Welcome Back – Syllabus and 1st Day Paperwork

Please use the next few days to familiarize yourself with the website, and to register for my Remind 101 text alerts on class assignments, tests and quizzes. You can find the registration information in your syllabus or at the bottom of the webpage! I’m excited to have a great year with you all!

Please click here to access your class syllabus

If you have trouble navigating the website, please see the ‘About’ section at the top of the page for more information!

Be sure to sign up for my Remind 101 as well as the Google Classroom app!

10th Grade Literature 9th Grade Literature Spring 2016 Spring 2018

“The Lord of the Flies” Booklet

Your primary assessment for this unit will be your in depth analysis booklet over William Golding’s “The Lord of the Flies”. You will have the opportunity to add to your analysis booklet each day in class, but note you should still work on it at home every night. Do not wait to the last minute to finish this assignment – the quality of your work, and by extension your grade, will suffer because of it and working on it at home at the last minute in the middle of the night eliminates your chance to discuss any questions you may have with either myself or your classmates. Please but sure to use your class time wisely to complete this assessment!


lotf-tagxedo-2Your booklet will contain four parts – Chapter Analysis, Character Analysis, Symbols and Themes. The requirements for each of these individual sections is listed below. Please note that you may hand-write or type your booklet… however, please be sure that it is legible if you elect to hand-write the assignmnets. Additionally, your booklet must have an illustrated cover and be bound together – either in a folder, hole-punched, or stapled.


Chapter Analysis

  • Each chapter should have a minimum of a half page analysis and summary of the major events, conflicts, and developments. You should also include the chapter analysis questions we cover each day in class – click here if you have misplaced your questions.

Character Analysis

  • For each of the major characters you will need to provide a general overview of who they are and their role in the novel, and an indepth explanation of how they change throughout the novel.
  • The characters you must include are:
    • Ralph (Full page)
    • Jack (Full page)
    • Piggy (full page)
    • Simon (full page)
    • SamandEric (1/2 page)
    • Roger (1/2 page)
    • The Choirboys (1/2 page)
    • The Littleuns (1/2 page)


  • You must analyze the deeper meaning and significance of each of the symbols in the story, and explain how they connect the characters in a minimum of a 1/2 page each.
  • The symbols include:
    • The Conch
    • The Specs/Glasses
    • The Fire
    • The Pig
    • The Beast


  • Finally, you must explain the major themes of the text, tracing how this theme shows up in the actions of the boys throughout the novel and how they struggle with these lessons, in a minimum of a 1/2 page each.
  • The themes you must analyze include:
    • The Loss of Innocence
    • The Traits of a Leader
    • The Darkness within Man
    • The Individual v.s. Society/Civilization

Remember, this will be due next week when we finish the novel – please be sure to talk to be BEFORE then if you have any questions!

9th Grade Literature Fall 2016

Analyzing “The Lord of the Flies”

Each day in class this week we will be discussing the chapter you were assigned to read for homework the previous night – please make sure that you not only read the assigned chapters, but that you take notes over what you’ve read, so that you can participate fully in the discussions taking place in class.

For this novel you will be completing an analysis workbook – please see the post on that assignment in particular if you have any questions about the requirements – and engaging with the text through rigorous questioning and discussion is a large part of that analysis. Please be sure to review the analysis questions that we discuss at the beginning of class for each chapter, as they should guide your discussion of the text and point you in the direction of the important characters, plot devices, symbols and themes that you need to understand in Golding’s work.

If you have misplaced your questions, please review them below for each chapter. These should be answered and included in your notebook – fully developed, in complete sentences with evidence from the text when asked for.

Chapter 1

1. The author spends much of Chapter One describing the island and the boys. One example is on page 19, where “the creature stepped from mirage on to clear sand, and they saw that the darkness was not all shadow but mostly clothing. The creature was a party of boys, marching approximately in step in two parallel lines and dressed in strangely eccentric clothing.” How does the author’s figurative language contribute to the mood and setting? (Discuss this example or one of your choosing from Chapter One).

2. In his description of the beach, the narrator says, “always, almost visible, was the heat” (p. 10). Why does the author choose to emphasize this feature? What comparison might he be suggesting for the reader? Explain.

