Lord of the Flies
What does it mean to be civilized?
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Common Core State Standards in Lord
of the Flies
Key Ideas and Details
• 10.RL.1 Cite strong and thorough textual evidence to support
analysis of what the text says explicitly as well as inferences
drawn from the text.
• 10.RL.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.
• 10.RL.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.
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Common Core State Standards in Lord
of the Flies
Craft and Structure
•10.RL.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 (e.g., how the language
evokes a sense of time and place; how it sets a formal or informal tone).
•10.RL.5 Analyze how an author’s choices concerning how to structure a text,
order events within it (e.g., parallel plots), and manipulate time (e.g., pacing,
flashbacks) create such effects as mystery, tension, or surprise.
•10.RL.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.
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Common Core State Standards in Lord
of the Flies
Integration of Knowledge and Ideas
•10.RL.7 Analyze the representation of a subject or a key scene in two
different artistic mediums, including what is emphasized or absent in each
treatment
•10.RL.9 Analyze how an author draws on and transforms source material in a
specific work (e.g., how Shakespeare treats a theme or topic from Ovid or the
Bible or how a later author draws on a play by Shakespeare). [allusions and
inspirations]
Range of Reading and Level of Text Complexity
•10.RL.10 By the end of grade 10, read and comprehend literature, including
stories, dramas, and poems, at the high end of the grades 9–10 text
complexity band independently and proficiently [without scaffolding].
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Common Core State Standards in Lord
of the Flies
•
10.W.3 Write narratives to develop real or imagined experiences or events
using effective technique, well-chosen details, and well-structured event
sequences.
b. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple
plot lines, to develop experiences, events, and/or characters.
c. Use a variety of techniques to sequence events so that they build on one another to create
a coherent whole.
d. Use precise words and phrases, telling details, and sensory language to convey a vivid
picture of the experiences, events, setting, and/or characters.
•
10.W.9 Draw evidence from literary or informational texts to support
analysis, reflection, and research.
a.Apply grades 9–10 Reading standards to literature (e.g., “Analyze how an author draws on
and transforms source material in a specific work [e.g., how Shakespeare treats a theme or
topic from Ovid or the Bible or how a later author draws on a play by Shakespeare]”).
•
10.W.10 To write routinely over extended time periods and for shorter
time frames for a range of tasks, purposes, and audiences.
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Common Core State Standards in Lord
of the Flies
•
10. SL.1 Initiate and participate effectively in a range of collaborative
discussions (one-on-one, in groups, and teacher-led) with diverse
partners on grades 9–10 topics, texts, and issues, building on others’
ideas and expressing their own clearly and persuasively.
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.
b. Work with peers to set rules for collegial discussions and decision-making (e.g., informal
consensus, taking votes on key issues, presentation of alternate views), clear goals and
deadlines, and individual roles as needed.
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.
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.
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Common Core State Standards in Lord
of the Flies
• 10.L.1 Demonstrate command of the conventions of standard English
grammar and usage when writing or speaking.
• 10.L.2 Demonstrate command of the conventions of standard English
capitalization, punctuation, and spelling when writing.
• 10.L.4 Determine or clarify the meaning of unknown and multiplemeaning words and phrases based on grades 9–10 reading and content,
choosing flexibly from a range of strategies. (Using context, language
strategies, or available print or online resources.)
• 10.L.5 Demonstrate understanding of figurative language, word
relationships, and nuances in word meanings.
a. Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role
in the text.
b. Analyze nuances in the meaning of words with similar denotations.
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Day 1- Anticipation &
Pre-reading
• Content Goals:
– Elections of Leaders
– Rubric for Leaders
– Final Project Options & Rubric
– Symbolism Mini-Lesson
• Language Goals:
– To respectfully elect leaders for groups, review
expectations for the unit, and discuss symbolism.
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Elections
• We need to nominate twelve leaders who will
represent our class the best academically.
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Peer Teaching Project + Rubric
• The checklist is also your rubric. If you do
everything on the checklist, you will earn full
credit.
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Final Project Options + Rubric
• Take a look at your project options and rubric
sheet.
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Project Option #1
• Historical Context Research: You will research British
history in the early days of the Cold War (1945-1954)
to determine similarities in the current events and
analyze how they became Golding’s inspiration for
LotF. Keep a focus on key characters, themes, and
issues within the plot to fully explore the similarities
between the source material and Golding’s classic
novel. This is an independent project, and the final
draft must represent your best writing skills. MLA
format and citations must be used.
• CCSS 10.W.7 research projects
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Project Option #2
• Source Material Research: You will read Coral Island,
Golding’s inspiration for LotF, and contrast his text
with the original. Keep a focus on key characters,
themes, and issues within the plot to fully explore the
differences between the source material and
Golding’s classic novel. This is an independent
project, and the final draft must represent your best
writing skills. MLA format and citations must be used.
• Coral Island is available on-line to read for free on
Gutenburg.org
• CCSS 10.RL.9 Transforming source material
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The Coral Island
• The Coral Island was
written by R.M.
Ballantyne in 1857
(about 100 years before
Golding wrote LotF).
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Final Project Rubric
• All projects will be presented to meet Common Core
Standards for Speaking and Listening.
 You are encouraged to enhance your presentation with digital
media (i.e. photos contemporary to 1945-1954 in England) CCSS
10.SL.5
• Look at the rubric and read along.
• You will have class time after the novel is finished to
complete this project.
