Lord of the Flies Lesson 6, 7, 8, 9, and 10

Name: Kourtney Gorham Grade/Subject: 12 ELA B30Date: Monday-Friday24th-28th, 2014 Length: 3 hrs.

Content/Topic: Lord of the Flies Leadership and Work Periods

Teaching Strategies:Work period/catch up timeIndependent workDiscussion/Cold CallBell WorkWorksheet analyzing quotes in the text

Outcomes:CR B 30.1

View, listen to, read, comprehend, and respond to a variety of grade-appropriate international, including indigenous, texts that address:

o identity (e.g., Sense of Self)o social responsibility (e.g., Social

Criticism), ando social action (agency) (e.g., Addressing

the Issues).

SWBAT: understand audience and purpose. Students will be able to connect text information to leadership within their own lives and world around them. Students will make connections to human nature.

CC B 30.2

Create a visual or multimedia presentation that suits the topic, purpose, and audience; teaches others about a global social issue; and persuades them to act on the issue in a responsible manner.

Indicators:

f. Explain how informational and literary texts contribute to an understanding of human nature and of self, and raise awareness about a range of topics, ideas, cultures, events, people, and issues.

d. Create and present a visual or multimedia presentation persuading an audience to act on an issue using presentation techniques most appropriate to audience and purpose:

o Identify and establish that a problem exists (e.g., crime in a community)

o Analyze the problem (e.g., what are the causes?)

o Provide possible solutions (What has been tried? What has not been tried?)

o Select a solution (What’s best? What

CC B 30.4

Compose and create narrative, descriptive, expository, and persuasive writings that include a position paper, a comparative essay, a letter of inquiry, a critique of an author’s style, and a short story or essay that uses parody, satire, and/or irony.

SWBAT: Make a visual/oral presentation about leadership in their lives, the world, and the Lord of the Flies. Students will include an experimental letter advocating for change (1 page).

are possible future obstacles?)o Persuade audience to implement

solutiono Use digital presentation tools or

other media to highlight the problem and point to possible solutions.

g. Use appropriately a variety of audio-visual aids to support and enhance oral presentations and to engage an audience.

f. Write a letter of inquiry (or request):

o Explain adequately what the inquiry is about and what the reader is to do in response to the letter (e.g., advice; information from a government agency; information on a product or service; copy of an official document; request for credit; application materials; estimates or bids)

o Make letter courteous and clearo State who the writer is and give

status or positiono State what the inquiry is about and

explain specifically what the recipient should do

o Include the necessary details (e.g., date information is needed, services, etc.)

o Thank the recipient for his/her timeo Follow a standard letter format.

Assessment:Bell work (out of 5 for completion and to see if they are on the right track)HW check Ch. 6 and 7 (and then 8 and 9)Letter advocating for change (out of 25)Visual/oral presentation (out of 25)Informal observations during work periodThumbs up

Pre-requisite learning:Two introduction classes to Lord of the Flies. We went over the novel information and the survival information (opening crisis). We went over characters and setting. We will review Chapters 1 to 4. We discussed human nature, government styles and a bit on leadership.

Lesson Preparation:Print lessonWrite schedule and assignment on boardMake 22 copies of assignment and rubricMake 22 copies of worksheet on leadershipMake 22 copies of sample letterMonday – put room in a circle beforehandBook computers for library

Materials/Equipment:Lord of the FliesComputersWorksheetPens/Paperhttps://thesethree.com/Sample_Advocacy_Letter.html#.Uy8rymdOVjo

Language Strands:Writing – an experimental essay advocating for change; bell work paragraphs (3).Representing – a presentation on leadership in their lives, the world, and the Lord of the Flies. A visual will accompany this work.Listening/Viewing – classmates’ presentations.Speaking – orally for 3 minutes about leadership.Reading – Ch. 8, 9, and 10.

Adaptive Dimension: 2 work days for those who need extra time (others can use the time to read). Can use computers or phones.

Grouping Choices: Individual since most of our work has been in groups.

Classroom Management:

- No cell phones unless it deals with instruction

- Hands up to answer questions- Bathroom = 2 minutes- Respect for others- Participate- Work in any grouping assigned- Come on own time to get missed

assignments- Get missed notes on own time

Set (10 minutes):

- Bell work: Students will use Ralph’s or Jack’s voice to write an argument supporting the need to build shelters or the need to hunt for meat. They will hand this 11 point paragraph in for a completion mark out of 5 (so I can see if they are on the right track).

