentor or relative) takes the main character aside and offers serious advice, STOP and ask, “What’s the life lesson and how might if affect the character?” This lesson is probably the theme of the story.

    3: AHA! MOMENT

    When a character realizes, understands, or finally figures out something, STOP and ask yourself, “How might this change things?” If it is about a problem, it tells you something about the conflict; if it is a life lesson, it tells you something about the theme.

    4: AGAIN & AGAIN

    When you notice a word, phrase, or situation mentioned over and over, STOP and ask yourself, “Why does this keep happening again and again?” The answer will tell you about the theme and conflict, or will foreshadow what might happen later in the story.


    When the author interrupts the action to tell you about a memory, STOP and ask yourself, “Why might this memory be important?” The answer will tell you about the theme and conflict, or will foreshadow what might happen later in the story.


    When a character asks himself a very difficult question, or any question you have about a character, an event, a change, an image or idea that makes you wonder, STOP and ask yourself, “What does this question make me wonder about?” The answer will tell help you think about what might happen later in the story or why this might be important.

    7: CONNECTIONS (color? ‘red

    When something in the text connects to your own life, something in the world, something in another book, even a previous chapter in the same book, STOP and ask yourself, “Why might this be an important connection?"

    8: IMAGES (many colors?________________)

    Make a quick sketch of an image that seems important in this section of the reading. This visual aspect will help connect the content to memory.

    WORDS (color? ‘purple’ prose?________________)

    When you come across a new or amazing word, STOP and write it down. Your goal should be three to five (or more!) cool words per reading.