Exploring Human Nature in
William Golding’s
Lord of the Flies
By Amelia Hammond
“Exploring Human Nature in William Golding’s Lord of the Flies”
Description of Students and School:
This unit is designed for a 10th grade level, British Literature course that is about two months into the first
semester. The students have already read Rebecca by Daphne du Maurier, and will be familiar with a reading
schedule, opening class journals and annotations. The majority of my students are African American (63%), but
this also ranges from class period to class period, I have Caucasian (27%) and Hispanic (10%) students as well.
The students are generally in the 10th grade range of knowledge; although I anticipate lower level learners too.
The school’s general performance has been at average or slightly below average for the past 3 years.
Unit Rationale:
The center concept of this unit to examine and reflect on how human nature is presented in William Golding’s
“Lord of the Flies”. Student will also be learning about history, Freud’s psychic apparatus, and natural politics.
It’s important to expose students to literature that addresses theories on the root of human nature so they can
evaluate different scenarios in which human nature is contextualized in order to develop their own opinions. The
novel engages students explicitly in exploring the psychology of human nature. Through this short novel the
reader is asked to evaluate questions of humanity: How does being a member of a civilization affect our capacity
of barbarity? Is man savage by nature? Do we learn to be evil? Or do we learn to be good?
Golding’s cast of solely adolescent characters allows students to make a deeper connection with the story and
therefore better understand the themes and messages it sends. Students often start the novel believing humans
nature as one thing, and by the end of the novel they question what they originally believed. It’s pedagogically
important to give students examples of multiple perspectives so that they can broaden their perspectives and
reexamine their opinions. By elevating the curriculum towards examining higher level topics, such as
psychological modes of human nature–specifically through a literary text such as Lord of the Flies–students will
be able to apply their knowledge to critically analyze the world to better understand humanity.
I also believe “Lord of the Flies” is a great work of literature for teaching and reviewing major literary devices
and strategies; it is full of imagery, metaphors, symbolism, characterization, etc. This unit falls at the the
beginning of the school year so that I can gain an initial understanding of what the students know and don’t
know about these literary concepts and devices; therefore, this unit will really focus on getting down the basics to
build the students mental toolbox for the rest of the year. This unit will include a lot of review of important
literary information, such as characterization, theme, symbolism, setting, and vocabulary. We will also be working
on short writing assignments to prepare for major assignments later on. I will be using these assignments to gage
the writing level my students are at so I can build my next unit with student-oriented goals in mind for longer,
more expansive writing assignments. Students will also build their discussion and presentation skills. This will
also be used to gage my student’s knowledge of “academic English” and presentation abilities for bigger projects
down the road. Students will build their ability to work with others through multiple group activities and peer
conferencing.
Throughout this unit I will attempt to utilize all of Gardner’s intelligences to adhere to all of the
different types learners and how each learns best. For the intrapersonal learners we will have daily individual
journals to work on as well as other individual assignments. I will incorporate a lot of group work and paring for
Interpersonal learners, so that he students can work together and learn from each other. I believe it’s sometimes
easier for peers to learn from each other because they can explain things in ways students think. I think group
work can be very beneficial to students in all ranges of academic performance. There will also be reader’s theatre
for the bodily-kinesthetic learners, which allows students to act out scene from the novel to better understand
points of view and plot. I will have the students make different posters for theories, build body biographies for
characterization, design the island, and use graphic organizers for students who learn best from visual-spatial
elements. For the linguistic learners, we will be working with poetry and participating in Socratic seminars where
they can hear their peers discuss the novel. And for the logical learners, we will be using annotations to organize
and track learning, listing and debating using logic.
To accommodate the lower level learners I plan on holding lunchtime and afterschool tutoring session where
the students can come ask questions, talk about the novel or listen to the audiobook.
Formative Assessments:
Portfolio will include:
-Chapter Annotations
-Vocab
-All journals
-All in-class notes
-Character Evaluation Maps
-Close Reading Theme Chart
-Island Map
-Activity Reflections
-Two Voice Poem
-Poem Analysis
-Review of Book
-My observation during classroom activities
Summative Assessments:
-Completed Portfolio
-Final writing assignment – major message
Inventory:
Copy of Lord of the Flies
Annotation Guide
Sticky notes
Folders
Dividers
Paper
Poster board
Markers
Characterization Facebook Pages
Copies of LOTF Book Covers
Recording of “Cat’s in the Cradle”
Paper, pencils, pens, etc.
Vocab Review Sheets
“Lifeboat Survival Activity” Directions
Two Voice Poem Directions
Butcher Paper
Id Ego and Superego PowerPoint
Magazines, newspapers, pictures, music, etc.
Socratic Seminar Rubrics
Readers Theatre Instructions
Copies of “Young Killers” and “A Chilling Crime and a Question: What’s in a Child’s Mind?”
Directions for “Just Because Poems”
Video: “I Shot an Arrow in the Air”
Creative Writing activity instructions
Building a Study Guide Instructions
5 Reviews of LOTF
Writing a Review Instructions
Final Assessment Instructions
Portfolio Rubric
Common Core Alignment:
Reading: Literature
Key Ideas and Details:
CCSS.ELA-LITERACY.RL.9-10.1 Cite strong and thorough textual evidence to support analysis of
what the text says explicitly as well as inferences drawn from the text.
CCSS.ELA-LITERACY.RL.9-10.2 Determine a theme or central idea of a text and analyze in detail its
development over the course of the text, including how it emerges and is shaped and refined by
specific details; provide an objective summary of the text.
CCSS.ELA-LITERACY.RL.9-10.3 Analyze how complex characters develop over the course of a text,
interact with other characters, and advance the plot or develop the theme.
Craft and Structure:
CCSS.ELA-LITERACY.RL.9-10.4 Determine the meaning of words and phrases as they are used in
the text, including figurative and connotative meanings; analyze the cumulative impact of specific
word choices on meaning and tone.
CCSS.ELA-LITERACY.RL.9-10.6 Analyze a particular point of view or cultural experience reflected
in a work of literature from outside the United States, drawing on a wide reading of world
literature.
Integration of Knowledge and Ideas:
CCSS.ELA-LITERACY.RL.9-10.7Analyze the representation of a subject or a key scene in two
different artistic mediums, including what is emphasized or absent in each treatment
Reading: Informational Text
Key Ideas and Details:
CCSS.ELA-LITERACY.RI.9-10.1Cite strong and thorough textual evidence to support analysis of
what the text says explicitly as well as inferences drawn from the text.
CCSS.ELA-LITERACY.RI.9-10.2Determine a central idea of a text and analyze its development over
the course of the text, including how it emerges and is shaped and refined by specific details;
provide an objective summary of the text.
CCSS.ELA-LITERACY.RI.9-10.3 Analyze how the author unfolds an analysis or series of ideas or
events, including the order in which the points are made, how they are introduced and developed,
and the connections that are drawn between them.
Craft and Structure:
CCSS.ELA-LITERACY.RI.9-10.4 Determine the meaning of words and phrases as they are used in a
text, including figurative, connotative, and technical meanings; analyze the cumulative impact of
specific word choices on meaning and tone.
CCSS.ELA-LITERACY.RI.9-10.5 Analyze in detail how an author's ideas or claims are developed and
refined by particular sentences, paragraphs, or larger portions of a text.
CCSS.ELA-LITERACY.RI.9-10.6Determine an author's point of view or purpose in a text and
analyze how an author uses rhetoric to advance that point of view or purpose.
Integration of Knowledge and Ideas:
CCSS.ELA-LITERACY.RI.9-10.7 Analyze various accounts of a subject told in different mediums,
determining which details are emphasized in each account.
Writing
Text Types and Purposes:
CCSS.ELA-LITERACY.W.9-10.1.C Use words, phrases, and clauses to link the major sections of the
text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons
and evidence, and between claim(s) and counterclaims.
CCSS.ELA-LITERACY.W.9-10.1.D Establish and maintain a formal style and objective tone while
attending to the norms and conventions of the discipline in which they are writing.
CCSS.ELA-LITERACY.W.9-10.2.C Use appropriate and varied transitions to link the major sections
of the text, create cohesion, and clarify the relationships among complex ideas and concepts.
CCSS.ELA-LITERACY.W.9-10.2.D Use precise language and domain-specific vocabulary to manage
the complexity of the topic.
CCSS.ELA-LITERACY.W.9-10.2.E Establish and maintain a formal style and objective tone while
attending to the norms and conventions of the discipline in which they are writing.
CCSS.ELA-LITERACY.W.9-10.3 Write narratives to develop real or imagined experiences or events
using effective technique, well-chosen details, and well-structured event sequences.
CCSS.ELA-LITERACY.W.9-10.3.B Use narrative techniques, such as dialogue, pacing, description,
reflection, and multiple plot lines, to develop experiences, events, and/or characters.
CCSS.ELA-LITERACY.W.9-10.3.C Use a variety of techniques to sequence events so that they build
on one another to create a coherent whole.
CCSS.ELA-LITERACY.W.9-10.3.D Use precise words and phrases, telling details, and sensory
language to convey a vivid picture of the experiences, events, setting, and/or characters.
CCSS.ELA-LITERACY.W.9-10.3.E Provide a conclusion that follows from and reflects on what is
experienced, observed, or resolved over the course of the narrative.
Production and Distribution of Writing:
CCSS.ELA-LITERACY.W.9-10.4 Produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and audience.
CCSS.ELA-LITERACY.W.9-10.5 Develop and strengthen writing as needed by planning, revising,
editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a
specific purpose and audience.
Range of Writing:
CCSS.ELA-LITERACY.W.9-10.10 Write routinely over extended time frames and shorter time
frames for a range of tasks, purposes, and audiences.
Speaking and Listening
Comprehension and Collaboration:
CCSS.ELA-LITERACY.SL.9-10.1 Initiate and participate effectively in a range of collaborative
discussions with diverse partners on grades 9-10 topics, texts, and issues, building on others'
ideas and expressing their own clearly and persuasively.
CCSS.ELA-LITERACY.SL.9-10.1.A Come to discussions prepared, having read and researched
material under study; explicitly draw on that preparation by referring to evidence from texts and
other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.
CCSS.ELA-LITERACY.SL.9-10.1.B Work with peers to set rules for collegial discussions and
decision-making clear goals and deadlines, and individual roles as needed.
CCSS.ELA-LITERACY.SL.9-10.1.C Propel conversations by posing and responding to questions that
relate the current discussion to broader themes or larger ideas; actively incorporate others into
the discussion; and clarify, verify, or challenge ideas and conclusions.
CCSS.ELA-LITERACY.SL.9-10.1.D Respond thoughtfully to diverse perspectives, summarize points
of agreement and disagreement, and, when warranted, qualify or justify their own views and
understanding and make new connections in light of the evidence and reasoning presented.
Presentation of Knowledge and Ideas:
CCSS.ELA-LITERACY.SL.9-10.4 Present information, findings, and supporting evidence clearly,
concisely, and logically such that listeners can follow the line of reasoning and the organization,
development, substance, and style are appropriate to purpose, audience, and task.
CCSS.ELA-LITERACY.SL.9-10.6 Adapt speech to a variety of contexts and tasks, demonstrating
command of formal English when indicated or appropriate.
Language:
Conventions of Standard English:
CCSS.ELA-LITERACY.L.9-10.1 Demonstrate command of the conventions of standard English
grammar and usage when writing or speaking.
CCSS.ELA-LITERACY.L.9-10.2 Demonstrate command of the conventions of standard English
capitalization, punctuation, and spelling when writing.
CCSS.ELA-LITERACY.L.9-10.2.C Spell correctly.
Knowledge of Language:
CCSS.ELA-LITERACY.L.9-10.3 Apply knowledge of language to understand how language functions
in different contexts, to make effective choices for meaning or style, and to comprehend more fully
when reading or listening.
CCSS.ELA-LITERACY.L.9-10.3.A Write and edit work so that it conforms to the guidelines in a style
manual appropriate for the discipline and writing type.
Vocabulary Acquisition and Use:
CCSS.ELA-LITERACY.L.9-10.4 Determine or clarify the meaning of unknown and multiple-meaning
words and phrases based on grades 9-10 reading and content, choosing flexibly from a range of
strategies.
CCSS.ELA-LITERACY.L.9-10.4.A Use context as a clue to the meaning of a word or phrase.
CCSS.ELA-LITERACY.L.9-10.4.D Verify the preliminary determination of the meaning of a word or
phrase.
CCSS.ELA-LITERACY.L.9-10.5 Demonstrate understanding of figurative language, word
relationships, and nuances in word meanings.
CCSS.ELA-LITERACY.L.9-10.5.A Interpret figures of speech in context and analyze their role in the
text.
CCSS.ELA-LITERACY.L.9-10.6 Acquire and use accurately general academic and domain-specific
words and phrases, sufficient for reading, writing, speaking, and listening at the college and career
readiness level; demonstrate independence in gathering vocabulary knowledge when considering
a word or phrase important to comprehension or expression.
Introduction to Lord of the Flies
Teacher:
School
Subject: English II Students will engage in:
Grade: 10th
__Independent activities __ Pairing
__ Centers
__ Cooperative learning
Date: October 1st
__ Hands-on __ Lecture __ Peer tutoring X Whole group instruction X
Semester:1st
Visuals X Technology integrations X Simulations __ Project X Other
Incorporates:
X A Marzano Strategy
X One of Gardner’s intelligences
X Blooms Taxonomy
Standards/Objective Met:
CCSS.ELA-LITERACY.W.9-10.10 Write routinely over extended time frames and shorter time frames for a range of tasks, purposes,
and audiences.
CCSS.ELA-LITERACY.W.9-10.3 Write narratives to develop real or imagined experiences or events using effective technique, wellchosen details, and well-structured event sequences.
Class Objective: Introduce students to new unit, engage them in creative writing, provide background information for new text and
create portfolio
Time
55
15 Min. Journal: Guided Imagery
Procedures Followed:
Imagine you are in a very hot and muggy place...You have just crash landed on an
island in the middle of the ocean...All the grownups have been lost at sea...You are
alone at first but begin to see other boys around your age start to appear...The sun is
very high in the sky and is beating down on your skin...Your shirt begins to stick to
your skin from the sweat...The sun makes you squint because it is so bright...The
sounds of the birds and the bugs are so loud it sounds...wild. What are you thinking
about? How will you survive? What does this mean for you? You look around and
climb down the rock you were standing on...You scrape your knee on the way
down...it bleeds a little and you realize that your mother will not be able to put a
Band-Aid on it...there are no Band-Aids here. Your stomach grumbles and you realize
you haven’t eaten for a few hours. What emotions are going through you? Another
boy approaches you...what do you say to him? The wind blows a little from behind
you and when you turn you see a beautiful pool of clear water. The clear water is so
still but you are so hot you put your feet in. The water is not much cooler than the air
and you don’t keep them in for long. You begin to realize that you may be here for a
very long time.
Alright...slowly come back to the classroom and open your eyes. Get out a piece of
paper and write about how you felt while on the island. What were some of your
thoughts and what do you plan to do about your predicament? Do you see the lack of
grown-ups a good thing or a bad thing and why?
20
Introduction To The Novel:
Minutes Watch video introduction for Lord of the Flies
Take notes on Paper Provided
10
Create Portfolios
Minutes There will be 5 Sections:
-Journals
-Characterization Chart
-Theme Chart
-In-Class Activities
-Vocabulary
10
Pass Out Class Set Of Novels and Annotation Guidelines
Minutes
Homework Given: Begin Reading Chapter One of Lord of the Flies
Materials/
Text References
Paper, Writing
Utensil
Youtube Video
(link attached)
Notes (Attached)
Folders, Tabs,
Writing Utensils
Class Set of
Novels
Name_________________
Date_________
Block_______
Notes for Lord of the Flies Video: https://www.youtube.com/watch?v=Hsrd9W9D3jc
What is an Allegory? ___________________________________________________________
_____________________________________________________________________________
Write 10 things you learned from this video and why it might be important to know when
reading Lord of the Flies:
1.______________________________________________________________________________________________________
_____________________________________________________________________________________________________
2.______________________________________________________________________________________________________
_____________________________________________________________________________________________________
3.______________________________________________________________________________________________________
_____________________________________________________________________________________________________
4.______________________________________________________________________________________________________
_____________________________________________________________________________________________________
5.______________________________________________________________________________________________________
_____________________________________________________________________________________________________
6.______________________________________________________________________________________________________
____________________________________________________________________________________________________
7.______________________________________________________________________________________________________
_____________________________________________________________________________________________________
8.______________________________________________________________________________________________________
_____________________________________________________________________________________________________
9.______________________________________________________________________________________________________
_____________________________________________________________________________________________________
10.____________________________________________________________________________________________________
______________________________________________________________________________________________________
Directions for Annotating With Sticky Notes
(KEEP THIS DOCUMENT - YOU’LL USE IT ALL YEAR)
What is annotating & why should I do it?
