Lord of The Flies Lesson Plan #1
SUBJECT: English
TOPIC : Introduction to the novel, The Lord of The Flies. Vocabulary activity based around the verb, ‘To Survive’
GRADE: 10th Grade
TIME: 50 minutes
OBJECTIVES: Students should be able to understand the importance of free writing. They will also learn how to brainstorm
different meanings of the verb, ‘To Survive’ on their own. Then the students will be able to participate in a ‘silent’ activity by
writing their meanings collectively onto a poster board. (Feedback on the poster board is encouraged!) Students will be able to
participate in an in class discussion about their findings both individually and as a class.
IN Academic (K-12) Standard(s): 11.1 Students apply their knowledge of word origins (words from other languages, history or
literature, and other fields) to determine the meaning of new words encountered in reading and use those words accurately.
11.5.3 Write reflective compositions that:
• explore the significance of personal experiences, events, conditions, or concerns by using
rhetorical strategies, including narration, description, exposition, and persuasion.
• draw comparisons between specific incidents and broader themes that illustrate the writer's
important beliefs or generalizations about life.
• maintain a balance in describing individual events and relating those events to more general
and abstract ideas.
Anticipatory Set (3 mins): Introduce free writing activity. Then, introduce the verb ‘To Survive.’ Students write their responses
on a scratch paper. Then as a class, write their responses on a community poster board. Lastly, have an in class discussion about the
findings on the poster board.
Teaching Materials: None
Objective and purpose (3 mins): The objective to the following free writing exercises is to help the students to create a daily
writing practice into their personal routines. It will help clear their mind and be focused for class. The poster board routine will
help them brainstorm off of each other’s ideas which will help benefit them for the in class discussion.
Teaching Materials: None
Input / Instructional strategies (20 mins): Students will free write first five minutes of class. Then they will respond on a piece of
paper to the verb, “To Survive.” Then, they will compile all of their answers onto the community poster board silently. Lastly, I
will initiate an in class discussion.
Teaching Materials: Free Write Notebook, Scratch Paper
Checking for understanding (10 mins): Free writing counts as participation/attendance. Each student will receive a point for each
day they free write in class. The poster board findings about the vocabulary word will be assessed by the quality of their
contribution to the discussion.
Teaching Materials: None
Guided practice/ Independent practice (10 mins): The students will free write on their own for both writing prompts while I
walk around and monitor. Then I will participate along with the students in the poster board activity and facilitate discussion. In
order to keep the discussion flowing, students will have to be in possession of a beanie baby in order to talk out loud to the class.
Teaching Materials: Poster Board, Markers, & a Beanie Baby.
Closure/Evaluation (4 mins): For homework, students will be asked to bring in a one paged typed response about three things
they would need if they were stranded on a deserted island and explain the importance of each item and how it relates to the
meaning of survival. Also they are also required to include their predictions about what the text is going to be about. Lastly, They
will bring in one of those three things to share with the class.
Rationale:
Primary importance: This content is important because they are able to learn the basic life skills from this lesson and apply it to
their personal lives. Also they are able to gain a new understanding about the meaning of surviving. In order to accommodate
English language learners, their interpreter will be able to help them be a part of the group discussion and activity. They will
communicate to them in their language as necessary and will be able to communicate to the class what they would like to say as
well.
Secondary importance: Having the students get up from their seats and write their responses on the poster board gives them the
ability to read, analyze, and provide feedback with a new found energy. They are able to have a hands on experience and be able to
show the rest of the class their opinion of the writing prompt. It is essential to debrief the class about the activity by having a
discussion based around the writing prompt. They are able to build off of each other’s ideas and create new and meaningful
responses and improve their ability to communicate with others.
Student work to be collected: Student’s responses to the writing prompt: What is the real meaning of having the strength and
willingness ‘To Survive?’
Ancillary Materials for Lesson #1
Free Write Prompt (Announced Verbally): Students are able to write
anything that comes to their mind for the first five minutes of class. The
objective of this activity is to keep their pen moving at all times.
Writing Prompt for Poster Activity: What does the verb ‘to survive’
mean to you personally? What are the emotions and strategies that go
into achieving the state of ‘survival?’ Apply the verb ‘to survive’ to the
real world, how will this act benefit you in the future? (TO BE
WRITTEN ON THE WHITE BOARD)
Discussion Questions for Poster Activity (Announced Verbally):
(Students only speak when they are in possession of Beanie Baby)
1) What were your findings about the verb individually?
2) What was something new that you learned after reading your
classmates responses?
3) How will you apply this verb to the real world in the future?
4) What are your predictions about this verb playing an essential role
in The Lord of The Flies?
5) What are some benefits to this type of activity?
Lord of The Flies Lesson Plan #2
SUBJECT: English
TOPIC : Exploring new ways to understand ‘survival’ and its meaning to the real world. (Sharing Activity)
GRADE: 10th Grade
TIME: 50 minutes
OBJECTIVES: Students should be able to explain their personal object that is relevant to the class discussion of survival. They
should be able to explain it clearly from their personal papers. Students should also be able to listen carefully to each of their peers
responses so that they are able to add on to the conversation which will enhance the entire group discussion. Students should also
be able to make relevant predictions about what the text is going to be about.
IN Academic (K-12) Standard(s): 11.7.11 Interpret and evaluate the various ways in which events are presented and information
is communicated by visual image-makers (such as graphic artists, documentary filmmakers, illustrators, and news photographers).
Anticipatory Set (3 mins): I will explain to the students that they will have the first five minutes to free write. After they are
finished, they will move their desks into a circle shape so that they will be able to look at one another during the in class discussion
about their objects. They will also get out their object that they brought for homework and will be prepared to talk about it.
