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Lord of the Flies
Scheme of Work
Lord of the Flies - Scheme of Work
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Pre-Reading
Objective:
to introduce the novel/certain issues/ to provide a template for descriptive
writing.
 Discuss what they would do if they ruled the world. Ten/five things outlawed and five
things made law.
 Feedback.
 Imagine being stranded on a tropical island. Picture it in their minds.
 Brainstorm with the five senses. Do this as a class activity.
 If time, after written up the positive, turn it into a negative experience.
Lesson One
Objective:
Look at the way the writer creates character through his opening.
 Read from page 11 – 14 as far as ‘He climbed over a broken trunk and was out of the
jungle.’
 Focus on the two characters introduced. They should look at physical descriptions and
what the implications of those are. Then they should look at what they say and the
implications and finally their actions. Encourage them all the time to be finding proof
within the text. There is possible group work here – giving some Piggy, some Ralph and
some the island to work on. See OHP.
Homework: Read to the end of the chapter.
Lesson Two
Objective:
Extracting powerful imagery to create a poem called ‘The Island’
 Give pupils worksheet which has extracts from the novel on it.
 Pupils highlight the imagery that they think is striking.
 They then cut that out and stick it on coloured paper to make a poem. They can add up to
five words of their own (but any number of similes and metaphors) but the rest must come
solely from the text.
 Poem to be decorated and handed in. Any early finishers can use the time to finish the first
chapter.
Lesson Three
Objective:
teaching of subordinate clauses.

Read from the beginning of Chapter 2 to page 48 and Ralph saying “But I tell you there
isn’t a beast!”
 Discuss the symbolic nature of the beast. Predict what is going to happen.
 Might also be a chance to look through for any evidence of foreshadowing here.
 Once that done, take pupils back to the beginning and deconstruct the sentences with
subordinate clauses in the first paragraph. Pupils should copy down and then annotate the
two examples.
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Then, using subordinate clauses, they should write four things about the characters met so
far. To begin, it might be an idea to jot down a few things about each one and then get
pupils to include that as part of sentence.
Homework: Pupils read to the end of the chapter for homework.
Lesson Four
Objective:
Teaching of metaphors in writing.
 Re read the description of the fire on page 56 to 57. Pupils find out all the animal imagery
used. They should be encouraged to look for effective verbs as well as nouns.
 They should make a list of the imagery and then out of it create a poem entitled ‘Fire’
which has no mention of the word fire in it.
Homework: Using ideas from the text, pupils should write a page description of a fire as it
starts to how it spreads.
Lesson Five
Objective:
Understanding of text and character.
 Pupils should have read chapter three in their own time or in class.
 Using imagery from previous lessons, pupils imagine they are Jack, Ralph or Piggy and
write down ten descriptions of the island. It might be an idea to draw a table on the board
and feedback the different ideas.
 From the imagery used, they should get some idea of character.
 Discuss what they would write in a message in a bottle.
 Pupils then write the message in a bottle.
Lesson Six
Objective:
Revision of commas through deconstruction of opening extract of Chapter
Four. (See Resource Sheets. There are two for this one.)
 Brainstorm what they know about commas. It might be useful to discuss where they think
they are used and where they are not used.
 Put up the OHT explaining where commas are used with examples.
 Read through the extracts from the text. Pupils highlight where the commas appear.
 They then copy out the list where commas are used and tick against each one how many
examples they can find of each in the extract given. They then put in examples from the
text.
 They then design an information sheet for themselves to stick in their books explaining
where commas are used with examples from the text.
Homework: Read chapter four of ‘Lord of the Flies’
Lesson Seven / Eight
Objective:
Understanding of text. Developing imagery.
 Pupils pick four moments from Chapter Four that show the following:
a) the development of Jack’s character
b) the threat of violence
c) the loss of order
d) a key moment in the plot.
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There are a number of different alternatives for each one. Once they have jotted down the
moment, they should find a very short extract from the text to back it up.
 For each one they should think of an image to illustrate it. It can be from the text or it can
be symbolic (look at front cover for help here).
 Pupils then design a film poster based only on events in this chapter. It might be a good
idea to spend time looking at film posters so they can get some idea of what usually goes
on there.
Homework: finish the poster off.
Lesson Nine
Objective: Paragraphing.
 Brainstorm ideas about paragraphing. What do they know about them? What problems do
they have with them?
 Explain the general rule of a paragraph. The first sentence tells you what the paragraph is
going to be about. The following sentences add more information about the subject. This
follows that with a new subject, a new paragraph must begin.
 Look at the first paragraph of chapter five (pg 95). Read the first sentence. What do they
think the paragraph is going to be about? Read the second sentence. Have they changed
their minds? How is the second sentence connected to the first? What is the rest of the
paragraph going to be about? Read the paragraph.
 Look at the changes in paragraph. Get pupils to explain why there are changes here.
