LOTF: One Word Assignment

Each student will be assigned a chapter from Lord of the Flies (see your assigned chapter below). For this assignment you are to choose a word that has a strong connection to the chapter you have been assigned. Your word should not only describe the characters but also relate to the chapter in both tone and mood. You’ll share your word in class using an 8.5×11 inch sheet of paper that will be projected using the document camera. On the paper, include the following:

  • Chapter # and title
  • Your word
  • Denotation and Connotation (5 pts) – Denotation is a dictionary definition; connotation is other ideas or images associated with the word.
  • Description of how this word relates to your chapter (10 pts)
  • At least two quotes from the chapter that support your choice (10 pts)
  • At least two images that relate to the chapter and to your word (5 pts) – think beyond literal images, but also metaphorical or symbolic ones, too.

Here is an example from Act 4 Scene 1 of Much Ado about Nothing.


Click to enlarge.


Review your assigned chapter. In your English notebook, begin brainstorming words that describe your chapter. The word does NOT need to be in the chapter. Look for quotes that will help to support your choice of word.


Thursday, 1/7, at the beginning of class. Be prepared to present to the class and explain your choices.


Note that each student must complete his/her own assignment. You will not be working in teams, but individually.

Chapter Period 3 Period 5 Period 6
Chapter 1
  • Connor
  • Kaitlyn C.
  • Ryan
  • Jenny
  • Julian
  • Praket
  • Amelia
Chapter 2
  • Daniel S.
  • Hannah
  • Emily
  • Clare M.
  • Joe
  • Emme
Chapter 3
  •  Suma
  •  Will
  • Shray
  • Gabi
  • Julia H.
  • Jack M.
Chapter 4
  •  Caroline
  •  Michal
  • Henry
  • Sarah B.
  • Katherine G.
  • Jake
Chapter 5
  •  Anna
  •  Owen
  • Sarah C.
  • Nia
  • Jordan Z.
  • Max
Chapter 6
  •  Ashley
  •  Alex
  • Ally
  • Laura
  • Leila
  • Jack C.
Chapter 7
  •  Jordan Roe
  •  Ella
  • Hyunjoon
  • Brandon
  • Miles
  • Julia K.
Chapter 8
  •  Jojo
  •  Claire C.
  • Becky
  • Brendan
  • David
  • Jordan Ros
Chapter 9
  •  Kaitlin A.
  •  Jacob
  • Maddie
  • CC
  • Yubin
  • Alysa
Chapter 10
  •  Minju
  •  Juneseo
  • Cameron
  • Grace
  • Claire Mac
  • Caitlin W.
Chapter 11
  •  Kayla
  •  Daniel B.
  • Sam
  • Kemp
  • Blair
Chapter 12
  •  Abby
  •  Paul
  • Katherine C.
  • Taimur
  • James

Much Ado Writing Rubric

UPDATED 1/3: Final copy of essay is due on turnitin.com by midnight on Thursday, 1/7 (in other words, once it is 12:00AM Friday, 11/8, the essay is late). Please make sure you are able to log in to turnitin.com before then so you don’t have any trouble.

The vocab quiz this week will be on TUESDAY. No IR due this week because we are focusing on Lord of the Flies (speaking of… there will be a reading check on Lord of the Flies on Monday, 1/4 as previously stated).


As you work on revising your Much Ado essay, refer to the rubric below (click to enlarge).

Screen Shot 2015-12-30 at 7.22.26 PM Screen Shot 2015-12-30 at 7.22.41 PM

You’ll notice that the rubric has links to tips. For your convenience, that checklist of tips is also copied below.


  • Be sure to include the necessary parts of the classical arrangement (5-part) model: Introduction, Narration, Confirmation, Refutation, and Conclusion.
  • Check the transition between your Introduction and Narration. Are you able to make clear the connection between your Introduction and the background information of the text presented in the Narration?
  • In the Confirmation section, trace your topic logically through the text. Remember that the Confirmation includes multiple paragraphs that includes evidence (quotes) from the text. Present this evidence in a logical order, which is usually chronological.
  • Ideas should build on one another. Test your sentence logic: Choose any sentence and identify its main idea or purpose (what are you trying to say in this sentence?). Now look at the sentences that come before and after. Does the previous sentence lead into that sentence? Does the next sentence develop it further?  Do the same thing with your paragraphs: does each paragraph build on the previous? does the next paragraph move the essay forward logically?
  • Use transitions between each section and within each section that connect the ideas. Consider transitions words like Furthermore, Later, Next, In addition, Moreover, However, First, Then, etc.


  • Clear thesis statement has all parts (specific topic + debatable view).
  • Thesis stated clearly in the Introduction, Narration, or Conclusion.
  • If no thesis directly stated in Introduction or Narration, then a focused essay question is posed in the Introduction or Narration (for example, What would drive Claudio to such an action? or What role does honor play in Hero’s life?).
  • The best evidence is chosen carefully and then thoroughly explained, clearly showing how the quotation helps to prove the writer’s point.
  • Evidence is specific and precise, whether from the text or the writer’s life.
  • At least six quoted examples from the text are smoothly integrated using a “quote sandwich” approach that includes the 1) context, 2) quotation w/speaker and citation and 3) significance. See example below. Note that there should be an intro clause (“He scolds,”) before the quotation that identifies the speaker. Also note how the quotation is cited using the Act, Scene, and Line numbers.

After the wedding falls apart and Leonato learns of Hero’s perceived impurity, he lashes out at her. He scolds, “But mine and mine I loved and mine I praised / And mine that I was proud on, mine so much / That I myself was to myself not mine, / Valuing of her, —why, she, O, she is fallen / Into a pit of ink” (4.1.141-145). By repeating the word “mine” over and over again, Leanato shows how much Hero’s loss of honor reflects poorly on him. He may be angry at Hero’s infidelity, but he is even more angry at how her reputation affects his own. Her reputation is as dark as “ink,” to Leonato. Through Leonato’s reaction, we can see how honor is an issue not just for an individual in the Elizabethan era, but for the entire family.  


  • First-person or second-person pronouns are used selectively and only when necessary to help develop the writer’s ideas.
  • Personal experiences include specific, illustrative details that show versus tell.
  • Personal experiences are relevant and help to introduce or develop the main ideas.


  • Avoid using overly general or overused words like really, very, normal, bad, good.
  • Revise sentences to use strong active verbs, keeping to be verbs (is, was) to a minimum.
  • Remove any slang.


  • Read your essay aloud. If there are places that are difficult to read aloud, then revise the sentences to make them simpler.
  • To make overly complicated sentences simpler, identify your main points. Chances are you are trying to include too many ideas into one sentence. Give each idea its own sentence.
  • To increase sentence variety, underline the first three words of every sentence. Revise as needed.
  • Avoid using “This” or “This quote” or “This shows” to start sentences. Revise by either removing the unnecessary “This” phrase or by replacing “This” with more specific information. See below:

Original: This shows how Claudio feels betrayed by Hero and how effective Don John’s plan for revenge works.

Revised: Claudio feels betrayed by Hero, thus proving how effective Don John’s plan for revenge works.

Revised: Claudio’s words reveal his feelings of betrayal and demonstrate that Don John’s plan for revenge is effective.Page Break


  • Check that your MLA heading is double-spaced and left-aligned with the following components:
  • Screen Shot 2015-12-30 at 7.34.16 PMBe sure all titles of the texts are correctly formatted. Titles of longer works―full-length books, novels, plays, newspapers, magazines―are italicized. Titles of shorter works―short stories, poems, articles in newspapers or magazines―get quotation marks.
  • Read line-by-line, checking for proper punctuation and capitalization.
  • Use present tense verbs when discussing events in the text. See example below:

Claudio felt betrayed by what he thought was Hero’s infidelity.

Claudio feels betrayed by what he thinks is Hero’s infidelity.

While the teacher’s away: a To-Do List

TO DO- 10-24-11-2

Because I will be away the week of 10/26, it will be important for you to continue to work diligently in my absence so you don’t fall behind. Below, find the schedule for the week:

MONDAY, 10/26

First, turn in your Ramayana comic.

On Monday, spend the class reading as we do every Monday, except without the vocab quiz. The next vocab quiz will be on Monday, 11/2, when I return. It will cover words #1-25.