- HW check Ch. 6 and 7 - Attendance - Talk to students who missed last class

Development (40 minutes):

- Videos: What makes a good presentation?

- Good presentation about leadership: Drew Dudley "Everyday Leadership" - TED Talks (https://www.youtube.com/watch?v=HR2UnsOuKxo) – 6 minutes + talk = 10 minutes

- Students will discuss the positives of a good presentation and take note of leadership topic.- If time: “NOW 10th Grade Exhibition - Bad Presentation” (https://www.youtube.com/watch?

v=aHoSctWFDTs) – Watch 2 minutes + talk = 4 minutes.- Students should write down what they need to do for a good presentation. - Leadership Assignment Handout (go over rubric) = 10 minutes - Leadership Worksheet: “The Voice of Society” vs. “The Voice of the Individual.” = 20 minutes

Close (10 minutes):

- Read Ch. 7 and questions (homework) - *Discuss that students will have two work periods and that their first priority should be the

assignment. Tell them when novel is due (31st).

Set (10 minutes):

- Bell Work: In Chapter 7 Ralph considers things he misses about civilization: “He pulled distastefully at his grey shirt and wondered whether he might undertake the adventure of washing it… He would like to have a pair of scissors and cut his hair – he flung the mass back – cut this filthy hair right back to half an inch. He would like to have a bath, a proper wallow with soap. He passed his tongue experimentally over his teeth and decided that a toothbrush would come in handy too.” – 119

- “He discovered with a little fall of the heart that these were the conditions he took as normal now and that he did not mind.” – 120

- Simon: “You’ll get back to where you came from… You’ll get back all right. I think so, anyway.” – 121

- Write a paragraph, to be handed in for completion marks, based on the prompt: What would you miss? What would you be able to give up?

- Attendance- HW check Ch. 7 - Hand back bell work - Talk to those who miss

Development (45 minutes):

- Work period @ library for letters and presentation - Walk around room and help when needed (check in near end with all students)

Close (5 minutes):

- Read Chapter 8 and questions (homework).

Set (10 minutes):

- Bell Work: How would Ralph, Piggy, Jack, and Simon each respond to the following situations: o Being approached by a drug dealer?o Offered a million dollars?o Voted Prime Minister of Canada suddenly

- Write one point for each character (3 bullets x 4 characters = 12 points) to be handed in for completion marks.

- Attendance- HW Check Ch. 8- Hand back bell work - Talk to those who missed

Development (45 minutes):

- Work period in the classroom for reading, letters, and presentation. - Walk around room/sit at back and help when needed.

Close (5 minutes):

- Read Ch. 9 and questions (homework).

Set (5 minutes):

- Attendance - Hand back bell work - HW check Ch. 9

Development (55 minutes):

- Presentations - *Circle room (change where I sit) while presentations are going on

Close (5 minutes):

- Assign Ch. 10 and questions for homework

Set (5 minutes):

- Attendance - HW check Ch. 10

Development (55 minutes):

- Presentations - *Circle room (change where I sit) while presentations are going on

Close (5 minutes):

- Assign Ch. 11 and 12 plus questions for weekend homework (book due on 31st) - Remind that letters are due Monday, as well as entire book (can move to Tuesday if

needed)

Leadership Worksheet: “The Voice of Society” vs. “The Voice of the Individual”

Chapter 5-7

Ch. 5

At the start of Chapter 5, Ralph seems less excited about his leadership role. On page 81 he notes that “the meeting must not be fun, but business… there must be no mistake about this assembly, no chasing imaginary” (Golding). What is the purpose of having a meeting? What task does the leader play at those meetings? What things can get in the way of having an effective meeting?

1.

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Ralph states that “things are breaking up. I don’t understand why. We began well; we were happy. And then-“ (Golding 87). In your opinion, why are things “breaking up”? Should leaders have all the answers?

4.

5.