3. Why do the boys react to their island surroundings by stripping off their clothes? What might their actions symbolize?

Chapter 2

1. Explain the irony when Ralph pretends to be a fighter-plane, machine-gunning Piggy.

2. How do the boys try to establish order on the island? What is the effect on the boys’ behavior?

Chapter 3

1. In the opening scene of Chapter Three, Jack is “bent double. . . . his nose only a few inches from the humid earth” (p. 48). Analyze the impact of Golding’s characterization and imagery here.

Chapter 4

1. Piggy’s glasses are used to start the fire. What might be their symbolic significance? How does the significance of the glasses change or deepen after Jack breaks them (p. 71)?

2. What order of business is most significant to Ralph? What is most important to Jack? What does Piggy believe to be most pressing? How might these different motivations affect their future interactions?

3. What does the conch represent and why is it so important to Piggy?

Chapter 5 

1. Describe Ralph’s state of mind at the beginning of Chapter Five. Explain his insight when he asks himself, “If faces were different when lit from above or below—what was a face? What was anything?” (p. 78). What does this insight reveal about the changes that he is undergoing?

2. How does Piggy defend his view that there is no beast? Summarize his argument.

3. Ralph says of Piggy, Simon, and himself, “Fat lot of good we are.…Three Blind Mice” (p. 93). Explain his reference. How are the boys “blind”?

Chapter 6 

1. What is the “sign” that comes “down from the world of grownups?” (p. 95). Analyze its literal as well as figurative meanings.

2. When the hunters let the fire go out, Ralph asks, “Hasn’t anyone got any sense? We’ve got to relight that fire…. Or don’t any of you want to be rescued?” (p. 102). Do the boys want to be rescued? What reasons might there be to reject civilized society?

Chapter 7

1. What might be Golding’s purpose in including the mock hunting scene where Robert is surrounded by the other boys?

2. How does Jack use rhetorical structures in his attempt to wrestle power from Ralph (p. 126)?

3. Explain the irony in Jack’s saying, “I’m not going to play any longer. Not with you” (p. 127).

 Chapter 8 

1. Simon climbs the mountain to face the beast alone, asking “What else is there to do?” (p. 128). Why does Simon stand and act apart from the other boys? Why does he not take sides? How are Simon’s perceptions different from Ralph’s and Jack’s?

2. Analyze the contrasting imagery of butterflies and blood in the death scene of the mother pig (p. 135). What emotions might this imagery evoke in the reader?

3. What is Simon’s “ancient, inescapable recognition” upon speaking to the lord of the flies (p. 138)?

Chapter 9

1.Why do the boys attack Simon? What does his death indicate about how the boys have changed?

Chapter 10 

1. Why don’t Jack and his hunters take the conch when they attack Ralph, Piggy,and Samneric (p. 168)?

2. Ralph argues that when they confront Jack and the hunters, they should go “washed and brushed” (p. 170). Explain the significance of appearance at thispoint in the novel.

Chapter 11

1. Prior to his death, Piggy once again argues on the side of logic. What does his death signify? “You let me carry the conch, Ralph. I’ll show him the one thing he hasn’t got.” (Piggy, p. 171)

Chapter 12

1. “A semicircle of little boys, their bodies streaked with colored clay, sharp sticks in their hands, were standing on the beach making no noise at all. ‘Fun and games,’ said the officer” (p. 200). How is this line ironic?

9th Grade Literature Fall 2016

The Lord of the Flies

As we say goodbye the our week of standardized testing, we can move into one of the most exciting texts you will be reading in class this semester – William Golding novel “The Lord of the Flies”. Focusing on a group of British boys whose plane is shot down and who are subsequently stranded on an island, the read follows them and their attempts to survive and govern themselves. Ultimately the novel is a reflection of humanity’s struggle with its darker tendencies towards violence and oppression,  while examining the role of government and ‘civilized society’ on the masses.