Making personal notes to help you focus on the main ideas and important parts of a
text while you read to collect evidence to refer to during discussions and
assignments. It helps you organize and collect your thoughts to use as references
after you read when those thoughts aren’t as fresh on your mind! They’ll help you
study and remember key details and mark the places that you find most important.
How do it do it?
Look for the big elements we’ve learned in class:
Characterization: if you’re reading and you learn something new or important
about one of the main characters make a note! Was it their actions, thoughts, words?
Conflict: if you’re reading and a problem develops, reaches a climax or is
resolved make a note!
Symbols: if you’re reading and you think any object/person/place/action has
a larger meaning make a note!
Theme: if you’re reading and you notice a common message (direct or
implied) make a note!
Other things to note:
When you’re reading and there is anything that stands out to you as
significant!
Words you don’t know or language that you don’t understand
ANY QUESTION YOU HAVE WHILE READING!
I will provide you with a stack of sticky notes if you need them, if/when you run out
don’t hesitate to ask for more. I will be checking for your sticky notes in class!
There is not set number you need to have, but be sure to use them as you’re reading
so that I know you’re following the text and finding the key elements! These are for
your benefit! You’ll thank me later 
Subject: English II
Grade: 10th
Date: October 6th
Semester:1st
Incorporates:
Students will engage in:
X Independent activities __ Pairing
__ Centers
__ Cooperative learning
__ Hands-on __ Lecture __ Peer tutoring
__ Whole group instruction
X Visuals __ Technology integrations X Simulations X Project __ Other
A Marzano Strategy
X One of Gardner’s intelligences
X Blooms Taxonomy
Standards/Objective Met:
CCSS.ELA-LITERACY.RL.9-10.2 Determine a theme or central idea of a text and analyze in detail its development over
the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective
summary of the text.
CCSS.ELA-LITERACY.RL.9-10.3 Analyze how complex characters (e.g., those with multiple or conflicting
motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
CCSS.ELA-LITERACY.L.9-10.1 Demonstrate command of the conventions of standard English grammar and usage
when writing or speaking.
CCSS.ELA-LITERACY.L.9-10.5 Demonstrate understanding of figurative language, word relationships, and nuances in
word meanings.
Class Objective: Students will review characterization and theme
Time
Procedures Followed:
Materials/
Text References
15
Class Starter: Survival Quiz
Writing Utensil
Minutes
10 minutes to take it and
Survival Quiz
5 to review the answers
and Answers
5
Minutes
10
Minutes
Mini Lesson: Characterization
I will go through direct and indirect characterization, what it means, and how to find it.
Introduce Character Evaluation Facebook pages
I will explain to the students that as they read they should note important evidence of
characterization in their annotations. I will give each of them a few “Facebook
Characterization Pages” that I will instruct them to fill out as they read. They will get 6,
one for Ralph, Jack, Piggy, Roger, Simon and Samneric. I will tell the student fill out the
page of the characters as they come across different forms of characterization, telling
them to update the character’s status using both direct and indirect characterizations. They
can fill out the friends list and “about me” as well. This way they will be able to track the
characters as they go and see how they evolve over the course of the novel.
Worksheet
(Attached)
Graphic
Organizer
(Attached)
15
Minutes
Theme Review!
I will assess the student’s prior knowledge of theme by having them discuss what they
think theme is. I will write out their thoughts on the board as they talk. Once they come to
a conscious I will play the song “Cat's in the Cradle” by Harry Chapin and ask the
students what they think the theme is.
I will then explain to them that theme is the central, underlying, and controlling idea or
insight of a work of literature; it’s the idea the writer wishes to convey about the
subject—the writer’s view of the world or a revelation about human nature.
I will explain to the students that over the course of their journey with Lord of the Flies I
want them to be looking specifically at the theme of Human Nature, and what Golding is
trying to say about Human Nature through the characters and plot development. Ill let
them know that I want them to chart where they see different aspects of Human Nature in
the book using their sticky note annotation. I’ll also let them know that Human Nature
will be our Main Theme, but there are many other sub-themes presented in the book as
well – I want you to also make note of those as you read them as well, such as: Savagery,
Power and Control and Civilization.
Board/ Writing
utensil, “Cat's in
the Cradle” by
Harry Chapin
recodring
5
Minutes
Homework Given: Finish Chapter 1 & annotate
Graphic
Organizer
(Attached)
A Survival Test: Would You Survive?
You’re lost in the wilderness, stranded atop mountain or helplessly adrift at sea! (Never mind how you got here,
just play the game!) What should you do? Your very survival depends on how much you know about your present
environment and situation. Answer the following questions and test your survival IQ.
1.You’re alone in the wilds. You have no idea how long it will take for someone to find you. What is your
greatest danger?
a) Starvation and lack of water
b) Panic
c) Attack by wild animals, especially at night
2.Your airliner has crashed in the mountains. You’re one of several survivors. This is what you do:
a) Climb to the top of the nearest mountain and build a signal fire.
b) Make short trips; a road may be nearby
c) Stay put and wait for rescue.
3.It’s cold and you have no fire. In order to keep warm you would:
a) Remain motionless to conserve energy.
b) Exercise vigorously.
c) Cover your head.
4.The temperature is below zero, but there are clothing and blankets in the crashed plane. Your best course is to:
a) Bundle up with everything you can find.
b) Avoid perspiring.
c) Keep your feet warm.
5.You suspect that searchers may be in the woods looking for you. You would:
a) Scream several times.
b) Build a fire and make smoke signals.
c) Try to find your way toward the rescue party.
6.A search plane flies overhead. In order to attract a plane’s attention, you:
a) Use the mirror in your compact as a signal
b) Wave your most colorful piece of clothing.
c) Climb to the top of a tree.
7.Which one of these American wild animals should you most worry about meeting?
a) A bobcat
b) A mountain lion
c) A mink
8.You’ve accidentally disturbed a grizzly bear or a female black bear with cubs and it’s obviously angry. The
thing to do is:
a) Faint, or at least pretend to faint.
b) Moving slowly, hide behind a tree.
c) Run as fast as you can.
9.It’s night in the Canadian wilderness. You’re surround by wolves. Your course of action:
a) Yell at the wolves and they will probably run away.
b) Build a fire to keep them at a distance.
c) Ignore them.
10.You suspect it may be many days before you’re found. Your greatest concern is:
a) Lack of food
b) Lack of water
c) Lack of shelter
11.Your hunger pangs are serious. You must eat something. You:
a) Chew leaves, but don’t swallow them
b) Eat tree bark
c) Catch and eat small snakes and insects.
12.If you’re starving, there’s one tasty wild animal you can capture without traps or weapons:
a) Cottontail rabbit with young
b) Woodchuck
c) Porcupine
13.Of hazards you may face in the wilderness, you should concern yourself least about:
a) A poisonous snake bite.
b) A sprained ankle
c) Lack of pure drinking water.
14.The mosquitoes are numerous and too hungry for comfort. Your best recourse is to:
a) Use perfume, if you have any, as a repellent.
b) Build a fire and stay in its smoke.
c) Sit very still.
15.Your airliner has crashed in deep snow and the temperature is below zero. The warmest place you can be is:
a) In the plane’s broken fuselage
b) Under the snow
c) Inside a tent made of seat cushions and parachutes.
16.When snow is on the ground, snow blindness is a danger. You have no sunglasses, therefore you:
a) Close your eyes frequently as soon as they start hurting.
b) Shade your eyes whenever the sun is shining.
c) Shade your eyes whether there is sunshine or not.
17.A sever electrical storm occurs. Where is the safest place to be?
a) In the open, away from all trees.
b) In a forest, which will also shelter you from the rain.
c) Under the tallest tree, which will bleed off the electrical charge.
18.It’s very cold. Another survivor of the plane crash tells you that you have a white spot on your nose--frostbite!
You:
a) Warm the spot with your hand.
b) Rub it with snow.
c) Cover your face with cloth or fur.
19.You have no water, but the crashed plane has the usual supply of beverages. To quench your thirst, you should
drink:
a) Scotch
b) Beer
c) Soft drinks
20.You know if you walked west you would find a highway, but you haven’t got a compass. To find your way,
you would utilize the knowledge that:
a) Moss grows on the north side of trees.
b) The sun’s shadow is a direction finder.
c) The tops of tall trees point east.
21.A danger in the woods can be a fox or a raccoon with rabies. You can recognize an infected animal because it:
a) shows no sign of fear
b) howls and whimpers
c) foams at the mouth
22.Your airliner has crashed at sea. You’re in the water waiting to be picked up by a life raft. Sharks appear! You:
a) Kick them off as they approach.
b) Try not to worry—you know they won’t touch you if you’re not bleeding.
c) Put your head under the water and yell.
23.You’re in a life raft at sea without drinking water and desperately thirsty. You would drink:
a) Sea water—it’s safe to ingest in moderate quantities.
b) Urine—repulsive thought, but you’ll need it, to replenish body moisture.
c) The blood of sea birds.
24.Your airliner has been forced down in the burning hot desert. Our best plan it to:
a) Remain in the shade, moving as little as possible.
b) Take off all the clothing you can and breath thorough your mouth.
c) Stay active so perspiration will cool you.
Scoring: Give yourself one point for each correct answer.
22-23 points: Splendid! You might consider a career as a wilderness explorer.
18-21 points: Resourceful! You can make it on your own.
12-17 points: You’re a fair woods person but don’t go on long hikes by yourself.
11 or under: Stay in the cafeteria, you may get lost in the hallways.
Would You Survive? ANSWERS
1. (b)Panic is your greatest danger, keep cool. As Uncas might say, your not lost: the wigwam is lost.
2. (c ) stay with the plane. It’s large and might be spotted by air searchers. Leave it, even if only for a short trip and you
might not be able to find your way back.
3. (c ) Put on a hat! Improvise something if you don’t have on. Cover your neck and ears as well. Most loss of body heat
is from the bare head and hands.
4. (b) Perspiring can be fatal in extreme cold; you’ll freeze faster. Wear just enough to keep feeling slightly chilly.
5. (a) Best is to yell three times at five-second intervals. Three is the international distress signal. The first shout will
attract the searcher’s attention; the others will enable him to determine your location.
6. (a) Signal with the mirror in your compact or any other shiny surface. Hold the reflector flat toward the plane and
tilt it back and forth slightly so the pilot will see it flash.
7. ( c) Mink may make a nice coat, but it’s one of the few wild animals that will attack unprovoked. A mountain lion
will run immediately, as will a bobcat.
8. (a) Faint. Or play dead. The bear may come up and smell you, but that’s all. If you run, it will chase you.
9. (c ) Ignore them! There has never been an authenticated instance of wolves attacking a person.
10. (b) You can survive for weeks without food but only eight days without food. Your body is eighty percent water.
Your body needs three quarts a day to avoid dehydration.
11. Two correct answers: (c ) East snakes, and insects, if you can; they’re nourishing food. However, you might find (b)
tree bark more palatable-the white and green inner bark of evergreens, birches, and willows.
12. (c) The porcupine was once called the “woodman’s friend” because it is the only wild animal a starving woodsman
can run down and immobilize with a stick.
13. (a) Poisonous snake bite is statistically the least likely outdoor accident.
14. (c ) Ignore your tormentors. Let them bite and don’t scratch if you have the will power not to. The mosquito injects
an anticoagulant in order to suck blood through its tiny capillary stinger than takes back most of this substance during
its meal. Since the anticoagulant causes most of the irritation, it’s best not to keep interrupting the mosquitoes.
15. (b) Under the snow. Bury yourself in it. The temperature there isn’t much lower than 32 degrees, and the snow
blanket acts as an insulator.
16 (c) You must shield your eyes even when the snow fields are cloudy. Snow blindness gives no warning; it occurs
about six hours after exposure to intense light. To protect yourself, make a face mask from a handkerchief or a piece of
cloth with two very small slits you can peek through.
17. Lightening often strikes a tall, isolated object, such as a tree, building or person in an open field. It also prefers a
very high tree in a forest. The safest place is (b ) among the short forest trees growing in the lowest ground.
18. Frostbite means your nose is frozen. By no means rub yourself with snow. Treat the affected part gently and (a)
defrost it by holding your cupped hand over it. You’ll know it’s thawing when it begins hurting.
19. The Scotch will not help your water supply. Soft drinks sound like the answer, but according to nutritional
authorities, the sugar (sometimes caffeine) they contain will cause you to burn up energy too fast. (b) drink the beer,
but drink it sparingly.
20. Moss grows on the north side of trees, but can you tell moss from lichen? (b) Use the sun’s shadow. Push a foot
long stick vertically into the ground and make a mark at the tip of its shadow. Wait a half-hour and make another
mark at the shadow’s tip. A line drawn from the second mark to the first will point approximately west.
21. Foaming at the mouth is not a symptom of rabies, but of fits or distemper, and a rabid animal seldom if ever howls.
But (a) if it shows no fear of you, although it certainly has scented you, then be careful. Don’t attract its attention by
moving; avoid it even if you have to climb a tree.
22. Sharks are unpredictable. Usually the scent of blood is what draws their attention, but sometimes they’ll attack
without it. Occasionally it’s possible to scare them away by kicking, but skin-divers (who should know) sear by (c)
putting their heads under the water and yelling.
23. Not savory, but it means survival: (c ) drink the blood of sea birds-they will come down and peck at a fish line in
the water with almost anything shiny on its hook.
24. The idea is to conserve all the body moisture possible, so (a) sit in the shade of the plane and remain motionless to
keep from perspiring and keep your clothes on. Also: no unnecessary chatter; breath though the mouth wastes
moisture, too.
Characterization
Characterization is the process by which the writer reveals the personality of a
character. Characterization can be direct or indirect.
Direct Characterization tells the audience what the personality of the character is.
Example: “The patient boy and quiet girl were both well mannered and did not disobey
their mother.”
Explanation: The author is directly telling the audience the personality of these two
children. The boy is “patient” and the girl is “quiet.”
Indirect Characterization shows things that reveal the personality of a character.
There are five different methods of indirect characterization. You can remember them
by using the acronym STEAL:
1. Speech
2. Thoughts
3. Effect
do
4. Actions
5. Looks
What does the character say? How does the character speak?
What do the character’s private thoughts reveal about him or her?
What do the other character’s say or think about the character? What
they do in reaction to others?
What does the character do? How does the character behave?
What does the character look like? How does he dress?
Subject: English II
Students will engage in:
th
Grade: 10
X Independent activities __ Pairing
__ Centers
X Cooperative
Date: October 7th
learning X Hands-on __ Lecture X Whole group instruction
Semester: 1st
X Visuals __ Technology integrations __ Simulations __ Project X Other
Incorporates:
X A Marzano Strategy
X One of Gardner’s intelligences
X Blooms Taxonomy
Standards/Objective Met:
CCSS.ELA-LITERACY.RL.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text.
CCSS.ELA-LITERACY.RL.9-10.7Analyze the representation of a subject or a key scene in two different artistic
mediums, including what is emphasized or absent in each treatment
CCSS.ELA-LITERACY.W.9-10.1.D Establish and maintain a formal style and objective tone while attending to the
norms and conventions of the discipline in which they are writing.
CCSS.ELA-LITERACY.W.9-10.10 Write routinely over extended time frames and shorter time frames for a range of
tasks, purposes, and audiences.
Class Objective: Students will make predictions about the novel using multiple resources
Time
Procedures Followed:
Materials/
Text References
10
Journal: Make predictions, what do you think is going to happen?
Paper, Writing
Minutes
Utensil
20
On the overhead projector I will post images of different cover art (4)
Prediction on
Minutes that has been make for Lord of the Flies. The student will look at all the Book Covers
different cover art (5 minutes each) and make predictions about the
Worksheet
book.
(Attached)
20
Discuss The meaning of the title & Reflect, continue to make
Minutes predictions
Homework: Read Chapter 2 & annotate
!
!
!
Title Notes
(Attached)
Figure 1
Image 3
Image 2
Image 4
Name_________________________________
Date_____________
Book Covers Prediction: First look at the images; describe what you see: what
colors and shapes are used? Then, write about the elements you noticed, their
significance and what they might mean, include why you think that. Remember,
there are no wrong answers, so just write!
