Outside Novel Assignment

Outside Novel Assignment Your outside novel assignment is to go to a local library or bookstore and find a book that is interesting to you. You can choose any genre as long as it is a minimum of 200 pages and is on your reading level. Don’t choose something that you will have extreme difficulty understanding (and then lose interest and don’t want to finish) or something that is much too easy for you. It cannot be a book that you read for your summer reading assignment or something that you have read before. After you have made your selection, you must inform your parents of this decision, and have them sign this permission slip so I know they are informed of your choice and approve of it. You will have an assignment for this book, so read it carefully! Student’s Name_______________________________ Book Title:______________________________________ Parent Signature: _____________________________ Date________________Period___________________

Hero Service Learning Assignment

Hero Service Learning Assignment Philanthropy: The effort or inclination to increase the well-being of humankind, as by charitable aid or donations, love of humankind in general or something, such as an activity or institution, intended to promote human welfare. Assignment: Collect five newspaper articles, announcements, websites or requests that come in the mail that detail philanthropic opportunities. Neatly organize them into a scrapbook or three-pronged folder. Write an explanation next to the article, announcement or request to tell how they relate to philanthropy. You can choose from these five OR another of your choice actually do and become involved in philanthropy. Write about which one you chose and why. Write a 2 page essay (double-spaced, 12 point font, 1 inch margins) about your experience and include answers to the following questions: • What did you learn about the agency/organization staff, those persons served by the agency/organization and their similarities or differences to you? • What impact does/did your service have on your everyday life? • What insights did you gain through your service that might assist you in your career or in selecting a career? • What did your service teach you about community involvement, citizenship, and civic responsibility? • What is the relationship of your service to the “real world”? • How were you able to contribute to the agency/organization goals? • What do you feel was your main contribution to the agency/organization? • What did you do during your volunteer work that made you feel proud? • What was the most difficult part of your work? • If you were to start at the beginning of this project again, what would you do differently the second time around? • How does your experience relate to Beowulf and A Christmas Carol? Please include a signature and contact information from the organization where you volunteered and the date(s) of your service. Due Date____________________________________________. ******************************************************************************************************** I have read the service learning assignment and understand the requirements. __________________________________________________________________________________ Printed Student name Period __________________________________________________________________________________ Parent Signature Date __________________________________________________________________________________ Student Signature Date

Plagiarism Policy

Brighton High School’s English Department Plagiarism Policy Dear Parents and Students: In keeping with our desire to help students develop a sense of academic integrity, the Brighton high School English Department has established the following policy concerning plagiarism. The definition of plagiarism is to take ideas, writing, or concepts from another source and pass them off as one’s own. Plagiarism includes, but is not included to: • Printing off or downloading information from Internet websites and turning it in as if it were your own. • Buying essays from the Internet and turning them in as your own. • Accepting information and/or essays or other written work from former and current students and submitting it as your own. • Using ideas, information, or working from Cliff’s Notes, SparkNotes.com, or other academically oriented supplements without citing (giving credit to) the source. • Using quotes, statistics, or other information in your writing without citing the source. • Paraphrasing another person’s ideas, i.e. reading information, and while changing a few words, using it as your own ideas without giving credit to the source. In other words: taking another’s writing or ideas and using the writing, style, main ideas, or information without citing the original source, or simply putting your name on another’s writing, style, main ideas, or information, is plagiarism. Please note the following policy and procedures of Brighton High School’s English Department regarding plagiarism: 1. A student who is found cheating on a test or assignment will be given “0” for the assignment. There will be no opportunity to “redo” the test or assignment. They may also lose the opportunity to do extra credit for the class. 2. A student whose major writing assignment—essay or research paper—seems to have been intentionally plagiarized as outlined above will be given a “0” without opportunity to rewrite the assignment. 3. If the student is part of the Honors program, and has cheated or intentionally plagiarized, he or she will be recommended for removal from the program. 4. Students are encouraged to keep all of their writing process—drafts, notes, sources, copies of sources, peer editing sheets—as evidence of their original work. 5. A committee made up of community and faculty members will be in place to review decisions regarding plagiarism and the subsequent consequences, and students may appeal to this committee. Please sign and date below to indicate that you understand this plagiarism policy. ____________________________________________________________________________________________Printed Student Name _____________________________________________________________________________________________ Student Signature Date _____________________________________________________________________________________________ Parent Signature Date ________________________________________________________________________

iPad Policy

Brighton High School iPad Policy, Procedures, and Information iPad Program The focus of the iPad program at Brighton High School is to provide tools and resources to the 21st Century Learner. Excellence in education requires that technology be seamlessly integrated throughout the educational program. Increasing access to technology is essential for that future, and one of the learning tools of these twenty-first century students is the iPad computer. General Precautions The iPad is school property and all users will follow this policy and the Brighton acceptable use policy for technology. • Cords and cables must be inserted carefully into the iPad to prevent damage. • iPads must remain free of any writing, drawing, stickers, or labels that are not the property of the Canyons School District. • Care should be taken to avoid placing too much pressure and weight on the iPad screen. Screensavers/Background photos • Inappropriate media may not be used as a screensaver or background photo. • Presence of guns, weapons, pornographic materials, inappropriate language, alcohol, drug, gang related symbols or pictures will result in disciplinary actions. • Passwords are not to be used. Sound, Music, Games, or Programs • Sound must be muted at all times unless permission is obtained from the teacher for instructional purposes. • Internet Games are not allowed on the iPads. If game apps are installed, it will be with Brighton staff authorization. • All software/Apps must be district provided. Data Storage will be through apps on the iPad and email to a server location. • Saving to the iPad/Home Directory Students may save work to the home directory on the iPad. It is recommended students e-mail documents to himself or herself for storage on a flash drive or District server. Storage space will be available on the iPad—BUT it will NOT be backed up in case of re-imaging. It is the student’s responsibility to ensure that work is not lost due to mechanical failure or accidental deletion. iPad malfunctions are not an acceptable excuse for not submitting work. Originally Installed Software The software/Apps originally installed by BRIGHTON must remain on the iPad in usable condition and be easily accessible at all times. From time to time the school may add software applications for use in a particular course. The licenses for this software require that the software be deleted from iPads at the completion of the course. Periodic checks of iPads will be made to ensure that students have not removed required apps. Inspection Students may be selected at random to provide their iPad for inspection. Acceptable Use The use of Brighton technology resources is a privilege, not a right. This policy is provided to make all users aware of the responsibilities associated with efficient, ethical, and lawful use of technology resources. If a person violates any of the User Terms and Conditions named in this policy, privileges may be terminated, access to the school district technology resources may be denied, and the appropriate disciplinary action shall be applied. The Brighton Student Code of Conduct will be applied to student infractions. Violations may result in disciplinary action up to and including suspension/ expulsion for students. When applicable, law enforcement agencies may be involved. Students are Responsibilities for: • Using computers/devices in a responsible and ethical manner. • Obeying general school rules concerning behavior and communication that apply to iPad/computer use. • Using all technology resources in an appropriate manner so as to not damage school equipment. This “damage” includes, but is not limited to, the loss of data resulting from delays, non-deliveries, mis-deliveries or service interruptions caused by the student negligence, errors or omissions. Use of any information obtained via Canyons District’s designated Internet System is at your own risk. Canyons District specifically denies any responsibility for the accuracy or quality of information obtained through its services. • Helping Brighton protect our computer system/device by contacting an administrator about any security problems they may encounter. • Monitoring all activity on your account(s). • Students should always turn off and secure their iPad in the mobile lab after they are done working to protect their work and information. • If a student should receive email containing inappropriate or abusive language or if the subject matter is questionable, he/she is asked to print a copy and turn it in to their respective assistant principal. Student Activities Strictly Prohibited: • Illegal installation or transmission of copyrighted materials • Any action that violates existing Board policy or public law • Sending, accessing, uploading, downloading, or distributing offensive, profane, threatening, pornographic, obscene, or sexually explicit materials • Use of chat rooms, sites selling term papers, book reports and other forms of student work • Messaging services-EX: MSN Messenger, ICQ, etc • Internet/Computer Games • Use of outside data disks or external attachments without prior approval from the administration • Changing of iPad settings (exceptions include personal settings such as font size, brightness, etc) • Downloading apps • Spamming-Sending mass or inappropriate emails • Gaining access to other student’s accounts, files, and/or data • Use of the school’s internet/E-mail accounts for financial or commercial gain or for any illegal activity • Use of anonymous and/or false communications such as MSN Messenger, Yahoo Messenger • Students are not allowed to give out personal information, for any reason, over the Internet. This includes, but is not limited to, setting up internet accounts including those necessary for chat rooms, Ebay, email, etc. Participation in credit card fraud, electronic forgery or other forms of illegal behavior. • Vandalism (any malicious attempt to harm or destroy hardware, software or data, including, but not limited to, the uploading or creation of computer viruses or computer programs that can infiltrate computer systems and/or damage software components) of school equipment will not be allowed • Transmission or accessing materials that are obscene, offensive, threatening or otherwise intended to harass or demean recipients. • Bypassing Canyons School District web filter through a web proxy Legal Propriety • Comply with trademark and copyright laws and all license agreements. Ignorance of the law is not immunity. If you are unsure, ask a teacher or parent. • Plagiarism is a violation of the Brighton’s Code of Conduct. Give credit to all sources used, whether quoted or summarized. This includes all forms of media on the Internet, such as graphics, movies, music, and text. • Use or possession of hacking software is strictly prohibited and violators will be subject to punishment. Violation of applicable state or federal law will result in criminal prosecution or disciplinary action by Canyons School District. Student Discipline If a student violates any part of the above policy, he/she will be lose iPad privileges. iPads Left in Unsupervised Areas Under no circumstances should iPads be left in unsupervised areas or removed from room 322. REPAIRING OR REPLACING YOUR iPAD COMPUTER Students will be held responsible for ALL damage to their iPads including, but not limited to: broken screens, cracked plastic pieces, inoperability, etc. Should the cost to repair exceed the cost of purchasing a new device, the student will pay for full replacement value. Lost items such as covers and cables will be charged the actual replacement cost. Student Name (Please Print): _____________________________________________________ Student Signature:___________________________________________Date:_______________ Parent Name (Please Print): ______________________________________________________ Parent Signature: ___________________________________________Date: ______________

Disclosure

English 10 Honors Disclosure Mrs. Larson Karen.Larson@canyonsdistrict.org This course covers grammar and vocabulary study along with selected literature from novel, drama, tragedy, short story, and poetry. Students will write in journals and respond to readings. Emphasis will be on the multi-paragraph writing unit. Expectations • Each student is required to bring a steno pad to class every day for journal writing and be prepared with a pencil and pen, paper and material that we are working on in class. • Cheating, whether on assignments, quizzes, or tests is totally unacceptable. Anyone found cheating will receive no credit. If an assignment has been copied from another student, this will also apply to the person who “lent” the work to the student. All work required for this class is to be done by the student. • Homework is to be turned in at the beginning of class. Any work not turned in at the proper time is considered late. Work turned in after the deadline will receive half credit, with a full grade mark-down each day after the deadline. • Please keep all of your graded work until the end of the trimester. If there is an error in a grade, the work will be used to help make the correction. • No food, pagers, phones, hats, electronics, (iPods, MP3 players, etc.) are allowed in class. • Any students seen doing work from another class will have that work confiscated and will receive a zero on the English assignment for the day. • It is expected that all students will treat each other with respect, especially during class discussions. Anyone who shows disrespect to either the teacher or any classmate, either verbally or through physical gestures, will be asked to leave and must resolve the matter with school administration. There will not be any rude, hurtful, harmful comments, nor any swearing, crude language, or anything inappropriate in the classroom. • Students are allowed to use the hall pass three times a trimester. • Any student who does not maintain a B- (80%) average will be removed from the Honors program at the end of the trimester. If you have any problems or concerns, please contact me. I am available before and after school Monday, Tuesday, Thursday and Friday. Please feel free to email me at Karen.Larson@canyonsdistrict.org or call at (801) 826-5800. Student Materials: Students are required to have a steno pad that is brought to class each day for journal writing. Another requirement is submitting a “marked” book. The book must start clean at the beginning of the unit. Therefore, each student will need to purchase the required reading book (Macbeth). Please pay $________to the main office by __________. Grading Policy In this class, grades are earned by the student, not given by the teacher. Grades are based on in-class work, assignments and homework, quizzes and tests, projects and preparation. Grades are based on the following scale: 94-100% A 83-80% B- 67-69% D+ 93-90 A- 79-77 C+ 66-64 D 89-87 B+ 76-74 C 63-69 D- 86-84 B 73-70 C- 59 and below F 50% Assignments 30% Writing 20% In-Class Work Students and parents can monitor grades and attendance by checking Skyward. Any student who discovers an error on his/her grade when viewing Skyward should speak with me. Mid-term grades will be issued to each student and progress and attendance notices will be sent throughout the trimester as needed. For questions concerning plagiarism, please see the attached English Department Policy. Attendance Policy and Make-Up Work This class follows Brighton High’s attendance policy. As per Brighton High School’s attendance policy, failure to attend class may result in a loss of credit for this course. After an absence, it is the student’s responsibility to obtain make-up work. All make-up work, including tests and quizzes, must be completed within five days of the absence. Tests and quizzes may need to be made up before or after school. Occasionally, I will have students in the class correct the work of other students. I will also hang students’ work (poems, projects, etc.) in the classroom. Students will also peer edit each other’s papers. This practice has an important educational purpose in that it allows students to review assignments and consider opinions that may be different than their own. Videos and Internet Your signature of the disclosure statement also indicates that you are allowing your student to watch a few PG or PG-13 rated videos in class. If your student does not wish to watch a film, the student will need to make alternate arrangements with me before the class views the film. At least once during each trimester, there will be Internet work. Parent signature on this form indicates that the student has parental permission to use the Internet in class on classroom assignments. Please return this portion to the teacher. The signature indicates that you have carefully read the disclosure and are aware of the classroom procedures and policies and realize the resulting consequences. It also gives parental release for your student to view movies and use the Internet. _____________________________________________________ _____________ Student name—PLEASE PRINT Period _____________________________________________________ ______________ Parent/guardian signature Date ____________________________________________________ Student signature Parent/Guardian Contact Information: Father: Home Phone: Cell: Work: Email: Mother: Home Phone: Cell: Work: Email: Guardian: Home Phone: Cell: Work: Email:

Responsibilities of Citizens in a Democracy Essay

Citizens in a Democracy Prompt: What are the roles and responsibilities of citizens in a democracy? After reading Martin Luther King’s “Letter from a Birmingham Jail,” “Citizen Responsibilities” and Henry David Thoreau’s “Civil Disobedience,” write an essay that addresses the question and supports your position with evidence from the texts. Be sure to acknowledge competing views. Give examples from past or current events or issues to illustrate and clarify your position. Article #1 “Letter from a Birmingham Jail” by Martin Luther King, Jr. In any nonviolent campaign there are four basic steps: 1) collection of the facts to determine whether injustices are alive; 2) negotiation; 3) self-purification; and 4) direct action. We have gone through all of these steps in Birmingham … Birmingham is probably the most thoroughly segregated city in the United States. Its ugly record of police brutality is known in every section of the country. Its unjust treatment of Negroes in the courts is a notorious reality. There have been more unsolved bombings of Negro homes and churches in Birmingham than in any city in this nation. These are the hard, brutal, and unbelievable facts. On the basis of these conditions Negro leaders sought to negotiate with the city fathers. But the latter consistently refused to engage in good faith negotiation . . . You may well ask, "Why direct action? Why sit-ins, marches, and so forth? Isn't negotiation a better path?" You are quite right in your calling for negotiation. Indeed, this is the very purpose of direct action. Nonviolent direct action seeks to create such a crisis and foster such a tension that a community which has constantly refused to negotiate is forced to confront the issue. It seeks so to dramatize the issue that it can no longer be ignored. My citing the creation of tension as part of the work of the nonviolent resister may sound rather shocking. But I must confess that I am not afraid of the word “tension.” I have earnestly opposed violent tension, but there is a type of constructive, nonviolent tension which is necessary for growth. Just as Socrates felt that it was necessary to create a tension in the mind so that individuals could rise from the bondage of myths and half truths to the unfettered realm of creative analysis and objective appraisal, so must we see the need for nonviolent gadflies to create the kind of tension in society that will help men rise from the dark depths of prejudice and racism to the majestic heights of understanding and brotherhood. The purpose of our direct action program is to create a situation so crisis packed that it will inevitably open the door to negotiation. I therefore concur with you in your call for negotiation. Too long has our beloved Southland been bogged down in a tragic effort to live in monologue rather than dialogue . . . My friends, I must say to you that we have not made a single gain in civil rights without determined legal and nonviolent pressure. Lamentably, it is an historical fact that privileged groups seldom give up their privileges voluntarily. Individuals may see the moral light and voluntarily give up their unjust posture; but, as Reinhold Niebuhr has reminded us, groups tend to be more immoral than individuals . . . One may well ask: “How can you advocate breaking some laws and obeying others?” The answer lies in the fact that there are two types of laws: just and unjust. I would be the first to advocate obeying just laws. One has not only a legal but a moral responsibility to obey just laws. Conversely, one has a moral responsibility to disobey unjust laws. I would agree with St. Augustine that “an unjust law is no law at all.” Now, what is the difference between the two? How does one determine whether a law is just or unjust? A just law is a man made code that squares with the moral law or the law of God. An unjust law is a code that is out of harmony with the moral law. To put it in the terms of St. Thomas Aquinas: An unjust law is a human law that is not rooted in eternal law and natural law. Any law that uplifts human personality is just. Any law that degrades human personality is unjust. All segregation statutes are unjust because segregation distorts the soul and damages the personality. It gives the segregator a false sense of superiority and the segregated a false sense of inferiority . . . Source: King Jr., Martin L. “Letter from a Birmingham Jail.” Letter to My Dear Fellow Clergymen. 16 Apr. 1963. Web. 11 June 2012. Article #2: Citizen Responsibilities The duties or responsibilities of a United States citizen can be separated into two groups: mandatory responsibilities, such as paying taxes, and duties not demanded by law, such as voting. Mandatory: Obeying Laws Laws are the rules under which a society or community is governed. Everyone who lives in the United States, regardless if they are citizens or not, must obey federal, state and local laws. Laws are necessary because no society could exist if all people did just as they pleased, without respecting the rights of others. Police officers and courts make sure that laws are obeyed. If a person breaks a law there is a penalty or punishment. The penalty for breaking a law depends on the law. For example, the punishment for not shoveling your sidewalk after it snows is less steep than the punishment for stealing a car. Take a moment to search or browse through the current United States Code and the Utah Code. Mandatory: Paying Taxes Taxes are required payments of money to the government. You may be wondering why we pay taxes. Taxes are necessary because they pay for things that most individuals could not possibly purchase for themselves, such a fire protection, schools, roads and much more. There are many different types of taxes: federal income tax, state income tax, property tax, excise tax (tax on tobacco, alcohol, gas), social security tax and sales tax. Each type of tax pays for different public programs and services. For example, federal taxes pay for F.B.I. agents, Medicare doctors, federal judges, national park rangers, veterans benefits, federal prisons and much more. Some of the things that state taxes pay for include state highways, universities, public schools, state parks and police officers. Mandatory: Jury Duty The right to a trial by jury is the privilege of every person in the United States, whether citizen or not. This right is guaranteed by both the United States and Utah Constitutions. However, it also requires that citizens give of their time to serve as jurors, and thus do their part to protect this American right. A jury consists of 12 people who are selected to hear the evidence in a civil or a criminal trial. After the jurors hear the evidence presented during the trial, they must try to decide if the defendant is guilty or not guilty. While being called to jury duty can be viewed as an inconvenience, many citizens also find it to be a learning process and a rewarding experience as well as a civic responsibility. Jurors' names are selected at random from lists of registered voters and individuals who have a driver's license issued by the Utah Department of Motor Vehicles. If an individual is chosen for jury duty, he or she must stop work and attend the trial as long as he or she is needed. Every American of legal age is subject to jury duty, unless he or she can show that such service would constitute a severe personal hardship. Mandatory: Serve as a Witness If you are subpoenaed or summoned to serve as a witness you must comply. A witness is someone who is called to testify under oath in a court trial or hearing about information or knowledge he or she might have about the case. Mandatory: Register for the Draft Virtually all males living in the United States are required to register with Selective Service within 30 days of their 18th birthday. Currently, women aren't required to register because the Selective Service law refers specifically to "male persons" in stating who must register and who would be drafted. Congress would have to amend the law for women to be required to register with Selective Service. Registering does not mean a man will automatically be taken into the military. During times of crisis or war, the government may decide that they need larger military forces than they feel they could get through voluntary enlistment. If this happens the Selective Service will: • Conduct a lottery to determine the sequence for selecting registrants for examination and induction. • Assign each registrant the Random Sequence Number (RSN) drawn by lottery for his date of birth. • Select and order registrants for examination and induction, beginning with RSN 001. Those selected are examined for mental, physical and moral fitness. Today, males can register online at the Selective Service web site or at their local Post Office. Voluntary: Voting The right to vote is a duty or responsibility as well as a privilege. It is important for all citizens to vote in every election to make sure that the democratic, representative system of government is maintained. Persons who do not vote lose their voice in the government. Before voting in an election, each citizen should be well informed about the issues and candidates. For more information about voting, go to the Elections section of this web site. Article #3 “Civil Disobedience” Henry David Thoreau spends most of "Civil Disobedience" in a sea of ambivalence, wavering between respect and admonition for the State. (Example: at one point he asserts, "the best government is that which rules not at all"-- later he makes a point to distinguish himself from "no-government men", saying that what he wants is not no government, but "at once better government".) In the following passage, Thoreau provides us with a mini-manifesto on the 'powers' of the State: "Thus the State never intentionally confronts a man's sense, intellectual or moral, but only his body, his senses. It is not armed with superior wit or honesty, but with superior physical strength. I was not born to be forced. I will breathe after my own fashion. Let us see who is the strongest. What force has a multitude? They only force me who obey a higher law than I. They force me to become like themselves. I do not hear of men being forced to have this way or that by masses of men. What sort of life were that to live? When I meet a government which says to me, "Your money or your life," why should I be in haste to give it my money? It may be in a great strait, and not know what to do: I cannot help that. It must help itself; do as I do. It is not worth the while to snivel about it. I am not responsible for the successful working of that, when an acorn and a chestnut fall side by side, the one does not remain inert to make way for the other, but both obey their own laws, and spring and grown and flourish as best they can, till one, perchance, overshadows and destroys the other. If a plant cannot live according to its nature, it dies; and so a man." (10)

The Demon Lover

Read Elizabeth Bowen's "The Demon Lover" (you can find the text online, or check out a lit book from the school library). Answer the following questions. “The Demon Lover” 1. What kinds of details seem to bring a setting into sharpest focus? Give three examples from the text with page numbers. 2. Where does this story take place? What are the details that stick out? Give examples. Make sure to include page numbers. 3. What kind of feeling do the descriptions of the settings give the reader? This is the atmosphere. How is atmosphere developed in this story? 4. How does the character in this story feel about the settings where they are situated? How do they interact with them? 5. How could you say that Mrs. Drover's empty house is actually a character in this story? How is this place personified? 6. What can we infer about the larger historical moments during this story? What do these settings tell us about the world outside them? In what ways are these conditions depicted in these settings? 7. Imagine this story set in another time and place. Imagine Mrs. Drover in a well- furnished and lively metropolitan apartment. How would it affect the story? How could the atmosphere be preserved even if the location was changed? 8. How would this setting change interact with the characters and events in the story? Are there any other settings possible for this story? 9. What other questions do you have about this story?

Lord of the Flies Final Project

Directions: Choose one of the final options for your final project on Lord of the Flies. Projects will be graded on creativity, how well you demonstrate your understanding of the novel and how well you complete all facets of the project you choose. Variations of any of these options must be pre-approved. You will be required to present your project to the class. All projects should be mechanically sound and indicate a high degree of effort. Due Date: November 15. No late work accepted. The Soundtrack: Make a five song CD for each song or musical piece, write out the lyrics or describe the music; then, write an in-depth analysis/explication which explains its connection to the novel. Use literary evidence such as: symbols, themes, motifs and situations that the novel explored. You should use text based evidence (quotes from the novel). Create a case cover for the CD. Be artistic! The CD should look like something you would purchase at the store. Newspaper: Create a newspaper for major events of the novel. Your newspaper must include at least four of the following: a news story, a review, an editorial, a feature story, a commentary, a cartoon, and/or a profile piece. All must be linked to the novel. You should choose quotes from the book to act as your interviews , although you may embellish a bit. Graphic Novel/Comic Book: Recreate the story in a graphic novel (comic book) format. Choose what you think are the most important scenes and tell the story of Lord of the Flies. The quality of your project will be determined by the following: a) the extent to which your graphic novel includes the entire story of the novel, b) the quality/effort of the artwork, and c) the inclusion of an introduction in which you explain what you tried to capture in your recreation of the novel. You should use some quotes from the novel to narrate your story, as well as in your introduction (foreword) or (conclusion). The Lord of the Flies Game or Video Game: Take your close reading of the novel and turn it into a game. Be sure to use text based evidence. The purpose of this project is to share your knowledge with others and test them on theirs. While you may have superficial questions, the bulk of your questions should explore deeper levels of analysis. You may model your game on an existing game or create your own. The game should help others learn in an innovative way. Lord of the Flies: The Motion Picture: Choose a scene/montage of significant events in the novel and turn it into a screen play. (You might also turn the whole novel into a short film- serious or humorous). You should use text based evidence. Requirements: an 8 page script that follows movie script format including setting, camera shots and cast descriptions—typed. Video tape the scenes and edit. You may work with other students to produce this film. Write a Eulogy: You were a friend of Simon’s or Piggy’s in England before he went on the trip from which he never returned. His parents have asked you to participate in a memorial service for your friend. Prepare a eulogy which you will deliver at the service. Be sure to include qualities of the character and recall times you spent together. This eulogy should be at least two to three pages in length. Taking Part in a Trial: You are a member of a hung jury trying Roger for Piggy’s death. All of the jury members accept the factual material provided by eyewitnesses and agree that in fact Roger did push the rock that killed Piggy. Some of the jury members contend that Roger is Jack’s pawn and should get a light sentence; others hold that he is fully responsible for the murder. You hold a strong opinion. Prepare a speech to give your fellow jurors to persuade them of your judgment concerning Roger’s guilt.