Ralph explores the characteristics needed to be a great leader on page 83: “the trouble was, if you were a chief you had to think, you had to be wise. And then the occasion slipped by so that you had to grab at a decision. This made you think; because thought was a valuable thing that got results… Only, decided Ralph as he faced the chief’s seat, I can’t think. Not like Piggy… Once more that evening Ralph had to adjust his values. Piggy could think. He could go step by step inside that fat head of his, only Piggy was no chief. But Piggy, for all his ludicrous body, had brains. Ralph was a specialist in thought now, and could recognize thought in another” (Golding). What characteristics or traits does Ralph suggest a good leader needs to have? Why

does Ralph say “Piggy was no chief” even though he can think like one? If Piggy has one of the main leadership qualities, why is Ralph the chosen chief? What does this suggest about how we choose our leaders? What characteristics does Ralph have that make him a good leader? What characteristics does he lack? How has Ralph’s leadership role changed him?

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On page 83 it states that “the place of assembly filled quickly; Jack, Simon, Maurice, most of the hunters, on Ralph’s right; the rest on the left… Piggy came and stood outside the triangle” (Golding). Why does it matter that Piggy stood outside of the group? What is the difference in power from the individuals who sit on Ralph’s right versus Ralph’s left?

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One page 84 Ralph realizes that “[a leader] had to sit, attracting all eyes to the conch, and drop words like heavy round stones among the little groups that crouched or squatted. He was searching his mind for simple words so that even the littluns would understand what the assembly was about. Later perhaps, practiced debaters – Jack, Maurice, Piggy – would use their whole art to twist the meeting: but now at the beginning, the subject of the debate must be laid out clearly” (Golding). What is the difference between a practiced debater and a chief (provide an example)? What is the importance of using simple words?

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“We have lots of assemblies. Everybody enjoys speaking and being together. We decide things. But they don’t get done. We were going to have water brought from the stream and left in those coco-nut shells under fresh leaves. So it was, for a few days. Now there’s no water. The shells are dry. People drink from the river… then there’s huts. Shelters… You mostly sleep in shelters. To-night, except for Samneric up by the fire, you’ll all sleep there. Who built the shelters?... We all built the first one, four of us the second, and me ‘n’ Simon built the last one over there… We chose those rocks right along beyond the bathing-pool as a lavatory. That was sensible too. The tide cleans the place up… Now people seem to use everywhere. Even near the shelters and the platforms” (Golding 84-5). Do people always follow through with decisions that are made or the promises they make (provide an example)? Do you believe the meetings foster action or inaction?

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Ralph notes that “the fire is the most important thing on the island. How can we ever be rescued except by luck, if we don’t keep a fire going… Can’t you see we ought to – ought to die before we let the fire out… You hunters! You can laugh! But I tell you smoke is more important than the pig, however often you kill one. Do all of you see? We’ve got to make smoke up there – or die.” – 86-7” (Golding 86-7). This highlights that leaders need a vision or in other words, an end goal. However, is having a vision enough?

19.

Ralph lays down the law on pages 86 and 87: “now I say this and make it a rule, because I’m chief. We won’t have a fire anywhere but on the mountain. Ever… All this I meant to say. Now I’ve said it. You voted me for chief. Now you do what I say… So remember. The rocks for a lavatory. Keep the fire going and smoke showing a signal. Don’t take fire from the mountain. Take your food up there.” Is it ever appropriate for a leader to “lay down the law” (provide an example)? Is it appropriate to challenge a leader’s authority?

20.

21.

Ralph concludes the meeting by allowing a group discussion about the beast: “so the last part, the bit we can all talk about, is kind of deciding on the fear” (Golding 88). However, he believes that the boys need “to talk about this fear and decide there’s nothing in it” (Golding 88). Does this highlight democracy or dictatorship?

22.

Jack’s leadership style differs greatly from Ralph’s. On page 88 and 89, Jack takes control of the discussion: “so this is a meeting to find out what’s what. I’ll tell you what’s what. You littluns started all this with the fear talk. Beasts! Where from? Of course we’re frightened sometimes but we put up with being frightened. Only Ralph says you scream in the night. What does that mean but nightmares? Anyway, you don’t hunt or build or help – you’re a lot of crybabies and sissies. That’s what. And as for the fear – you’ll have to put up with that like the rest of us… The thing is-fear can’t hurt you any more than a dream. There aren’t any beasts to be afraid of on this island… Serve you right if something did get you, you useless lot of cry-babies! But there is no animal-… I’ve been all over this island. By myself. If there were a beast I’d have seen it. Be frightened because you’re like that – but there is no beast in the forest” (Golding). In what ways does Jack’s leadership style differ? How does he use words to convey power?