Image 1
What do you see? ___________________________________________________________________________________
________________________________________________________________________________________________________
What predictions can you make based on this image? __________________________________________
________________________________________________________________________________________________________
________________________________________________________________________________________________________
Image 2
What do you see? ___________________________________________________________________________________
________________________________________________________________________________________________________
What predictions can you make based on this image? __________________________________________
________________________________________________________________________________________________________
________________________________________________________________________________________________________
Image 3
What do you see? ___________________________________________________________________________________
________________________________________________________________________________________________________
What predictions can you make based on this image? __________________________________________
________________________________________________________________________________________________________
________________________________________________________________________________________________________
Image 4
What do you see? ___________________________________________________________________________________
________________________________________________________________________________________________________
What predictions can you make based on this image? __________________________________________
________________________________________________________________________________________________________
________________________________________________________________________________________________________
Name______________________________
Date______________
Lord of the Flies: Meaning of the Title
Think about the meaning of each word in the title, in your own words
define:
Lord______________________________________________________________________________
Flies______________________________________________________________________________
What predictions can you make based on the title? _________________________
____________________________________________________________________________________
What makes you say that? ______________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
Lord of the Flies refers to the Hebrew word Beelzebub, which can be
directly translated to “Lord of the flies”, another name for the devil.
Now that you know another meaning for the title, what other predictions
might you be able to make? ____________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
What makes you say that? ______________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
Subject: English II
Students will engage in:
th
Grade: 10
__Independent activities X Pairing
__ Centers
X Cooperative learning
Date: October 8st
X Hands-on __ Lecture __ Peer tutoring
X Whole group instruction
Semester:1st
__ Visuals __ Technology integrations __ Simulations __ Project __ Other
Incorporates:
A Marzano Strategy
X One of Gardner’s intelligences
X Blooms Taxonomy
Standards/Objective Met:
CCSS.ELA-LITERACY.W.9-10.10 Write routinely over extended time frames and shorter time frames for a range of
tasks, purposes, and audiences.
CCSS.ELA-LITERACY.L.9-10.5 Demonstrate understanding of figurative language, word relationships, and nuances in
word meanings.
CCSS.ELA-LITERACY.L.9-10.5.A Interpret figures of speech in context and analyze their role in the text.
CCSS.ELA-LITERACY.W.9-10.2.D Use precise language and domain-specific vocabulary to manage the complexity
of the topic.
CCSS.ELA-LITERACY.RL.9-10.4 Determine the meaning of words and phrases as they are used in the text, including
figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone.
Class Objective: Students will work together to review literary devices in the novel
Time
Procedures Followed:
10 Min.
Journal: Do you think leaders are necessary for order? Can people be selfgoverned?
35
Minutes
Review: Literary Devices Workshop
I will teach literary devices giving several examples and having the students
contribute previous knowledge on these. (5 minutes) We will also review
additional symbols and literary devices that have appeared in the chapters
they have read, writing their discoveries on a separate piece of paper. Have
them annotate any that they have not already done. (10 minutes)
I will have the student work with a partner, students find other devices used
in the book so far (5 minutes); swap their devices with another pair, read
their information and then see if they need to edit or add to their own
information. (5 minutes) Each student will need their own list and they will
keep it to add examples to as they progress through the novel. Go through
chapters 1-2 and annotate examples of symbols, traits of characters etc.
Groups will share the devices and examples they have found with the class
and see what each can add. (10 minutes)
10
Minutes
I will allow the students to begin silently reading and annotating chapter 3 in
the remaining time of class
Homework: Read Chapter 3 & annotate
!
!
!
!
Materials/
Text References
Paper and Writing
utensil
Guided Imagery
Literary Device Sheet
(Attached)
Book, annotations,
Paper, Writing Utensils
Literary Devices!
***Do not lose this you will want it all year!!
ALLEGORY story or poem in which characters, settings, and events stand for other people or
events or for abstract ideas or qualities.
ALLUSION reference to someone or something that is known from history, literature,
religion, politics, sports, science, or another branch of culture. An indirect reference to
something (usually from literature, etc.).
ANTITHESIS Balancing words, phrases, or ideas that are strongly contrasted, often by means
of grammatical structure.
CONFLICT the struggle between opposing forces or characters in a story.
EXTERNAL CONFLICT conflicts can exist between two people, between a person and
nature or a machine or between a person a whole society.
INTERNAL CONFLICT a conflict can be internal, involving opposing forces within a
person’s mind.
CONNOTATION the associations and emotional overtones that have become attached to a
word or phrase, in addition to its strict dictionary definition.
DIALECT a way of speaking that is characteristic of a certain social group or of the
inhabitants of a certain geographical area.
FABLE a very short story told in prose or poetry that teaches a practical lesson about how to
succeed in life.
FOIL A character who acts as contrast to another character. Often a funny side kick to the
dashing hero, or a villain contrasting the hero.
IMAGERY the use of language to evoke a picture or a concrete sensation of a person , a thing,
a place, or an experience.
IRONY a discrepancy between appearances and reality.
VERBAL IRONY occurs when someone says one thing but really means something
else.
SITUATIONAL IRONY takes place when there is a discrepancy between what is
expected to happen, or what would be appropriate to happen, and what really does
happen.
DRAMATIC IRONY is so called because it is often used on stage. A character in the
play or story thinks one thing is true, but the audience or reader knows better.
METAPHOR a figure of speech that makes a comparison between two unlike things without
the use of such specific words of comparison as like, as, than, or resembles.
IMPLIED METAPHOR does not state explicitly the two terms of the comparison: “I
like to see it lap the miles” is an implied metaphor in which the verb lap implies a
comparison between “it” and some animal that “laps” up water.
EXTENDED METAPHOR is a metaphor that is extended or developed as far as the
writer wants to take it. (conceit if it is quite elaborate).
DEAD METAPHOR is a metaphor that has been used so often that the comparison is
no longer vivid: “The head of the house”, “the seat of the government”, “a knotty
problem” are all dead metaphors.
MIXED METAPHOR is a metaphor that has gotten out of control and mixes its terms
so that they are visually or imaginatively incompatible. “The President is a lame duck
who is running out of gas.”
MOTIF a recurring image, word, phrase, action, idea, object, or situation used throughout a
work (or in several works by one author), unifying the work by tying the current situation to
previous ones, or new ideas to the theme.
PERSONIFICATION a figure of speech in which an object or animal is given human feelings,
thoughts, or attitudes.
POINT OF VIEW the vantage point from which the writer tells the story.
FIRST PERSON POINT OF VIEW one of the characters tells the story.
THIRD PERSON POINT OF VIEW an unknown narrator, tells the story, but this
narrator zooms in to focus on the thoughts and feelings of only one character.
OMNISCIENT POINT OF VIEW an omniscient or all knowing narrator tells the
story, also using the third person pronouns. This narrator, instead of focusing on one
character only, often tells us everything about many characters.
OBJECTIVE POINT OF VIEW a narrator who is totally impersonal and objective
tells the story, with no comment on any characters or events.
SIMILE a figure of speech that makes an explicitly comparison between two unlike things,
using words such as like, as , than, or resembles.
SYMBOL a person, place, thing, or event that has meaning in itself and that also stands for
something more than itself.
THEME the insight about human life that is revealed in a literary work.
TONE the attitude a writer takes toward the subject of a work, the characters in it, or the
audience, revealed through diction, figurative language, and organization.
UNDERSTATEMENT a statement that says less than what is meant.
Subject: English II
Students will engage in:
Grade: 10th
__Independent activities X Pairing
__ Centers
__ Cooperative learning
th
Date: October 9
X Hands-on __ Lecture __ Peer tutoring __ Whole group instruction
Semester:1st
X Visuals __ Technology integrations X Simulations X Project __ Other
Incorporates:
X A Marzano Strategy
X One of Gardner’s intelligences
X Blooms Taxonomy
Standards/Objective Met:
CCSS.ELA-LITERACY.L.9-10.3 Apply knowledge of language to understand how language functions in different
contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.
CCSS.ELA-LITERACY.SL.9-10.1.B Work with peers to set rules for collegial discussions and decision-making clear
goals and deadlines, and individual roles as needed.
CCSS.ELA-LITERACY.SL.9-10.1.C Propel conversations by posing and responding to questions that relate the current
discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or
challenge ideas and conclusions.
CCSS.ELA-LITERACY.SL.9-10.1.D Respond thoughtfully to diverse perspectives, summarize points of agreement and
disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in
light of the evidence and reasoning presented.
CCSS.ELA-LITERACY.W.9-10.10 Write routinely over extended time frames and shorter time frames for a range of
tasks, purposes, and audiences.
Class Objective: Students will work together to understand the situations in the novel
Time
Procedures Followed:
10 Min.
Journal: Would you rather be stranded on an island alone for 3 years (with food) or
stranded with a group of people and struggle for survival?
30
“Lifeboat Survival Activity”
Minutes I will have the class choose their own groups of 3-4 students. Give each group
markers and poster paper.
I will tell the students: you are going on a cruise for their senior class trip through
the South Pacific to Tahiti when a fire breaks out on your ship. Then I’ll give them
the instructions for their groups. I will read all of the directions on the handout and
give each group the handout of directions including the rubric of expectations.
They will have 10 minutes to work together and 5 minutes for each group to
present.
15
Class discussion on results: I will have the students discuss and take notes on the
Minutes discussion the comparisons between groups, interesting similarities, patterns, logic
used. I will ask the groups to weigh in afterwards, on whether they would change
their decisions after hearing from the other groups. Relate this activity to what
happens on the island with the boys.
Then I will discuss the importance of group decision making, the emergence of
natural leaders, and conflict within a group and any other related issues that come
up.
We will discuss how this activity relates to the experiences in the novel so far:
Who makes the decisions in a group? How hard was it to agree? What happens
when you don’t agree? Do natural leaders emerge? Can you see how anger and
struggle for power emerges?
Discuss as a class how this power and survival struggle is evident in out lives, in
government, social structures, schools etc.
Homework: Read Chapter 4 & annotate
!
Materials/
Text References
Paper and
Writing utensil
Guided Imagery
Markers, Poster
paper, Lifeboat
Activity Directs
(Attached)
Paper, Writing
Utensils
Lifeboat Survival Activity
Group Members ____________________________________________________________________________
You find yourself in a lifeboat with these other people in your group and in order to
survive you must get ride of some of the items on this list. You will present your
throwaway list to the class and explain why each item was tosses and why some were
kept. Also, as a ‘society’ within the lifeboat, make a list of the first 5 things you must do and
list them in the order of importance. Then you will present it to the class.
Directions: In the columns below are many items. For this assignment,
you will be allowed to choose only TEN ITEMS from the list. Begin to
narrow the list by crossing out items you know you DON’T want to bring.
Then, slowly and carefully decide on the items you’ll need and or want.
AM-FM battery powered
radio
Box of 12 candles
Army blanket
Box of candy
Bible
Box of bandages
Screwdriver
Wristwatch
Fold up shovel
Shotgun and shells
Typewriter
Box of matches
4-quart kettle
Jar od face cream
Hunting knife
Sleeping bag
Deck of cards
Toothbrush and paste
Hatchet
Ball of string
Bear trap
Insect repellent
Pair of scissors
Razor
Notepad and pencil
Kerosene heater
5 gallon jug
Family scrapbook
Camper’s Handbook
Bottle of aspirin
Nail clippers
First aid kit
Cassette recorder
Change of clothes
The family dog
Flashlight
Your special medicines
5 pound sack of
rice
10 packs of
chewing gum
Pair of pliers
Set of wrenches
Book of poems
Bottle of
rubbing alcohol
Fishing tackle
Roll of tape
50 foot chain
Bicycle
Wheelbarrow
Lawn chair
Write your 10 items on your poster. Then, come up with at least 5 rules that the
group must obey, and write those on the poster too. You must be able to explain
your items and your rules. Make sure to write your names on your poster.
Subject: English II Students will engage in:
Grade: 10th
X Independent activities X Pairing
__ Centers
__ Cooperative learning
Date: October 10th __ Hands-on __ Lecture __ Peer tutoring __ Whole group instruction __
Semester: 1st
Visuals __ Technology integrations X Simulations __ Project __ Other
Incorporates:
A Marzano Strategy
X One of Gardner’s intelligences
Blooms Taxonomy
Standards/Objective Met:
CCSS.ELA-LITERACY.W.9-10.10 Write routinely over extended time frames and shorter time frames for a range of
tasks, purposes, and audiences.
CCSS.ELA-LITERACY.RL.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text.
CCSS.ELA-LITERACY.RL.9-10.6 Analyze a particular point of view or cultural experience reflected in a work of
literature from outside the United States, drawing on a wide reading of world literature.
Class Objective: Students will learn about perspectives through writing poetry
Time
Procedures Followed:
Materials/
Text
References
10
Journal: “When faced with an emergency is being strong all that matters? If Journal.
Minutes not, what else do you think matters?”
Writing
Utensil
30
“Two Voice perspective poems from Ralf and Jack”
Two Voice
Minutes I will first explain to the class what Two Voice poems are and how to write Poem
one. I will then have the students count of 1-2, all the 1’s will get Ralph and Directions
2’s get Jack. They will pair off, and then together compare and contrast Jack sheet
and Ralph. Then they will write their poems together.
(Attached)
10
The students will get in groups, and present their poems.
Minutes
5
Review Vocab for chapters 1-4
Vocab sheets
Minutes The students will be given vocab from the last 4 chapters with their
(Attached)
definitions. The students will be instructed to write their own definitions
beneath the definitions given to them.
Homework Given: Read Chapter 5 & annotate and finish vocab.
!
!
!
What is a Two-Voice poem?
Two-voice poetry is written for two people to perform. The poetry usually has two
columns—one for each person who is reading the poem. Each person reading the
poem reads the text in one of the columns. Sometimes, the poet wants the two
readers to say something at the same time; so the poet writes the words on the
same line in each column. These poems often sound like a dialogue for two
people.
Poems should:
- Be at least 10 lines long in each column
- Have opposing figures talking
- Have at least 3 lines in common throughout the poem
Example:
With your partner:
Brainstorm some similarities and differences between Ralph and Jack. Use a Venn diagram or a Tchart to organize your ideas. Try to take on the perspective of your assigned character. Together
work to come up with a two voice poem.
Ralph
I am Ralph.
Together
Jack
I am Jack.
Chapter 1:
Jetty: (n). A structure, such as a pier, that projects into a body of water; a wharf
_____________________________________________________________________________________________________________
_____________________________________________________________________________________________________________
Efflorescence: (n). A state or time of flowering; a gradual process of unfolding or developing.
_____________________________________________________________________________________________________________
_____________________________________________________________________________________________________________
Specious: (adj.). Deceptively attractive. Having the ring of truth or plausibility, but actually
_____________________________________________________________________________________________________________
_____________________________________________________________________________________________________________
Swathing: (verb). To extend in physical length and width
_____________________________________________________________________________________________________________
_____________________________________________________________________________________________________________
Mirage: (n). Something illusory or insubstantial; an optical phenomenon.
_____________________________________________________________________________________________________________
_____________________________________________________________________________________________________________
Effulgence: (n). A brilliant radiance
_____________________________________________________________________________________________________________
_____________________________________________________________________________________________________________
Enmity: (n). Deep-seated, often mutual hatred.
_____________________________________________________________________________________________________________
_____________________________________________________________________________________________________________
Fulcrum: (n). The point or support on which a lever pivots.
_____________________________________________________________________________________________________________
_____________________________________________________________________________________________________________
Pallid: (adj.). Having an abnormally pale complexion.
_____________________________________________________________________________________________________________
_____________________________________________________________________________________________________________
Suffusion: (n). A flood of light or liquid.
_____________________________________________________________________________________________________________
_____________________________________________________________________________________________________________
Crag: (n). A steeply projecting mass of rock forming part of a rugged cliff or headland.
_____________________________________________________________________________________________________________
_____________________________________________________________________________________________________________
Scree: (n). Loose rock debris covering a slope.
_____________________________________________________________________________________________________________
_____________________________________________________________________________________________________________
Hiatus: (n). A gap or an interruption in space, time or continuity; a break
_____________________________________________________________________________________________________________
_____________________________________________________________________________________________________________
Decorous: (adj.). Characterized by or exhibiting proper behavior.
_____________________________________________________________________________________________________________
_____________________________________________________________________________________________________________
Bastion: (n). A well fortified position. One that is considered similar to a defensive stronghold.
_____________________________________________________________________________________________________________
_____________________________________________________________________________________________________________
Chapter 2:
Dubiety: (n). A feeling of doubt that often results in wavering; uncertainty
_____________________________________________________________________________________________________________
_____________________________________________________________________________________________________________
Errant: (adj.). Straying from the proper course or standards.
_____________________________________________________________________________________________________________
_____________________________________________________________________________________________________________
Ebullience: (n). Zestful enthusiasm.
