L
S
Ord of the Flie
PRE-AP 10 UNIT
PACKET
LHS, Fall 2008
UNIT OBJECTIVES:
OBJECTIVE 1: Students will practice active reading strategies and raise their
reading levels by actively reading William Golding’s Lord of the Flies.
OBJECTIVE 2: Students will further their understanding of author’s tone and
how it impacts literature by completing a “tone diary,” in which they will
reflect on how William Golding sets various tones throughout different
chapters in Lord of the Flies.
OBJECTIVE 3: Students will gain a better understanding of symbolism, using
Socratic Seminars to discuss how characters and objects in the story have
multiple abstract meanings.
ASSIGNMENT 1: ACTIVE READING/VOCABULARY IN CONTEXT
While reading this novel, we will combine our active reading assignment
with our vocabulary assignment. While knowing how to properly use a dictionary is
certainly important, it’s even more important for a good reader to know how to use
context clues to figure out the meaning of a word. For that reason, you will be using
the text itself to try to gain an understanding of the following 50 words:
Chapter 1: clamber, decorous, interpose, strident, clamor, pallor
Chapter 2: conch, scornfully, officious, tumult
Chapter 3: festoon, tendril, inscrutable, barb, bewilder, flaunt, furtive
Chapter 4: opalescence, croon, incredulously, malevolent, gyration
Chapter 5: obscure, opaque, jeer, mimicry, inarticulate
Chapter 6: squawk, bristle, relentless
Chapter 7: dun, sagely, blunder
Chapter 8: heed, spout, skewer, iridescent, vex
Chapter 9: tremulous, steadfast
Chapter 10: befoul, gesticulate, stifle, twitch, phosphorescence
Chapter 11: myopia, multitudinous, incantation
Chapter 12: elaborate, ululation
When you come across a word on the list, I want you first to try to use context
clues (the words and sentences around the vocabulary word) to define the word.
Once you’ve written your own definition, which you should do directly in the margin
of the page on which the word appears, you should then confirm your definition by
looking up the word in the dictionary. Please write the dictionary’s definition under
your own. You will not lose points if your own definition doesn’t match up with the
dictionary’s. While I want you to practice using context clues, I don’t expect you to
get them all right. I just want to see evidence that you tried.
Once you have written both your own definition based on the context clues
and the dictionary definition for the vocabulary word, it’s time to shift gears into
active reading mode. While reading this novel, the vocabulary words will serve as
“close reading markers.” In other words, every time you come across a vocabulary
word, you need to make an active reading notation. Your notation needs to be some
sort of text-to-self, text-to-world, or text-to-text connection. Keep in mind that these
notations can come in many forms. You might make a notation about something you
find funny, or you might make a prediction about things to come. You might
compare the characters to people you know, people in the news, or maybe yourself.
NOTE: Feel free to make other active reading notations as you go! While you
are responsible for an active reading notation with every vocabulary word, you can
always write more notes if they help you with comprehension!
ASSIGNMENT 1 SUMMARY:
Step 1: Define the vocabulary word using context clues. Write your definition
directly in your book (use the margins or the spaces between the lines—there’s lots
of room).
Step 2: Confirm your definition by looking up the vocabulary word in the dictionary.
Write the dictionary definition, even if it is different that yours, directly next to your
own definition.
Step 3: When you are done with both definitions, make an active reading notation
about what’s happening in the story somewhere nearby (again, use the margins or
the spaces between the lines). Your active reading notations should make text-toself, text-to-world, and text-to-text connections.
POINT VALUES:
1. Context definitions are each worth 1 point, even if you guess wrong and your
definition is nowhere close to what’s in the dictionary. Again, I just want to see
evidence that you are trying to use context clues.
2. Confirming your context definition and writing the actual dictionary definition in
your book is also worth 1 point.
3. Making an active reading notation near each vocabulary word is worth 1 point.
4. There are 50 vocabulary words, so with 3 point associated with each word, the
grand total for assignment 1 is 150 points.
DUE DATE: November 26th
ASSIGNMENT 2: TONE DIARY
Understanding an author’s tone is important to your overall understanding of
a piece of literature. If you don’t get the tone, then sometimes you’re just not getting
the point!
At the end of each chapter, you are to write a “tone diary.” In your tone diary,
you are to simply describe the tone of the chapter, but make sure you are specific! If
you tell me that the tone is happy, then tell me what went on in the chapter that was
happy! If you tell me that the tone was creepy, then what happened that was so
darn creepy? Make sure that you give me specific details from the text that support
your idea.
The following is our list of tone words from our DIDLS packet. I encourage you
to use these words when defining the tone of each chapter:
Angry
Sharp
Upset
Silly
Boring
Apologetic
Joyful
Mocking
Nostalgic
Tired
Sad
Cold
Urgent
Joking
Poignant
Hollow
Peaceful
Sarcastic
Vexed
Frivolous
Sentimental
Fanciful
Complimentary
Condescending
Sympathetic
Childish
Horrific
Sweet
Vibrant
Irrelevant
Afraid
Detached
Contemptuous
Happy
Confused
Humorous
Allusive
Objective
Zealous
Bitter
Provocative
Didactic
Lugubrious
Sentimental
Proud
Giddy
Pitiful
Dramatic
Seductive
Restrained
Seductive
Somber
Shocking
Candid
Audacious
Benevolent
Dreamy
Your tone diaries don’t have to be long—a paragraph or so per entry should
do just fine, but remember that you are writing one for all 12 chapters.
ASSIGNMENT 2 SUMMARY:
Step 1: Read each chapter!
Step 2: At the end of each chapter, pick a word from the tone word list above (or
come up with your own) that best describes the overall tone of the chapter.
Step 3: Write a paragraph that backs up your opinion with specific details from the
test.
POINT VALUES:
1. Each diary entry is worth 10 points.
2. There are 12 entries, for a grand total of 120 points.
DUE DATE: November 26th
ASSIGNMENT 3: SYNTHESIS PROJECT
Active reading isn’t always just about making notations in a book. Sometimes active
reading also allows students to utilize their own talents and unique abilities to
demonstrate a deep and meaningful understanding of a piece of literature.
Are you an artist? A photographer? A filmmaker? A rapper? Whatever the case
may be, you are going to get the chance to design your own end-of-unit project for
Lord of the Flies that showcases your abilities and your understanding of the book.
Keep in mind that a synthesis project, while a lot of work, has the potential to be a
lot of fun! Pick something you like to do and do it!
On the next page of this packet, you’ll find a scoring guide. Read it over and look at
my requirements, and then start thinking about a project you could design that
would meet those requirements. The possibilities are endless!
SOME PROJECT IDEAS:
1. Create a Lord of the Flies comic book.
2. Write and perform a song based on Lord of the Flies.
3. Design a Lord of the Flies board game.
4. Write the lost chapter of Lord of the Flies.
5. Create a diary written from the perspective of a specific character in Lord of
the Flies.
6. Film a scene from Lord of the Flies.
7. Create a parody of Lord of the Flies.
8. The list goes on and on!
It’s important to note that not all projects are equal! For example, creating a collage
of a bunch of Lord of the Flies images you found online really won’t score well
according to the scoring guide on the next page. I’m looking for projects that require
thought and effort, so making a collage out of images you created yourself would be
worth more points!
You should begin thinking about a project idea immediately. I will conference with
each of you on our next SSR Friday about your project idea. During that time, we’ll
nail down the specifics of what I want. For example, if you tell me you want to write
a Lord of the Flies comic book, I’ll tell you how long I expect it to be and how much of
the book it should cover.
ASSIGNMENT 2 SUMMARY:
1. Study the scoring guide on the next page to gain an understanding of my
requirements.
2. Think up a project that is fun and fits those requirements.
3. Pitch your idea to me next Friday.
4. Once your idea is approved and we’ve established some guidelines, get to work
on a cool project that you will present to the class!
3: Excellent
Book Connection (x15)
Quality (x15)
Organization (x 10)
Presentation (x 10)
2: Good
1: Fair
0: Unsatisfactory
Project demonstrates a
strong, clear connection to
the specific ideas,
situations, and themes
presented in Of Mice and
Men.
Project demonstrates
critical thought,
craftsmanship, proper use
of time, and extraordinary
effort.
Project demonstrates a
reasonable connection to
the novel, but may at times
be vague or overlygeneralized.
Project demonstrates only
somewhat of a connection
to the novel, but is, overall,
too vague or overlygeneralized.
Project demonstrates little
or no connection to the
novel.
Project demonstrates
critical thought and
craftsmanship, but may
show small signs of being
rushed or a small lack of
effort.
Project demonstrates only
a small amount of critical
thought or craftsmanship,
showing many signs of
being rushed or a major
lack of effort.
Project demonstrates no
critical thought or
craftsmanship.
Project is well-organized
and placed in a visually
appealing and creative
package.
Presentation demonstrates
preparedness and
professionalism.
IMPORTANT NOTE: Prerecorded movies or songs
will still require a
professional set-up in
which you introduce your
project to the class. In the
case of all projects, you
may be asked to respond to
questions, and your ability
to do so will be reflected in
your grade for this section.
Project is organized and
packaged, but lacks visual
or creative appeal.
Project is somewhat
organized, but not put
together in overall
package.
Presentation demonstrates
only some preparedness
and is lacking in
professionalism.
Project is completely devoid
of organization or overall
package.
DUE DATE: November 26th
TOTAL SCORE
out of 150
NOTES:
UNIT POINTS SUMMARY:
Presentation demonstrates
preparedness, but may be
somewhat lacking in
professionalism.
Presentation is devoid of any
preparedness and
professionalism.
Assignment 1: Vocabulary/Close Reading
Assignment 2: Tone Diary
Assignment 3: Synthesis Project
150 Points
120 Points
150 Points
TOTAL POINT VALUE:
420 POINTS
Keep in mind, though, that the total listed above only reflects the major
grades associated with this unit. While you are reading the book outside of class, we
will be reading several short essays and articles in class that will also be worth
points. On top of that, you can count on quizzes and graded discussions that will
also have an impact on your grade, making the total unit worth somewhere around
500 points.
LONG STORY SHORT: You can’t pass 2nd quarter without reading Lord of the Flies,
so get to work!
UNIT SCHEDULE:
Tuesday, October 21st: Chapters 1-3 Quiz, Socratic Seminar
Monday, October 27th: Chapters 4-6 Quiz, Socratic Seminar
Thursday, November 6th: Chapters 7-9 Quiz, Socratic Seminar
Wednesday, November 12th: Chapters 10-12 Quiz, Socratic Seminar
Tuesday, November 18th: Unit Test
Thursday, November 20th: Test Analysis Day (chance for extra credit!)
Monday, November 24th: Project Work Day
Wednesday, November 26th: Synthesis project, Vocabulary/Close Reading
assignment, and Tone Diary due! It’s logical that your vocabulary/close reading
assignment and your tone diary might be done earlier, so you may turn them in
earlier if you wish.
NOTE: I’m willing to be flexible on the synthesis project due date. I would consider
collecting it AFTER Thanksgiving if you felt the extra time would be beneficial, but
honestly, I just didn’t want you to have homework during Thanksgiving break!