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Piggy does not believe in the beast but he thinks that the boys are “frightened of people” (Golding 90). On page 90, Phil, a littlun, describes when he saw the beast. What did he really see?

25.

When the littluns start to cry and panic, Jack shakes Percival and yells: “Where does the beast live?” (Golding 94). What does this say about Jack’s leadership style? Who might the littluns represent in our own society/government?

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When Percival says that the beast could live in the sea, Maurice is quick to note that his “Daddy says they haven’t found all the animals in the sea yet… But when [Jack] says there’s only pigs on this island I expect he’s right but he doesn’t know, not really, not certainly I mean” (Golding 95). Maurice highlights the “what-ifs” in the situation. How does this create chaos? How does Maurice manipulate the fear? In our world does information ever get manipulated by leaders? What would Piggy’s or Ralph’s responses have been to Percival based on their leadership styles?

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Simon is the first to figure out that the beast is the evil within each of them: “What I mean is… maybe it’s only us?” (Golding 96). Why do you think Simon is the first to figure this out and what does that say about his personality?

32.

Even through the chaos, Ralph stays true to his leadership style: “There’s too much talking out of turn… because we can’t have proper assemblies if you don’t stick to the rules.. we’ll have a vote on them; on ghosts I mean; and then go to the shelters because we’re all tired… I’ll say here and now that I don’t believe in ghosts… we are going to decide what’s what” (Golding 97). What role do rules play in maintaining the order? Do you think Ralph is right to allow everyone to vote and voice their opinion?

33.

34.

Jack gets mad at Ralph for making him follow the rules: “and you shut up! Who are you, anyway? Sitting there – telling people what to do. You can’t hunt, you can’t sing! Bellocks to the rules! We’re strong – we hunt! If there’s a beast, we’ll hunt it down! We’ll close in and beat and beat and beat -!” (Golding 98). What traits does Jack think a leader needs? What kind of leadership style does Jack value?

35.

36.

Ralph responds: “I’m chief. I was chosen” (Golding 98). Is this a valid argument?

37.

After the meeting Ralph tells Piggy that he “ought to give up being chief” (Golding 100). Piggy cries, “Oh lord! Oh no! If Jack was chief he’d have all hunting and no fire. We’d be here till we died” (Golding 100). Ralph certainly has more direction but why are the boys more eager to follow Jack? There is an anonymous quote that states: “no one likes a leader who does their job.” Is this statement true?

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Ch. 6

In Chapter six Samneric believe they saw the beast. What did they see (more information on page 135)? How does this information create panic? What does Jack say to the group on page 109?

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Ralph tries to remind them that the fire is the main priority because it is the only way to achieve their goal of getting rescued. However, Ralph allows everyone to have a voice. On the other hand, Jack thinks “it’s time some people knew they’ve got to keep quiet and leave deciding things to the rest of us” (Golding 111). List two cons and two pros to each leadership approach.

43.

Pros ConsVoice for everyone

Voice of few

After searching for the beast the fire is ignored again. Ralph gets fed up and states, “We want smoke. And you go wasting your time” (Golding 117). Roger replies, “We’ve got plenty of time!” (Golding 117). Do our short term goals get in the way of our long term goals? Should a true leader focus on the short term or long term gains?

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Ch. 7

When the boys find a pig on page 125 what do they do to it? What do they chant? What does this say about Jack’s leadership style?

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48.

Title: Sample Advocacy Letter

Your name:

<Date><Group/individual name> The “Good” Island

Dear Boys of the Island,

Paragraph 1: [State the purpose of your letter. Start with a hook. What is your stance (what change do you want to see)? Why do you want support? Identify the current problem.]

I, (Ralph or Jack), am writing to you to seek your support for (building shelters, keeping the fire going, or hunting for meat)…

Paragraph 2: [Make it personal. State your personal experience and beliefs about leadership and what the goals should be.]

Based on my personal experiences on the island, I believe that _______ should be our first priority.

Paragraph 3: [Restate what you would like to happen and add any more information to persuade audience. What should the recipient do? Add your own personal information.]