_____________________________________________________________________________________________________________
_____________________________________________________________________________________________________________
Officious: (adj.). Marked by excessive eagerness in offering unwanted services or advice to others.
_____________________________________________________________________________________________________________
_____________________________________________________________________________________________________________
Coign: (n). A stone used to form an angle on a wall; a cornerstone
_____________________________________________________________________________________________________________
_____________________________________________________________________________________________________________
Recrimination: (n). The act of countering one accusation with another.
_____________________________________________________________________________________________________________
_____________________________________________________________________________________________________________
Tumult: (n). A disorderly commotion or disturbance.
_____________________________________________________________________________________________________________
_____________________________________________________________________________________________________________
Festoon: (n). A sting or garland, as of flowers, suspended in a loop or curve between two points.
_____________________________________________________________________________________________________________
_____________________________________________________________________________________________________________
Bole: (n). The trunk of a tree
_____________________________________________________________________________________________________________
_____________________________________________________________________________________________________________
Pall: (n). A covering that darkens or obscures; a gloomy effect or atmosphere.
_____________________________________________________________________________________________________________
_____________________________________________________________________________________________________________
Chapter 3:
Tendril: (n). Something, such as a ringlet of hair, that is long, slender and curly.
_____________________________________________________________________________________________________________
_____________________________________________________________________________________________________________
Node: (n). A knob, knot, protuberance, and swelling.
_____________________________________________________________________________________________________________
_____________________________________________________________________________________________________________
Abyss: (n). An immeasurably profound depth or void; an unfathomable chasm.
_____________________________________________________________________________________________________________
_____________________________________________________________________________________________________________
Pallor: (n). Extreme or unnatural paleness.
_____________________________________________________________________________________________________________
_____________________________________________________________________________________________________________
Inscrutable: (adj.). Difficult to fathom or understand.
_____________________________________________________________________________________________________________
_____________________________________________________________________________________________________________
Castanet: (n). A rhythm instrument consisting of two concave shells of ivory or hardwood.
_____________________________________________________________________________________________________________
_____________________________________________________________________________________________________________
Vicissitudes: (n). Sudden or unexpected changes or shifts encountered in one’s life, activities, or
surroundings.
_____________________________________________________________________________________________________________
_____________________________________________________________________________________________________________
Incredulous: (adj.). Skeptical; disbelieving.
_____________________________________________________________________________________________________________
_____________________________________________________________________________________________________________
Opaque: (adj.). Impenetrable by light
_____________________________________________________________________________________________________________
_____________________________________________________________________________________________________________
Declivity: (n). A downward slope
_____________________________________________________________________________________________________________
_____________________________________________________________________________________________________________
Tacit: (adj.). Not spoken; implied or inferred from actions or statements.
_____________________________________________________________________________________________________________
_____________________________________________________________________________________________________________
Founder: (verb). To sink beneath the surface of the water; to fail utterly; collapse
_____________________________________________________________________________________________________________
_____________________________________________________________________________________________________________
Furtive: (adj.). Expressive of hidden motives or purposes; shifty.
_____________________________________________________________________________________________________________
_____________________________________________________________________________________________________________
Susurration: (n). A soft whispering or rustling sound; a murmur
_____________________________________________________________________________________________________________
_____________________________________________________________________________________________________________
Chapter 4:
Whelm: (verb). To cover with water; submerge. To overwhelm.
_____________________________________________________________________________________________________________
_____________________________________________________________________________________________________________
Blatant: (adj.). Unpleasantly loud and noisy; offensively noticeable or obvious.
_____________________________________________________________________________________________________________
_____________________________________________________________________________________________________________
Belligerence: (n). A hostile or warlike attitude, nature or inclination.
_____________________________________________________________________________________________________________
_____________________________________________________________________________________________________________
Chastise: (verb). To punish, as by beating; to criticize harshly.
_____________________________________________________________________________________________________________
_____________________________________________________________________________________________________________
Impalpable: (adj). Not perceptible to the touch; intangible.
_____________________________________________________________________________________________________________
_____________________________________________________________________________________________________________
Detritus: (n). Loose fragments or grains that have been worn away from the rock.
_____________________________________________________________________________________________________________
_____________________________________________________________________________________________________________
Incursion: (n). A raid or invasion into foreign territory.
_____________________________________________________________________________________________________________
_____________________________________________________________________________________________________________
Myriad: (adj.). A vast number; innumerable.
_____________________________________________________________________________________________________________
_____________________________________________________________________________________________________________
Swarthy: (adj.). Having a dark complexion or color.
_____________________________________________________________________________________________________________
_____________________________________________________________________________________________________________
Mere: (n). A small lake, pond or marsh.
_____________________________________________________________________________________________________________
_____________________________________________________________________________________________________________
Gout: (n). A large blob or clot.
_____________________________________________________________________________________________________________
_____________________________________________________________________________________________________________
Hilt: (n). The handle of a weapon or tool.
_____________________________________________________________________________________________________________
_____________________________________________________________________________________________________________
Malevolent: (adj.). Having or exhibiting ill will; wishing harm to others.
_____________________________________________________________________________________________________________
_____________________________________________________________________________________________________________
Obscure: (adj.). Indistinctly heard; faint.
_____________________________________________________________________________________________________________
_____________________________________________________________________________________________________________
Sinewy: (adj.). Lean and muscular.
_____________________________________________________________________________________________________________
_____________________________________________________________________________________________________________
Subject: English II Students will engage in:
Grade: 10th
__Independent activities X Pairing
__ Centers
X Cooperative learning
th
Date: October 13
__ Hands-on __ Lecture X Peer tutoring
__ Whole group instruction
Semester: 1st
X Visuals __ Technology integrations __ Simulations __ Project __ Other
Incorporates:
X A Marzano Strategy
X One of Gardner’s intelligences
X Blooms Taxonomy
Standards/Objective Met:
CCSS.ELA-LITERACY.W.9-10.10 Write routinely over extended time frames and shorter time frames for a range of
tasks, purposes, and audiences.
CCSS.ELA-LITERACY.W.9-10.3.D Use precise words and phrases, telling details, and sensory language to convey a
vivid picture of the experiences, events, setting, and/or characters.
CCSS.ELA-LITERACY.RI.9-10.1Cite strong and thorough textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text.
CCSS.ELA-LITERACY.RL.9-10.4 Determine the meaning of words and phrases as they are used in the text, including
figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone.
Class Objective: Students will work with each other to review symbolism and find symbols within the
novel
Time
Procedures Followed:
Materials/
Text References
10 min.
Journal: What is your biggest fear? Why?
Journal, writing
utensil
10
Mini lesson: Symbolism
Symbolism
Minutes
I will discuss with the students what a symbol is: a person, place, or
Worksheet
object that stands for something beyond itself. Together the class will
evaluate the meaning of the conch.
30
Minutes
Symbolism Jigsaw Activity
The students will be split up into groups of 3-4, each will be given a
specific symbol to become an expert on, either Piggy’s glasses, the
fire, face painting and the beast. Then each group of students will get
in groups according to their symbol. The groups will come up with
textual evidence to support the meaning of their symbol. (15 minutes)
The groups can and will be able to come up with multiple meanings.
Then the students will reassemble back into their original groups and
share their information. Each student will take notes on every symbol.
(15 minutes)
Homework: Read Chapter 6 & annotate
Symbolism
Worksheet
(Attached),
writing utensil,
book
Symbolism
The Conch
______________________________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
Face Paint
______________________________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________________
___________________________________________________________
_________________________________________________________
___________________________________________________________
_________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
The Fire
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
Piggy’s Glasses
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
The Beast
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
Subject: English II
Students will engage in:
th
Grade: 10
X Independent activities __ Pairing
__ Centers
__ Cooperative learning
Date: October 14th
X Hands-on __ Lecture __ Peer tutoring X Whole group instruction
Semester: 1st
X Visuals __ Technology integrations __ Simulations __ Project X Other
Incorporates:
A Marzano Strategy
X One of Gardner’s intelligences
X Blooms Taxonomy
Standards/Objective Met:
CCSS.ELA-LITERACY.RL.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text.
CCSS.ELA-LITERACY.W.9-10.3.D Use precise words and phrases, telling details, and sensory language to convey a
vivid picture of the experiences, events, setting, and/or characters.
CCSS.ELA-LITERACY.W.9-10.10 Write routinely over extended time frames and shorter time frames for a range of
tasks, purposes, and audiences.
Class Objective: Students will evaluate setting and create their own island
Time
Procedures Followed:
10
min.
Materials/
Text References
Journal: Fill in Character Facebook Page and Explain Theme Sticky
Notes
5
Mini Lesson: Setting
minutes I will pass out the setting explanation worksheet. As a class we will
discuss the setting, I will ask them to talk about each picture on the
handout – what setting is shown? What do we learn from each?
What is Setting?
(attached)
20
“Island Mapping”
minutes I will ask the students to then draw a picture of the island. I will give
them directions on what to do and what must be included. The students
will work individually on this assignment – it will be the cover of their
portfolios and be assessed as part of the content at the end of the unit.
Instructions
(Attached)
Computer paper,
Colored Pencils
and pens, markers
5
Gallery Walk
minutes The students will have time to walk around the room and look at each
other’s depictions of the island
10
Class discussion/ Reflection
Paper, Writing
minutes I will open up the floor for students to talk about what they saw,
Utensil
differences/ similarities, what they liked what they would have done
differently (around 5 minutes). Then I will ask the students to write a
reflection – they can write about their own island, they can compare it to
others, they can write about why they did what they did or what they’d
do differently in at least 1 paragraph.
Homework: Read Chapter 7 & annotate – finish reflection for portfolio
Name___________________
Date____________
What the setting? Why does it matter?
The setting of a novel is the time, place and environment in which it takes place. The
setting is important because it gives context to the story, which allows the reader to
visualize what is happening. The setting often affects the mood (feeling a piece of
literature arouses in the reader: happy, sad, peaceful, etc.) of the story and the actions of
the characters.
Elements of Setting:
Place - geographical location. Where is the action of the story taking place?
Time - When is the story taking place? (historical period, time of day, year,
etc)
Environment:
Weather conditions - Is it rainy, sunny, stormy, etc?
Social conditions - What is the daily life of the characters like?
Mood or atmosphere - What feeling is created at the beginning of the
story? Is it bright and cheerful or dark and frightening?
Culture - Types of food, clothing, religion, race, etc.
Draw a map of the Island. Golding is very descriptive when it
comes to setting, so use evidence from the book to figure out how
to draw the island – please make a list of page numbers you
referenced in your picture. Be creative with your visuals!
Remember to include the scar, the mountain, the beach, trees, the
reef, etc. This will end up being the cover of your portfolio! So
you’ll want to make it look really good!
Subject: English II
Grade: 10th
Date: October 14th
Semester: 1st
Students will engage in:
__Independent activities __ Pairing
__ Centers
X Cooperative learning
X Hands-on __ Lecture __ Peer tutoring X Whole group instruction X Visuals
__ Technology integrations X Simulations __ Project __ Other
Incorporates:
X A Marzano Strategy
Standards/Objective Met:
X One of Gardner’s intelligences
X Blooms Taxonomy
CCSS.ELA-LITERACY.RL.9-10.3 Analyze how complex characters develop over the course of a text, interact with
other characters, and advance the plot or develop the theme.
CCSS.ELA-LITERACY.SL.9-10.4 Present information, findings, and supporting evidence clearly, concisely, and
logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are
appropriate to purpose, audience, and task.
CCSS.ELA-LITERACY.SL.9-10.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal
English when indicated or appropriate.
CCSS.ELA-LITERACY.W.9-10.10 Write routinely over extended time frames and shorter time frames for a range of
tasks, purposes, and audiences.
Class Objective: Students will evaluate characters and work together
Time
Procedures Followed:
Materials/
Text References
Journal: What qualities do you think a good leader should have and why? Journal
10
Minutes
10
Leadership Brainstorming
Minutes I will ask the class to share what the wrote in their journals. As they talk
I’ll write down the qualities they’re saying on the board using a concept
mapping strategy.
White/Black
Board,
Chalk/Dry erase
markers, Journals
20
Body Biographies
minutes I will have the students get into 4 groups, each group will be assigned a
different character (either Ralph, Jack, Piggy, Roger or Simon) to build a
body biography for. I will first explain what they are to do and read the
instructions, and then they will create their body bios. (10 minutes) Then
they will present to the class – including where or not their character has
any of the qualities of being a good leader.
Bucher Paper,
Markers, Body
Bio Instructions
(Attached),
Book,
Annotations
10
Class discussion
minutes The class will discuss which characters actually have most of the
qualities we had listed in the beginning of class. We will also discuss
which qualities are the most important or least important. I will ask them
which character they would actually want to be their leader. (5 minutes)
Then I’ll have them write a short 1-paragraph reflection on leadership
and the characters. (5 minutes)
Paper and
writing utensil
5
Portfolio Check
Portfolios
Minutes I will briefly at the end of class check the student’s portfolios to make
sure they have been keeping up with their work. I will remind them that
everything we do in class – including all instructions and all reflections –
must be save in their portfolios.
Homework: Begin Chapter 8 & annotate
Body Biography!
What is a body biography?
A body biography is a combination of artwork and writing (quotes from the novel and
your own explanations of those quotes). You will decorate your body biography according
to the requirements listed below to demonstrate your understanding of this character.
Please note: your body biography is not supposed to be a literal representation of your
character. Instead, it should be more like a giant collage of written ideas, drawings, and
symbols that work together to show us how well you understand your character, but we
also want you to be CREATIVE! Please write every group members name on the back!
Instructions
For your chosen character, you and a partner will create a body biography- a visual (body
template) and written portrait, illustrating several aspects of the character’s life within the
novel. You will then present your life-size visual presentation to the class.
Start by tracing the outline of one of your group members’ body to create a template.
You must include each of the following on your Body Bio:
THE HEART– Where should you place it to best represent what this character loves most? What
should it look like and what shape, color, pictures, or symbols should be included in it? If the
character’s love changes, you should find a way to represent this visually. The heart is a good
place for illustrating the important relationships in his/her life. If the character does not seem to
love, what do they desire?
THE BACKBONE –What is the most important goal for your character? What drives his/her
thoughts and actions? This is his/her spine. How can you illustrate it?
THE FEET – On what is the character standing? This should be a symbolic representation of the
character’s most fundamental beliefs about life
THE HANDS – What does the character hold in his or her hands? Items that are associated with
the character either literally or figuratively should be included.
QUOTATIONS- Near the character’s head, students should place three direct quotations from the
story that sum up the character and add to an understanding of the character. These quotes do
not necessarily need to be spoken by the character. Possibly, another character says them in
regard to your character.
COLORS – Colors are often symbolic. What color(s) do you associate with your character? Why?
How can you effectively work these colors into your project?
You must use textual evidence to support you decisions. I REPEAT you MUST use
textual evidence to support your decisions.
Subject: English II
Grade: 10th
Date: October 16th
Semester: 1st
Students will engage in:
X Independent activities __ Pairing
__ Centers
X Cooperative learning
X Hands-on X Lecture __ Peer tutoring
__ Whole group instruction
X Visuals __ Technology integrations __ Simulations __ Project __ Other
Incorporates:
X A Marzano Strategy
Standards/Objective Met:
X One of Gardner’s intelligences
X Blooms Taxonomy
CCSS.ELA-LITERACY.RI.9-10.1Cite strong and thorough textual evidence to support analysis of what the text says explicitly as
well as inferences drawn from the text.
CCSS.ELA-LITERACY.SL.9-10.4 Present information, findings, and supporting evidence clearly, concisely, and logically such that
listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose,
audience, and task.
CCSS.ELA-LITERACY.SL.9-10.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when
indicated or appropriate.
CCSS.ELA-LITERACY.RI.9-10.4 Determine the meaning of words and phrases as they are used in a text, including figurative,
connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone.
CCSS.ELA-LITERACY.W.9-10.10 Write routinely over extended time frames and shorter time frames for a range of tasks, purposes,
and audiences.
Class Objective: Students will engage in complete theories and apply them to literature
Time
Procedures Followed:
10
Minutes
Journal: What is evil? List as many evils in the world that you can think of. Does evil exist only
inside of humans, or are there other sources of evil in the world?
5
minutes
Introduction to Id Ego and Superego: I will tell the students about Freud and his theory of Id Ego and
Superego
Materials/
Text References
Found Poem
Instructions
(attached),
Journals,
Writing utensils
Id: The id in Freud’s theory of the psyche (technically known as his structural
hypothesis) is that element of the psyche that is the representative of a person’s
drives. It is also the source of energy, but lacking direction, it needs the superego to
help harness it and control it. In popular thought, it is connected with impulse, lust,
and “I want it all now” kinds of behavior.