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L. Frank Baum teaches
symbolism
by layering
meaning in
his
“children’s”
story
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Allegory- a story in which many characters
and events are symbolic
• As you see each
character and setting,
think about its role in
the story. Try to guess
what its deeper
meaning is – what it
represents.
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Sepia to Color
• Why does the color
change from sepia (not
quite black and white)
to color? When does it
change? What does
that represent?
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The Yellow Brick Road
• Why yellow bricks?
What are the bricks
made of?
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Ruby (Silver) Slippers
• The slippers were silver
in the novel by L. Frank
Baum but changed to
ruby for the Technicolor
movie. Why silver? Why
ruby?
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The Gold Standard
• The gold standard is a monetary system in which the value of
gold determines the value of money. Each unit of currency
represents a certain amount of gold. In the United States, the
gold standard was adopted during the 1870s. Although a
bimetallic (gold and silver) system had been used before the
Civil War, this system changed when the silver dollar was
dropped in 1873. Laws allowed for free and unlimited coinage
of gold, meaning that people could take their gold and have it
made into coins based on its weight and value. The Gold
Standard Act of 1900 made the gold standard official.
• Not everyone was content with the gold standard. Many
groups, such as farmers and other rural workers, believed that
the gold standard was a means for maintaining.....
(http://www.bookrags.com/studyguidewonderfulwizardoz/hist.html)
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The Emerald City
• Why emerald? Why not
rubies, diamonds, or
gold?
• What does green tend
to represent in our
culture?
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The Wicked Witch
• What does evil look
like?
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The Wizard
• Pay no attention to the
man behind the curtain!
Why?
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Glenda the Good Witch
• What does good look
like?
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Toto
• What purpose does the
dog serve? Why a little
dog?
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The Cowardly Lion
• The only character with
an adjective in his
name. Why?
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The Munchkins
• Why Munchkins?
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The Scarecrow
• If I only had a brain.
Who does the
scarecrow represent?
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The Tin Man
• A man made of tin
because his limbs were
chopped off while
cutting wood. Who
does he represent?
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Flying Monkeys
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Day 1 Review & Assessment
• What is symbolism?
• How do you predict symbolism will be used in
this novel?
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Pre-reading Goals- Day 2
• Content Goals- We will take a look at our question
“What does it mean to be civilized?” to set the tone
for our new novel Lord of the Flies. We will make
inferences, compare & contrast, and examine the
author’s purpose.
• Language Goals- We will look at a famous painting
and “read” it like a literary text, write answers to
some questions, and discuss answers respectfully. We
will also take notes on literary terms and characters’
names.
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Considering all the visual cues Pablo Picasso gives in his
painting, Guernica, what inferences can you make about the
setting? Cite five or more details from this visual text in your
answer.
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Compare/Contrast these two settings.
Discussion Points:
•
•
•
•
2 Similarities
1 Difference
1 Prediction
Artist’s Purpose
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Agree or Disagree? (Nuance)
• Being stranded on a
tropical island would be
paradise.
• Children can naturally
organize themselves.
• Our environment can
greatly impact the course
of our lives.
• Leaders rarely dominate
weaker people.
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• People tend to follow a
charismatic leader.
• People often misjudge
things they don’t
understand.
• Children act differently
from grown-ups.
• There is usually a clear-cut
winner in conflicts.
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Question & Answer Survey
1.
2.
3.
4.
5.
6.
If this English class were put on a deserted, tropical
island, what would happen?
When you watch little kids play together, are they
nice to each other?
What is the cruelest, meanest thing you’ve ever
done?
Have you ever been hunting? Why? If so, did you kill
anything, and how did that feel?
Have you ever shot anyone/anything in a video
game? How did that feel?
Have you ever been alone, outside, in the dark?
How did it feel?
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Literary Elements – review
take notes on these terms
•
•
•
•
•
•
Allegory
Symbols
Symbolism
Static character
Dynamic character
Irony
– Situational irony
• Theme
–
–
–
–
Good versus evil
Innate innocence
War & military versus peace
Law & order versus chaos
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Pre-Reading Day 3
• Content Goals
•
•
•
•
•
Characters’ Names
Author’s Biography
Author’s Purpose
Coral Island
Start chapter 1
• Language Goals
• To read selections from The Coral Island and
discuss how they may have annoyed the author.
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“Kyrie Eleison” Kyr´i`e e`lei´son
These are the lyrics of the song sung and background music
throughout the film version we will watch in class.
• n. & inter 1. (R. C. Ch.) Greek words, meaning
"Lord, have mercy upon us," used in the Mass,
the breviary offices, the litany of the saints,
etc. 2. The name given to the response to the
Commandments, in the service of the Church
of England and of the Protestant Episcopal
Church.
• http://www.webster-dictionary.net/definition/Kyrie%20eleison
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Name Meanings
• Each of the main characters in this novel has
symbolic meaning. You can tell a bit about
each boy based on the meaning of his name.
• Please take notes.
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Ralph
• Derived from the
Anglo-Saxon word for
“council”
(government)
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Jack
• Derived from Hebrew
name Jacob which
means “supplanter”
or “one who takes
over”
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Piggy
• His mean nickname
(doesn’t even rate
being called by his real
name).
• Pigs, by the way, are the
only animal to hunt on
the island.
• He is often vulnerable,
reduced in importance,
and not respected
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Simon
• Derived from Hebrew
name Shim’on which
means “one who
listens” or “one who
observes”
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Sam & Eric = Samneric
• Identical twins who
are always together
• What could this
symbolize?
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Roger
• “famous with a spear”
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Littluns
• A name for all the
little children –
mostly whose
names we never
learn.