Thank you for your time. I hope that you will recognize the importance of improving our island and be prepared to discuss (topic you are fighting for). I look forward to developing and implementing this action plan further. Please feel free to contact me at…

Yours sincerely,

(Jack or Ralph)(Title/position)

Lord of the Flies Leadership Oral Research Presentation Assignment

ELA B30

Ms. Gorham

Presentation Dates: Thursday 27th and Friday 28th

Letters and Questions Due: Monday 31st

Outcome: CC B 30.2: Create a visual or multimedia presentation that suits the topic, purpose, and audience; teaches others about a global social issue; and persuades them to act on the issue in a responsible manner.

- d. Create and present a visual or multimedia presentation persuading an audience to act on an issue using presentation techniques most appropriate to audience and purpose.

- g. Use appropriately a variety of audio-visual aids to support and enhance oral presentations and to engage an audience.

CC B 30.4: Compose and create narrative, descriptive, expository, and persuasive writings that include a position paper, a comparative essay, a letter of inquiry, a critique of an author’s style, and a short story or essay that uses parody, satire, and/or irony.

- f. Write a letter of inquiry (or request):

Your TaskYou will prepare a THREE – FOUR minute oral presentation about leadership on the island. Your presentation will be ACCOMPANIED BY A VISUAL. You may use technology (including a PowerPoint), a poster, or an illustration. If you are doing something else, please make sure I approve your idea and that it can accessed at the school! You will also complete a one-page letter advocating for a change of leadership and overall focus on the island. Make sure to hand in the Leadership Worksheet: “The Voice of Society” vs. “The Voice of the Individual” for a completion mark. Please practice so that you stay within the time requirement.

Steps:CC B30. 2 indicator d. - Create and present a visual or multimedia presentation persuading an audience (your class) to act on an issue using presentation techniques most appropriate to audience and purpose (persuade, entertain, or inform):

o Identify and establish that a problem exists with leadership on the island.o What traits do you believe our leader needs to have? o Analyze the problem (e.g., what are the causes?)o Provide possible solutions (What has been tried? What has not been tried?)o Select a solution (What’s best? What are possible future obstacles? Who should be the leader? What

should the long-term goal be? What should the short-term goal be? Who makes the decisions for the group? Is it a democratic government or a dictatorship? What will happen at meetings?)

o Persuade audience to implement solution and vote for the leader you think is best.o Then compare your government choices for the island to a historical or current leader. For instance, if

you create a more democratic government on the island you can compare this to our Canadian government. If you believe that our leader needs to focus on the voice of the society, you may make a comparison to Ghandi, etc. You may also make comparisons to your own life.

o Include a visual.

Remember to use evidence from the novel in your paragraph to back up your case! You will need to complete an internet search to compare/contrast your ideal leadership on the island to a historical or current leader.

CC B 30.4 indicator f. - Write a letter of inquiry (or request for change):

o Write a one-page letter that advocates for a change of leadership to supplement your oral presentation. You will write the letter as if you are Ralph or Jack. Drawing from evidence in the text, you will write an argument that supports the need to build shelters and sustain the fire or the need to hunt for meat. You also should outline your vision (long and short term goals) for the island. Follow the Sample Letter Template.

Make sure that you:

o Explain your stance o Make the letter courteous and clearo State who the writer is (Ralph or Jack) and provide their status/position o State what change you want to occur and what the recipient should do o Include the date o Thank the recipient for his time in the closing paragraph o Follow the template/standard letter format

Remember to use evidence from the novel in your paragraph to back up your case!

Assessment:

You will be marked both on your PRESENTATION and your LETTER, which is to be handed in immediately following your presentation. Please note: your letter must be typed.

There are FOUR parts to this assignment: /50 Marks

Oral Presentation: You will be assessed on tone, fluency, volume, speaking clearly, and posture. This portion will be worth 25 marks.

Written Component: You will be assessed based on the attached rubric. This portion of your assignment will be work 10 marks.

Visual Component: You will be assessed on whether or not you include a visual in your presentation. This portion is out of 5 marks.

Question Worksheet: Your completion of the questions will be assessed. This portion is out of 10 marks.

Oral Speaking Rubric Student Name________________________

5 4-3 2 1

Tone/Verbal Interpretation

5 Marks

The student most effectively used variations in volume, tone and word

Emphasis to convey emotions and attitude and the theme of the poem.

