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Stage 1
G
Established Goals:





Students will cite strong and thorough textual evidence to support analysis of what the
text says explicitly as well as inferences drawn from the text, including determining where
the text leaves matters uncertain.
Students will interpret and identify four different archetypes portrayed in the novel
Students will determine two or more themes or central ideas of a text and analyze their
development over the course of the text
Students will predict how the absence of rules can affect a society
Students will analyze and determine different types of leadership and which type of
leader is the most successful
Understanding(s)
U
Essential Questions
Q
Students will understand that…
 Rules are placed in society in order to help prevent
humans from descending into madness and chaos.
 Human nature is complex and unpredictable
 All though successful leaders can have similar
characteristics they are not all the same archetype.
 Archetypes exist in fiction, history and politics. It is
a natural reaction to place human beings into
categories.
*** What drives human
nature?
How do the rules placed
in society keep people
from descending into
savagery?
How far can someone go
to achieve absolute
supremacy?
What attributes does a
person need to have in
order to be a successful
leader?
How are archetypes
portrayed in literature,
politics, and history, and
what type would be the
most successful in a
leadership position?
Related Misconceptions
- Stereotypes and Archetypes are the same thing
- All successful leaders are the same archetype
Knowledge
Students will know…
K
Skills
S
Students will be able to…
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* Students will be able to
*Students will know what an archetype is
produce a number of short
*Students will know the importance of rules in a civilized
writing tasks in relation to
society
the general themes of
* Students will know what symbolism is and how it can
Lord of the Flies
help facilitate a story
* Students will be able to
cite several pieces of
*Students will know how different types of leadership affect textual evidence to
a group’s dynamic.
support analysis of what
the text says explicitly as
* Students will know how to successfully cite evidence.
well as inferences drawn
* Students will know how Lord of the Flies can relate to
from the text.
real life events
* Students will be able to
* Students will know how to infer about the future of a
acquire and use accurately
novel based on foreshadowing and symbolism
grade-appropriate general
academic and domainspecific words and
phrases.
* Students will be able to
successfully argue and
counter argue their points
of view, while using
evidence to prove their
point
* Students will be able to
identify different
archetypes
* Students identify
different symbols
Stage 2
Performance Tasks:
T
* Students will engage in a role playing activity based on the dynamic of tribes in Lord
of the Flies
* Students will participate in an anticipation discussion based on the rules of society
* Students will complete a worksheet depicting the leadership qualities of both Ralph
and Jack
* Students will complete the Archetypes worksheet and be able to act out certain ones
* Students will complete a symbolism activity
* Students will participate in a discussion about the existence of evil and how it
manifests in a person.
* Students will participate in a discussion about the dark side of human nature
* Students will determine which type of archetype would be the most successful leader
* Students will engage in the research of an article relating to the theme of savagery in
society
* Students will engage in a trial skit based on the possible repercussions of what
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happened on the island
* Students will complete individual writing assignments
* Students will participate in a mock talk show
* Students will create a script for the mock talk show
*Students will complete a Writing Metaphors activity.
* Students will complete a Writing Similes activity.
* Students will look back on
Other Evidence
OE:
* Students will be tested on certain chapters in Lord of the Flies
* Students will be tested on Archetypes, including what different ones exist and how
they are represented in literature as well as popular culture
* Students will revise and edit their work.
* Students will actively participate in class discussion.
Student self-assessment & reflection:
Students will reflect on their learning during group and class discussion. They will also
reflect on their writing by having time in class to pier review their first drafts. Lastly,
students will reflect on the final talk show project- the process, product, and group
participation.
Stage 3
Where are your students
headed? Where have they
been? How will you make
sure the students know
where they are going?
How will you hook
students at the beginning of
the unit?
What events will help
students experience and
explore the big idea and
questions in the unit? How
will you equip them with
needed skills and
knowledge?
How will you cause
students to reflect and
rethink? How will you
guide them in rehearsing,
Students will begin this unit with a group activity where
they have to put themselves in the position of the
characters in the novel. This activity will begin to form the
ideas that group dynamic differs based on leadership, the
deterioration of rules can lead a civilized person into
savagery, and every action affects the future, which can
then be noted through out the rest of the unit plan.
I will hook the students by putting them in the shoes of the
boys on the Island, having them plan their own “tribe”
dynamics, and learning how their actions might result in
the figurative destruction of their group.
Students will learn about group dynamics, archetypes,
symbolism, as well as leadership, and how they all relate to
civilization vs. savagery. I will equip them with the needed
skills and knowledge by facilitating whole class
discussions, small group discussions, and partner
discussions. They will work in groups to learn about the
Symbolism, main themes, and real life application of Lord
of the Flies. They will also be completing a number of
group and independent writing activities as well as
presentations and research that pertain to the main themes.
Students will participate in small and full group
discussions often, if not daily, allowing them to develop
their perspectives as they read. I will allow them to revise
and reflect on assignments because writing is a process.
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revising, and refining their
work?
How will you help students
to exhibit and self-evaluate
their growing skills,
knowledge, and
understanding throughout
the unit?
How will you tailor and
otherwise personalize the
learning plan to optimize
the engagement and
effectiveness of ALL
students, without
compromising the goals of
the unit?