Ego: In Freud’s theory of the psyche, the ego functions as the executant of the id
and as a mediator between the id and the superego. The ego is involved with the
perception of reality and the adaptation to reality.
Superego: In Freud’s typology, the superego is the agency in our psyches related to
conscience and morality. The superego is involved with processes such as approval
and disapproval of wishes on the basis or whether they are moral or not, critical
self-observation, and a sense of guilt over wrongdoing. The functions of the
superego are largely unconscious, and are opposed to id elements in our psyches.
Mediating between the two, and trying to balance them, are our egos.
15
minutes
Media Collage
I will slip the class into 3 groups, one of Id Ego. They will use the instructions attached to create a
poster about their assign trait and present to the class.
Poster board,
magazine,
picture, markers,
15
minutes
The student will work individually to write which characters portray Id, Ego and Super Ego
using textual evidence.
paper and
writing utensil
Homework: Finish Chapter 8 & annotate
Id: The id in Freud’s theory of the psyche (technically known as his structural hypothesis)
is that element of the psyche that is the representative of a person’s drives. It is also the
source of energy, but lacking direction, it needs the superego to help harness it and control
it. In popular thought, it is connected with impulse, lust, and “I want it all now” kinds of
behavior.
On your poster make a collage using magazines, pictures, songs, movies and anything else
they can find that describes Id.
Ego: In Freud’s theory of the psyche, the ego functions as the executant of the id and as a
mediator between the id and the superego. The ego is involved with the perception of
reality and the adaptation to reality.
On your poster make a collage using magazines, pictures, songs, movies and anything else
they can find that describes Ego.
Superego: In Freud’s typology, the superego is the agency in our psyches related to
conscience and morality. The superego is involved with processes such as approval and
disapproval of wishes on the basis or whether they are moral or not, critical selfobservation, and a sense of guilt over wrongdoing. The functions of the superego are
largely unconscious, and are opposed to id elements in our psyches. Mediating between
the two, and trying to balance them, are our egos.
On your poster make a collage using magazines, pictures, songs, movies and anything else
they can find that describes Superego.
Subject: English II
Grade: 10th
Date: October 17th
Semester: 1st
Students will engage in:
X Independent activities X Pairing
__ Centers
X Cooperative learning
__ Hands-on __ Lecture __ Peer tutoring
X Whole group instruction
__ Visuals __ Technology integrations __ Simulations __ Project X Other
Incorporates:
X A Marzano Strategy
X One of Gardner’s intelligences
X Blooms Taxonomy
Standards/Objective Met:
CCSS.ELA-LITERACY.W.9-10.10 Write routinely over extended time frames and shorter time frames for a range of
tasks, purposes, and audiences.
CCSS.ELA-LITERACY.SL.9-10.1 Initiate and participate effectively in a range of collaborative discussions with diverse
partners on grades 9-10 topics, texts, and issues, building on others' ideas and expressing their own clearly and
persuasively.
CCSS.ELA-LITERACY.SL.9-10.1.A Come to discussions prepared, having read and researched material under study;
explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate
a thoughtful, well-reasoned exchange of ideas.
CCSS.ELA-LITERACY.SL.9-10.1.B Work with peers to set rules for collegial discussions and decision-making clear
goals and deadlines, and individual roles as needed.
CCSS.ELA-LITERACY.SL.9-10.1.C Propel conversations by posing and responding to questions that relate the current
discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or
challenge ideas and conclusions.
CCSS.ELA-LITERACY.SL.9-10.1.D Respond thoughtfully to diverse perspectives, summarize points of agreement and
disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in
light of the evidence and reasoning presented.
Class Objective: Students will engage in a discussion about the novel
Time
Procedures Followed:
Materials/
Text References
Journal: What does it mean to be brave?
10
min.
Socratic Seminar
40
Socratic Seminar
minutes I will explain how Socratic seminars work. Then the class will slip into 2 groups, 1
Instructions(attached)
inner circle and 1 outer circle. They will be given rubrics to assess themselves, and be
Questions, Rubrics
assigned a partner to assess as well. The first inner circle will have 20 minutes to
(Attached), paper to
discuss, then the groups will switch and the second group will discuss. The groups that take notes and
are observing will also be taking notes on the discussion.
writing utensil
5
minutes
Review Vocab for chapters 5-8
In the remaining time the students will work on their vocab. It will be finished as
homework.
Homework: Read Chapter 9 & annotate and finish vocab
Vocab (Attached)
Definition of Socratic Seminars
A Socratic Seminar is a scholarly discussion of an essential question in which student opinions are
shared, proven, refuted, and refined through dialogue with other students. In classes of more than
fifteen students, the fishbowl format for Socratic seminars should be used. In this format, the
teacher or seminar leader facilitates the discussion. Only half the class, seated in an inner circle,
participates in the discussion at one time. The other half of the class, seated in an outer circle,
consists of the students who act as observers and coaches. Every student's participation is graded.
Purpose of Socratic Seminars
In a Socratic Seminar, participants seek to answer an essential question and gain deeper
understanding of laws, ideas, issues, values, and/or principles presented in a text or texts through
rigorous and thoughtful dialogue
Steps for Socratic Seminars
Seminar:







Each student will be given a partner to observe during the seminar, you will be assessing their
participation
I will ask a volunteer to be the leader of the discussion and begin by pose one of the questions they have
prepared for the discussion.
The students on the inner circle will discuss the question; there will be a magic conch - whoever is
holding the conch is the only person allowed to speak.
Once the question has b exhausted, the next question will be posed.
Each member of the inner circle must pose at least 1 question.
Students on the outer circle must be actively listening and taking notes to gain full participation point.
Once the inner circle is done the groups will switch and the outer circle will move and begin their
discussion – following the same steps as the last.
Rules and Roles for Socratic Seminars
To be able to participate in the discussion you MUST have at least 2 questions prepared ahead of time. I
will check for these questions at the beginning of class.
The Participants:
 May only participate in the discussion if they have read the selection
 Must support their opinions with evidence from the text
 May speak at any time during the seminar with respect for the other participants
 May write notes to themselves during the discussion if the teacher allows it
 May ask relevant questions of other participants
The Partner:
 Must evaluate the participant's performance during the seminar
 Must provide oral and written feedback to the participant after the seminar
 May not speak to their participants during the seminar
 May not speak to other participants
Socratic Seminar: Self Evaluation Rubric
Name__________________________
20
*Patient with differing
opinions.
*Asks for clarification.
*Brings others into the
dialogue.
*Very focused on the
dialogue.
15
*Respectful.
*Comments, but
does not attempt to
involve others.
*Generally focused.
10
*Participates but
shows
impatience.
*Some focus.
*Engages in
“sidebar”
conversations.
5
*Disrespectful.
*Argumentative.
*Does not
participate.
Speaking
*Speaks to all
participants.
*Articulate.
*Takes a leadership
role without
monopolizing the
discussion.
*Speaks to most
participants.
*Attempts to move
on to new ideas.
*Tends to “ramble
on” after making a
point.
*Reluctant to
speak.
*Comments do
not support
point.
Reasoning
*Cites relevant text.
*Relates topic to
outside knowledge and
other topics.
*Makes connections
between own thoughts
and others’.
*Willing to take an
alternate viewpoint.
*Asks questions to
further dialogue.
*Makes limited
connections to
others’ ideas.
*Some intriguing
points that merit
reaction.
*Some references to
text.
Listening
*Writes down
comments, questions,
ideas.
*Builds on other’s
ideas & gives others
credit.
*Familiar with text.
*Understands major
concepts.
*Writing assignment
completed on time.
*Was well prepared in
small discussion
groups.
*Generally attentive
and focused.
*Responds
thoughtfully.
*Takes some notes.
*Speaks too
softly.
*Needs
prompting to get
involved.
*Has no
sustainable
point; uses
“sound bites.”
*Monopolizes
the discussion.
*Accurate on
minor points,
but misses the
main point.
*No textual
support; “talking
of the top of
your head.”
*Refuses to
acknowledge
alternate
viewpoints.
*Appears
disconnected.
*Takes limited
notes.
*Confused with
key concepts of
text.
*Writing
assignment may
be completed on
time.
*Occasionally
prepared in
small discussion
groups.
*Unfamiliar
with text.
*Writing
assignment
completed but
not on time.
*Very much
unprepared in
small discussion
groups.
Conduct
Reading/
Preparation
*Fairly familiar with
text.
*Asks for
references.
*Writing
assignment
completed on time.
*Was mostly
prepared in small
discussion groups
*Illogical
comments.
*Ignores the
movement of
the seminar.
*Inattentive.
*Comments
show lack of
understanding.
*Takes no notes.
Total:
Notes
Socratic Seminar: Partner Participation Rubric
Name__________________________
Name of Participant ___________________________________
20
*Patient with differing
opinions.
*Asks for clarification.
*Brings others into the
dialogue.
*Very focused on the
dialogue.
15
*Respectful.
*Comments, but
does not attempt to
involve others.
*Generally focused.
10
*Participates but
shows
impatience.
*Some focus.
*Engages in
“sidebar”
conversations.
5
*Disrespectful.
*Argumentative.
*Does not
participate.
Speaking
*Speaks to all
participants.
*Articulate.
*Takes a leadership
role without
monopolizing the
discussion.
*Speaks to most
participants.
*Attempts to move
on to new ideas.
*Tends to “ramble
on” after making a
point.
*Reluctant to
speak.
*Comments do
not support
point.
Reasoning
*Cites relevant text.
*Relates topic to
outside knowledge and
other topics.
*Makes connections
between own thoughts
and others’.
*Willing to take an
alternate viewpoint.
*Asks questions to
further dialogue.
*Makes limited
connections to
others’ ideas.
*Some intriguing
points that merit
reaction.
*Some references to
text.
Listening
*Writes down
comments, questions,
ideas.
*Builds on other’s
ideas & gives others
credit.
*Familiar with text.
*Understands major
concepts.
*Writing assignment
completed on time.
*Was well prepared in
small discussion
groups.
*Generally attentive
and focused.
*Responds
thoughtfully.
*Takes some notes.
*Speaks too
softly.
*Needs
prompting to get
involved.
*Has no
sustainable
point; uses
“sound bites.”
*Monopolizes
the discussion.
*Accurate on
minor points,
but misses the
main point.
*No textual
support; “talking
of the top of
your head.”
*Refuses to
acknowledge
alternate
viewpoints.
*Appears
disconnected.
*Takes limited
notes.
*Confused with
key concepts of
text.
*Writing
assignment may
be completed on
time.
*Occasionally
prepared in
small discussion
groups.
*Unfamiliar
with text.
*Writing
assignment
completed but
not on time.
*Very much
unprepared in
small discussion
groups.
Conduct
Reading/
Preparation
*Fairly familiar with
text.
*Asks for
references.
*Writing
assignment
completed on time.
*Was mostly
prepared in small
discussion groups
*Illogical
comments.
*Ignores the
movement of
the seminar.
*Inattentive.
*Comments
show lack of
understanding.
*Takes no notes.
Total:
Notes
Chapter 5:
Lamentable: (adj.). Inspiring or deserving of regret.
__________________________________________________________________________________________________
__________________________________________________________________________________________________
Apex: (n). The highest point.
__________________________________________________________________________________________________
__________________________________________________________________________________________________
Derisive: (adj.). Mocking; ridiculing.
__________________________________________________________________________________________________
__________________________________________________________________________________________________
Incantation: (n). Ritual recitation of charms or spells to produce a magic effect.
__________________________________________________________________________________________________
__________________________________________________________________________________________________
Inarticulate: (adj.). Incomprehensible as speech or language.
__________________________________________________________________________________________________
__________________________________________________________________________________________________
Gibber: (n). Unintelligible or foolish talk.
__________________________________________________________________________________________________
__________________________________________________________________________________________________
Jeer: (verb). To abuse verbally; taunt.
__________________________________________________________________________________________________
__________________________________________________________________________________________________
Ineffectual: (adj.). Insufficient to produce a desired effect; weak.
__________________________________________________________________________________________________
__________________________________________________________________________________________________
Ludicrous: (adj.). Laughable or hilarious because of obvious absurdity.
__________________________________________________________________________________________________
__________________________________________________________________________________________________
Chapter 6:
Slacken: (verb). To make or become less tense, taut, or firm; loosen
__________________________________________________________________________________________________
__________________________________________________________________________________________________
Contour: (n). The outline of a figure, body, or mass.
__________________________________________________________________________________________________
__________________________________________________________________________________________________
Tremulous: (adj.). Marked by trembling, quivering or shaking; fearful.
__________________________________________________________________________________________________
__________________________________________________________________________________________________
Emphatic: (adj.). Forceful or definite in expression or action.
__________________________________________________________________________________________________
__________________________________________________________________________________________________
Embroiled: (adj.). Involved in argument, contention or hostile actions.
__________________________________________________________________________________________________
__________________________________________________________________________________________________I
mpenetrable: (adj,). Impossible to penetrate; incomprehensible.
__________________________________________________________________________________________________
__________________________________________________________________________________________________
Stupendous: (adj.). Of astounding force, volume, degree, or excellence; marvelous.
__________________________________________________________________________________________________
__________________________________________________________________________________________________
Leviathon: (n). Something unusually large for its kind. A monstrous sea creature mentioned in
the Bible.
__________________________________________________________________________________________________
__________________________________________________________________________________________________
Plinth: (n). A continuous course of stones supporting a wall.
__________________________________________________________________________________________________
__________________________________________________________________________________________________
Guano: (n). A substance composed chiefly of the dung of sea birds or bats.
__________________________________________________________________________________________________
__________________________________________________________________________________________________
Mutinous: (adj.). Unruly; turbulent and uncontrollable.
__________________________________________________________________________________________________
__________________________________________________________________________________________________
Chapter 7:
Covert: (n). A covered place or shelter; a hiding place.
__________________________________________________________________________________________________
__________________________________________________________________________________________________
Dun: (n). An almost neutral brownish gray.
__________________________________________________________________________________________________
__________________________________________________________________________________________________
Decorum: (n). The conventions of polite behavior.
__________________________________________________________________________________________________
__________________________________________________________________________________________________
Obtuse: (adj.) Lacking quickness of perception or intellect.
__________________________________________________________________________________________________
__________________________________________________________________________________________________
Floundering: (verb). Moving or acting clumsily and in confusion.
__________________________________________________________________________________________________
__________________________________________________________________________________________________
Luxuriant: (adj.). Marked by rich or profuse growth; abundant.
__________________________________________________________________________________________________
__________________________________________________________________________________________________
Crest-fallen: (adj.). Dispirited and depressed.
__________________________________________________________________________________________________
__________________________________________________________________________________________________
Impervious: (adj.). Impossible to affect.
__________________________________________________________________________________________________
__________________________________________________________________________________________________
Charred: (adj.). Burned or scorched.
__________________________________________________________________________________________________
__________________________________________________________________________________________________
Chapter 8:
Tremors: (n). Shaking or vibrating movement, as of the earth.
__________________________________________________________________________________________________
__________________________________________________________________________________________________
Prefect: (n). A student monitor or officer, esp. in private school.
__________________________________________________________________________________________________
__________________________________________________________________________________________________
Glower: (verb). To look or stare angrily or sullenly.
__________________________________________________________________________________________________
__________________________________________________________________________________________________
Rebuke: (verb). To criticize or reprove sharply; reprimand.
__________________________________________________________________________________________________
__________________________________________________________________________________________________
Sanctity: (n). The quality or condition of being considered sacred.
__________________________________________________________________________________________________
__________________________________________________________________________________________________
Sodden: (adj.). Thoroughly soaked; saturated.
__________________________________________________________________________________________________
__________________________________________________________________________________________________
Demure: (adj.). Modest and reserved in manner and behavior.
__________________________________________________________________________________________________
__________________________________________________________________________________________________
Fervor: (n). Great warmth and intensity of emotion.
__________________________________________________________________________________________________
__________________________________________________________________________________________________
Flank: (n). The part of an animal between the last rib and the hip; the side.
__________________________________________________________________________________________________
__________________________________________________________________________________________________
Cynicism: (n). Cynical character, attitude, or quality
__________________________________________________________________________________________________
__________________________________________________________________________________________________
Cynical: (adj.). Contemptuously distrustful of human nature and motives.
__________________________________________________________________________________________________
__________________________________________________________________________________________________
Subject: English II
Grade: 10th
Date: October 21st
Semester: 1st
Students will engage in:
X Independent activities X Pairing
__ Centers
X Cooperative learning
X Hands-on __ Lecture __ Peer tutoring
__ Whole group instruction
__ Visuals __ Technology integrations __ Simulations __ Project X Other
Incorporates:
A Marzano Strategy
X One of Gardner’s intelligences
X Blooms Taxonomy
Standards/Objective Met:
CCSS.ELA-LITERACY.W.9-10.3 Write narratives to develop real or imagined experiences or events using effective
technique, well-chosen details, and well-structured event sequences.