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William Golding, Author
• Born in 1911, Golding was the son of an English schoolmaster, a
many-talented man who believed strongly in science and rational
thought. Golding often described his father's overwhelming
influence on his life. The author graduated from Oxford University
in 1935 and spent four years (later described by Golding as having
been "wasted") writing, acting, and producing for a next small
London theater. Golding himself became schoolmaster for a year,
after marrying Ann Brookfield in 1939 and before entering the
British Royal Navy in 1940.
• From an unknown schoolmaster in 1954, when Lord of the Flies
was first published…. In 1983 he was awarded the Nobel Prize in
Literature…. Golding died of a heart attack in 1993.
• http://www.monmouth.com/~literature/LOTF/student/Bio.htm
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Author’s Purpose
• “…finally getting the idea for Lord of the Flies after reading
a bedtime boys adventure story [The Coral Island (1857)
by R.M. Ballantyne] to his small children. Golding
wondered out loud to his wife whether it would be a good
idea to write such a story but to let the characters
‘behave as they really would.’ His wife thought that
would be a ‘first class idea.’ With that encouragement,
Golding found that writing the story, the ideas for which
had been germinating in his mind for some time, was
simply a matter of getting it down on paper.”
• http://www.monmouth.com/~literature/LOTF/student/Bio.htm
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Chapter 1 – The Sound of the Shell
• Content (Reading) Goal- We
will make inferences,
compare/contrast, and draw
conclusions while actively
reading Lord of the Flies.
• Language Goal- 10.W.9 use
textual evidence to support
analyses; 10.SL.1 engage in
collaborative discussions;
10.L.1-2 demonstrate
command of English
conventions
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Small Group Norms based on Common
Core Standards •
10. SL.1 Initiate and participate effectively in a range of collaborative
discussions (one-on-one, in groups, and teacher-led) with diverse
partners on grades 9–10 topics, texts, and issues, building on others’
ideas and expressing their own clearly and persuasively.
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.
b. Work with peers to set rules for collegial discussions and decision-making (e.g., informal
consensus, taking votes on key issues, presentation of alternate views), clear goals and
deadlines, and individual roles as needed.
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.
d. Propel conversations by posing and responding to questions , and, when warranted,
qualify or justify their own views and understanding and make new connections in light of
the evidence and reasoning presented.
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Small Group Norms – 2nd period
1.
2.
Come to discussions prepared = be ready to talk about what you
read (read, listen while others read, do your worksheet)
Work with peers to set rules for collegial discussions and decisionmaking=
1.
2.
3.
3.
4.
don’t be cranky
Stay on task
Don’t talk over other people
Propel conversations by posing and responding to questions = focus
on topic or group taskmaster will get you back on task
Propel conversations by posing and responding to questions =
respectful disagreements need a statement of “that’s okay for you,
but…” If the group needs to agree unanimously, the outlier needs to
be convinced by the others
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Small Group Norms – Period 5
1.
2.
Come to discussions prepared = must read the chapter and pay attention in
class, must have completed the worksheet; if you don’t prepare, you can’t
get the points the group earns working together
Work with peers to set rules for collegial discussions and decision-making=
1.
2.
3.
4.
5.
6.
3.
4.
Members can only talk if the “president” allows them
Scribe or secretary roles must be assigned.
Everyone must participate and do their part (or they don’t get credit, see rule #1)
Students who don’t listen and participate won’t get their group to repeat answers.
Groups who are not productive will be broken-up; members will work alone silently
Don’t touch each other.
Propel conversations by posing and responding to questions = encourage
group-mates to participate; when you’re frustrated, if you don’t have
anything nice to say, don’t say anything at all
Propel conversations by posing and responding to questions = use textbased evidence to persuade outliers, with opinions: give reasons and
respect each other
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Small Group Norms – Period 6
1.
2.
Come to discussions prepared = be prepared with supplies and book, have
read the chapter, pay attention/read along in class, do the worksheet; peers
who aren’t up to speed need to read silently; the group will not share
answers with the unprepared members
Work with peers to set rules for collegial discussions and decision-making=
1.
2.
3.
4.
5.
3.
4.
The group disciplines each other; detentions may be given.
Elect a smart person to be your group’s “president”
Don’t disrupt reading or group work time
No copying answers; copying is cheating. Your answers need to be in your own words.
Slackers won’t get group help (see rule #1)
Propel conversations by posing and responding to questions = motivate group
members to participate; bring quiet group members out of their shells
Propel conversations by posing and responding to questions = settle group
disagreements with text-based evidence; find polite ways to show you
disagree
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Small Group Norms
1.
2.
3.
4.
Come to discussions prepared =
Work with peers to set rules for collegial discussions and decisionmaking=
Propel conversations by posing and responding to questions =
Propel conversations by posing and responding to questions =
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Small Group Norms – Period 1
1.
2.
Come to discussions prepared = read what you’re supposed to.
When we’re reading in class, pay attention. When you have to read
at home, do it! Do your worksheet.
Work with peers to set rules for collegial discussions and decisionmaking.
1.
2.
3.
4.
3.
4.
Respect everyone’s opinion
Don’t be disruptive.
See rule #1; if you don’t help, you don’t get graded.
Have orderly participation. Include everyone.