How will you organize and
sequence the learning
activities to optimize the
engagement and
achievement of ALL
students?
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Furthermore, I will also moderate discussion during group
as well as whole class conversations.
Students will be able to present their newly developed
skills both during the culminating activity. By creating a
talk show script they are required to demonstrate analysis
skills, archetype knowledge, as well as the importance of
the symbolic objects found in the novel. In addition, after
they complete their script they will return to the
anticipation worksheet and reflect on how their points of
view on society as well as the statements might have
changed since reading the novel.
I will create a multitude of different lessons that will tailor
to different types of learner. For example, the writing
portions will be for linguistic learners, the skits are helpful
for interpersonal and kinesthetic learner, and relating the
novel to personal and real life situations is for
intrapersonal learners. Furthermore, discussing a majority
of the chapters in class instead of having the students read
it all on their own helps those who learn better through an
auditory presentation.
I will begin the unit with a “What would you do if you
were stuck on an Island” activity where students will have
the opportunity to put themselves in the shoes of the
characters of Lord of the Flies, with out even having read
the book yet. I have chosen this is an opening activity
because students are more inclined to participate if the
activity is geared towards an interesting engagement and
this type of lesson is meant to engage every type of learner
in the class. Following this, students will read chapters one
and two and then participate in anticipation activity. This
activity will hint at upcoming themes in the novel. We go
back to these questions on the last day of this unit in order
to see if any of the students’ opinions have changed after
reading the novel.
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Lord of the Flies – Unit Plan
Lesson
Number
1
Title
Objectives
Opening – If you
were trapped on
an island
Students will be able to
place themselves in the
mind set of a stranded
island dweller. This
will help give them a
better understand of the
themes, characters and
plot of the book that
are to come.
Students will be able to
reflect on their
decisions and
determine how certain
choices influenced the
result of this activity.
Students will be able to
draw inferences form
this activity and base it
on how the novel will
progress
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Antici…pation
Students will be able to
discuss issues present
in society
Students will be able to
argue their opinion
using real life
examples.
Students will be able to
respect points of view
that differ form their
own.
Students will be able to
understand how certain
parts of society shape
who they are.
Common Core State Standards
CCSS.ELA-Literacy.SL.1112.1 Initiate and participate
effectively in a range of
collaborative discussions (oneon-one, in groups, and teacherled) with diverse partners on
grades 11–12 topics, texts, and
issues, building on others’ ideas
and expressing their own clearly
and persuasively.
CCSS.ELA-Literacy.SL.1112.3 Evaluate a speaker’s point
of view, reasoning, and use of
evidence and rhetoric, assessing
the stance, premises, links
among ideas, word choice, points
of emphasis, and tone used.
CCSS.ELA-Literacy.L.1112.1 Demonstrate command of
the conventions of standard
English grammar and usage
when writing or speaking.
CCSS.ELA-Literacy.W.1112.1a Introduce precise,
knowledgeable claim(s), establish
the significance of the claim(s),
distinguish the claim(s) from
alternate or opposing claims, and
create an organization that
logically sequences claim(s),
counterclaims, reasons, and
evidence.
CCSS.ELA-Literacy.W.1112.2 Write
informative/explanatory texts to
examine and convey complex
ideas, concepts, and information
clearly and accurately through the
effective selection, organization,
and analysis of content.
CCSS.ELA-Literacy.W.1112.4 Produce clear and coherent
writing in which the development,
organization, and style are
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appropriate to task, purpose, and
audience. (Grade-specific
expectations for writing types are
defined in standards 1–3 above.)
CCSS.ELA-Literacy.SL.1112.1 Initiate and participate
effectively in a range of
collaborative discussions (oneon-one, in groups, and teacherled) with diverse partners on
grades 11–12 topics, texts, and
issues, building on others’ ideas
and expressing their own clearly
and persuasively.
CCSS.ELA-Literacy.SL.1112.4 Present information,
findings, and supporting
evidence, conveying a clear and
distinct perspective, such that
listeners can follow the line of
reasoning, alternative or
opposing perspectives are
addressed, and the organization,
development, substance, and
style are appropriate to purpose,
audience, and a range of formal
and informal tasks.
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Ralph vs. Jack
Students will be able
determine what makes
a successful leader
Students will be able to
locate examples of
both Ralph and Jack’s
leader ship skills
Students will be able to
cite evidence for these
examples
Students will be able to
CCSS.ELA-Literacy.RL.1112.2 Determine two or more
themes or central ideas of a text
and analyze their development
over the course of the text,
including how they interact and
build on one another to produce a
complex account; provide an
objective summary of the text.
CCSS.ELA-Literacy.RL.1112.1 Cite strong and thorough
textual evidence to support
analysis of what the text says
explicitly as well as inferences
drawn from the text, including
determining where the text leaves
matters uncertain.
CCSS.ELA-Literacy.RL.1112.6 Analyze a case in which
grasping a point of view requires
distinguishing what is directly
stated in a text from what is really
meant (e.g., satire, sarcasm,
irony, or understatement).
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discuss their opinions
about leadership, while
respecting points of
view that differ from
their own.
CCSS.ELA-Literacy.RL.1112.7 Analyze multiple
interpretations of a story, drama,
or poem (e.g., recorded or live
production of a play or recorded
novel or poetry), evaluating how
each version interprets the source
text. (Include at least one play by
Shakespeare and one play by an
American dramatist.)