CCSS.ELA-LITERACY.W.9-10.3.B Use narrative techniques, such as dialogue, pacing, description, reflection, and
multiple plot lines, to develop experiences, events, and/or characters.
CCSS.ELA-LITERACY.W.9-10.4 Produce clear and coherent writing in which the development, organization, and style
are appropriate to task, purpose, and audience.
CCSS.ELA-LITERACY.RL.9-10.6 Analyze a particular point of view or cultural experience reflected in a work of
literature from outside the United States, drawing on a wide reading of world literature.
CCSS.ELA-LITERACY.RL.9-10.3 Analyze how complex characters develop over the course of a text, interact with
other characters, and advance the plot or develop the theme.
Class Objective: Students will analyze points of view and stereotypes to better understand uses of figurative language
Time
Procedures Followed:
Materials/
Text References
15 min. Journal: Brainstorm all the ways people are stereotyped on a high school or middle school
Journal, Writing
campus. I will list all ideas on the overhead or board: race, gender, sexuality, hobbies, grade utensil
point average, socio-economic status, physical appearance, etc. I will tell the students to
think of examples they have personal experience with both as the one doing the
stereotyping and the one being stereotyped. I’ll put up a few examples:
“people think I am a trouble-maker because I skateboard”
“people think I am homophobic cause I’m Christian”
“people think I can cook well because I’m Puerto Rican.”
I will then ask the students if they want to share some of the things they wrote down.
5
I read the students an example of a “Just Because” Poem, I will then ask the students to talk “Just Because”
Minutes about how voice, mood, passion and perspective is evident in each poem. I’ll have the
Poem
students point out areas where the author’s quality details send a clear message about how
(Attached)
he or she feels.
15
Minutes
Then I will the class get into groups of 3. I will give each student a graphic organizer to
develop notes to develop knowledge for the voice , or lack there of , for “Piggy” “Simon”
and “The Littluns”. I will encourage kids to really think about the perspective of each
character. What voice do they have? What voice do they want? What might they say if
given an equal voice in the novel?
15
Minutes
Based off the notes the students came up with on their graphic organizers, I will then have
the students write a “Just Because” poem from the perspective of their assigned characters.
Each group member will choose one of the 3 characters.
5
Minutes
*I will tell the students both the graphic organizer and their poems must be put in their
portfolio.
In the last few minutes of class I will open up the floor and allow students to share their
poems.
Homework: Read Chapter 11 & annotate
“Graphic
Organizer”
(Attached),
writing utensil,
book
Just Because
Anonymous teen girl, San Diego CA
Just because I am Mexican,
Doesn’t mean I speak Spanish
Doesn’t mean I am “illegal”
Doesn’t mean I’m illiterate
I am a good reader.
Just because I am a girl,
Doesn’t mean I like to shop
Doesn’t mean I am boy crazy
Doesn’t mean I can’t play sports
I am a loyal friend.
Just because I’m Catholic,
Doesn’t mean I go to church
Doesn’t mean I read the bible
Doesn’t mean I am better than you
I am a nice person.
Just because I am young,
Doesn’t mean I am naïve
Doesn’t mean I don’t care
Doesn’t mean I will “understand someday”
I am a human being.
Source: http://www.sdcda.org/office/girlsonlytoolkit/toolkit/got-07-gender.pdf
Complete the graphic organizer below to discuss the voice of the
characters of the novel Lord of the Flies.
Character
Piggy
Simon
The Littluns
Quotes showing lack
of voice.
What might this
character say if given
more voice?
How does the voice of
this character define
them and their
status/power?
Name_______________________
Date____________
Just Because
Character____________________________
Just because I am______________________________________________,
I am not_______________________________________________
I am not_______________________________________________
I am not_______________________________________________
I am__________________________________.
Just because I am______________________________________________,
I am not_______________________________________________
I am not_______________________________________________
I am not_______________________________________________
I am__________________________________.
Just because I am______________________________________________,
I am not_______________________________________________
I am not_______________________________________________
I am not_______________________________________________
I am__________________________________.
Now write a brief explanation of your poem. _________________________________
________________________________________________________________
________________________________________________________________
________________________________________________ ________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
____________________________________________ ____________________
________________________________________________________________
Subject: English II
Grade: 10th
Date: October 22nd
Semester: 1st
Students will engage in:
X Independent activities __ Pairing
__ Centers
__ Cooperative learning
__ Hands-on __ Lecture __ Peer tutoring
X Whole group instruction
__ Visuals __ Technology integrations __ Simulations __ Project __ Other
Incorporates:
A Marzano Strategy
Standards/Objective Met:
One of Gardner’s intelligences
X Blooms Taxonomy
CCSS.ELA-LITERACY.RI.9-10.2Determine a central idea of a text and analyze its development over the course of the
text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
CCSS.ELA-LITERACY.RI.9-10.3 Analyze how the author unfolds an analysis or series of ideas or events, including the
order in which the points are made, how they are introduced and developed, and the connections that are drawn between
them.
CCSS.ELA-LITERACY.RI.9-10.7 Analyze various accounts of a subject told in different mediums, determining which
details are emphasized in each account.
CCSS.ELA-LITERACY.W.9-10.10 Write routinely over extended time frames and shorter time frames for a range of
tasks, purposes, and audiences.
CCSS.ELA-LITERACY.L.9-10.4.D Verify the preliminary determination of the meaning of a word or phrase.
Class Objective: Students will discuss the conflict surrounding morals and culture
Time
Procedures Followed:
15 min.
Journal: What are morals? (5 minutes)
After the students are done, I will write “Morals” on the board. I will give the
students 5 minutes to write down their own definitions. Then I will ask them to
share, creating a concept map on the board using the students definitions.
I will then ask the students to brainstorm ideas about how morality affects people,
and around what age does a person develop morals. Ill ask them to write their
responses out and defend their answers. (10 minutes)
20
I will then have the students read “A Chilling Crime and a Question: What’s in a
minutes Child’s Mind?” and think about whether or not children understand their
Materials/
Text
References
Overhead
projector,
Journals,
writing utensil
Article
(Attached)
actions and consequences at the age of 7.
15
Once the students have finished reading we will have a Round Table Discussion
minutes based on the following questions, which I will post on the overhead projector:
Projector
-How and where does a child learn morals?
-How old do you think a child should be to be held accountable for his
or her actions?
-How do different religions view crimes committed by children?
-Do a child’s actions reflect the views and values of the society in
which he or she lives? Do they reflect the child’s culture? Do they reflect the
child’s home?
-The article ends with the statement that children’s actions represent
the society’s views and values. Do you agree or disagree, and why?
In the last 5 minutes I will ask the students to make connections to Lord of
the Flies.
Homework: Read Chapter 12 & annotate *Make sure you bring AT LEAST 3 questions for the Socratic
Seminar tomorrow
The Age of Reason; A Chilling Crime and a Question: What's
in a Child's Mind?
By SUSAN SACHS
Published: August 16, 1998
AT the age of 7, a child is considered by the Roman Catholic Church to have reached the ''age
of reason'' and is entitled to receive communion. Some evangelical churches hold that a child
of 7 can make an independent spiritual choice. In Judaism and Islam, a boy of 7 is expected to
begin his religious studies and participate, to some degree, in adult rituals like fasting and
praying. Freud believed the super ego, or the conscience, develops by age 4 or 5.
But is a child of such tender years a responsible being, capable of telling right from wrong and
accountable, not just legally but morally, for his actions?
Murder charges brought last week in Chicago against two boys, ages 7 and 8, raised the issue
as more than an abstraction. The boys, according to the police, confessed to killing an 11-yearold girl, Ryan Harris, then stealing her bicycle.
Youngsters kill -- that's been drilled into the national consciousness by a succession of school
shootings. In those cases, the juvenile killers were adolescents. The two boys who were
convicted last week of gunning down classmates and a teacher in their Jonesboro, Ark.,
schoolyard last March were then just 11 and 13. The boy charged in the school shootings in
Springfield, Ore., last May is 15. Few would argue with the assumption that, at that stage in
their lives, they ought to be capable of understanding their actions and the consequences.
With a child of only 7, however, the assumptions are neither clear nor particularly
comfortable.
''What do you do with children who may have arrived at the age of reason but whose
psychological life is such that neither rationality nor moral reason operate in their behavior?''
asked Robert Coles, a child psychiatrist at Harvard University who has written several books
on the moral development of children.
No one, he said, is born bad. Yet, despite a lifetime of studying and listening to children, he
was utterly confounded by the implications of the Chicago case. ''In the absence of that kind of
psychological life -- I mean the lack of controls to deal with the impulses of their lives, the lack
of an operative consciousness -- I can only throw up my hands,'' Dr. Coles said.
How society will deal with the boys is now a question for the juvenile justice system, but there
are no precedents; they are the youngest children ever charged with murder in this country.
On Thursday, they were released to their mothers and ordered to wear electronic monitoring
devices and stay in their homes.
Religion, a source of society's notions of justice, has been wrestling with moral codes for
millennia. But cases of children committing capital crimes are rare, so they represent
something of a black hole for theologians, a puzzle that neither faith nor doctrine anticipates.
Both Judaism and Islam, for example, set the age of majority, when children are liable for
their actions, at 13 for boys and 12 for girls. ''It's the age of full responsibility and therefore full
liability,'' said David Kraemer, a professor at the Jewish Theological Seminary. Younger
children are considered to have the impulse to do good and evil, he added, ''but not the reason
to control the impulse.''
One rabbinic teaching goes further. While rabbinical courts consider a 13-year-old liable for
his actions, in the court of heaven the age of majority is 20. ''It was a recognition that the teenage years were very tumultuous and that, although they are full-grown and can do damage,
God recognizes that they can't really be held responsible,'' Dr. Kraemer said.
Islam, too, holds that a prepubescent child is not ''fully in control of his senses and doesn't
have the power of reasoning to really make an informed judgment,'' said Jamal Badawi, a
Muslim scholar and chairman of the Islamic Information Foundation in Halifax, Nova Scotia.
Neither religion has a concept of original sin. ''The human being is neither satanic nor angelic
by nature,'' said Dr. Badawi, referring to the Koran. ''He simply has the potential to ascend to
a level even higher than the angels or descend to a level lower than animals.''
Christian theology on the nature of the child is more complex, encompassing a belief that
everyone is tainted by original sin as well as accommodating the idea that everyone is made in
the image of God.
Since the days of Pope Pius X nearly a century ago, the Catholic Church has attributed to
children of 7 the capacity to understand the consequences of their actions. That is a
prerequisite for their First Communion, when they are first given a wafer in the sacrament of
the Eucharist. But strict doctrine has given way to pragmatism. ''It all depends on the
context,'' said the Rev. Richard McCormick, a theologian at the University of Notre Dame.
''One of the criteria used in regard to the Eucharist is the ability to understand, in some very,
very primordial sense, the difference between just plain bread and this bread that is really
Jesus. As we all grow older, we understand and penetrate that a bit more.''
But children who may be old enough to take communion, he added, are not necessarily
thought of as capable of understanding the nature of sin as a break with God. ''It's the
conviction of virtually all people that children of that age are incapable of serious sin,'' Father
McCormick said.
Ideas about the emergence of moral consciousness developed differently in Protestant
churches. The Calvinist view was that ''the image of God in each of us is radically destroyed or
altered by what is called original sin, that there is innate depravity in human beings,'' said
John McDargh, an associate professor of theology at Boston College. Other Christian thinkers,
he said, argued that the image of God should be seen as the human capacity for relationships
and that original sin may obscure but not destroy that image.
In the United States, those divergent views produced not only the image of ''The Bad Seed,'' as
popularized in William March's 1954 novel about a child who is simply born bad, but also the
early Puritan notion that adults should deploy a harsh hand to break the will of the innately
corrupted child.
Later movements, in a backlash, leaned more toward the Mark Twain view that the natural
child, like the fictional Huckleberry Finn, is untainted except by society, and prescribed a
lighter parental touch to nurture what was believed to be the child's innate capacity for
empathy and charity.
Modern theorists of child development see children much as parents like to think of their
offspring -- works in progress, with natural inclinations to empathize with others, to feel bad
if someone is hurt, to tell right from wrong. The tricky part is figuring out how and when those
values can be warped or enhanced by interactions with family, peers and society.
By an early age, any child will be tested. ''When you send a child off to school at 6, the child
becomes a social being, responsible to society,'' said Dr. Coles, the child psychiatrist. And
that's where the danger lies. ''Children who grow up with no sense of right and wrong are both
vulnerable and dangerous -- vulnerable to their impulses, dangerous to others,'' he said.
Reflecting Society
Reason, then, is not really the issue with a child of 7 or 8. ''It's not like a 4-year-old who
happens to pull a trigger on a gun and doesn't understand that it kills, or doesn't understand
what killing is about altogether, or what death is about,'' said Moshe Halbertal, a professor of
Jewish thought at Hebrew University in Jerusalem. ''Here, at 7 or 8 or 9, they understand. We
don't attribute to them responsibility, but we do attribute to them understanding.''
And by their very nature, he added, children bounce the question back to their elders. ''When
we say that children are not fully legally responsible, one thing we mean by that is that they
mirror the social life around them,'' Dr. Halbertal said. ''This is what's so shattering about
crimes done by children. They are naive or, in some ways, transparent reflections of
something in society -- a certain violence, a certain cruelty. Without filtering, they represent
what the society is about.''
Subject: English II Students will engage in:
Grade: 10th
X Independent activities X Pairing
__ Centers
__ Cooperative learning
rd
Date: October 23
X Hands-on __ Lecture __ Peer tutoring X Whole group instruction
st
Semester: 1
__ Visuals __ Technology integrations __ Simulations __ Project X Other
Incorporates:
A Marzano Strategy
X One of Gardner’s intelligences
X Blooms Taxonomy
Standards/Objective Met:
CCSS.ELA-LITERACY.W.9-10.10 Write routinely over extended time frames and shorter time frames for a range of
tasks, purposes, and audiences.
CCSS.ELA-LITERACY.SL.9-10.1 Initiate and participate effectively in a range of collaborative discussions with diverse
partners on grades 9-10 topics, texts, and issues, building on others' ideas and expressing their own clearly and
persuasively.
CCSS.ELA-LITERACY.SL.9-10.1.A Come to discussions prepared, having read and researched material under study;
explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate
a thoughtful, well-reasoned exchange of ideas.
CCSS.ELA-LITERACY.SL.9-10.1.B Work with peers to set rules for collegial discussions and decision-making clear
goals and deadlines, and individual roles as needed.
CCSS.ELA-LITERACY.SL.9-10.1.C Propel conversations by posing and responding to questions that relate the current
discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or
challenge ideas and conclusions.
CCSS.ELA-LITERACY.SL.9-10.1.D Respond thoughtfully to diverse perspectives, summarize points of agreement and
disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in
light of the evidence and reasoning presented.
Class Objective: Students will participate in and facilitate a discussion of the novel
Time
Procedures Followed:
10 min. Journal: How do you feel about the ending? What message do you think it
sends?
I will also be walking around checking to make sure the students have
prepared their questions for the Socratic seminar.
10
Debate: Humans are savage by nature
minutes I will facilitate a very casual debate with the students. I will pose the prompt
above to the class. I will post a sign that says “AGREE” on one side of the
classroom, and “DISAGREE” on the other. I will ask the students to stand
up and move to the side they choose. I will call on students at random to
explain why they chose the side they’re on. I will let the students know that
at any time their minds change they can move to the other side. This debate
will be used to lead into the Socratic seminar.
30
Socratic Seminar
minutes The students will already be familiar with how to run a Socratic seminar. We
will follow the same procedure; each circle will get 15 minutes for their
discussion and which. I will use the same grading rubrics as last time as
well.
5
With the remaining time during class I will remind the students to work on
minutes their vocabulary.
Review Vocab for chapters 9-12
Materials/
Text References
Journal
Writing utensil
“Agree” and
“Disagree”
signs
Chapter 9:
Brood: (verb). To hover entirely; loom
__________________________________________________________________________________________________
__________________________________________________________________________________________________
Intersperse: (verb). Distribute among other things at intervals.
__________________________________________________________________________________________________
__________________________________________________________________________________________________
Corpulent: (adj.). Excessively fat.
__________________________________________________________________________________________________
__________________________________________________________________________________________________
Parody: (noun). Something so bad as to be equivalent to intentional mockery; a travesty.
__________________________________________________________________________________________________
__________________________________________________________________________________________________
Inaudible: (adj.). Impossible to hear.
__________________________________________________________________________________________________
__________________________________________________________________________________________________
Derision: (noun). Contemptuous or jeering laughter; ridicule
__________________________________________________________________________________________________
__________________________________________________________________________________________________
Saunter: (verb). To stroll at a leisurely pace.
__________________________________________________________________________________________________
__________________________________________________________________________________________________
Shrill: (adj.). High-pitched and piercing in tone or sound.
__________________________________________________________________________________________________
__________________________________________________________________________________________________
Sulphurous: (adj.). Fiery; hellish
__________________________________________________________________________________________________
__________________________________________________________________________________________________
Phosphorescence: (noun). Emission of light with no burning or very slow burning with
no appreciable heat.
__________________________________________________________________________________________________
__________________________________________________________________________________________________
Chapter 10:
Torrid: (adj.). Parched with the heat of the sun; intensely hot.
__________________________________________________________________________________________________
__________________________________________________________________________________________________
Assimilate: (verb). To incorporate or absorb into the mind.
__________________________________________________________________________________________________
__________________________________________________________________________________________________
Bleak: (adj.). Gloomy and somber; dreary.
__________________________________________________________________________________________________
__________________________________________________________________________________________________
Daunted: (verb). To be discouraged.
__________________________________________________________________________________________________
__________________________________________________________________________________________________
Theology: (noun). The study of the nature of God and religious truth.
__________________________________________________________________________________________________
__________________________________________________________________________________________________
Speculation: (noun). Reasoning based on inconclusive evidence.
__________________________________________________________________________________________________
__________________________________________________________________________________________________
Haste: (noun). Rapidity of action or motion.
__________________________________________________________________________________________________
__________________________________________________________________________________________________
Dredge: (verb). To come up with; unearth.
__________________________________________________________________________________________________
__________________________________________________________________________________________________
Oblong: (adj.). Having the shape of or resembling a triangle.
__________________________________________________________________________________________________
__________________________________________________________________________________________________
Barmy: (adj.). Full of barm; foamy
__________________________________________________________________________________________________
__________________________________________________________________________________________________
Writhing: (verb): Twisting as in pain or embarrassment.
__________________________________________________________________________________________________
__________________________________________________________________________________________________
Multitudinous: (adj.). Very numerous; existing in great numbers
__________________________________________________________________________________________________
__________________________________________________________________________________________________
Chapter 11:
Luminous: (adj.). Emitting light, esp. emitting self-generated light.
__________________________________________________________________________________________________
__________________________________________________________________________________________________
Myopia: (noun). A visual defect in which distant objects appear to be blurred;
nearsightedness.
__________________________________________________________________________________________________
__________________________________________________________________________________________________
Trodden: (adj.). Pressed beneath the feet; trampled.
__________________________________________________________________________________________________
__________________________________________________________________________________________________
Scowl: (verb). To wrinkle or contract the brow as an expression of anger or disapproval.
__________________________________________________________________________________________________
__________________________________________________________________________________________________
Devastate: (verb). To lay waste;destroy
__________________________________________________________________________________________________
__________________________________________________________________________________________________
Liberation: (noun). The act of setting free.
__________________________________________________________________________________________________
__________________________________________________________________________________________________
Propitiate: (verb). To appease; concede
__________________________________________________________________________________________________
__________________________________________________________________________________________________
Vitality: (noun). Physical or intellectual vigor; energy.
__________________________________________________________________________________________________
__________________________________________________________________________________________________
Pinnacle: (noun). A tall, pointed formation such as a mountaintop.
__________________________________________________________________________________________________
__________________________________________________________________________________________________
Paunch: (noun). The belly, esp. a pot-belly.
__________________________________________________________________________________________________
__________________________________________________________________________________________________
Saber: (noun). A sword with a one-edged, slightly curved blade.
__________________________________________________________________________________________________
__________________________________________________________________________________________________
Truculent: (adj.). Disposed to or exhibiting violence or destructiveness; fierce.
__________________________________________________________________________________________________
__________________________________________________________________________________________________
Cessation: (noun). A bringing or coming to an end; a ceasing.
__________________________________________________________________________________________________
__________________________________________________________________________________________________
Parried: (verb). Deflected or warded off.
__________________________________________________________________________________________________
__________________________________________________________________________________________________
Ferocity: (noun). Fierceness
__________________________________________________________________________________________________
__________________________________________________________________________________________________
Talisman: (noun). An object marked with magic signs, believed to confer on its bearer
supernatural powers or protection.
__________________________________________________________________________________________________
__________________________________________________________________________________________________
Chapter 12:
Acrid: (adj.). Unpleasantly sharp or bitter to the taste or smell. Caustic in language or
tone.
__________________________________________________________________________________________________
__________________________________________________________________________________________________
Inimical: (adj.). Unfriendly; hostile
__________________________________________________________________________________________________
__________________________________________________________________________________________________
Antiphon: (noun). A liturgical ( having to do with public worship) text sung responsively
preceding or following a psalm.
__________________________________________________________________________________________________
__________________________________________________________________________________________________
Ululation: (noun). A loud howl, wail, or lament.
__________________________________________________________________________________________________
__________________________________________________________________________________________________
Goad: (verb). To prod or urge as with a long pointed stick.
__________________________________________________________________________________________________
__________________________________________________________________________________________________
Ensconce: (verb). To place or conceal in a secure place.
__________________________________________________________________________________________________
__________________________________________________________________________________________________
Cordon: (noun). A line of people, military posts or ships stationed around an area to
enclose or guard it.
__________________________________________________________________________________________________
__________________________________________________________________________________________________
Crepitation: (noun). Crackling or popping sounds.
__________________________________________________________________________________________________
__________________________________________________________________________________________________
Subject: English II Students will engage in:
Grade: 10th
X Independent activities __ Pairing
__ Centers
__ Cooperative learning
th
Date: October 24
__ Hands-on __ Lecture __ Peer tutoring
__ Whole group instruction
st
Semester: 1
X Visuals X Technology integrations __ Simulations __ Project X Other
Incorporates:
A Marzano Strategy
X One of Gardner’s intelligences
Blooms Taxonomy
Standards/Objective Met:
CCSS.ELA-LITERACY.RL.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text.
CCSS.ELA-LITERACY.RI.9-10.7 Analyze various accounts of a subject told in different mediums, determining which
details are emphasized in each account.
CCSS.ELA-LITERACY.RI.9-10.2Determine a central idea of a text and analyze its development over the course of the
text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
CCSS.ELA-LITERACY.W.9-10.2.D Use precise language and domain-specific vocabulary to manage the complexity of
the topic.
CCSS.ELA-LITERACY.W.9-10.4 Produce clear and coherent writing in which the development, organization, and style
are appropriate to task, purpose, and audience.
CCSS.ELA-LITERACY.W.9-10.10 Write routinely over extended time frames and shorter time frames for a range of
tasks, purposes, and audiences.
Class Objective: Students will watch a film and compare it to the novel
Time
Procedures Followed:
10 min.
Journal: Compare your initial predictions to how the book actually ended,
were you close?
I will play Twilighzone episode “I Shot an Arrow in the Air”
http://www.hulu.com/watch/440764
I will have the students write down some notes as they watch the episode on
its similarities to Lord of the Flies
15
I will then open up the class for a brief discussion on what similarities they
minutes noticed. (5 minutes) Then I will ask the students to write a brief 1-page
comparison between the episode and the novel. I will had out a sheet of things
to remember when comparing. (10 minutes) I will tell the students that they
can finish the comparison for homework using the notes they took while
watching the episode if they need more time.
30
minutes
Homework Given: Homework: Finish Response
Materials/
Text References
Journals, writing
utensil, initial
predictions
TV/ Projector,
paper and
writing utensil
Reminder sheet
(Attached)
Don’t Forget to keep the following in mind while
writing your paper:
Character: what similarities are there between the characters in the
episode and Lord of the Flies? Perhaps think about our discussions of a
Christ figure. Think of our checklist.
characters stand or lie.
Setting: What similarities are there between the setting in the episode
and the novel? How do both settings work to develop themes or images?
-Pay close attention to the first five minutes of episode and think about
what this setting does to help out the theme of the story.
Irony: Name one instance of irony in the episode. How does this help
convey the theme? What type of irony is used in the episode?
Resolution: compare the ending of the episode to the end of Lord of the
Flies. How are they similar? How do both help develop a theme or a thesis?
Theme: What seems to be the overall theme of the episode? How does it
compare to the overall theme of Lord of the Flies?
Note: this is a short paper. Please focus on one or two of the ideas above and
make sure you develop the idea well. Provide specific examples and analyze
those examples. Although you most likely won’t have a thesis statement or
an introduction, please be sure to have strong arguments in your topic
sentences. Please be sure to write in paragraph format.
Subject: English II Students will engage in:
Grade: 10th
X Independent activities X Pairing
__ Centers
__ Cooperative learning
th
Date: October 27
__ Hands-on __ Lecture X Peer tutoring
__ Whole group instruction
st
Semester: 1
__ Visuals __ Technology integrations __ Simulations __ Project __ Other
Incorporates:
X A Marzano Strategy
X One of Gardner’s intelligences
X Blooms Taxonomy
Standards/Objective Met:
CCSS.ELA-LITERACY.W.9-10.1.D Establish and maintain a formal style and objective tone while attending to the
norms and conventions of the discipline in which they are writing.
CCSS.ELA-LITERACY.W.9-10.2.C Use appropriate and varied transitions to link the major sections of the text, create
cohesion, and clarify the relationships among complex ideas and concepts.
CCSS.ELA-LITERACY.W.9-10.2.D Use precise language and domain-specific vocabulary to manage the complexity of
the topic.
CCSS.ELA-LITERACY.W.9-10.3 Write narratives to develop real or imagined experiences or events using effective
technique, well-chosen details, and well-structured event sequences.
CCSS.ELA-LITERACY.W.9-10.3.B Use narrative techniques, such as dialogue, pacing, description, reflection, and
multiple plot lines, to develop experiences, events, and/or characters.
CCSS.ELA-LITERACY.W.9-10.3.C Use a variety of techniques to sequence events so that they build on one another to
create a coherent whole.
CCSS.ELA-LITERACY.W.9-10.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or
trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
Class Objective: Students will engage in self-chosen creative writing
Time
Procedures Followed:
Materials/
Text
References
5
Journal: Complete Character Facebook Page and Explain Theme Sticky Notes
Minutes
30
Creative Writing:
Minutes Writing: Using the character maps, Journals, Annotations and other
Writing
Utensil,
Assignments the students will write responses from the unit we are going to do Paper,
some creative writing using the voice of a character. Writing will be 2-3
Portfolio,
paragraphs. Students can choose their writing projects from the following
Book,
activities and will have all class periods to work on this writing project. The list Assignment
of options is attached.
(Attached)
They will have 10 minutes to brainstorm and plan, and 20 minutes to write their
papers.
20
Peer Editing: Once the students finish their drafts, they can get with a partner
Minutes to edit their paper. The students will be given a editing checklist to work with.
I will let the students know when they should begin to peer edit, but allow
them more time if they are still working on their papers. Once they finish peer
editing they can begin to finish the final copy of their work.
Homework: Complete Creative Writing Activity
Peer Editing
Checklist
(Attached)
Name______________________
Date___________
Use one of the following prompts to work with. You can use the bottom of
this paper to brainstorm and plan out your paper. Remember to keep in
mind your audience, purpose and context. Use your journals, annotations,
notes and any other assignments to help you get ideas and guide your
writing. Once you’re ready, start drafting on a separate piece of paper.
Your piece should be at least 2-3 paragraphs.
1.
2.
3.
4.
5.
6.
7.
Create a list of rules for the island in the voice of your character.
Write a letter to Mum or dad from the island
Create an inner monologue ( ex jack about Ralph and Ralph about Jack)
Write a Dear Diary entry
Write and addition to one of the chapters
Write a dream your character may have had
Write a newspaper article about the crash and a missing plane, or the rescue, or the
homecoming of the boys.
8. Write an obituary or eulogy for the imagined death of your character
Peer Editing Checklist
Student Writer: (author of the work being reviewed) _____________________________
Writing assignment: _______________________________________________________
Peer editors DO NOT correct the errors in the author’s work. They provide feedback
and suggestions for revision of the work through this form and through their
constructive comments.
Needs
attentio
n
1
The opening grabs the attention of
the audience and sparks interest.
2 The topic is clear.
3 The reader follows along without
getting lost.
4 The beginning, middle, and ending
are tied together.
5 Details, sensory images, and
character voices colour the writing.
6 The words used are appropriate
and clear.
7 There is resolution in the ending or
an appropriate end point.
8 The sentences vary in length and
structure.
9 The sentences flow, moving from
one to the next.
1 There are only a few minor errors
0 in grammar, punctuation, or
spelling.
Other helpful comments:
Signed:
Good
work
Very
stron
g
Suggestions / Concerns / Problems
Subject: English II
Grade: 10th
Date: October 28th
Semester: 1st
Students will engage in:
X Independent activities __ Pairing __ Centers __ Cooperative learning
X Hands-on __ Lecture __ Peer tutoring X Whole group instruction
__ Visuals __ Technology integrations __ Simulations X Project
Incorporates:
X A Marzano Strategy
Standards/Objective Met:
X One of Gardner’s intelligences
X Blooms Taxonomy
CCSS.ELA-LITERACY.L.9-10.4.D Verify the preliminary determination of the meaning of a word or phrase.
CCSS.ELA-LITERACY.L.9-10.5 Demonstrate understanding of figurative language, word relationships, and nuances in
word meanings.
CCSS.ELA-LITERACY.L.9-10.5.A Interpret figures of speech in context and analyze their role in the text.
CCSS.ELA-LITERACY.L.9-10.6 Acquire and use accurately general academic and domain-specific words and phrases,
sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence
in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.
CCSS.ELA-LITERACY.L.9-10.3 Apply knowledge of language to understand how language functions in different
contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.
CCSS.ELA-LITERACY.L.9-10.3.A Write and edit work so that it conforms to the guidelines in a style manual
appropriate for the discipline and writing type.
CCSS.ELA-LITERACY.W.9-10.4 Produce clear and coherent writing in which the development, organization, and style
are appropriate to task, purpose, and audience.
Class Objective: Students will review the novel through constructing their own study guides
Time
Procedures Followed:
Materials/
Text References
5 min. I will give the students a handout that contain the elements of a
“Creating a
Study Guide for them to review. I will go over each element with
study guide”
them to make sure they understand
handout
(attached)
50
Using annotations and vocab create a study guide for the book I
Study Guide
minutes will have the study begin to create their own study guide’s for
Checklist
Lord of the Flies. I will give them a checklist of all the things that (Attached),
must be included in their study guides.
book, portfolios,
annotations,
paper, writing
utensils
Homework: Complete study guide
Subject: English II
Grade: 10th
Date: October 29th
Semester: 1st
Students will engage in:
X Independent activities __ Pairing
__ Centers
__ Cooperative learning
__ Hands-on __ Lecture __ Peer tutoring __ Whole group instruction
__ Visuals __ Technology integrations __ Simulations X Project X Other
Incorporates:
A Marzano Strategy
Standards/Objective Met:
X One of Gardner’s intelligences
X Blooms Taxonomy
CCSS.ELA-LITERACY.RI.9-10.2Determine a central idea of a text and analyze its development over the course of the
text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
CCSS.ELA-LITERACY.RI.9-10.3 Analyze how the author unfolds an analysis or series of ideas or events, including the
order in which the points are made, how they are introduced and developed, and the connections that are drawn between
them.
CCSS.ELA-LITERACY.RI.9-10.7 Analyze various accounts of a subject told in different mediums, determining which
details are emphasized in each account.
CCSS.ELA-LITERACY.W.9-10.1.C Use words, phrases, and clauses to link the major sections of the text, create
cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s)
and counterclaims.
CCSS.ELA-LITERACY.W.9-10.1.D Establish and maintain a formal style and objective tone while attending to the
norms and conventions of the discipline in which they are writing.
CCSS.ELA-LITERACY.W.9-10.2.C Use appropriate and varied transitions to link the major sections of the text, create
cohesion, and clarify the relationships among complex ideas and concepts.
CCSS.ELA-LITERACY.W.9-10.2.D Use precise language and domain-specific vocabulary to manage the complexity of
the topic.
Class Objective: Students will read and write their own reviews of the novel
Time
Procedures Followed:
10 min.
Read different reviews of Lord of the Flies
10
Explain elements of Literary reviews
minutes
30
I will then have the students brainstorm and begin to write their own review. I will
minutes tell them to be honest – if you didn’t like it explain why – comment on the quality of
writing
I will get them a handout to help guide their writing if they need help.
