W6, #6: ANALYTICAL GROUP THINK

Set-Up: In class this week, all of you were put into random groups with the challenge of anaylzing a quotation found in either Ch 3 or 4.  Additionally, each group had to write a single paragraph (7-10 sentences long with the topic sentence acting as a thesis) that fully analyzed the significance of the quotation.

Challenge:

  • Select a different group than you were in that wrote something you respect or learned from in a positive way. It does matter if it was the same quotation you had to analyze; additionally, it does not matter which period you select.
  • Offer constructive feedback or a reaction.  The key is ‘constructive’:  useful, respectful, suggestive, specific, etc.  Note: negative or dismissive responses will not be published or given credit.

Note: Paragraphs will be in ‘rough draft’ mode until the end of class on Thursday.  Please comment on the ‘final copy’ of the group you select — this can be done anytime from Thursday afternoon forward.

Length: 5 constructive ideas/reactions (1+ sentence each)

Ch 3: “Huts on the Beach” & Ch 4: “Painted Faces and Long Hair” small group brainstorming & paragraph writing challenge:

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6 responses to “W6, #6: ANALYTICAL GROUP THINK

  1. I wanted to look what other students wrote about the same quote my group picked, and one definitely caught my eye: the paragraph was about the children starting to become more and more savage to adapt to the island, and goes on telling an amazingly descriptive analysis about Jack.

    Not only do the sentences flow gracefully, the ideas presented are top-notch and well thought-of. Stating how Jack’s painted face and how the different colors symbolize the two different personalities is just striking. Even the color of the pigs is important to the story’s plot.

    Reading the paragraph shows me how deep the Lord of the Flies actually is and that every bit of detail represents something going on in the island. The paragraph not only gave me examples of how to make the sentences connect and integrating the quotes inside like silk, it definitely started me thinking more and delving more thoughtfully and carefully into the book and the author’s true meanings of the story.

  2. The third group of the first period rendered a wonderful final copy. They added the idea that Jack’s choir and hunters were redundant and idle. “Meetings. Don’t we love meetings?” was a sarcastic phrase said out of frustration by Ralph.

    I like how the group mentioned that the other boys were off “bathing, eating, playing.” I like how the group mentioned the quotation “we want meat and we don’t get it.” I also can agree that Ralph can only unite the group for meetings, but not get them to become motivated.

  3. This is Per 2 Gr 1:

    The children are evolving on the island; the purity of their childhood is being corrupted with the savage brutality that they are adapting in order to survive. When “Jack planned his new face”, he sheds the taboo of society and embraces the primality within himself and the island. “He made one cheek and one eye socket white, then he rubbed red over the other half of his face” to symbolize the clash between two aspects of his life. The white symbolizes the purity of childhood and the red symbolizes the savagery of their new lives. As Jack hunts the pink pig, it symbolizes the mesh of these two colors, and the conflict of these two lifestyles. In a sense, Jack is becoming similar to a wild animal because “his laughter became a bloodthirsty snarling”. Although Jack is the most obvious example of this transformation, all the boys are undergoing a major change during their captivity on the island. These changes become prominent “when he looked in astonishment, no longer at himself, but as an awesome stranger”.

    I really like the connection this group made about the colors — I never would have thought of that! I also admire the structure of the paragraph: they make a strong point in the topic sentence, and the second to last sentence ties it all together (maybe that one should be last…?).

    It feels mean to point out the things that are less strong, but…they did forget to put the page numbers after the quotes, and there are some gramatical errors…but those can be easily fixed. I also felt that the flow of ideas is a little muddled; I can understand what they’re trying to say, but it could be worded a little more clearly.

    This was kind of a tricky assignment (this first time we’ve done it, anyway…gulp). It’s hard to take all the ideas from four different minds and work them into a single paragraph that flows and makes sense.

    Good work, y’all — and to all the groups!

  4. Period two group two took their quote in a very interesting direction; focusing purely on the symbolic meaning.

    The idea that the children are adapting, and the purveying sense that their innocence is being lost is strong and thought provocing. Powerful language such as “savage brutality” and “purity of their childhood,” made the opinions strike harder and added force to the arguement.

    The in-depth color symbolism was unique and interesting; something I never saw. The taking of the quote as meaning that the children are changing, being ‘hunted’ by their more savage selves, and that they can ‘sense’ it but do not acknowledge it is itself exciting and revolutionary.

    The paragraph was good, had a great in-depth explaination of the symbolism of the quote, but failed to tie it back to the quote and therefor may have seemed off topic.

  5. I took a look at period 2 group 1’s paragraph about “they don’t smell me, they see me.”

    In the first sentence some very graphic word choice caught my eye: “Corrupted with the savage brutality” they really got my attention. They’re whole paragraph is full of wonderful words like “taboo” and “primality.” I like how they wrote the colors of facepaint to symbolize emotions. Even if I didn’t necessarily agree with the color/emotion combo, it still makes you think. it was cool how they called their time on the island “captivity” that word brings out a whole other side to the actions in the chapter.

  6. For Period 2 Group 2:

    First off I would like to say that the first sentence is a good kick-off sentence. The sentence makes sense and is straight to the point of trying to explain that the childrens’ lives are drastically changing due to the environment they are in. I really like the way the group made the quotes a smooth flow of the sentence and not being used randomly. I also like how they use the quotes as key factors to compare to each other. I really enjoy their finishing sentences and how they wrapped everything up. I like how the group wound the sentences together to sum up what was being explained and also had a nice tone to them.

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