CCSS.ELA-Literacy.W.1112.1 Write arguments to support
claims in an analysis of
substantive topics or texts, using
valid reasoning and relevant and
sufficient evidence.
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Archetypes
Students will be able to
explain the different
types of character
archetypes
Student will be able to
explain which Lord of
the Flies characters is
what archetype and
give examples from the
text to prove their point
Students will be able to
explain how archetypes
and stereotypes differ
CCSS.ELA-Literacy.SL.1112.1 Initiate and participate
effectively in a range of
collaborative discussions (oneon-one, in groups, and teacherled) with diverse partners on
grades 11–12 topics, texts, and
issues, building on others’ ideas
and expressing their own clearly
and persuasively.
CCSS.ELA-Literacy.RL.1112.3 Analyze the impact of the
author’s choices regarding how to
develop and relate elements of a
story or drama (e.g., where a
story is set, how the action is
ordered, how the characters are
introduced and developed).
CCSS.ELA-Literacy.RL.1112.5 Analyze how an author’s
choices concerning how to
structure specific parts of a text
(e.g., the choice of where to begin
or end a story, the choice to
provide a comedic or tragic
resolution) contribute to its overall
structure and meaning as well as
its aesthetic impact.
CCSS.ELA-Literacy.W.1112.2 Write
informative/explanatory texts to
examine and convey complex
ideas, concepts, and information
clearly and accurately through the
effective selection, organization,
and analysis of content
CCSS.ELA-Literacy.W.1112.9 Draw evidence from literary
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or informational texts to support
analysis, reflection, and research.
5
Leaders
(historical,
political, pop
culture)
Students will be able to
research different types
of leaders (pop culture,
political, or historical)
and explain what
archetypes they are.
Students will be able to
choose one archetype
and argue why they
would make the best
leader.
CCSS.ELALiteracy.W.7.1e Provide a
concluding statement or
section that follows from and
supports the argument
presented.
CCSS.ELALiteracy.SL.7.2 Analyze the
main ideas and supporting
details presented in diverse
media and formats (e.g.,
visually, quantitatively,orally)
and explain how the ideas
Students will be able to clarify a topic, text, or issue
use evidence to solidify under study.
CCSS.ELAtheir arguments.
Literacy.SL.7.4 Present claims
Students will be able to and findings, emphasizing
salient points in a focused,
write a paper arguing
coherent manner with pertinent
and counter arguing
descriptions, facts, details, and
their choice of
examples; use appropriate eye
archetype.
contact, adequate volume, and
Students will be able to clear pronunciation.
explain their choice of
archetype correctly
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Why Boys Become
Vicious
Students will be able to
understand William
Golding’s view on
society and the cruelty
of boys
Students will be able to
question why William
Golding didn’t include
girls in his novel
Students will be able to
discuss how aggression
is viewed both
similarly and
differently in males
and females.
CCSS.ELA-Literacy.RI.1112.1 Cite strong and thorough
textual evidence to support
analysis of what the text says
explicitly as well as inferences
drawn from the text, including
determining where the text leaves
matters uncertain.
CCSS.ELA-Literacy.RI.1112.2 Determine two or more
central ideas of a text and
analyze their development over
the course of the text, including
how they interact and build on
one another to provide a complex
analysis; provide an objective
summary of the text.
CCSS.ELA-Literacy.RI.1112.5 Analyze and evaluate the
effectiveness of the structure an
author uses in his or her
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Students will be able to
understand Golding’s
article both from his
point of view as well as
their own.
Students will be able to
refer back to Lord of
the Flies to make
connections between
that text and this one
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Symbolism in Lord
of the Flies and
why it’s important
Students will be able to
critically analyze
Golding’s writing and
answer the questions
presented.
Students will be able to
define symbolism
correctly
Students will able to
identify and cite the
evidence of symbolism
in Lord of the Flies

Students will explain
how symbolism helps
explain the main
themes of Lord of the
Flies
Students will be able to
explain how and
through what (or who)
religion is symbolized
in Lord of the Flies

Students will be able to
identify the importance
of nature in the novel
and what it symbolizes

exposition or argument, including
whether the structure makes
points clear, convincing, and
engaging.
CCSS.ELA-Literacy.RI.1112.6 Determine an author’s point
of view or purpose in a text in
which the rhetoric is particularly
effective, analyzing how style and
content contribute to the power,
persuasiveness or beauty of the
text.
CCSS.ELA-Literacy.W.1112.4 Produce clear and coherent
writing in which the development,
organization, and style are
appropriate to task, purpose, and
audience. (Grade-specific
expectations for writing types are
defined in standards 1–3 above.)
CCSS.ELA-Literacy.RL.1112.1 Cite strong and thorough
textual evidence to support
analysis of what the text says
explicitly as well as inferences
drawn from the text, including
determining where the text leaves
matters uncertain
CCSS.ELALiteracy.RL.11-12.4 Determine
the meaning of words and
phrases as they are used in the
text, including figurative and
connotative meanings; analyze
the impact of specific word
choices on meaning and tone,
including words with multiple
meanings or language that is
particularly fresh, engaging, or
beautiful. (Include Shakespeare
as well as other authors.)