The student attempted a change in tone of voice to effectively convey emotions. Student successfully read the poem with feeling.

Changes in tone of voice were rarely used OR the emotion it conveyed often did not fit the content.

Tone of voice was not used to convey emotion.

Fluency/Phrasing

5 Marks

Pauses were always effectively used based on punctuation or to improve meaning and/or dramatic impact.

Pauses were almost always effectively used based on punctuation, or to improve meaning and/or dramatic impact.

Pauses based on punctuation were intentionally used, but were not effectively improving meaning or dramatic impact.  The student either over- dramatized or under- dramatized the poem.

Pauses were not intentionally used, and bore little to no relationship to the punctuation in the poem.

Volume

5 Marks

Volume is loud enough to be heard by all audience members AND variations were effective in supporting the poem’s message.

Volume is loud enough to be heard by all audience members throughout the presentation but had little variation.

Volume is loud enough to be heard by all audience members at least 80% of the time.

Volume often too soft to be heard by all audience members.

Speaks Clearly

5 Marks

Speaks clearly and distinctly throughout the entire presentation and mispronounces none of the words.

Speaks clearly and distinctly most of the time, and mispronounces few words.

Often speaks unclearly and mispronounces words with such consistency that distracts from the reading.

Often mumbles or can not be understood.

Posture

5 Marks

Posture is appropriate, standing straight up, not leaning. Hands are not in pockets. Looks at the audience frequently.

Posture is slouched. Student occasionally looks up at the audience. Hands may be in pockets occasionally.

Posture is sloppy. Student leans on board and rarely looks up from their paper. Student may exhibit leaning or hands in their pockets.

Student leans on board for entire presentation, slouches. Presentation posture is not appropriate for audience. Does not look up from their paper.

Total        /25 Marks

Comments:

Name: ____________________________ Score:

Level Criteria

5

9-10 marks

The writing conveys an insightful and sophisticated perspective and demonstrates an effective and confident command of the elements of writing.

Ideas are insightful and well considered. This piece of writing has strong central focus and is well organized. The organizational pattern is interesting, perhaps original, and provides the piece with an introduction which hooks the reader and carries the piece through to a satisfying conclusion. The writer has chosen appropriate details and established a definite point of view. Sentences are clear and varied. Word choices are vivid. The writer’s voice and tone consistently sustain the reader’s interest. If there are errors in mechanic, they are the result of the student taking a risk with more complex or original aspects of writing.

The student explains their stance in a clear and courteous manner. They state their perspective they are writing from and the position that person is in. The student clearly explains what the recipient should do. The Sample Letter Template is accurately followed and all elements are included (date, thank you, 3 paragraphs, etc.).

4

7-8 marks

The writing conveys a thought perspective and demonstrates an effective control of the elements of writing. Ideas are thoughtful and clear. This piece of writing has a clear and recognizable focus. A standard organizational patter is used, with clear introduction, transitions, and conclusion. A [point of view I established and a sense of audience is clear. The writer has used appropriate details, clear and correct sentence structures, and specific work choices. The writer’s voice and tone maintain the reader’s interest. The few errors in mechanic do not impede communication or annoy the reader unduly. Most elements from the Sample Template are incorporated with a few mistakes.

3

5-6 marks

The writing conveys a recognizable perspective and demonstrates and adequate control of the element s of writing. Ideas are straightforward and clear. This piece of writing has a recognizable focus, though there may be superfluous information provided. The organizational pattern used is clear and includes a basic introduction and conclusion though it may be formulaic or repetitive. The point of view is clear and consistent. The word choices and sentence structures are clear but not imaginative. The writer’s voice and tone establish, but may not maintain, the reader’s interest. The mechanics show less effort and attention to proofreading is needed. The Sample Template is partially followed.

2

3-4 marks

The writing conveys a simple or uneven understanding of the topic and/or demonstrates an uneven or uncertain control of the elements of writing. Ideas are limited. The Sample Template is not followed.

1

1-2 marks

The writing is insufficient. There is not enough writing to assess.

FEEDBACK:

Professional Development Plan:

Name: Kourtney Gorham Grade/Subject: 12 ELA B30Date: Monday 24, 2014 Topic: Lord of the Flies Leadership Discussion and

Assignment HandoutObserver:

Professional Target/Goal/Objective: Direction Giving

Intention: Prepare students for assignment by going over assignment and rubric clearly. Also, students and teacher will engage in a pre-discussion about leadership.