Propel conversations by posing and responding to questions =
everyone participates. See rule 2.3
Propel conversations by posing and responding to questions = think
before you speak
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Vocabulary (LC04)
• “They were twins, and the eye was shocked
and incredulous at such cheery duplication”
(19). (2pts)
• Define from context not dictionary:
• Explanation for definition based on context:
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Language Practice
• Piggy seamed to be the most intelligent Jack
was the natural leader but Ralph was the most
attractive and also possessed the conch (2 pts)
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Using Modern Language Association (MLA)
formatted parenthetical citations
• When you answer CAT questions, your evidence must come
from the text. It’s best if you quote at least one of your
details (and paraphrase the other. Here’s how:
We can infer that Piggy would be a great leader because he
suggests how Ralph should lead from the start. He told Ralph
to call the meeting, and he told Ralph how to blow the conch
and said, “You try, Ralph. You’ll call the others” (16).
• Notice that the quote is blended into the sentence.
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CAT Questions Restate the question in your answer and write
complete sentences. Cite very specific details from the text as evidence.
(9 pts)
1. (LC03) What is the most likely reason that Jack
assumes he should be elected chief? Provide two
details from chapter 1 to support your answer.
2. (LA06) What are two differences between Piggy
and Ralph? Include information from chapter 1 in
your answer.
3. (LT10) One conclusion a reader can draw from this
chapter is that the conch represents leadership.
Provide two details from the chapter to support
this conclusion.
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Soundtrack Song
• What song do you think is perfect for this
chapter?
• Who performs it?
• Why do you think it’s perfect for this chapter?
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Multiple Intelligence Activity
• In this chapter, Jack and the boys try to dominate the island by
mapping and exploring it (man versus nature). Draw a map of
the island based on the descriptions of chapter 1. (10 details
for 5 pts)
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Multiple Intelligence Activity
• In this chapter, Jack and the boys try to dominate the island by
mapping and exploring it (man versus nature). Draw a map of
the island based on the descriptions of chapter 1. (10 details
for 5 pts)
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Positive Profile: Ralph
•
•
•
•
•
•
•
Strengths:
Hobbies:
Physical Description:
Actions & Words of Character:
Smartest Action Performed:
Questionable Actions:
Positive Statement About the Character:
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Spongebob Squarepants
“Club Spongebob”
How do you think the makers
of Spongebob transformed the
source material in LotF?
10.RL.9 Analyze how an
author draws on and
transforms source material in
a specific work (e.g., how
Shakespeare treats a theme or
topic from Ovid or the Bible
or how a later author draws
on a play by Shakespeare).
[allusions and inspirations]
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Chapter 2- Fire on the Mountain
• Content Goal- We will make
inferences, recognize conflict,
and draw conclusions while
actively reading Lord of the
Flies.
• Language Goal- 10.W.9 use
textual evidence to support
analyses; 10.SL.1 engage in
collaborative discussions;
10.L.1-2 demonstrate
command of English
conventions
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Vocabulary (LC04)
• There was no laughter at all now and more
grave watching. Ralph pushed both hands
through his hair and looked at the little boy
in mixed amusement and exasperation (36).
(2 pts)
• Define from context not dictionary:
• Explanation for definition based on context:
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Language Practice (Ch 2)
all Ralph had to do was waive the conch, and
the other’s wood listen. He told them his dad is
in the navy and most islands are mapped, so
they’ll be found soon (3 pts)
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CAT Questions Restate the question in your answer and write
complete sentences. Cite very specific details from the text as evidence.
(9 pts)
1. (LC03) Explain how the beastie was important to
the boy with the birthmark. Support your
answer with two details from the chapter.
2. (LA05) How does Jack contribute to the conflict
in chapter 2? Include two details from the
chapter in your answer.
3. (LT10) At the end of the chapter, what
conclusion can the reader draw about the little
boy with the birthmark? Provide two details
from chapter 2 to support the conclusion.
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Multiple Intelligence Activity
• Ironically, these boys are free of teachers and rules, but one of their
first concerns is making up rules for meetings and using the conch.
List their rules for the conch and meetings. (3 pts)
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Soundtrack Song
• What song do you think is perfect for this
chapter?
• Who performs it?
• Why do you think it’s perfect for this chapter?
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• Fire
Logographic Cues
•
A logographic cue is a simple symbol or
picture (or logo) that acts as a visual
reminder of an important literary
element in a text, thereby providing a
support for students as they read. It
assists the reader in visualizing
characters, setting, and motifs
throughout the novel.
(http://www.allamericareads.org/lesso
nplan/wyw/during/logocues.htm)
• Ralph
• Rescue
• Simon
• the Beastie
• Food
• Piggy
• Hunting
• Jack
• Law & order
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Chapter 3- Huts on the Beach
• Content Goal- We will summarize,
recognize conflict, and make
inferences about the author’s
purpose while actively reading
Lord of the Flies.
• Language Goal- 10.W.9 use textual
evidence to support analyses;
10.SL.1 engage in collaborative
discussions; 10.L.1-2 demonstrate
command of English conventions
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Vocabulary (LC04)
• “We want meat—“ “And we don’t get it.”
Now the antagonism was audible. “But I
shall! Next time! I’ve got a barb on this
spear!” (51). (2 pts)
• Define from context not dictionary:
• Explanation for definition based on context:
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Language Practice
• Ralph is fed up with meatings because he calls
a meeting the boys all attend and decide to
build a jet or something ridiculous. They work
for about 5 minutes before running of to play
(2 pts)
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CAT Questions Restate the question in your answer and write
complete sentences. Cite very specific details from the text as evidence.
(9 pts)
1. (LC02) Write a summary of the shelter building. Include three
main details from chapter 3 in your answer.