CCSS.ELALiteracy.RL.11-12.5 Analyze how
an author’s choices concerning
how to structure specific parts of
a text (e.g., the choice of where to
begin or end a story, the choice to
provide a comedic or tragic
resolution) contribute to its overall
structure and meaning as well as
its aesthetic impact.
CCSS.ELA-
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Literacy.W.11-12.4 Produce clear
and coherent writing in which the
development, organization, and
style are appropriate to task,
purpose, and audience. (Gradespecific expectations for writing
types are defined in standards 1–
3 above.)
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Articles – Real life
Connections
Students will be able to
use the internet to
locate articles relating
to idea of civilization
vs. savagery.
Students will be able to
successfully analyze
informative text
Students will be able to
connect Lord of the
Flies to real life
situations
Students will be able to
explain their article and
how it is similar or
different form the
novel
CCSS.ELA-Literacy.W.1112.2 Write
informative/explanatory texts to
examine and convey complex
ideas, concepts, and information
clearly and accurately through the
effective selection, organization,
and analysis of content
CCSS.ELA-Literacy.W.1112.7 Conduct short as well as
more sustained research projects
to answer a question (including a
self-generated question) or solve
a problem; narrow or broaden the
inquiry when appropriate;
synthesize multiple sources on
the subject, demonstrating
understanding of the subject
under investigation.
CCSS.ELA-Literacy.W.1112.9 Draw evidence from literary
or informational texts to support
analysis, reflection, and research
CCSS.ELA-Literacy.W.1112.10 Write routinely over
extended time frames (time for
research, reflection, and revision)
and shorter time frames (a single
sitting or a day or two) for a range
of tasks, purposes
CCSS.ELA-Literacy.L.1112.1 Demonstrate command of
the conventions of standard
English grammar and usage
when writing or speaking.
CCSS.ELA-Literacy.L.1112.2 Demonstrate command of
the conventions of standard
English capitalization,
punctuation, and spelling when
writing.
CCSS.ELA-Literacy.SL.1112.1 Initiate and participate
effectively in a range of
collaborative discussions (oneon-one, in groups, and teacher-
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9
On Trial – Who’s
at fault for these
crimes?
Students will be able to
cite correct evidence
from Lord of the Flies
to prove their point of
view.
Students will be able to
put themselves in the
mind set of what ever
POV they are assigned
too
Students will able to
successfully argue
from their chosen
perspective.
Students will be able to
make estimated
guesses about Ralph
and Jack based on both
what happened in the
book as well as any
knowledge of the
judicial system that
they might have
led) with diverse partners on
grades 11–12 topics, texts, and
issues, building on others’ ideas
and expressing their own clearly
and persuasively.
CCSS.ELA-Literacy.SL.1112.4 Present information,
findings, and supporting
evidence, conveying a clear and
distinct perspective, such that
listeners can follow the line of
reasoning, alternative or
opposing perspectives are
addressed, and the organization,
development, substance, and
style are appropriate to purpose,
audience, and a range of formal
and informal tasks.
CCSS.ELA-Literacy.RI.1112.3 Analyze a complex set of
ideas or sequence of events and
explain how specific individuals,
ideas, or events interact and
develop over the course of the
text.
CCSS.ELA-Literacy.SL.1112.1 Initiate and participate
effectively in a range of
collaborative discussions (oneon-one, in groups, and teacherled) with diverse partners on
grades 11–12 topics, texts, and
issues, building on others’ ideas
and expressing their own clearly
and persuasively.
CCSS.ELA-Literacy.SL.1112.3 Evaluate a speaker’s point
of view, reasoning, and use of
evidence and rhetoric, assessing
the stance, premises, links
among ideas, word choice, points
of emphasis, and tone used.
CCSS.ELA-Literacy.SL.1112.4 Present information,
findings, and supporting
evidence, conveying a clear and
distinct perspective, such that
listeners can follow the line of
reasoning, alternative or
opposing perspectives are
addressed, and the organization,
development, substance, and
style are appropriate to purpose,
audience, and a range of formal
and informal tasks
CCSS.ELA-Literacy.RL.11-
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10
Talk Show
Students will be able to
explore the
implications of the role
of the individual in
society-decisions/actions
within a community.
Students will be able to
create the script for an
Oprah/Dr. Phil type
interview. The subject
on the show would be
to talk to the survivors
about their experience.
There would also be
experts on the show of
various kinds.
Students will be able to
cite specific examples
from Lord of the Flies
as well as various
articles used in class in
their script. This will
demonstrate student
based critical thinking

and reflection.
Students will be able to
12.6 Analyze a case in which
grasping a point of view requires
distinguishing what is directly
stated in a text from what is really
meant (e.g., satire, sarcasm,
irony, or understatement).
CCSS.ELA-Literacy.RL.1112.7 Analyze multiple
interpretations of a story, drama,
or poem (e.g., recorded or live
production of a play or recorded
novel or poetry), evaluating how
each version interprets the source
text. (Include at least one play by
Shakespeare and one play by an
American dramatist.)
CCSS.ELA-Literacy.W.1112.9 Draw evidence from literary
or informational texts to support
analysis, reflection, and research.