Teaching Materials: None
Objective and purpose (3 mins): The objective to the following free writing exercise to help students create a daily free writing
practice. The objective to the in class discussion about their personal objects will help improve their interpretation of their objects
and how it is relevant to both the book and the real world. Having them share out loud their findings about their personal object
will also help improve their confidence in public speaking as well.
Teaching Materials: None
Input / Instructional strategies (20 mins): Students will free write first five minutes of class. Once the five minutes are up, they
will be asked to move their desks into the shape of a circle and get out their writing response as well as their personal object to
share with the class. Volunteers will be asked to share first and afterwards the students will share by going clockwise around the
circle. They will be asked to talk about the three objects that they wrote about for homework and then explain why they chose the
particular object that was brought to class. Lastly they will make a prediction about what they think the story will be about.
Teaching Materials: Free Write Notebook (Students)
Checking for understanding (10 mins): Free writing counts as participation/attendance. Each student will receive a point for each
day they free write in class. While listening to the students, I will ask questions when necessary in order to pick their brains so that I
am able to fully understand why they brought in that particular object. I will also ask each student to reference their object to the
real world and how it may be useful for ‘survival’
Teaching Materials: None
Guided practice/ Independent practice (10 mins): The students will free write on their own for while I walk around and monitor.
Once they are finished and the desks are put in place, I will listen to each student’s mini presentation about their object. I will
facilitate the discussion when necessary but I will make sure that they answer all possible prompts to the best of their ability.
Teaching Materials: None
Closure/Evaluation (4 mins): Once the discussion is finished, I will give them positive feedback for their effort on their mini
presentations. Then I will explain to them what they will have to do for their homework. Students will be asked to read the first
two chapters of the novel The Lord of The Flies and annotate them. They are required to have at least three markings per page for
the annotations.
Rationale:
Primary importance: This content is important because it helps improve their communication skills with others. They are able to
talk to each other instead of having the teacher facilitate the entire discussion. Also they are able to make accurate predictions
about the future of the text and make valid connections between their personal stories and to the text. These skills are very
important when it comes to communicating with others in the real world. English language learners will be able to participate as
well in this lesson by having their interpreter help them communicate to the class what their object and writing prompt was about.
Secondary importance: Having the students face each other during an in class discussion helps improve their eye contact with one
another. They are able to look at each individual while they present and are able to respond to them with what ever is on their mind.
Eye contact is important when it comes to speaking to others.
Student work to be collected: Student’s writing responses to the ‘Desert Island Survival’ prompt.
Ancillary Materials for Lesson #2
Free Writing Prompt (Announced Verbally): For five minutes,
students will write whatever comes to their mind first. They will have to
keep their pen moving at all times.
For Mini Presentations (Announced Verbally): Students will have to
talk about the three objects they wrote about and how it pertains to the
vocabulary word, ‘survival.’ They will also present their in class object
as well as make a prediction about what the novel is going to be about.
Discussion Questions (Use when students do not present enough
information or if the discussion about the mini presentations
becomes off topic):
1) How is your object relevant to your predictions about the novel?
2) How would your object be useful for the real world?
3) Why did you write about the objects that you chose?
Lord of The Flies Lesson Plan #3
SUBJECT: English
TOPIC : Chapters 1 & 2 of The Lord of The Flies
GRADE: 10th Grade
TIME: 50 minutes
OBJECTIVES: Students should be able to have a better understanding about annotation. They will be able to improve their
annotation skills by annotating important points within the text. Students should also be able to have a better understanding about
the main ideas within chapters 1 & 2. They will then be able to interpret the meanings of these specific points and be able to apply
it to both the rest of the story and their personal lives.
11.2 Students read and understand grade-level-appropriate material.
11.3.3 Analyze the ways in which irony, tone, mood, the author's style, and the "sound" of
language achieve specific rhetorical (persuasive) or aesthetic (artistic) purposes or both.
IN Academic (K-12) Standard(s):
Anticipatory Set (3 mins): I will explain to the students that they will have the first five minutes to free write. Afterwards, the
students will receive a pop quiz over chapters one and two. Then I will introduce a short lesson on annotation. Time permitting, I
will give the students the rest of the time to start on chapters three and four.
Teaching Materials: None
Objective and purpose (3 mins): The objective to the following free writing exercise to help students create a daily free writing
practice. The objective to the pop quiz is to ensure that the students are reading the chapters each night. These will show me their
comprehension and understanding of the text. The objective to the mini lesson on annotation is to help those who are struggling
have a better understanding about the purpose of annotation.
Teaching Materials: None
Input / Instructional strategies (20 mins): Students will free write first five minutes of class. Once the five minutes are up, they
will be asked to clear their desks and take out a pencil or a paper. They will be given the pop quiz and will be asked to keep their
eyes on their own papers. Once they are finished, they will be asked to turn their quizzes over. Once everyone is done, I will collect
the quizzes and we will go over the answers in class. Afterwards I will present a mini lesson over annotation and explain how vital
it is to their comprehension and understanding to the text. Time permitting; students will have time to begin reading chapters 3 & 4
for homework and annotation.
Teaching Materials: Free Write Notebook (Students), Pop Quiz over Chapters 1 & 2
Checking for understanding (10 mins): Free writing counts as participation/attendance. Each student will receive a point for each
day they free write in class. While the students are working on their quizzes, I will be walking around and checking for completion
on their annotations of chapters one and two. After the quizzes are completed, I will collect them and facilitate the discussion over
the quiz questions. I will find out after the mini annotation lesson if the students understand the purpose of annotation better by
looking over their annotations over chapters three and four the next day.
Teaching Materials: Answer key for Chapter 1 & 2 Quiz
Guided practice/ Independent practice (10 mins): The students will free write on their own for while I walk around and monitor.
Once they are finished with both their free writing and the pop quiz, I will call on students at random to answer the pop quiz
questions. I will only intervene if the student does not answer the question to the fullest. I will also explain the reasoning behind
annotating and ask if there are any questions. Time permitting, while the students are reading I will be walking around answering
any questions they may have over the text or the annotations.
Teaching Materials: None
Closure/Evaluation (4 mins): For homework, students will be asked to read chapters 3 & 4 and annotate. They will be required to
make at least four annotations per page. Students should also prepare for a quiz as well.
Rationale:
Primary importance: Annotating the text is vital to both reading comprehension and gaining a better understanding. It helps the
students pick out certain passages that are important to in class discussions and are easy to refer back to when they are needed for
evidence. It also helps the students think about the text in a deeper way and are reading it at a more slow and careful pace.
Secondary importance: It is important for the student’s to have quizzes because it shows the teacher weather or not the students
are reading their assigned chapters. It also demonstrates which students are having a hard time understanding the text and which
ones are right on track.
Student work to be collected:Quiz
Ancillary Materials for Lesson #3
Free Writing Prompt (Announced Verbally): For five minutes,
students will write whatever comes to their mind first. They will have to
keep their pen moving at all times.
In-Class Pop Quiz over Chapters 1 &2
In-Class Pop Quiz over Chapters 1 & 2 Answer Key
Name:
______________________
The Lord of the Flies Pop Quiz
Chapters 1 &2
1)
Where is this novel set? How do you think the characters came to be in this setting?
2)
What are the smaller boys afraid of?
3)
What is Ralph’s first decision as chief?
4)
What is the conch? What do the boys use it for?
5)
6)
What might the conch symbolize?
What is the usual significance of a drum-roll?
Name:
______________________
The Lord of the Flies Pop Quiz
Chapters 1 &2 (Answer Key)
1) Where is this novel set? How do you think the characters came to be in this setting?
The novel is set on a deserted island in the middle of the ocean. The boys came to this setting
because the plane that they were on crashed and the pilot had died.
2) What are the smaller boys afraid of?
The Beastie
3) What is Ralph’s first decision as chief?
To build a fire so that they are able to have a signal for both help and in case they get lost on the
island.
4) What is the conch? What do the boys use it for?
The conch is a cone shaped shell that is on the island. The boys use it while taking turns to speak
to one another.
5) What might the conch symbolize?
Power and Authority
6) What is the usual significance of a drum-roll?
It means that a big event is about to occur on the island. Another reason is that there might be a
possibility that something bad is about to happen on the island.
Lord of The Flies Lesson Plan #4
SUBJECT: English
TOPIC : Chapters 3 & 4 of The Lord of The Flies. (Vocabulary Rap Rhyme & Jingle)
GRADE: 10th Grade
TIME: 50 minutes
OBJECTIVES: Students will be able to create their own unique rap, rhyme, or jingle that is related to a specific vocabulary word
within The Lord of the Flies. Students will also be able to have a better understanding about the specific vocabulary word.
IN Academic (K-12) Standard(s): 9.1.1. Identify and use the literal and figurative meanings of words and understand the origins
of words.
Anticipatory Set (3 mins): I will explain to the students that they will have the first five minutes to free write. Afterwards I will
give the students an in class vocabulary pop quiz over chapter’s three and four. Then I will introduce the Rap, Rhyme, and Jingle
activity that focuses on specific vocabulary words within the text. This will be presented during the next class.
Teaching Materials: None
Objective and purpose (3 mins): The Objective to the following exercise is to identify the literal and figurative meaning of the
vocabulary words. Some of the words within this text are hard to understand while reading, so careful analyzing of these words will
help the students understand the context of how this word is used and the story better. Even though some of the words may be
unfamiliar to the students, doing this activity will help them remember their specific word that was assigned to them for the future.
It will also help them out tremendously for future reading since most of these vocabulary words are re used within the book. Also
this is a chance for the students who are usually quiet in class to get out of their element and help them to be more outgoing.
Teaching Materials: None
Input / Instructional strategies (20 mins): Students will free write first five minutes of class. Once the five minutes are up, they
will be asked to clear their desks and take out a pencil or a paper. They will be given the pop quiz and will be asked to keep their
eyes on their own papers. Once they are finished, they will be asked to turn their quizzes over. Once everyone is done, I will collect
the quizzes and we will go over the answers in class. Afterwards I will introduce the Rap Rhyme & Jingle activity. Students will
count off by 3’s around the room. Then they will congregate together by number. (The 1’s at one table, 2’s at one table, 3’s at one
table). Then I will explain what the activity entails. First I will give each group a piece of paper with a vocabulary word on it from
their quizzes in the Lord of the Flies.. Students will then have to figure out the meaning of the word within the sentence and then
create their own rap, rhyme, or jingle about it as a group. Students can be creative during this time. There are no limits as to what
has to be said within their rap, rhyme, or jingle as long as it is school appropriate.
Teaching Materials: Free Write Notebook (Students), Vocab Pop Quiz over Chapters 3 & 4, Sheets of Paper for each group with
Vocab words
Checking for understanding (10 mins): Free writing counts as participation/attendance. Each student will receive a point for each
day they free write in class. While the students are working on their quizzes, I will be walking around and checking for completion
on their annotations of chapters one and two. After the quizzes are completed, I will then collect them while they are working on
their jingles. Once they are collected, I will be checking for their annotations on chapters 3 & 4 to make sure each student is on the
right track.
Teaching Materials: None
Guided practice/ Independent practice (10 mins): The students will free write on their own for while I walk around and monitor.
Afterwards, the students will work on the rap rhyme and jingle activity together as a group. I will walk around the class room
making sure everyone is staying on task and if there are any questions that need to be answered about the activity.
Teaching Materials: None
Closure/Evaluation (4 mins): For homework, students will be asked to be prepared to present their rap rhyme & jingle to the
class.
Rationale:
Primary importance: Some of the vocabulary within the text is difficult to understand. It is important for students to take a step
back and analyze the words that they may not know right off the back of their hand. Having the students apply the literal meaning
to an activity like this may help them remember the word in the future and it will also enhance their personal vocabulary.
Secondary importance: Annotating the text is vital to both reading comprehension and gaining a better understanding. It helps the
students pick out certain passages that are important to in class discussions and are easy to refer back to when they are needed for
evidence. It also helps the students think about the text in a deeper way and are reading it at a more slow and careful pace.
Also, it is important for the student’s to have quizzes because it shows the teacher weather or not the students are reading their
assigned chapters. It also demonstrates which students are having a hard time understanding the text and which ones are right on
track. Lastly, it is important for the students to be creative with others. It gives an opportunity for those who are necessarily quiet in
class to show their spontaneous side.
Student work to be collected: Quiz
Ancillary Materials for Lesson #4
Free Writing Prompt (Announced Verbally): For five minutes,
students will write whatever comes to their mind first. They will have to
keep their pen moving at all times.
In-Class Vocabulary Pop Quiz over Chapters 3 &4
In-Class Vocabulary Pop Quiz over Chapters 3 & 4 Answer Key
Name:
______________________
The Lord of the Flies Vocabulary Pop Quiz
Chapters 3 & 4
1) Flaunt:
__________________________________________________________________________________
__________________________________________________________________________________
2) Festoon:
__________________________________________________________________________________
__________________________________________________________________________________
3) Bewilder:
__________________________________________________________________________________
__________________________________________________________________________________
4) Mirage:
__________________________________________________________________________________
__________________________________________________________________________________
5) Shrill:
__________________________________________________________________________________
__________________________________________________________________________________
6) Whimper:
__________________________________________________________________________________
__________________________________________________________________________________
Name:
______________________
The Lord of the Flies Vocabulary Pop Quiz
Chapters 3 & 4 (Answer Key)
1) Flaunt: To parade or display oneself conspicuously, defiantly, or boldly.
2) Festoon: A hole in the ground that is meant for both shelter and in wars.
3) Bewilder: To confuse or puzzle completely; perplex.
4) Mirage: Illusionary, without substance or reality.
5) Shrill: High-pitched and piercing in sound quality.
6) Whimper: To cry with low, plaintive, broken sounds.
Lord of The Flies Lesson Plan #5
SUBJECT: English
TOPIC : The Lord of The Flies: Vocabulary Rap Rhyme & Jingle Presentations
GRADE: 10th Grade
TIME: 50 minutes
OBJECTIVES: Students will be able to present their rap rhyme & jingle in front of the class. Students will be able to show their
creative side as well. Lastly, students should be able to guess which word each presentation is about and have a better
understanding about the literal meaning of that word.
IN Academic (K-12) Standard(s): 9.1.1. Identify and use the literal and figurative meanings of words and understand the origins
of words.
Anticipatory Set (3 mins): I will explain to the students that they will have the first five minutes to free write. Afterwards I will
give the students five minutes to prepare to present their rap rhyme and jingle presentations. After each group is done performing,
the class will have to guess which word that their presentation was about.
Teaching Materials: Free Writing Notebook
Objective and purpose (3 mins): The Objective to the following exercise is to identify the literal and figurative meaning of the
vocabulary words. Some of the words within this text are hard to understand while reading, so careful analyzing of these words will
help the students understand the context of how this word is used and the story better. Even though some of the words may be
unfamiliar to the students, doing this activity will help them remember their specific word that was assigned to them for the future.
It will also help them out tremendously for future reading since most of these vocabulary words are re used within the book. Also
this is a chance for the students who are usually quiet in class to get out of their element and help them to be more outgoing.
Teaching Materials: None
Input / Instructional strategies (20 mins): Students will free write first five minutes of class. Once the five minutes are up, they
will have the first five minutes of class to prepare for their presentations. I will call on each group to present their word in their own
creative way. Once they are finished, the class as a whole will have to guess which word that each of the groups was describing. We
will have a mini discussion about what the word means and then later give each group warm and cool feedback for their
presentations. The students will be provided a ‘warm and cool feedback’ sheet so that they could write their comments for each
group and hand it to them after their presentations.
Teaching Materials: Warm & Cool Feedback Sheet
Checking for understanding (10 mins): Free writing counts as participation/attendance. Each student will receive a point for each
day they free write in class. While the students are preparing for their presentations, I will be walking around to see if the students
have any last minutes questions. After the presentations, I will asses the student’s learning abilities by seeing if they are able to
guess the vocabulary word that was used for each presentation.
Teaching Materials: None
Guided practice/ Independent practice (10 mins): The students will free write on their own for while I walk around and monitor.
During the presentations, I will be in the room listening to each of their rap rhyme & jingle. After each performance I will ask the
students if they knew what the word was and ask if they have any other questions. The students will be asked to provide feedback
to their peers after every performance and are allowed to ask questions if they are having trouble with anything.
Teaching Materials: None
Closure/Evaluation (4 mins): I will be able to evaluate the students based off of their effort and creative abilities for their
presentations. If they are not able to make their word easy to understand, I will write down my own feedback and give them
suggestions for future presentations. For homework, students will be asked to read chapters 5 & 6 of The Lord of the Flies and
annotate with at least three markings per page. Students should be prepared for a quiz as well.
Rationale:
Primary importance: Some of the vocabulary within the text is difficult to understand. It is important for students to take a step
back and analyze the words that they may not know right off the back of their hand. Having the students apply the literal meaning
to an activity like this may help them remember the word in the future and it will also enhance their personal vocabulary.
Secondary importance: It is important for the students to be creative with others. It gives an opportunity for those who are
necessarily quiet in class to show their spontaneous side. They are able to be themselves during this activity and are able to have
fun with it. Hopefully this activity will help the students remember these vocabulary words for the future and are able to apply it to
their careers in the future.
Student work to be collected: None
Ancillary Materials for Lesson #5
Free Writing Prompt (Announced Verbally): For five minutes,
students will write whatever comes to their mind first. They will have to
keep their pen moving at all times.
Warm & Cool Feedback Sheet
Group Names: __________________________________________
Warm & Cool Feedback for Rap Rhyme & Jingle Presentations
Directions: For this worksheet, please provide warm and cool feedback for each group that presents. For
example, warm feedback could be something positive that you saw during the presentation. (ie. The rhymes
within the rap were very creative and were easy to understand.) Cool feedback are suggestions that you
would make for the group to help improve their presentation skills for the future. (ie. Maybe your group
could add more visual aids to make your word stand out more and become ‘more to life’.)
Warm Feedback:
Cool Feedback:
Lord of The Flies Lesson Plan #6
SUBJECT: English
TOPIC : Chapter 5 & 6 of The Lord of The Flies
GRADE: 10th Grade
TIME: 50 minutes
OBJECTIVES: Students will be able identify the characters within the novel. Students should also be improving on their
annotation skills. Lastly, students should be able to keep up on their daily free writing practice within their personal time.
IN Academic (K-12) Standard(s): 11.2.4 Make reasonable assertions about an author's arguments by using elements of the text to
defend and clarify interpretations.
Anticipatory Set (3 mins): I will explain to the students that they will have the first five minutes to free write. Afterwards I will
ask the students to clear their desks for a quiz about the characters within the story. Once they are finished, we will go over the quiz
verbally which will lead into some discussion questions that I will have for the class.
Teaching Materials: Free Writing Notebook
Objective and purpose (3 mins): The objective to the following exercise is to help the students work on their communication
skills. Having these discussions almost every class period will help the students improve on their discussion answers. The purpose
of this discussion is to help the students have a better understanding about both the plot and the characters within the story.
Characters are vital to a novel, and the only way the students will be able to identify with them is through discussion.
Teaching Materials: Chapter 5 & 6 Character Quiz
Input / Instructional strategies (20 mins): Students will free write first five minutes of class. Once the five minutes are up, they
will have to clear off their desks for a pop quiz on the characters within chapters 5 & 6. Once they are finished with the quiz, we
will go over the quiz as a class verbally and I will answer any questions that the students might have. After the quiz discussion, I
will have the students get into a circle shape in order to finish up the discussion about these two chapters and the characters within
it. In order for the students to talk, they will have to be in possession of the beanie baby as used in previous days.
Teaching Materials: Chapter 5 & 6 Character Quiz, Beanie Baby
Checking for understanding (10 mins): Free writing counts as participation/attendance. Each student will receive a point for each
day they free write in class. While the students are working on their quizzes, I will be walking around checking for completion on
their annotation of chapters 5 & 6. I will also be checking for their complete understanding of the chapters through our in class
discussion.
Teaching Materials: None
Guided practice/ Independent practice (10 mins): The students will free write on their own for while I walk around and monitor.
While the students are working on their quizzes, I will be walking around the classroom assisting with any questions they may
have. I will also be facilitating the discussion on both chapters 5 & 6.
Teaching Materials: None
Closure/Evaluation (4 mins): I will be able to evaluate the student’s understanding of the text through their annotations, the
quizzes, and the in class discussions. For homework, students will be assigned to annotate Chapters 7 & 8 and asked to be prepared
for a quiz.
Rationale:
Primary importance: Gaining a better understanding about the characters within the novel will help the students relate more to the
novel. They may find characteristics within the characters that they share along with them as well. It is important to keep track of
the characters because students then will be able to make meaningful connections to the plot of the story as well as in their personal
lives.
Secondary importance: It is also important for students to work on their discussion abilities. Communicating with others is key in
the real world and without discussion, students would be at a loss for words. For example, this would not be ideal for the students
when they are applying for jobs. They will need to use their communication skills in order to have a strong and meaningful
conversation with a future employer.
Student work to be collected: Character Quiz Chapter 5 & 6
Ancillary Materials for Lesson #6
Free Writing Prompt (Announced Verbally): For five minutes,
students will write whatever comes to their mind first. They will have to
keep their pen moving at all times.
Character Quiz Chapter 5 & 6
Character Quiz Chapters 5 & 6 Answer Key
Discussion Questions:
1) Why is Ralph the one elected to be the leader? What qualities does
he possess that are fit for a leader?
2) Which character is the one who is against this decision? Why do
you think so?
3) What are the character’s reactions to the Beast in the Air?
4) What are the character’s reactions to the Beast in the Water?
5) Are the characters using the resources to their fullest potential for
their survival? Why or why not?
Name:
______________________
The Lord of the Flies Character Pop Quiz
Chapters 5 & 6
Directions: Name the character that matches the quote.
1) “If you're hunting sometimes... you can feel as if you're not hunting, but -- being hunted, as if
something's behind you all the time in the jungle”
_________________________________
2) “But I tell you that smoke is more important than the pig, however often you kill one.”
_________________________________
3) "What I mean is... Maybe it's only us.”
_________________________________
4) “I'm scared of him, and that's why I know him. If you're scared of someone you hate him but you can't
stop thinking about him. You kid yourself he's all right really, an' then when you see him again; it's like
asthma an' you can't breathe.”
_________________________________
4) EXTRA CREDIT: “There isn't anyone to help you. Only me. And I'm the Beast... Fancy thinking the
Beast was something you could hunt and kill!... You knew, didn't you? I'm part of you? Close, close,
close! I'm the reason why it's no go? Why things are the way they are?”
_________________________________
Name:
______________________
The Lord of the Flies Character Pop Quiz
Chapters 5 & 6 (Answer Key)
Directions: Name the character that matches the quote.
1) “If you're hunting sometimes... you can feel as if you're not hunting, but -- being hunted, as if
something's behind you all the time in the jungle” (Jack)
2) “But I tell you that smoke is more important than the pig, however often you kill one.” (Ralph)
3) "What I mean is... Maybe it's only us.” (Simon)
4) “I'm scared of him, and that's why I know him. If you're scared of someone you hate him but you can't
stop thinking about him. You kid yourself he's all right really, an' then when you see him again; it's like
asthma an' you can't breathe.” (Piggy)
5) EXTRA CREDIT: “There isn't anyone to help you. Only me. And I'm the Beast... Fancy thinking the
Beast was something you could hunt and kill!... You knew, didn't you? I'm part of you? Close, close,
close! I'm the reason why it's no go? Why things are the way they are?” (THE LOTF)
Lord of The Flies Lesson Plan #7
SUBJECT: English
TOPIC : Chapters 7 & 8 of The Lord of The Flies (Modern Music Allusions)
GRADE: 10th Grade
TIME: 50 minutes
OBJECTIVES: Students should be able to understand what the word ‘Allusion.’ Students should also be able to find music lyrics
that relate to this word. Lastly, students should be able to understand how important allusions are within literature.
IN Academic (K-12) Standard(s): 9.1.1. Identify and use the literal and figurative meanings of words and understand the origins
of words.
Anticipatory Set (3 mins): I will explain to the students that they will have the first five minutes to free write. Afterwards I will
give the students an in class quiz over chapter’s 7 & 8. Then I will introduce the word ‘Allusion’ and ask for the class to describe it
in their own words and brainstorm examples. Later we will look at music lyrics that use allusions as well.
Teaching Materials: Free writing Notebook, Chapter 7 & 8 Quiz
Objective and purpose (3 mins): The Objective to the following exercise is to identify the literal and figurative meaning of the
vocabulary words. Some of the words within this text are hard to understand while reading, so careful analyzing of these words will
help the students understand the context of how this word is used and the story better. They will also see how this vocabulary word
is applied within the real world today. This word has been used within music videos for the novel and the students will be able to
listen and enjoy music that they might not have heard before.
Teaching Materials: None
Input / Instructional strategies (20 mins): Students will free write first five minutes of class. Once the five minutes are up, they
will be asked to clear their desks and take out a pencil or a paper. They will be given the pop quiz and will be asked to keep their
eyes on their own papers. Once they are finished, they will be asked to turn their quizzes over. Once everyone is done, I will collect
the quizzes and we will go over the answers in class. Afterwards I will introduce the word, ‘Allusion.’ The students will then
brainstorm on the board what they think this word means. Then we will discuss how it is applied within the novel. Lastly, I will
show them a you tube video of a band that recorded the song in relation to the word ‘Allusion’ and The Lord of the Flies.
Teaching Materials: Free Write Notebook (Students), Vocab Pop Quiz over Chapters 7 & 8, Iron Maiden YouTube Video
Checking for understanding (10 mins): Free writing counts as participation/attendance. Each student will receive a point for each
day they free write in class. While the students are working on their quizzes, I will be walking around and checking for completion
on their annotations of chapters seven & eight. I will be listening to the student’s responses to the word allusion and see how well
they can connect this vocab word to the novel itself.
Teaching Materials: None
Guided practice/ Independent practice (10 mins): The students will free write on their own for while I walk around and monitor.
Afterwards, the students will have to brainstorm on their own about the word ‘Allusion.’ I will facilitate the discussion about how
this word relates to the text and how they could possiblt apply it to the real world.
Closure/Evaluation (4 mins): For homework, students will be asked to annotate chapters 9 & 10 and be prepared for a quiz.
Rationale:
Primary importance: Some of the vocabulary within the text is difficult to understand. It is important for students to take a step
back and analyze the words that they may not know right off the back of their hand. Having the students apply the literal meaning
to an activity like this may help them remember the word in the future and it will also enhance their personal vocabulary. This will
also help the students see how works (music) from outside of the novel relate to the plot, characters, and theme. This will help their
overall understanding of the novel.
Secondary importance: Annotating the text is vital to both reading comprehension and gaining a better understanding. It helps the
students pick out certain passages that are important to in class discussions and are easy to refer back to when they are needed for
evidence. It also helps the students think about the text in a deeper way and are reading it at a more slow and careful pace.
Also, it is important for the student’s to have quizzes because it shows the teacher weather or not the students are reading their
assigned chapters. It also demonstrates which students are having a hard time understanding the text and which ones are right on
track.
Student work to be collected: Quiz
Ancillary Materials for Lesson #7
Free Writing Prompt (Announced Verbally): For five minutes,
students will write whatever comes to their mind first. They will have to
keep their pen moving at all times.
Pop Quiz over Chapters 7 & 8
Pop Quiz over Chapters 7 & 8 (Answer Key)
Discussion Questions:
1) Brainstorm ideas around the word ‘Allusion;
2) What are some real life examples of Allusion?
3) How is allusion used within the text?
Iron Maiden YouTube Link: http://www.dailymotion.com/video/xctmly_iron-maiden-lord-of-theflies_music
Name:
______________________
The Lord of the Flies Pop Quiz
Chapters 7 & 8
1) What animal are the hunters hunting in chapter seven? Why this animal?
2) What is the symbolism for the boar hunt game?
3) Who is in confrontation with the Lord of the Flies?
4) Who leaves the group once they find out about the monster’s presence? Why?
Name:
______________________
The Lord of the Flies Pop Quiz
Chapters 7 & 8(Answer Key)
5) What animal are the hunters hunting in chapter seven? Why this animal?
Pigs are hunted in the novel because they are in high demand on the island at the time. They need
this animal in order to survive.
6) What is the symbolism for the boar hunt game?
It represents the power of human instinct. It also represents the savages that are on the island as
well.
7) Who is in confrontation with the Lord of the Flies?
Simon
8) Who leaves the group once they find out about the monster’s presence? Why?
Jack leaves the group because he is through following Ralph’s rules and wants to go be his own
independent person.
Lord of The Flies Lesson Plan #8
SUBJECT: English
TOPIC : Chapters 9 & 10 of The Lord of The Flies (Introduction to the Essay)
GRADE: 10th Grade
TIME: 50 minutes
OBJECTIVES: Students should be able to understand the basic concepts to essay writing. Students should also be able to create a
valid and arguable thesis. Lastly, students should be able to find support within the text to back up their arguments for the essay.
IN Academic (K-12) Standard(s): 11.4 Students write coherent and focused texts that show a well-defined point of view and
tightly reasoned argument
11.6.1Demonstrate control of grammar, diction, paragraph and sentence structure, and an understanding of English usage
11.6.2 Produce writing that shows accurate spelling and correct punctuation and capitalization
Anticipatory Set (3 mins): I will explain to the students that they will have the first five minutes to free write. Afterwards I will
give the students an in class quiz over chapter’s 9 & 10. Once they are done with the quiz, I will introduce their essay topic for the
novel. We will go over basic essay concepts to ensure that the students understand what is expected of them. Lastly we will practice
with writing a meaningful and valid thesis along with the rest of the essay.
Teaching Materials: Free writing Notebook, Chapter 9 & 10 Quiz
Objective and purpose (3 mins): The objective to the following lecture is to ensure that the students have a basic understanding
about the mechanics of an essay. It is important to have an intro, thesis, body paragraphs, and conclusion when it comes to writing
an essay. These basic writing skills are important for the rest of their high school career and their future. The purpose of this
exercise is to help pick the brains of the student’s to see how well they can write a thesis on their own with some guidance from me.
Teaching Materials: None
Input / Instructional strategies (20 mins): Students will free write first five minutes of class. Once the five minutes are up, they
will be asked to clear their desks and take out a pencil or a paper. They will be given the pop quiz and will be asked to keep their
eyes on their own papers. Once they are finished, they will be asked to turn their quizzes over. Once everyone is done, I will collect
the quizzes and we will go over the answers in class. Afterwards I will introduce the essay topic and explain the basic elements of
an essay. Then we will practice writing thesis’s. I will give the student’s some time to practice and then give them the rest of the
class period to begin working on their essays.
Teaching Materials: Free Write Notebook (Students), Vocab Pop Quiz over Chapters 9 & 10, Thesis prompts
Checking for understanding (10 mins): Free writing counts as participation/attendance. Each student will receive a point for each
day they free write in class. While the students are working on their quizzes, I will be walking around and checking for completion
on their annotations of chapters nine and ten. After min essay lesson and the writing prompts, I will collect their worksheets to see
which students are on the right track and those that are having a difficult time.
Teaching Materials: None
Guided practice/ Independent practice (10 mins): The students will free write on their own for while I walk around and monitor.
I will also walk around the classroom while the students are working on their quizzes to ensure everyone is doing their own work.
Afterwards I will facilitate the discussion about the essay for the novel and be there for any questions that they may have
throughout the period.
Closure/Evaluation (4 mins): For homework, students will be asked to read and annotate chapters 11 and 12. They will also have
to turn in their final essay.
Rationale:
Primary importance: Essay writing is crucial when it comes to fully comprehending the entire novel. Students are able to take a
side of an argument and write exactly what is on their mind. Hopefully the purpose of their daily writing practices will help them
create strong and meaningful essays. Essays will help me determine weather or not the student can fully analyze all characters,
themes, and symbols within the story.
Secondary importance: Annotating the text is vital to both reading comprehension and gaining a better understanding. It helps the
students pick out certain passages that are important to in class discussions and are easy to refer back to when they are needed for
evidence. It also helps the students think about the text in a deeper way and are reading it at a more slow and careful pace.
Also, it is important for the student’s to have quizzes because it shows the teacher weather or not the students are reading their
assigned chapters. It also demonstrates which students are having a hard time understanding the text and which ones are right on
track.
Student work to be collected: Quiz
Ancillary Materials for Lesson #8
Free Writing Prompt (Announced Verbally): For five minutes,
students will write whatever comes to their mind first. They will have to
keep their pen moving at all times.