After you have turned in your Ramayana comic, please record an update for your reading last week (similar to what I do in class when I ask for page numbers). Use your own device or borrow a laptop and follow the steps below.

  1. Click here to update me on your independent reading for the week.
  2. Be sure to log in any completed books in the online Independent Reading Log (under “Honors World Lit” tab).

FYI: The two forms above are time-stamped, so make sure you complete this information immediately.

I will personally check your IR signpost reflection for 10/26 and 11/2 on Monday, 11/2, when I return (plus the one for 10/19 if I haven’t already checked that from you). Monday, 11/2, is your next IR day with vocab.

Weekly Reading

TUESDAY-FRIDAY, 10/27-10/30

We will begin our “official” study of Much Ado About Nothing by William Shakespeare next week. Please complete the following activities this week.  Though it may seem like a lot, if you work diligently during class, you will have more than enough time.

There are FOUR steps total. When you are finished, spend the rest of the week reading your IR book(s). Remember that you must still read 2 hours this week to meet your weekly goal (see graphic above).

1. Complete the research task, “An Introduction to Much Ado About Nothing.

*** Steps 2, 3, and 4 should be completed in the “Much Ado About What???” packet. NOTE: In order to complete these steps during class, you will need to bring earbuds to use.

2. Watch the TED Talk video below and answer the questions 2-6.

3. Watch the Biography video below and answer questions 7-11.

4. Watch the following three videos about irony and answer question 18.

NOTE: Mrs. Ebarvia returns on Monday, 11/2. Because that is a Monday, we will have our regularly scheduled IR/Vocab. The vocab quiz (#5) will be on words 1-25.

In addition:

  1. Be sure to have your IR signpost reflections ready to be checked (you should have IR reflections for 10/26 and 11/2, plus 10/19 if I haven’t checked yours yet).
  2. Be sure to fulfill your weekly reading goals (purple sheet). By November 2, we have been working on independent reading for more than 6 weeks, which means most students should be finished two books.
  3. Record finished books in the independent reading log online (link under “Honors World Lit” above).

Ramayana Epic Hero Comic Adaptation

To complete our brief study of Valmiki’s Ramayana and of the epic hero, you’ll create a short comic strip.

Follow these steps
  1. Choose one characteristic of an epic hero and illustrate it.
  2. Choose a single moment or series of moments from The Ramayana that show this characteristic.
  3. Reread the relevant section of the story to determine what details you will need to include. The best adaptations will show evidence of reading.
  4. Once you have decided on the characteristic of the epic hero and reread that section of the text, decide which comic book layout will work best. Choose from the options available in class or go online to ComicBookPaper.com or PrintablePaper.net. Use only a single page of comic book paper (and only one side), so be sure to choose the template (or create an original one!) that is best suited to your section.

Need ideas for comic book layouts? Do a simple Google search, like this.

  • Be sure the characteristic of an epic hero is depicted clearly.
  • Show effort and care. Hand draw and color your comic book page.
  • Use speech bubbles, thought bubbles, and/or captions throughout.
  • Include a descriptive and creative title. Credit the original author (written by Valmiki) and credit yourself as the illustrator.
  • Find a rubric for this assignment here.

DUE ON MON. OCT 26 (Miss Jane will collect in my absence). IMPORTANT: Note that there is a modified schedule next week that includes Shakespeare-related activities and then time for independent reading. As always, you should meet your independent reading goals each week. At this point, most of you should be well into (if not finished) a second book.

Our next regular IR/Vocab day will be Monday, 11/2. The vocab quiz will cover words 1-25). Make sure your IR reflections are completed and weekly progress met – I will be checking your reading progress and the IR signpost reflections in your notebook due 10/26 and 11/2.

If you are interested, feel free to watch the following animated Ramayana.

Ramayana: Video Clips

The ancient epic is beloved by Hindu children. From a very young age, children are told the story of Rama and Sita. Below is just one video adaptation for children of this story.

Next are excerpts from the film A Little Princess. In the film, the main character, a little girl named Sara, tells the story of The Ramayana to her friends at boarding school. Sara had lived in India with her father, which is how she came to know and love the ancient Hindu epic.