CCSS.ELA-Literacy.W.1112.1 Write arguments to support
claims in an analysis of
substantive topics or texts, using
valid reasoning and relevant and
sufficient evidence.
CCSS.ELA-Literacy.W.1112.3 Write narratives to develop
real or imagined experiences or
events using effective technique,
well-chosen details, and wellstructured event sequences.
CCSS.ELALiteracy.W.11-12.4 Produce clear
and coherent writing in which the
development, organization, and
style are appropriate to task,
purpose, and audience. (Gradespecific expectations for writing
types are defined in standards 1–
3 above.)
CCSS.ELALiteracy.W.11-12.5 Develop and
strengthen writing as needed by
planning, revising, editing,
rewriting, or trying a new
approach, focusing on addressing
what is most significant for a
specific purpose and audience.
CCSS.ELALiteracy.W.11-12.6 Use
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use Ralph’s archetype
and evidence from the
text pertaining to it to
help explain why he
acted the way he did on
the island.
technology, including the Internet,
to produce, publish, and update
individual or shared writing
products in response to ongoing
feedback, including new
arguments or information.
CCSS.ELA-Literacy.W.1112.8 Gather relevant information
from multiple authoritative print
and digital sources, using
advanced searches effectively;
assess the strengths and
limitations of each source in
terms of the task, purpose, and
audience; integrate information
into the text selectively to
maintain the flow of ideas,
avoiding plagiarism and
overreliance on any one source
and following a standard format
for citation.
CCSS.ELA-Literacy.W.1112.9 Draw evidence from literary
or informational texts to support
analysis, reflection, and research.
CCSS.ELA-Literacy.W.1112.10 Write routinely over
extended time frames (time for
research, reflection, and revision)
and shorter time frames (a single
sitting or a day or two) for a range
of tasks, purposes
CCSS.ELA-Literacy.W.1112.10 Write routinely over
extended time frames (time for
research, reflection, and revision)
and shorter time frames (a single
sitting or a day or two) for a range
of tasks, purposes
CCSS.ELA-Literacy.SL.1112.4 Present information,
findings, and supporting
evidence, conveying a clear and
distinct perspective, such that
listeners can follow the line of
reasoning, alternative or
opposing perspectives are
addressed, and the organization,
development, substance, and
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style are appropriate to purpose,
audience, and a range of formal
and informal tasks
* Lesson plans for Read Aloud days have not been included in this unit plan. On these
days, the students and I will be sitting in a circle and reading as well as analyzing the
chapters of the book together. At least 10 days of the unit plans length will be
dedicated to this activity.
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Lesson One
Grade Level/ Subject
Grade 12 English (Honors)
Lesson Title
If you were stranded on an Island
Standards
CCSS.ELA-Literacy.SL.11-12.1 Initiate and participate
effectively in a range of collaborative discussions (one-on-one,
in groups, and teacher-led) with diverse partners on grades
11–12 topics, texts, and issues, building on others’ ideas and
expressing their own clearly and persuasively.
CCSS.ELA-Literacy.SL.11-12.3 Evaluate a speaker’s point of
view, reasoning, and use of evidence and rhetoric, assessing
the stance, premises, links among ideas, word choice, points
of emphasis, and tone used.
CCSS.ELA-Literacy.L.11-12.1 Demonstrate command of the
conventions of standard English grammar and usage when
writing or speaking.
Context
This lesson is an introduction to Lord of the Flies. Its
main purpose is to figuratively place the students in to
the same situation as the characters in the novel and see
how they adapt to their new environment.
Objectives
Students will place themselves in the mind set of a
stranded island dweller. This will help give them a better
understand of the themes, characters and plot of the book
that are to come.
Students will be able to reflect on their decisions and
determine how certain choices influenced the result of
this activity.
Students will be able to draw inferences form this
activity and base it on how the novel will progress
Instructional Procedures
Materials
If You Were Stranded on an Island worksheet
Opening:
To begin class I will first introduce myself. Following
that, I will ask the class the following questions:
If you stranded on a deserted island and could only bring
one item what would it be? Why?
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What if there were other people there with you? Would
you get along?
What if they had something you needed and wouldn’t
give it to you? Then what would you do?
This will then lead into the Engagement activity, which I
will explain before handing it out.
Engagement:
The engagement portion of this lesson is the “If You
Were Stranded on an Island worksheet. It is divided into
four parts and after each part is complete, students will
share out what they discussed in their groups.
One student from each group will be chosen to be the
scribe
These “tribes” will then be the students set groups for the
rest of the unit.
Part 1:
Each tribe will determine the hierarchy of their group and
what form of government they will be following
(ie Democratic, Socialist, Communist, etc,)
I will give some examples of different types of
government. This way, students will have a better idea of
what they can choose from.
Part 2:
In their groups, students will:
Choose three items that they are aloud to have with them
on their island.
Choose an occupation for each group member
Create a list of laws they want to have on their island
with punishments that will be carried out for each law
that is broken.
Choose a name for their tribe that relates to the way their
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group is structured.
Part 3:
During the third part, each of the four groups will be
given a scenario they will have to discuss and agree
upon.
Group 1
1. Whoever is second in rank, has stolen a pair of
glasses from the person who is last in rank in
your tribe; without these glasses, this member of
the group is blind and cannot perform any of his
duties. In the commotion of steeling the glasses,
they have broken and cannot be fixed. As a tribe,
how are you going to handle this situation?
Remember to consider that this person, who now
is blind, cannot perform any of his duties, nor can
he get around without help. Who is going to help
him get around? Who is going to pick up the
slack for the duties that he will not be able to
perform? What will happen to the person who
committed this crime?
Group 2
2. An airplane has flown by, but you have either
failed to have a signal ready, or the signal you
planned on having, was not ready when the
airplane flew by. Who will be held responsible
for the failure to be prepared? What will be his
punishment? How will you keep this from
happening in the future?
Group 3
3. Your member(s) in charge of finding food has
been hording food for himself and no longer
brings the food back for other members of the
tribe. Who will be held responsible? What will
be his punishment? How will you keep this from
happening in the future?
Group 4
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4. The persons forth in rank and beyond have
stopped doing their jobs. What are you going to
do as a tribe to get these members to continue
their jobs? Will there be a punishment? What
will the punishment be? What happens if they do
this again?
Part 4:
The second in rank, or next in succession, was
executed or kicked out of the tribe because of
question #7-10. He or She has decided that He or She
no longer agrees with the way the tribe is being run.
This person then wishes to break off from the tribe
and start his own group. This new group will have
no rules. Everyone will be able to hunt, do whatever
they want, and have fun. The three items chosen
earlier in the activity have no bearing on this
decision. None of the tribes have any idea where
these items will end up.
Now, the person first in rank will have one
minute, uninterrupted, to try and convince others
to stay with the tribe.
Once he is finished, take a vote; students who wish to
remain in the tribe and students who wish to join the
tribe of the person second in rank. If no one wishes
to join the person second in rank then he must now
be on his own.
Closing:
To conclude the class, students will return to a whole
class circle and we will have a discussion based on these
questions:
After this experience, how would you change
decisions you made in the past when it came to
forming your tribe? What would you change and
what would you keep the same?
How would you relate your tribe to society as a
whole? What worked in your society that works in
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today’s society? What did not work in your society
that also does not work in today’s society? Be
specific with your answers; go into detail.
Assessment
Students will be assessed on their write up, which the
scribe of the group will give to me at the end of class.
Students will be assessed on their class participation.
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If You Were Stranded on a Deserted Island!
In groups of four, you will create your own tribes. These tribes will have a hierarchy,
various occupations for each tribe member, laws, punishments, and most importantly, a
name. The island is assumed to have trees, fresh streams, and multiple food sources.
Listed below are the ordered tasks and scenarios that you must complete. Students must
do the tasks in order and as a group. This is not to be done individually. Answers should
be numbered and completed on another sheet of paper.
Part 1:
1. As a group, determine the hierarchy of your group. Who is first in command?
Who is second in command? Etc. Everyone must fit somewhere on the hierarchy
and no two people can be equal in rank.
2. As a group, decide what type of government will be followed in your tribe. Will
you be using a democratic government where decisions are determined by a vote
from each tribal member? In that democratic government do certain members’ votes
count more than others or are they all even? Will your government be a fascist
government where the leader makes all the decisions and no one votes? In either case
be sure to be specific with your government and voting process.
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Part 2:
Now that you have your government and hierarchy in place, read carefully to how you
will carry out the rest of your tasks for this assignment. Whatever government you chose
will now be used to complete the rest of the assignment.
Ex)
If you chose a fascist government, your leader or the person first in command will
be making all of your decisions. This means whatever he says goes. All other members
of the tribe must now do whatever the leader or person first in rank says. The group is
now at the mercy of the person first in command. However, if your group chose a
democratic government, you must follow that government and the way it will be run in
order to complete the rest of this assignment.
YOU MUST USE THIS GOVERNMENT FOR EVERY DECISION (QUESTION)
FROM HERE ON OUT. Remember your voting and how much each person’s vote will
count because that is how you will be making the rest of your decisions for this
assignment. DO NOT CHANGE YOUR ANSWER TO TASK #2.
5. Your group is on a deserted island with nothing but the clothes on your back and
no tools for survival. However, you are able to have three items to improve your
chance at survival. What will these three items be? They must be three singular
items. For example, you would only get a gun without bullets for one item. In
the same regard, you would only get one bullet instead of multiple bullets. These
must be tools used in order to increase your chances at survival. Do not include
electronics, like a GPS system, or items that would directly get you off the island.
These items are for survival only, not for escape.
6. Now that you have your three survival items, what will be the occupations for
each member in your group? These jobs should be related to survival, morale, and
keeping the peace. Some should involve the three items you selected for survival.
Remember to make your decisions according to the government you chose for task
#2. Be sure to think of everything your tribe will need to survive on its own.
7. With your occupations in place, list however many laws you want to have on
your island with the punishment that will be carried out for each law that is
broken. You should include consequences for not doing your job, stealing, and
other punishable acts that would put the group at risk. Some laws may have
different punishments. Some punishments may depend on the number of times
someone breaks a specific law or any law in general. Again, remember to make
decisions based on your tribe’s government
8. Now that you have your government and small society in place, you need a name.
Choose a name that is relevant to your group, its attitude, the way it is run,
and its social makeup. This can be a tribal name or the name of your society,
such as the name of a state. This name must be classroom appropriate.
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Part 3:
The following scenarios are to be solved using your tribe’s information from above. The
tribe should be run the same way you decided from the previous tasks. Everything that
happens should be decided using your previous government, its laws, and punishments.
remain consistent!
Group 1
9. Whoever is second in rank, has stolen a pair of glasses from the person who is last
in rank in your tribe; without these glasses, this member of the group is blind and
cannot perform any of his duties. In the commotion of steeling the glasses, they
have broken and cannot be fixed. As a tribe, how are you going to handle this
situation? Remember to consider that this person, who now is blind, cannot
perform any of his duties, nor can he get around without help. Who is going to
help him get around? Who is going to pick up the slack for the duties that he will
not be able to perform? What will happen to the person who committed this
crime?
Group 2
10. An airplane has flown by, but you have either failed to have a signal ready, or the
signal you planned on having, was not ready when the airplane flew by. Who will
be held responsible for the failure to be prepared? What will be his punishment?
How will you keep this from happening in the future?
Group 3
11. Your member(s) in charge of finding food has been hording food for himself and
no longer brings the food back for other members of the tribe. Who will be held
responsible? What will be his punishment? How will you keep this from
happening in the future?
Group 4
12. The persons forth in rank and beyond have stopped doing their jobs. What are
you going to do as a tribe to get these members to continue their jobs? Will there
be a punishment? What will the punishment be? What happens if they do this
again?
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Part 4:
The second in rank, or next in succession, was executed or kicked out of the tribe because
of question #7-10. He or She has decided that He or She no longer agrees with the way
the tribe is being run. This person then wishes to break off from the tribe and start his
own group. This new group will have no rules. Everyone will be able to hunt, do
whatever they want, and have fun. The three items chosen earlier in the activity have no
bearing on this decision. None of the tribes have any idea where these items will end up.
Now, the person first in rank will have one minute, uninterrupted, to try and convince
others to stay with the tribe.
Once he is finished, take a vote; students who wish to remain in the tribe and students
who wish to join the tribe of the person second in rank. If no one wishes to join the
person second in rank then he must now be on his own.
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
Reading aloud and discussing Chapter 1 and 2
Lesson Two
Grade Level/ Subject
Grade 12 English (Honors)
Lesson Title
Antici…..pation
Standards
CCSS.ELA-Literacy.W.11-12.1a Introduce precise,
knowledgeable claim(s), establish the significance of the
claim(s), distinguish the claim(s) from alternate or opposing
claims, and create an organization that logically sequences
claim(s), counterclaims, reasons, and evidence.
CCSS.ELA-Literacy.W.11-12.2 Write informative/explanatory
texts to examine and convey complex ideas, concepts, and
information clearly and accurately through the effective
selection, organization, and analysis of content.
CCSS.ELA-Literacy.W.11-12.4 Produce clear and coherent
writing in which the development, organization, and style are
appropriate to task, purpose, and audience. (Grade-specific
expectations for writing types are defined in standards 1–3
above.)
CCSS.ELA-Literacy.SL.11-12.1 Initiate and participate
effectively in a range of collaborative discussions (one-on-one,
in groups, and teacher-led) with diverse partners on grades
11–12 topics, texts, and issues, building on others’ ideas and
expressing their own clearly and persuasively.
CCSS.ELA-Literacy.SL.11-12.4 Present information, findings,
and supporting evidence, conveying a clear and distinct
perspective, such that listeners can follow the line of
reasoning, alternative or opposing perspectives are
addressed, and the organization, development, substance,
and style are appropriate to purpose, audience, and a range of
formal and informal tasks.
CCSS.ELA-Literacy.RL.11-12.2 Determine two or more
themes or central ideas of a text and analyze their
development over the course of the text, including how they
interact and build on one another to produce a complex
account; provide an objective summary of the text.
Context
This is an anticipation lesson, where students will discuss
questions about society based on reoccurring themes in
Lord of the Flies. By participating in this activity,
students will be able discuss their preconceptions of the
novel’s main themes. This worksheet will also be reevaluated on the last day of the unit in order to see if
anyone’s views changed after reading the novel.
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Objectives
Students will be able to discuss issues present in society
Students will be able to argue their opinion using real life
examples.
Students will be able to respect points of view that differ
form their own.
Students will be able to understand how certain parts of
society shape who they are.
Instructional Procedures
Materials
Anticipation Worksheet
First day of Lesson
Opening:
I will hand out the worksheet and discuss the first two
statements with the class as a whole, in order to scaffold
the lesson as well as gage their differing opinions on
social rules.
Engagement:
The students will then work in their tribal groups and
discuss the other eight questions. I will walk around from
group to group, in order to make sure that every one is
participating and not going off track.
Closing:
To conclude class we will have a class discussion where
each group will explain their views on the statements as
well any of the conflict they might have had, due to
varying opinions.
I will then ask the students to keep the worksheets
because they will be referring to them after we read Lord
of the Flies.
Home Work: The students will look over chapter 1 and
2, the titles of the other chapters, as well any introduction
or author notes that might be present in book and try to
determine what they might be foreshadowing. They will
have to provide evidence for their theories, such as
quotes from chapters 1 and 2 or the introduction.