Pop Quiz over Chapters 9 & 10
Pop Quiz over Chapters 9 & 10 (Answer Key)
Elements to an Essay:
1) Introduction
2) Thesis
a. Three Pronged
b. To the point
c. Specific
3) Three body Paragraphs
a. Need to include at least 4 quotes from the novel to back up
your personal thesis
4) Conclusion
Essay Topic:
The sow’s head and the conch shell each wield a certain kind of
power over the boys. In what ways do these objects’ powers differ? In
what way is Lord of the Flies a novel about power?
Name:
______________________
The Lord of the Flies Pop Quiz
Chapters 9 & 10
1) Why are the boys punished by Jack?
2) Which character was murdered on the Island?
3) Out of all of the characters, who is the most rational and why?
4) What causes Simon’s body to be visible on the island and what has disappeared after the fact?
Name:
______________________
The Lord of the Flies Pop Quiz
Chapters 9 & 10 (Answer Key)
5) Why are the boys punished by Jack?
For No Reason, it is a part of his personality. His ruling is based off of autonomy instead of
democracy.
6) Which character was murdered on the Island?
Simon
7) Out of all of the characters, who is the most rational and why?
Piggy because he has the most educated background and is serious with his studies
8) What causes Simon’s body to be visible on the island and what has disappeared after the fact?
The storm caused Simon’s body to roll up onto the sand and swept the dead parachute’s body away
into the ocean
Lord of The Flies Lesson Plan #9
SUBJECT: English
TOPIC : Chapters 11 & 12 of The Lord of The Flies (Video & Worksheet)
GRADE: 10th Grade
TIME: 50 minutes
OBJECTIVES: Students should be able to distinguish the differences between the text of the Lord of the Flies and the video
version. Students should also be able to analyze the different characteristic’s that are portrayed within the movie version as well by
documenting them in the worksheet provided.
IN Academic (K-12) Standard(s): 11.3.6 Analyze the way in which authors have used archetypes (original models or patterns,
such as best friend, champion, crusader, free spirit, nurturer, outcast, tyrant, and others) drawn from myth and tradition in literature,
film, political speeches, and religious writings
Anticipatory Set (3 mins): First I will collect the student’s essays. Then I will explain to the students that they will have the first
five minutes to free write. Afterwards I will introduce the movie version of the Lord of The Flies. We will watch this movie over
the next couple of days. I will then give the student’s a worksheet to follow along with the movie. Their goal is to distinguish the
differences between the characteristics of the characters that are used in the movie and the text.
Teaching Materials: Free writing Notebook, Worksheet
Objective and purpose (3 mins): The objective to the following lesson is to show the student’s a different version of the text.
They are able to compare what they have read to what they have seen. The worksheet provided for them will hep them guide their
thoughts in a clear and organized manner. The purpose of the video is to expose to the student’s the different pieces of ‘art’ that are
used within this novel. Films are essential for a student’s full understanding of the text.
Teaching Materials: Video
Input / Instructional strategies (20 mins): Students will free write first five minutes of class. While they are free writing I will be
checking the last annotation notes from chapters 11 and 12. Once the five minutes are up, they will be asked to turn in their essays
that were assigned the night before. Then I will introduce the movie to the student’s and provide them a worksheet for them to
follow along. They are to note the differences that they see between both the movie and the novel.
Teaching Materials: Free Write Notebook (Students), worksheet, video
Checking for understanding (10 mins): Free writing counts as participation/attendance. Each student will receive a point for each
day they free write in class. While the students are working on their free writing, I will be walking around and checking for
completion on their annotations of chapters eleven and twelve. Afterwards I will collect the essays to asses their understanding of
the text.
Guided practice/ Independent practice (10 mins): The students will free write on their own for while I walk around and monitor.
I will be in the room while the movie is playing to stop at certain parts to talk about them. They will be able to ask questions about
the worksheets when needed.
Closure/Evaluation (4 mins): I will collect the worksheets after every class period until the movie is finished. I will be able to
assess their understanding of the movie and how they are comparing it to the text. I will also assess their essays in order to see how
well they fully understood the meaning of the essay prompt.
Rationale:
Primary importance: Watching the visual art of a novel is beneficial for the students. The visual picture helps the students have a
better picture of what is going on versus reading the text each night. They are able to use their comparing and contrasting skills as
well to analyze what is shown in the movie versus what is not. This is also important because it gives the students some time to
relax and enjoy an educational film.
Secondary importance: Annotating the text is vital to both reading comprehension and gaining a better understanding. It helps the
students pick out certain passages that are important to in class discussions and are easy to refer back to when they are needed for
evidence. It also helps the students think about the text in a deeper way and are reading it at a more slow and careful pace. Even
though they will no longer be annotating for the rest of the unit, they have now gained a new knowledge about analyzing texts for
future classes.
Student work to be collected: Student’s Essays and Worksheet
Ancillary Materials for Lesson #9
Free Writing Prompt (Announced Verbally): For five minutes,
students will write whatever comes to their mind first. They will have to
keep their pen moving at all times.
Introduce The Lord of the Flies Movie
Hand out Movie Worksheet-Comparing and Contrasting the
Character’s characteristics in both the movie and the text.
Students are asked to turn in their Lord of the Flies Essay after free
writing.
Name:____________________________
Lord of the Flies Movie Worksheet
Directions: In each box make an observation; identify a situation in which each person has demonstrated that
characteristic within the movie. Afterwards, go back into the text and include a quote that indicates a
difference from what the movie displayed. (TO BE TURNED IN THE LAST DAY OF THE SHOWING OF
THE MOVIE)
LEADERSHIP QUALITIES
Confidence/Courage
Charm/”Street smarts”
Communication ability
Teamwork abilities
Initiative/Decisiveness
Knowledge & experience
Discipline/Ruthlessness
DION
HARPER
JACK
RALPH