 These are all to do with change of subject. Discuss what might constitute a change in
subject (time/place/person/action). Remind them that in speech they must use a new
paragraph for each new speaker.
 Pupils design their own information sheet on paragraphing.
Homework: Read chapter five.
Lesson Ten / Eleven
Objective:
Textual analysis. An approach to looking at mood / atmosphere.
 Introduce the terms and get pupils to find a definition for both.
 Discuss ways that mood/atmosphere might be created in a text.
 Talk about what they learnt about the events of Chapter five for homework. What was the
mood of chapter five?
 Read the first two paragraphs of Chapter Six. In pairs pupils should discuss what the
mood is. They should look at the verbs and the adjectives to see what they think. Is there a
conflicting idea being given here.
 Once they have discussed this, (about 15 minutes) do a feedback to the class. Ideas should
be written on the board.
 Given them ten minutes to answer the following question. What is the mood of the text
and how does the writer create it. Remind them they must do the three steps. Make a
point, quote to back it up and then explain the quote. Tell them they will be getting ten
marks for this.
 Take work in and mark it thoroughly. Type out the best one and annotate to be given back
to the class to stick in their books.
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The following lesson, go through the good answers.

Use the Resource ‘Sippho and his Friends’. This is back up to the ideas learnt. It is also
revision for the SATs exam.
 Pupils should do the first question only in silence. They should only need about 20
minutes to do this. Take it in and mark it. If you wish you can put aside a full lesson for
this test and treat it as SATs revision.
Lesson Twelve
Objective:
Look at the punctuation of speech. Chapter Six is good for this.
 Read to the break on page 122.
 Discuss what is happening and how tension is built.
 Look closely at the use of speech. Pupils should look closely at the conversation and work
out four rules on their own. (New speaker = new paragraph/ speech marks/ punctuation
before closing speech marks/ what happens when a name is put in the middle of a sentence
being spoken.)
 Pupils should then have a go at writing the brief conversation that will take place between
the twins and Ralph about the beast. Go round and check punctuation as they do this.
 Pupils swap and mark each other’s.
 Read the best one out.
Homework: Finish chapter six.
Lesson Thirteen
Objective: Understand how a writer creates character looking specifically at Simon.
 Explain that the aim of the lesson is to look at how character is created. Brainstorm ways
characters become ‘real’. They should come up with five or six different ways. If they’re
struggling use comparisons between Jack and Ralph.
 Explain the focus is going to be on Simon. Jot down what they’ve already learnt about
Simon. Don’t force it too much.
 Read from opening of chapter to page 138. Look closely at what Simon does, what he
says and how he says it. Jot those ideas down on the board. Are they coming up with any
ideas about Simon and what he represents in the story?
 Look back at page 71/72. Read it again. Pupils should look at the imagery used. It’s the
first time we see Simon alone – what is significant about it?
 What does Simon represent symbolically in the book?
 Explain that William Golding called Simon a saint. What is a saint? Brainstorm then give
a clear definition. The Oxford dictionary defines saint as not just a good person but
someone who commands praise/admiration and respect.
 Divide the class into groups of four. Half the class prove he is a saint and half the class
prove he is not.
 Feedback doing a spider diagram.
 What do they think is going to happen next?
Homework: Read chapter 8
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Lesson Fourteen
 Feedback on homework and what happens to Simon. If necessary read the last pages on
Chapter 8 and discuss what is happening to him.
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Add new information to what has been learnt so far.
Discuss what is going to happen next.
Read Chapter 9 in class. Stop to discuss the building atmosphere.
Once the chapter has been completed, look at the last section and get pupils to write a
commentary on the mood of the end. Again they should look at verbs and adjectives to
help them.
Lesson Fifteen / Sixteen
Objective:
Write an analytical/ discursive essay based on the character of Simon.
 Set the Essay title: ‘Simon is a saint’. How far do you agree with Golding’s
Statement.
 Go through an essay plan together. Write it on the board and get pupils to copy it down.
With each step, tell them what is expected in the paragraph.
 Give one lesson to work on it in class and then complete for homework.
Lesson Seventeen / Eighteen.
Objective: Finish chapter ten.
 Read the chapter together.
 Discuss the different symbols used on the island. Symbol of order/ knowledge/evil/good.
What has happened to them? What do they expect to happen next?
 The Story is going to end in two chapters. In groups of four, discuss what they think is
going to happen in the next chapter. Ralph, Piggy, Sam and Eric are going to Castle Rock.
What will happen there? (Ten/fifteen minutes).
 Feedback.
 Read chapter and finish for homework.
Lesson Nineteen / Twenty:
Objective:
Finish the book.
 Read the last chapter of the book, paying particular attention to the build up of tension
towards the end.
 When the book is finished, pupils pretend they are the officers and write an official report
on what has been found. Go through the layout of a formal report with them.
Optional activities at the end of the book
 Pupils can do a new book cover for the story with the blurb on the back.
 Pupils can design a game based on the island.
 Pupils can do a book review.
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