2. (LA05) How do Jack and his choir contribute to the conflict in
chapter 3? Include two details from the chapter in your
answer.
3. (LT08) What is the author’s purpose for writing the last
paragraph of the chapter including, “The candle-buds
opened their wide white flowers glimmering under the light
that pricked down from the first stars. Their scent spilled out
into the air and took possession of the island.” Include two
details from chapter 3 in your answer.
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Multiple Intelligence Activity
• Imagine you are stranded on an island with a random
group of students from LHS survivors. Design (sketch)
dream shelters for the LHS survivors using materials
you could find on the island. (5 pts)
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Soundtrack Song
• What song do you think is perfect for this
chapter?
• Who performs it?
• Why do you think it’s perfect for this chapter?
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Jack Character Study
• Click here to see the assignment.
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Bear Grylls’ – Survival School
• Bear kills a snake in
Sumatra
• http://www.youtube.com
/watch?v=sm-m4cMGxp8
• Bear Grylls in Panama
• http://www.youtube.com
/watch?v=iCAEWUpnjdw
&feature=related
• http://www.youtube.com
/watch?v=ZwRO54B8AFs
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Chapter 4- Painted Faces and Long Hair
• Content Goal- We will learn
about allegory, main idea, cause
& effect, and the author’s
purpose while actively reading
Lord of the Flies.
• Language Goal- 10.W.9 use
textual evidence to support
analyses; 10.SL.1 engage in
collaborative discussions; 10.L.1-2
demonstrate command of English
conventions.
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Cotton Bowl 2009 – Texas Tech
• Look at page 64: “The
mask compelled
them on.”
• Watch offensive
linemen 71 and 76 in
this video clip.
– How are 71 and 76
similar to Jack and his
hunters?
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Vocabulary (LC04)
• “Piggy and the parody were so funny that the
hunters began to laugh. Jack felt encouraged.
He went on scrambling and the laughter rose
to a gale of hysteria” (72). (2 pts)
• Define from context not dictionary:
• Explanation for definition based on context:
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Language Practice Ch 4
• Piggy thought the kids smile meant he was
friendly Piggy was an outsider cuz of his
asthma, his spex, and his refusal to due
physical work. (2 pts)
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CAT Questions Restate the question in your answer and write
complete sentences. Cite very specific details from the text as evidence.
(9 pts)
1. (LC01) Chapter 4 shows morality/immorality.
Provide two details from chapter 4 that support
morality/immorality as a theme.
2. (LA07) Explain why (Piggy was yelled at). Include
two details from chapter 4 in your answer.
3. (LT08) The author’s purpose for writing chapter 4
may have been to show Simon’s kindness
compared to other boys. Provide two details from
chapter 4 to support this purpose.
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Literary Terms - Copy definitions to these terms during
discussion and have a working knowledge of these terms to discuss the
novel. (3 pts)
1.
2.
3.
4.
5.
6.
Allegory
Symbols & Symbolism
Static character
Dynamic character
Irony
Theme
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Multiple Intelligence Activity
• The hunters disguise themselves in camouflage and face paint to make
hunting easier, but the disguises also allow them to act free of society’s
conventions (right versus wrong). Imagine you are one of the hunters;
draw yourself disguised with the materials available on a tropical island. (3
pts)
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Soundtrack Song
• What song do you think is perfect for this
chapter?
• Who performs it?
• Why do you think it’s perfect for this chapter?
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Four Quadrants
• Lord of the Flies assignments activities.doc
– Page 10
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Chapter 5- Beast from Water
• Content Goal- We will make
predictions, contrast two characters,
and evaluate a character’s
reasoning while actively reading
Lord of the Flies.
• Language Goal- 10.W.9 use textual
evidence to support analyses;
10.SL.1 engage in collaborative
discussions; 10.L.1-2 demonstrate
command of English conventions
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Vocabulary (LC04) Ch 5
• “Fat lot of good we are,” said Ralph. “Three
blind mice. I’ll give up.” “If you give up,” said
Piggy, in an appalled whisper, “what ‘ud
happen to me?” (93). (2 pts)
• Define from context not dictionary:
• Explanation for definition based on context:
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Language Practice Ch 5
• Simon is to shy and in articulate, so when he
trys to explain mans essential illness noone
pays attention (3 pts)
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CAT Questions Restate the question in your answer and write
complete sentences. Cite very specific details from the text as evidence.
(9 pts)
1. (LC03) Based on the information in chapter 5,
predict what will most likely happen to Piggy if Jack
succeeds in his coup d’état (overthrow of the
government). Include two details from this chapter
in your answer.
2. (LA06) What are two differences between Jack and
Ralph that make Jack more popular? Include
information from the chapter in your answer.
3. (LT09) Why does Ralph discipline the group of boys
during the meeting? Include two details from
chapter 5 in your answer.
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Multiple Intelligence Activity
• The boys spend a lot of time at the meeting
spot, and it is thoroughly described in this
chapter (page 77). Draw the meeting spot and
some of the boys at a meeting; label the
leaders to show where they sit compared to
the rest. Include at least: the beach, the
platform, the logs, Ralph, the littluns, the sea,
and the “forest.” (4 pts)
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Soundtrack Song
• What song do you think is perfect for this
chapter?
• Who performs it?
• Why do you think it’s perfect for this chapter?
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Somebody
(Character)
Wanted
(Goal)
But
(Conflict)
So
(Resolution)
Ralph
1.) water
1.) jobs undone
1.) no change
2.)
2.)
2.)
3.)
3.)
3.)
4.)
4.)
4.)
5.)
5.)
5.)
Piggy
6.)
6.)
6.)
Jack
7.)
7.)
7.)
Littluns
8.)
8.)
8.)
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Chapter 6- Beast from Air
• Content Goal- We will recognize
theme, contrast elements of the
story, and draw conclusions while
actively reading Lord of the Flies.
• Language Goal- 10.W.9 use textual
evidence to support analyses;
10.SL.1 engage in collaborative
discussions; 10.L.1-2 demonstrate
command of English conventions
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Vocabulary Chapter 6
• “I suppose you aren’t pulling our legs?” The
reply was too emphatic for anyone to doubt
them. Piggy took the conch” (101). (2 pts)
• Define from context not dictionary:
• Explanation for definition based on context:
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Language Practice – Ch 6
• Ralph become very angry because they mite
get rescued if they keep the fire going butt the
boys prefer to explore the island. (2 pts)
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CAT Questions Restate the question in your answer and write
complete sentences. Cite very specific details from the text as evidence.
(9 pts)
1. (LC01) The theme of chapter 6 is overcoming
fear. Provide two details from the chapter that
support this idea.
2. (LA06) What are two differences between the
new fort and the shelters? Include information
from this chapter in your answer.
3. (LT10) One conclusion that the reader can draw
from chapter 6 is that mankind is the beastie.
Provide two details from chapter 6 to support
this conclusion.
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Multiple Intelligence Activity
• Choose a familiar tune, and write lyrics that
summarize this chapter (“The Itsy Bitsy
Spider” could turn into …) (10 pts for ten lines
that fully summarize the chapter)
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Symbolism & Literary Elements
• Think like a genius: the
parachutist is
a________________, so
he represents the
“invasion” of
_________________ on
the island. This could
easily foreshadow
__________________.
Davis
What is this
literary device?
“…with guano
layered on them
like icing…”
103
Soundtrack Song
• What song do you think is perfect for this
chapter?
• Who performs it?
• Why do you think it’s perfect for this chapter?
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104
because they both…
Character is another fictional
just like
character
Ralph
Piggy
Simon
Jack
Samneric
Roger
Littluns
Beastie
Hunters
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Chapter 7- Shadows and Tall Trees
• Content Goal- We will make
predictions, analyze cause and
effect, and critique the author’s
purpose while actively reading Lord
of the Flies.
• Language Goal- 10.W.9 use textual
evidence to support analyses;
10.SL.1 engage in collaborative
discussions; 10.L.1-2 demonstrate
command of English conventions
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Vocabulary (LC04) Chapter 7
• “So they sat, the rocking, tapping,
impervious Roger and Ralph, fuming; round
them the close sky was loaded with stars,
save where the mountain punched up a hole
of blackness” (121). (2 pts)
• Define from context not dictionary:
• Explanation for definition based on context:
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Language Practice Chapter 7
• Its been along time since Ralph had a proper
bath. He wants to cut his hare, bathed with
sope, brush his teeth, and trim his nails (3 pts)
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CAT Questions Restate the question in your answer and write
complete sentences. Cite very specific details from the text as evidence.
(9 pts)
1. (LC03) Based on the information in this novel and
chapter 7 in particular, what prediction can you
make related to Jack pretending to kill Robert?
Include two details from the novel in your answer.
2. (LA07) Explain why Ralph went hunting. Include
two details from the novel in your answer.
3. (LT08) What is the author’s purpose for having
Ralph climb to the top of the mountain? Include
two details from chapter 7 in your answer.
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Literary Terms (LA05)
• Copy the definition and write an example
from the chapter of:
situational irony (1 pt)
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Multiple Intelligence Activity
• Imagine what a news report from the island
would say. Write your own news broadcast
summarizing the novel so far including 1.)
local headlines, 2.) international news, and 3.)
the weather forecast. (10 pts for 10 headlines
and/or 10 sentences)
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Soundtrack Song
• What song do you think is perfect for this
chapter?
• Who performs it?
• Why do you think it’s perfect for this chapter?
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Elements of Fiction
Setting
Character
Traits
Character
Goals
Plot
Theme
Where and
when?
Ralph
What is
Ralph trying
to
accomplish?
Exposition:
What are
several
themes of this
novel?
Piggy
Rising action:
Simon
Chapter 7
text-based
details
Jack
What is Jack
trying to
accomplish?
Samneric
Prediction of
climax:
Prediction of
resolution:
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Chapter 8- Gift for the Darkness
• Content Goal- We will
summarize, analyze cause &
effect, and draw
conclusions while actively
reading Lord of the Flies.
• Language Goal- 10.W.9 use
textual evidence to support
analyses; 10.SL.1 engage in
collaborative discussions;
10.L.1-2 demonstrate
command of English
conventions
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Vocabulary (LC04) Chapter 8
• “Are you sure? Really?” “Go up and see,”
said Jack contemptuously, “and good
riddance” (124). (2 pts)
• Define from context not dictionary:
• Explanation for definition based on context:
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Language Practice – Chapter 8
• Sychic Simon communicates telepathically
with the pig’s head What does the head tell
him Who does the pigs head represent? (2
pts)
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CAT Questions Restate the question in your answer and write
complete sentences. Cite very specific details from the text as evidence.
(9 pts)
1. (LC02) Write a summary of Jack recruiting members for his
tribe. Include three details from the beginning, middle, and
end of the chapter in your summary.
2. (LA07) How did Simon’s experience in chapter 8 influence
his understanding of the beast? Include three details from
the chapter in your answer.
3. (LT10) One conclusion that a reader can draw from hunting
the sow (the only female on the island) is that the hunters
are enjoying the violence of hunting. Provide two details
from this chapter to support this conclusion.
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Multiple Intelligence Activity
• Simon’s discussion with the “Lord
of the Flies” can be very confusing.
Write a ten line script of the
discussion between Simon and the
“Lord of the Flies.” Use text-based
details to support the dialog you
write. The most thorough, accurate,
and entertaining script will be
performed in our puppet theater.
(10 pts)
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Soundtrack Song
• What song do you think is perfect for this
chapter?
• Who performs it?
• Why do you think it’s perfect for this chapter?
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Charting What I Think (to draw conclusions)
The “Lord of the Flies” is… (14 pts)
The text says… (summarize)
I think it means… (draw conclusions)
p. 129 move the fire to the beach so it’s everyone is afraid of the beastie if no
easier to maintain
one will go to the top for the fire
p. 134
p. 135
p. 136
p. 140
p. 142
p. 143
p. 144
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Chapter 9- A View to a Death
• Content Goal- We will make
inferences, consider cause &
effect, and author’s purpose
while actively reading Lord of the
Flies.
• Language Goal- 10.W.9 use
textual evidence to support
analyses; 10.SL.1 engage in
collaborative discussions; 10.L.12 demonstrate command of
English conventions
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Vocabulary (LC04)
• “Ralph took an uncertain step, pointed to a
palm tree, and whispered something
inaudible to Piggy; and they both giggled like
Sam” (149). (2 pts)
• Define from context not dictionary:
• Explanation for definition based on context:
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Language Practice Chapter 9
• Know that Simon has the answer is it likly he
will get to tell the other’s? (2 pts)
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CAT Questions Restate the question in your answer and write
complete sentences. Cite very specific details from the text as evidence.
(9 pts)
1. (LC03) What is the most likely reason that
Piggy splashes Ralph? Provide two details
from chapter 9 in your answer.
2. (LA07) Explain why Simon is attacked.
Include two details from chapter 9 in your
answer.
3. (LT08) What is the author’s purpose for
writing the last four paragraphs of this
chapter? Include two details from the
124
chapter in your answer.
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Multiple Intelligence Activity 9
• Food is on everyone’s mind in this chapter.
Write a complete menu of a feast you would
make on the island with tropical fruits,
seafood, meats, and vegetables. Include an
appetizer, main course, and dessert. (3 pts)
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Circles as Symbols - Discussion
• A circle represents
_________________,
so when the boys
danced in a circle they
were symbolically
_____________ against
_________________.
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Soundtrack Song
• What song do you think is perfect for this
chapter?
• Who performs it?
• Why do you think it’s perfect for this chapter?
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Question Answer Relationships
• Click here to see the
assignment (22 pts).
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Chapter 10- The Shell and the Glasses
• Content Goal- We will
summarize, contrast
characters, and draw
conclusions while actively
reading Lord of the Flies.
• Language Goal- 10.W.9 use
textual evidence to support
analyses; 10.SL.1 engage in
collaborative discussions;
10.L.1-2 demonstrate
command of English
conventions
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Vocabulary (LC04) Chapter 10
• “Why should they try to sneak in, Chief” The
chief was vague but earnest. “They will.
They’ll try to spoil things we do. So the
watchers at the gate must be careful” (160).
(2 pts)
• Define from context not dictionary:
• Explanation for definition based on context:
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Language Practice – Chapter 10
• Isn’t it strange that piggy, mr intelligence, says
Simons death was an accident? (2 pts)
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CAT Questions Restate the question in your answer and write
complete sentences. Cite very specific details from the text as evidence.
(9 pts)
1. (LC02) Summarize what Ralph, Piggy, and Samneric say
about what happened last night. Include three details
from the chapter in your answer.
2. (LA06) What are two differences between Ralph’s and
Jack’s explanations for (and feelings about) Simon’s
death? Include information from chapter 10 in your
answer.
3. (LT10) What conclusion can you draw about Jack based
on his order to have Wilfred beaten? Include two details
from the chapter to support this conclusion.
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Multiple Intelligence Activity 10
• Who is the chief now, and how do we
know? The scene where Jack and friends
attack Ralph’s camp is both violent and
comical. Write a script that includes actions
(very few words necessary) for each of the
following characters: Piggy, Ralph, Sam,
Eric, Jack, and Roger during the raid. (6 pts)
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Soundtrack Song
• What song do you think is perfect for this
chapter?
• Who performs it?
• Why do you think it’s perfect for this chapter?
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Sociograms – social mapping
•
On the bottom of this paper (or a
clean sheet), draw your own
sociogram for chapter 10. Include
logographic cues for Ralph, Piggy,
Samneric, Simon, littluns, bigguns,
Roger, and Jack and connect them
according to their relationship with
others. (8 pts)
•
A sociogram is a visual representation of the
relationships among characters in a literary text;
they help students understand relationships
between characters. Students can make use of
pictures, symbols, shapes, colors, and line styles to
illustrate these relationships.
(http://greece.k12.ny.us/instruction/ela/612/Reading/Reading%20Strategies/sociograms.htm)
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Chapter 11- Castle Rock
• Content Goal- We will summarize,
analyze conflict and plot, and
evaluate the author’s purpose
while actively reading Lord of the
Flies.
• Language Goal- 10.W.9 use textual
evidence to support analyses;
10.SL.1 engage in collaborative
discussions; 10.L.1-2 demonstrate
command of English conventions
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Vocabulary (LC04) Chapter 11
• “With ludicrous care he embraced the rock,
pressing himself to it above the sucking sea.
The sniggering of the savages became a loud
derisive jeer” (176). (2 pts)
• Define from context not dictionary:
• Explanation for definition based on context:
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Language Practice- Chapter 11
• In his hurry to thretten Samneric Roger almost
pushs Jack. Do you think he will kill the twins
(2 pts)
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CAT Questions Restate the question in your answer and write
complete sentences. Cite very specific details from the text as evidence.
(9 pts)
1. (LC02) Write a summary of what happens at Castle Rock
including what happens to Piggy, to Ralph, and to the
conch.
2. (LA05) What problem do Ralph and Piggy experience at
the beginning of the chapter? What are three steps they
take to solve this problem? Include information from
chapter 11 in your answer.
3. (LT08) What is the author’s purpose for attacking Piggy?
Provide two details from chapter 11 in your answer.
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Multiple Intelligence Activity 11
• Interview strategy. Littluns, Ralph, Piggy,
Simon, Samneric, and Jack will interview
Roger about his “big action” this chapter. (0
pts in-class activity)
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Soundtrack Song
• What song do you think is perfect for this
chapter?
• Who performs it?
• Why do you think it’s perfect for this chapter?
• Cliffhanger- click here.
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Gatsby’s American Dream
“Fable”
• 10.RL.9 Analyze how an
author draws on and
transforms source
material in a specific
work
• Gatsby’s American
Dream “Fable” with clips
from the 1963 film
http://www.youtube.co
m/watch?v=zJgLJROpcJQ
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1963 version
What artistic choices
have you noticed the
director made when
filming this version of
the novel?
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143
Chapter 12-Cry of the Hunters
• Content Goal- We will
summarize, analyze cause &
effect, and author’s purpose
while actively reading Lord of the
Flies.
• Language Goal- 10.W.9 use
textual evidence to support
analyses; 10.SL.1 engage in
collaborative discussions; 10.L.12 demonstrate command of
English conventions
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Vocabulary (LC04)- Chapter 12
• Bonus: Let’s hunt Ralph! vs. Let’s hunt,
Ralph!
• “There was no reply. To carry he must speak
louder; and this would rouse those striped
and inimical creatures from their feasting by
the fire” (187). (2 pts)
• Define from context not dictionary:
• Explanation for definition based on context:
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Language Practice- Chapter 12
• Ralph wept for the end of inosense the
darkness of mans hart and Piggys death. (3
pts)
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146
CAT Questions Restate the question in your answer and write
complete sentences. Cite very specific details from the text as evidence.
(9 pts)
1. (LC02) Write a summary of Ralph’s interactions with
Samneric during chapter 12 including three main events
from throughout the chapter in your summary.
2. (LA07) Explain why a British Navy ship finally stopped at the
island. Include two details from chapter 12 in your answer.
3. (LT08) What is the author’s purpose for having a Naval
officer rescue the boys when they originally crashed on the
island to escape a war? Include two details from the novel in
your answer.
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Multiple Intelligence Activity 12
• Mock Trial. We will decide to put either Jack on
trial for crimes associated with his leadership of
the boys. Roles include: Jack, his defense attorney
& assistant, a prosecutor & assistant. Everyone
else will be witnesses called to testify for or
against Jack and need to be prepared with
testimony supported by text-based details. (0 pts
– class activity)
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Soundtrack Song
• What song do you think is perfect for this
chapter?
• Who performs it?
• Why do you think it’s perfect for this chapter?
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Post-Reading Discussion
• What does the future hold for these hunters?
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Episodic Summary of Chapter 12
Click here.
16 points
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Lord of the Flies Review
• Content Goal- We will review
symbolism in this allegory and
discuss symbolism of events in
the last chapter. We will also
evaluate how the author
ended the novel.
• Language Goal- 10.W.9 use
textual evidence to support
analyses; 10.SL.1 engage in
collaborative discussions;
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Review
152
Allegory Review
An allegory is _________________________.
Fill this chart in with items from the story and their symbolic meanings. See the examples.
Items/actions in the story
Example: Pig’s head on a stick
1. conch
2. Piggy & eyeglasses
3. fire
4. Jack & spears
5. pigs
6. dead mama pig
7. tribal dance & chanting
8. littluns
9. biguns
10. parachutist
11. Simon
12. littlun with birthmark
What they mean symbolically or
metaphorically?
Example: Lord of the Flies (devil, Satan)
1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. -
Summary: What is the allegorical moral to the story? What is the author telling us through this
tale? Include multiple details from the novel
of
Davisin your explanation. Write on a separate sheet
153
paper if necessary.
Plot Line
• Click here.
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Jeopardy Review Games
• Jeopardy Review #1
• Jeopardy Review #2
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Review of Symbols
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Piggy & glasses =
Ralph & conch =
Simon & LotF
Roger
Jack & spears
Island
Scar
Beast
Lord of the Flies
Pigs
Mama pig
Pig’s head
Plane crash
Signal fire
Parachutist
Logs at meeting triangle
Big’uns
Littl’uns
Littl’un with birthmark
Naval officer
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Final Assessments
1. Multiple choice test
•
This is your only multiple choice test of the year.
The reasoning behind it is to teach you to think
strategically as you choose answers. Keep in
mind that your state reading assessment is
multiple choice and CAT questions.
2. Final Project
•
Your final project requires analytical processing
of the novel and your research. It also requires
skilled use of MLA formatting.
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