With only 12 chapters this book will be an easy read for you guys, and will give you the opportunity to ‘flex your analysis muscles’ before the Christmas break. The reading schedule for the novel is as follows:

  • Friday. December 2nd: Read Chapters 1 and 2
  • Monday, December 5th: Read Chapters 3 and 4
  • Tuesday, December 6th: Read Chapters 5 and 6
  • Wednesday, December 7th: Read Chapters 7 and 8
  • Thursday, December 8th: Read Chapters 9 and 10
  • Friday, December 9th: Read Chapters 11 and 12

Each day in class we will be conducting a literary analysis of the two chapters you read previous for homework, focusing on the plot, symbols, characters and themes present in the readings. Please be prepared to devote an hour to reading each night this week, and please show up to class ready to discuss the themes and issues this novel presents!


9th Grade Literature Fall 2016

9th Grade Literature End of Course Assessment

It’s that time of year again kids – testing season. So as you recover from Thanksgiving and prepare for the wild-rumpus that is Christmas, remember to review the format and requirements for your End of Course (EOC) exam!


Below you will find links to not only the assessment overview booklet from the Georgia Department of Education, but also the student/parent study guide provided by the GADOE. Please review the documents as needed – and remember, I make my class a little more difficult than the EOC so you are over prepared for this exam…. don’t stress, do your best, and follow the directions and you should be fine! 🙂


Click here to access the 9th Grade Literature EOC Assessment Overview packet.

Click here to access the 9th Grade Literature EOC study guide.

9th Grade Literature Fall 2016

Elements of a Short Story

As we begin our next unit, it is important that you feel comfortable with the basic information regarding short stories first – after all, we will be analyzing many stories together the next two weeks, and you need to be familiar with the mechanics of story stories before you dive into a deep critical analysis.

In western storytelling we usually tell our stories using Freytag’s Pyramid:


Each part of the pyramid corresponds with a part of the plot. The sections of plot are:

  1. The Exposition: This is where we learn about the characters, the setting, the relationships between characters, and the background for the story about to take place. We also learn the primary motivations for many of the characters.
  2. Rising Action:
9th Grade Literature Fall 2016

Using Visual Rhetoric in Advertisements

As we dive into our next unit on rhetoric, it is important for you to be able to apply what you are learning about rhetorical appeals and how speakers use them to achieve a purpose to what you see around you everyday – ads and advertisements. In class we will be analyzing a series of commercials, over two decades, by Apple – you will be tracking how these ads use rhetorical appeals, and determine if they effectively appeal to their audience. Additionally, you will form an argument on whether you believe Apple’s use of rhetoric in their advertisements has improved over time, and why.

Please see the videos below from class, and continue analyzing and tracking the use of rhetoric.

Macintosh – 1984 Superbowl Ad

The 1st iPod Commercial – 2001

The 1st iPhone Commercial – 2007

Apple iPad 2 – 2011

Apple iPhone 5s – 2014

Apple iPad Air – 2014

9th Grade Literature Fall 2016 Uncategorized

An Introduction to Rhetoric

We have begun what is probably the most important unit that you will study in this class – rhetoric. Rhetoric is ‘the art of speaking and writing well to achieve a purpose’, and it is all around you, all the time. Advertisements use rhetoric to persuade you to by their merchandise, organizations use rhetoric to garner your support and to recruit you as a follower, politicians use rhetoric to convince you to vote for them or their party, and so on. Once you learn how to identify and analyze rhetoric, you become very powerful – you can look behind the language that people or organizations use on you and figure out WHY and HOW they use language to persuade you – ultimately allowing you to make more informed choices.


The first aspect of rhetoric that we learned about today were the rhetorical appeals: ethos, pathos and logos. Remember, we represent these appeals in the form of an equilateral triangle because good rhetoric should use an even mix of all three appeals.



Please watch the video below from class today to review what exactly the appeals of ethos, pathos and logos are:

Remember, we will be examining advertisements, propaganda and speeches this week for their use of rhetoric, so make sure you are familiar with these concepts!

9th Grade Literature Fall 2016

9th Grade Nine Weeks Exam

Students – if your were not able to attend the after school study session for the nine weeks exam, please feel free to review the powerpoint that is attached! 🙂


Remember, your exam will cover everything we have studied this nine weeks – poetry, The Odyssey and all of the grammar skills we’ve learned. Make sure you study and feel free to ask me questions on Remind 101! Good Luck!

Click here to access the powerpoint from our after school study session.

9th Grade Literature Fall 2016