Instructions for Observer: Please fill out the chart with descriptive notes and comments.

Behavior Descriptive Notes Comments

Secure Attention (all students listening before beginning; voice and body signals to grab attention)

Give Clear Directions (brief, understandable, complete; use board and handouts (visual and verbal)

Timing (letting students know how much time they have to work on it and giving enough time to work)

Checking-up (check if students understand, ask for their questions, observe while students do task, check to make sure students are doing it right)

Anticipating/Attending (telling students what to do when done, anticipating work for fast and slower workers, keep students on task, help students, reinforce deadlines and assignment)

Professional Reflection:

Professional Development Plan:

Name: Kourtney Gorham Grade/Subject: 12 ELA B30Date: Tuesday 25, 2014 Topic: Lord of the Flies Work Period on Leadership

in LibraryObserver:

Professional Target/Goal/Objective: Assisting/Supporting Students

Intention: Assist students while they work on their assignment and make sure they stay on task.

Instructions for Observer: Please fill out the chart with descriptive notes and comments.

Behavior Descriptive Notes Comments

Movement (movement around room, available to all students, prompts/reinforce students to stay on task)

Give Clear Directions (brief, understandable, complete; use board and handouts (visual and verbal)

Timing (letting students know how much time they have to work on it and giving enough time to work)

Checking-up (check if students understand, ask for their questions, observe while students do task, check to make sure students are doing it right)

Anticipating/Attending (telling students what to do when done, anticipating work for fast and slower workers, keep students on task, help students, reinforce deadlines and assignment)

Professional Reflection:

Professional Development Plan:

Name: Kourtney Gorham Grade/Subject: 12 ELA B30Date: Wednesday 26, 2014 Topic: Lord of the Flies Work Period on Leadership

and Reading Time (Classroom)Observer:

Professional Target/Goal/Objective: Assisting/Supporting Students

Intention: Assist students while they work on their assignment and make sure they stay on task.

Instructions for Observer: Please fill out the chart with descriptive notes and comments.

Behavior Descriptive Notes Comments

Movement (movement around room, available to all students, prompts/reinforce students to stay on task)

Give Clear Directions (brief, understandable, complete; use board and handouts (visual and verbal)

Timing (letting students know how much time they have to work on it and giving enough time to work)

Checking-up (check if students understand, ask for their questions, observe while students do task, check to make sure students are doing it right)

Anticipating/Attending (telling students what to do when done, anticipating work for fast and slower workers, keep students on task, help students, reinforce deadlines and assignment)

Professional Reflection:

Professional Development Plan:

Name: Kourtney Gorham Grade/Subject: 12 ELA B30Date: Thursday 27, 2014 Topic: Lord of the Flies Leadership Presentations

Observer:Professional Target/Goal/Objective: Basic Management

Intention: Make sure that I am involved and allow for smooth presentations.

Instructions for Observer: Please fill out the chart with descriptive notes and comments.

Behavior Descriptive Notes Comments

Withitness (teacher aware and students know it; use eye contact; gesture at students; positioned to see all; seeing the student presenting; help individuals set up for presentations; keeping presentations on track)

Overlapping (teacher attends to minor disruptions without causing more disruptions or pauses presentation to deal with interruptions that are larger; seeing and acknowledging raised hands; moving towards disruptive students or standing beside them; asking questions of disruptive students)

Professional Reflection:

Professional Development Plan:

Name: Kourtney Gorham Grade/Subject: 12 ELA B30Date: Friday 28, 2014 Topic: Lord of the Flies Leadership Presentations

Observer:Professional Target/Goal/Objective: Basic Management

Intention: Make sure that I am involved and allow for smooth presentations.

Instructions for Observer: Please fill out the chart with descriptive notes and comments.

Behavior Descriptive Notes Comments

Withitness (teacher aware and students know it; use eye contact; gesture at students; positioned to see all; seeing the student presenting; help individuals set up for presentations; keeping presentations on track)

Overlapping (teacher attends to minor disruptions without causing more disruptions or pauses presentation to deal with interruptions that are larger; seeing and acknowledging raised hands; moving towards disruptive students or standing beside them; asking questions of disruptive students)

Professional Reflection: