The Lords of Discipline reading schedule
DUE DATE / CHAPTERS / ASSIGNMENTch. 1-4 / Document by page number four passages or paragraphs that depict images of “manhood.” Or masculine behavior. Briefly respond to each of your selections (about 25 words for each passage)
ch. 5-9 (quiz) / Take handwritten notes on these chapters: character traits, events, etc. (you may use your notes on the quiz)
ch. 10-11 / RL (group 1) - Pig calls Will a “coward.” Based on these chapters, do you see Will as a coward? Why or why not?
ch. 12-13 / RL (group 2) – How does Will try to be a “hero” to both Poteete and Annie Kate? What do the conversations with Poteete and Annie Kate provide Will?
ch. 14-15 (quiz) / RL (group 3) – What effect does Poteete’s “final choice” have on Will? Do you believe Poteete earns what it is he wants?
ch. 16-17 / ALL CLASS – Select four passages that you feel exemplify the brutality of the plebe system. Document page number and briefly describe each (25 words each)
ch. 18-19 / RL (group 1) – How has each character attempted to win power in these chapters: Will, Fox/Newman?
ch. 20-21 / RL (group 2) – How do these chapters exemplify the transformation of Will and his roommates?
ch. 22-23 / RL (group 3) – Compare and contrast Will’s reaction to Pig’s behavior in chapter 22 with his reaction to Annie Kate’s story in chapter 23. What role does Will play for each character?
ch. 24-25 / Frieze Project
ch. 26-27 / Frieze Project
ch 28-29 / Frieze Project
ch. 30 / TBA
ch. 31-36 / IN CLASS – stations project
ch. 37-39 / *NOTES (group 1) – How do these chapters depict acts of honor or dishonor?
ch. 40-41 (quiz)
ch. 42-44 / *NOTES (group 2) – How do these chapters depict acts of honor or dishonor?
ch. 45-47 / *NOTES (group 3) – How do these chapters depict acts of honor or dishonor?
ch. 48-49 / TBA
Unit Test – LOD / TTC
Dates are subject to change. BE PREPARED FOR POP QUIZZES!
RL – Response Log (see reverse side for directions)
*NOTES – You are responsible for collecting FIVE analytical notes from your assigned chapters that address the question. Include a brief direct quote and commentary (roughly 35-45 words for each) that goes beyond simply summarizing the quote. Be sure your notes demonstrate a thorough reading of the section.
Elements of a good paragraph
1. Topic Sentence – this signals to the reader what the paragraph will be about. It states the argument of the paragraph (should also include the author and title)
2. Textual Support – this is evidence (quotes) from the text that supports the argument the paragraph makes
3-Steps to using Textual Support
1. Introduce the quote – tell the situation and/or the speaker
2. Give the quote – rewrite the text as it appears in the original work. Be sure to properly document page number for short stories and novels, or line number for poems
3. Explain how and why this quote proves your topic sentence is true. This explanation should be about two or three lines long
** select quotes that have a lot of meaning and can be written about in more than one sentence
** strong paragraphs have about two or three pieces of textual support
** use transitional words or phrases to signal a shift from one idea to the next
3. Closing sentence – This is the last sentence of the paragraph and should wrap up
the thought of the paragraph.
EXAMPLE
In what ways is Will an “outsider” to both the Institute and Charleston?
In Pat Conroy’s The Lords of Discipline, the narrator Will McLean clearly feels like an “outsider” both at his school and in the surrounding city of Charleston. Because of the brutality and cruelty of the Institute system, Will claims that he is “damaged goods” and that the “Institute taught [him] about the kind of man [he] did not want to be” (5). Since it was not solely his choice to attend the Institute, rather a fulfillment of his father’s dying wish and his mother’s subtle pressuring, Will never fully embraces the “tyrannical need for order and symmetry” (3) that such a life requires. As a result, the school’s ugly realities shape Will’s memories of the place instead of the lofty myths that most alumni choose to cherish.
Furthermore, Will’s middle-class status and ethnicity cause him to always feel like a visitor in the city of Charleston. No more clearly is this exemplified than in Will’s visits to the home of his roommate, Tradd St. Croix. “In the presence of the people who lived here, I had learned much about myself and the way I really was. My flat Irish features often shamed me as I walked in their midst…My access to this civilization came about by accident” (18). Yet, underneath his self-consciousness, Will desires such a life. Even through his sarcasm, his defense mechanism against his insecurities, Will hints at such an aspiration. These brutal truths help shape and scar Will and ultimately transform the innocence he had prior to entering the school into a hardness that marks all who become Institute men.