Homework: Finish draft of review
Materials/
Text References
2 Reviews
What is a
Review
(attached)
Guiding
Handout
(Attached)
'If you like your books to have gripping and believable characters with a plot second to none, then Lord of the
Flies is for you'
"Which is better – to have rules and agree, or to hunt and kill?"
Lord of the Flies isn't your average book, I have to say. Being a reader who loves to dig into books of
adventure and mystery genres, upon picking up this book I thought it would be a normal adventure book; the
blurb certainly seemed to suggest this. A predictable setting for a story: a deserted island suddenly inhabited by
a group of reckless school boys. It's the perfect recipe for an adventure book like any other. Except...it's not
like any other.
Allow me to briefly explain the tantalising plot. Set in an unspecified war period, a plane crashes, leaving a
group of schoolboys stranded on a desert. Shocking, but not that unbearable. After all, the young boys' dreams
have come true: who wouldn't want a whole island to play on all day without any nagging from the Adults?
The unlikely protagonists are the fair haired Ralph and his side-kick, appropriately named Piggy. Without any
adults, the boys realise that a leader must be elected in order to make sure that everyone has fun and doesn't act
unkindly (except to Piggy of course, teasing Piggy is perfectly okay). Ralph ends up being elected due to his
leadership skills and popularity with the rest of the boys. Ralph befriends a choirboy called Jack, who turns out
to be the antagonist in this story. Both boys grow to loathe each other as the days pass, with Jack getting
hungrier for power. Soon, what was initially thought of as a blissful escape from the Adult World quickly
develops into something more sinister and unsettling.
Now when I talk about protagonists and antagonists, it's really hard to truly define who they are, for you see,
Lord of the Flies isn't just a book about boys becoming independent. It holds a deeper, more subtle meaning to
it, making the reader question what it really means to be immoral and the true meaning of evil. All the time, the
reader is questioning Ralph, Piggy, Jack and the other schoolboys' decisions and actions, until it comes to a
point when the reader is unable to take in what has happened. Innocence is lost and life for the boys will never
be the same again.
Although the book spans a few months, fortunately it does not feel rushed. Every chapter leaves you hungry
for more. I think the thing that makes Lord of the Flies so successful is the way William Golding manages to
drop subtle hints in the story, straight from the beginning, and they become more apparent as the book
progresses, and actions turn from worse, to what could only be described as barbaric and bloody. I also
appreciate how the development of Ralph is made evident to the reader. Ralph is portrayed as having blonde
hair and blue eyes, the perfect recipe for innocence. He is arrogant and care free and the prospect of having a
whole island to himself is certainly appealing. However, as time passes by, and things go out of hand, Ralph
matures and realises life is not all about how many friends you have and how popular you are, nor is it - sigh about having fun. On the outside Lord of the Flies may appear to be simply a story about boys trying to live on
a deserted island, but reading between the lines will allow the reader to understand and appreciate the dark
hints that make this story truly exciting and magnificent in every respect.
I would recommend this book to teenagers, both boys and girls, who want to try something...different, to say
the least. Teenagers who like adventure and mystery should certainly try this classic. In other words, if you're
the one for romance and happy endings, look elsewhere. But if you like your books to have gripping and
believable characters with a plot second to none, then Lord of the Flies is for you. I can promise you that you'll
finish the book, left with a new and fresh outlook on the world around you and perhaps a thought as to what
exactly Lord of the Flies is about. Indeed its inner meaning is very dark, making the reader wonder how thin
the line between good and evil really is.
Aiman.A
Tuesday 24 January 2012 04.00 EST
Review from The Gardian
Review: Lord of the Flies by William Golding
Suddenly, pacing by the water, he was overcome with astonishment. He found himself
understanding the wearisomeness of this life, where every path was an improvisation
and a considerable part of one’s waking life was spent watching one’s feet. He stopped,
facing the strip, and remembering that first enthusiastic exploration as though it were
part of a brighter childhood, he smiled jeeringly.
(from Lord of the Flies, page 76)
William Golding’s Lord of the Flies, published in 1954, is another book added to my
“better late than never” list. The Girl (age 12) read this book in her reading class just
before school ended and loved it, so she insisted I needed to read it, too. (She was
thoughtful to gush about it with no spoilers, but that meant she was saying “Hurry up
and finish it already” to me about every five minutes! I wish I could’ve included more
of her thoughts in this review, but with rugby, summer camp, and summer reading,
she’s been extremely busy. She did tell me that she’d rate it a 4.5/5 though.)
The novel is about a group of British schoolboys stranded on an uninhabited island after
their plane is shot down during a war. The plane crash and the immediate aftermath
are not described; the book opens with two of the boys, Ralph and Piggy, discovering a
lagoon, fishing a conch shell out of the water, and using it to call a gathering of the
other survivors.
Once joined by the charismatic Jack and his fellow choirboys/followers, Ralph is elected
chief and attempts to create some sort of order to ensure their survival and
rescue. Ralph and Jack butt heads about what needs to be done; Ralph thinks a fire
and smoke signal are most important so they can be rescued, while Jack is focused on
hunting wild pigs for meat.
Without adults, the boys adopt a carefree attitude, swimming, playing, eating fruit, and
much to Ralph’s dismay, ignoring the fire and refusing to help build shelters. It’s not
long before fear of an unseen “beast” and a thirst for power threaten the order Ralph
has tried so hard to maintain.
Lord of the Flies is well written, although I admit I was bored by the endless
descriptions of the island’s topography and quite glad each time the narrative shifted
back to the interactions between the boys. While several of the boys are named (and
many more are not), the novel focuses mainly on Ralph, the voice of reason; Piggy, a
symbol of wisdom and humanity, despite his outcast status and weaknesses; Jack,
strong and charismatic but also the most primal; and Simon, the protector of the
youngest boys on the island. Golding did a great job making the characters interesting
and unique and showing how the different, strong personalities clashed.
From what I’d heard about this book over the years, I expected it to be dark, but I had
no idea how sinister and even shocking it would be! I also didn’t expect it to be so
thought-provoking, so full of symbolism, and so eerily believable. I especially love how
a book this deep is geared toward young adults; The Girl enjoyed telling me what
they’d talked about in class, and I can’t remember her ever dissecting a book so
thoroughly before.
Lord of the Flies is not for the faint of heart. There are gruesome, brutal scenes that
cause you to think long and hard about human nature. It’s a novel about the loss of
innocence and humanity, how easy it could be for people to revert to a wild, savage
state without an authority figure and the confines of society. Golding also shows how
power can be misused and how order can easily turn into chaos. It’s not the kind of
adventure novel I was expecting, and I wasn’t completely satisfied with the ending, but
it’s a novel that will haunt me for a very long time.
by Anna Horner
http://diaryofaneccentric.wordpress.com/2013/07/19/review-lord-of-the-flies-by-william-golding/
What is a Book Review?
A review is a critical evaluation of a text.
Above all, a review makes an argument. The most important element of a
review is that it is a commentary, not merely a summary. It allows you to enter
into dialogue and discussion with the work’s creator and with other audiences.
You can offer agreement or disagreement and identify where you find the work
exemplary or deficient in its knowledge, judgments, or organization. You should
clearly state your opinion of the work in question, and that statement will
probably resemble other types of academic writing, with a thesis statement,
supporting body paragraphs, and a conclusion.
Typically, reviews are brief. In newspapers and academic journals, they
rarely exceed 1000 words, although you may encounter lengthier assignments
and extended commentaries. While they vary in tone, subject, and style, they
share some common features:
-a review gives the reader a concise summary of the content. This
includes a relevant description of the topic as well as its overall perspective,
argument, or purpose.
-a review offers a critical assessment of the content. This involves your
reactions to the work under review: what strikes you as noteworthy, whether or
not it was effective or persuasive, and how it enhanced your understanding of
the issues at hand.
-a review often suggests whether or not the audience would appreciate it.
What follows is a series of questions to focus your thinking as you dig into
the work at hand. Don’t feel obligated to address each of the questions; some
will be more relevant than others to the book in question.
-What is the thesis—or main argument—of the book? If the author
wanted
you to get one idea from the book, what would it be? How does it compare or
contrast to the world you know? What has the book accomplished?
-What exactly is the subject or topic of the book? Does the author
cover the
subject adequately? Does the author cover all aspects of the subject in a
balanced fashion? What is the approach to the subject (topical, analytical,
chronological, descriptive)?
-How does the author support her argument? What evidence does she
use
to prove her point? Do you find that evidence convincing? Why or why not?
-Does any of the author’s information (or conclusions) conflict with
other
books you’ve read, courses you’ve taken or just previous assumptions you had
of
the subject?
-How does the author structure her argument? What are the parts that
make up the whole? Does the argument make sense? Does it persuade you?
Why
or why not?
-How has this book helped you understand the subject? Would you
recommend the book to your reader?
Introduction
Since most reviews are brief, many writers begin with a catchy quip or anecdote that
succinctly delivers their argument. But you can introduce your review differently
depending on the argument and audience.
Should include:
The name of the author and the book title and the main theme.
Relevant details about who the author is and where he/she stands in the genre or field
of inquiry. You could also link the title to the subject to show how the title explains the
subject matter.
The context of the book and/or your review. Placing your review in a framework that
makes sense to your audience alerts readers to your “take” on the book.
The thesis of the book. Identifying the book’s particular novelty, angle, or originality
allows you to show what specific contribution the piece is trying to make.
Your thesis about the book.
Summary of content
This should be brief, as analysis takes priority. In the course of making your
assessment, you’ll hopefully be backing up your assertions with concrete evidence
from the book, so some summary will be dispersed throughout other parts of the
review.
The necessary amount of summary also depends on your audience.
Analysis and evaluation of the book
Your analysis and evaluation should be organized into paragraphs that deal with single
aspects of your argument. This arrangement can be challenging when your purpose is
to consider the book as a whole, but it can help you differentiate elements of your
criticism and pair assertions with evidence more clearly.
Given the argument you want to make, you can organize your paragraphs more
usefully by themes, methods, or other elements of the book.
If you find it useful to include comparisons to other books, keep them brief so that the
book under review remains in the spotlight.
Avoid excessive quotation and give a specific page reference in parentheses when you
do quote. Remember that you can state many of the author’s points in your own
words.
Conclusion
Sum up or restate your thesis or make the final judgment regarding the book.
You should not introduce new evidence for your argument in the conclusion. You can,
however, introduce new ideas that go beyond the book if they extend the logic of your
own thesis.
This paragraph needs to balance the book’s strengths and weaknesses in order to
unify your evaluation. Did the body of your review have three negative paragraphs
and one favorable one? What do they all add up to?
http://writingcenter.unc.edu/handouts/book-reviews/
Writing a Review: Getting Started
Introduction: What do you want to argue? How do you feel about the book? What is
your thesis?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
Try to summarize the general idea of the book in one of two sentences:
______________________________________________________________________
______________________________________________________________________
What single aspect do you want to look at?
___________________________________
Evaluate that aspect, what did you learn? What did or didn’t you like? What message
did you get out of it? Why is or isn’t it important?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_______
Now sum all that up. Make your final remark: what were the books strength and
weaknesses? Tell me how ya really feel.
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
________
Subject: English II Students will engage in:
Grade: 10th
X Independent activities X Pairing
__ Centers
__ Cooperative learning
th
Date: October 30
__ Hands-on __ Lecture X Peer tutoring
__ Whole group instruction
st
Semester: 1
__ Visuals __ Technology integrations __ Simulations X Project __ Other
Incorporates:
A Marzano Strategy
X One of Gardner’s intelligences
X Blooms Taxonomy
Standards/Objective Met:
CCSS.ELA-LITERACY.L.9-10.3.A Write and edit work so that it conforms to the guidelines in a style manual
appropriate for the discipline and writing type.
CCSS.ELA-LITERACY.W.9-10.4 Produce clear and coherent writing in which the development, organization, and style
are appropriate to task, purpose, and audience.
CCSS.ELA-LITERACY.W.9-10.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or
trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
CCSS.ELA-LITERACY.W.9-10.10 Write routinely over extended time frames and shorter time frames for a range of
tasks, purposes, and audiences.
CCSS.ELA-LITERACY.L.9-10.2 Demonstrate command of the conventions of standard English capitalization,
punctuation, and spelling when writing.
Class Objective: Students will peer review and prepare for their exam
Time
Procedures Followed:
15
I will have the students pair up for peer edit review sessions. I will give them
Minutes. a list of things to look for.
30
Minutes
Once the students are finished peer reviewing I’ll have the students write up
final draft.
10
Minutes
For the remainder of the class I’ll allow the students to work on, organize and
complete their portfolios. I will remind the students that their portfolio is a
major part of their grade, and they must have all its contents and every
assignment it in must be completed.
Materials/
Text
References
Student
reviews,
Checklist
(attached)
writing utensil
Review, paper,
writing utensil
Portfolio
Homework Given: Homework: Organize and Prepare portfolio to be turned in. Review for Final
Assessment
Peer Editing Checklist: Book Review
Student Writer: (author of the work being reviewed) _____________________________
Writing assignment: _______________________________________________________
Needs
attention
1
The opening grabs the
attention of the audience and
sparks interest.
2
The thesis is clear.
3
The reader follows along
without getting lost.
Clear introduction.
4
5
6
7
8
9
1
0
Concise summary and
assessment of content.
Analysis and evuluation of the
book is well thought out
Clearly makes a suggestion to
the reader about the work.
Content is well balance.
The sentences flow, moving
from one to the next.
There are only a few minor
errors in grammar,
punctuation, or spelling.
Other helpful comments:
Signed:
Good
work
Very
stron
g
Suggestions / Concerns /
Problems
Subject: English II
Grade: 10th
Date: October 31st
Semester: 1st
Students will engage in:
X Independent activities __ Pairing
__ Centers
__ Cooperative learning
__ Hands-on __ Lecture __ Peer tutoring __Whole group instruction
__ Visuals __ Technology integrations __ Simulations __ Project X Other
Incorporates:
A Marzano Strategy
Standards/Objective Met:
X One of Gardner’s intelligences
X Blooms Taxonomy
CCSS.ELA-LITERACY.W.9-10.3 Write narratives to develop real or imagined experiences or events using effective
technique, well-chosen details, and well-structured event sequences.
CCSS.ELA-LITERACY.W.9-10.3.B Use narrative techniques, such as dialogue, pacing, description, reflection, and
multiple plot lines, to develop experiences, events, and/or characters.
CCSS.ELA-LITERACY.W.9-10.3.C Use a variety of techniques to sequence events so that they build on one another to
create a coherent whole.
CCSS.ELA-LITERACY.W.9-10.3.D Use precise words and phrases, telling details, and sensory language to convey a
vivid picture of the experiences, events, setting, and/or characters.
CCSS.ELA-LITERACY.W.9-10.3.E Provide a conclusion that follows from and reflects on what is experienced,
observed, or resolved over the course of the narrative.
CCSS.ELA-LITERACY.L.9-10.2 Demonstrate command of the conventions of standard English capitalization,
punctuation, and spelling when writing.
CCSS.ELA-LITERACY.L.9-10.3 Apply knowledge of language to understand how language functions in different
contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.
Class Objective:
Time
5 min.
Procedures Followed:
Materials/
Text
References
Class Starter: Review for Lord of the Flies end of unit exam
40
I will pass out the final assessment to the students and read the directions aloud. I
Minutes will keep time on the board to they can plan and write according. If the students
finish early they will be allowed to have free silent reading time.
These times are just suggestions to help the students use their time wisely, they do
not need to pace themselves at the times I give them.
Brainstorming – I will mark 35 minutes left on the board
Planning – I will mark on the board 30 minutes and again 25 minutes left on the
board
Writing – I will mark the board when 20 minutes left on the board
Review – I will mark 10 minutes left on the board
Final Exam
(Attached)
Paper, writing
utensil
5
At the end of the class period I will have the students turn in their final portfolios
minutes
Homework Given: 10,000 WORD ESSAY ON GOLDING’S LIFE! Just Kidding! Happy Halloween, Enjoy
your weekend and be safe!
Name______________________
Date__________
Block_____
Final Assessment: Write what you think the book’s major message is. Be
creative – you can write a poem, essay, draw a picture, write a narrative,
letter, song, prologue or epilogue. However - you must reflect thoroughly on
the meaning of the novel and provide evidence and examples from the text
(paraphrase) and the activities from class to support your answer. Use this
sheet of paper to brainstorm and plan your work. Remember, your final
product should reflect the message of Lord of the Flies. Conduct your final
piece on a separate sheet of paper. You will need to turn in this sheet along
with your final product.