This lesson will eventually turn into a writing assignment
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where the students have to predict what is going to
happen in the novel based on the questions asked in this
lesson.
Assessment
Students will be assessed on their examples worksheet.
Students will be assessed on their class participation.
Students will be assessed on the writing activity that
comes after this one.
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Name ____________________________________ Date ________________ Per. _____
LOTF Anticipation Guide
Before
+
-
Statement
1. Most people are followers, because it is
much easier to follow.
2. Society does not need police or written
laws to keep people honest
3. Society does not tolerate outsiders
4. If someone cannot “pull his weight,” he is
expendable
5. All wars are preventable
6. There should be a “pecking order”
amongst siblings; it is healthy, productive,
and proper for the older and bigger to
dominate (“survival of the fittest”)
7. Mankind is the cruelest of all beasts
After
+
-
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8. Having many cops is a good thing
9. Our society needs as many laws as
possible- or as necessary
10.
A good leader must have charisma
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What’s Going to Happen Next?
A one-page metacognitive preview, with thoughtful predictions about
the book we are about to read.
Directions: Brainstorm at least three inferences about the text. Then, write a
paragraph or two (a page) predicting key ideas and elements of the text.
Preview your text by looking carefully at the book; consider all the material offered
by the publisher—all reviews, background information, plot outlines, illustrations,
font styles, tables of contents, epigraphs, forwards, dedications.
Once you have carefully previewed the text, make three inferences (inference are
conclusions we form from facts and evidence—inferences are educated guesses)
about what will happen in the book.
Write about a page (250 words), explaining in as much detail as you can, what you
expect to encounter in this book: what themes, what issues, what events, what
characters, what conclusions, what kind of style—anything. Be sure to explain why
you have the expectations you have. In other words, explain how you made your
inferences.
Your goal here is to show that you have carefully examined your book, previewed the
chapter headings, read the reviews, made inferences, done some research, and
generally prepared yourself for the book.
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
Reading aloud and discussing Chapter 3 and 4
Lesson Three
Grade Level/ Subject
Lesson Title
Standards
Grade 12 English (Honors)
Who is the more effective leader?
CCSS.ELA-Literacy.RL.11-12.1 Cite strong and thorough
textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text, including
determining where the text leaves matters uncertain.
CCSS.ELA-Literacy.RL.11-12.6 Analyze a case in which
grasping a point of view requires distinguishing what is directly
stated in a text from what is really meant (e.g., satire,
sarcasm, irony, or understatement).
CCSS.ELA-Literacy.RL.11-12.7 Analyze multiple
interpretations of a story, drama, or poem (e.g., recorded or
live production of a play or recorded novel or poetry),
evaluating how each version interprets the source text.
(Include at least one play by Shakespeare and one play by an
American dramatist.)
CCSS.ELA-Literacy.W.11-12.1 Write arguments to support
claims in an analysis of substantive topics or texts, using valid
reasoning and relevant and sufficient evidence.
CCSS.ELA-Literacy.SL.11-12.1 Initiate and participate
effectively in a range of collaborative discussions (one-on-one,
in groups, and teacher-led) with diverse partners on grades
11–12 topics, texts, and issues, building on others’ ideas and
expressing their own clearly and persuasively.
Context
Objectives
Following the reading and analysis of chapters 3 and 4,
students will be analyzing the differences between Jack
and Ralph’s leadership skills.
Materials:
Lord of the Flies by William Golding
Ralph vs. Jack leadership worksheet
Students will be able determine what makes a successful
leader
Students will be able to locate examples of both Ralph
and Jack’s leader ship skills
Students will be able to cite evidence for these examples
Students will be able to discuss their opinions about
leadership, while respecting points of view that differ
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from their own.
Instructional Procedures
Opening:
I will begin class by asking students what one looks for
in a leader.
What do you think makes someone a good leader?
Characteristics?
Background?
Personality?
What are some examples of a successful leader?
Why?
What has he/she done to be labeled as such?
What about Ralph is he a good leader?
Would Jack be better?
Why?
Engagement:
I will present the Jack vs. Ralph leadership worksheet.
Following that I will explain to the students that they
have to rate their leadership skills from 1- 10 (ten being
the best) and find evidence from the text that supports
their answer.
They will then split up in to Tribal groups and complete
the worksheets, while I walk around and moderate.
Closing:
Class will conclude with a whole class discussion about
who appears to be the better leader, Jack or Ralph and
why.
In order to understand their points of view and to make
sure that they grasped the lesson, I will then assign them
this question for homework:
Who is the more effective leader in the Lord of the Flies:
Ralph or Jack (please circle one)
What did this exercise tell you about effective leaders in
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our society?
Assessment
Students will be assessed on their completion of the
worksheet as well as how well they could find the
evidence to support their chosen rank of the characters.
Students will be assessed on participation during the
group discussion.
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Name(s): _________________________
Ralph vs. Jack
Who is the more effective leader?
A leader is:
Rank: 1= demonstrates little or none of this aspect / 10= demonstrates this aspect to a full
extent
Evidence: either a direct quote
Ralph
Jack
and an explanation or a
description and explanation of
an event from the book. Aspect
of leadership:
Rank: 1 2 3 4 5 6 7 8 9 10
Rank: 1 2 3 4 5 6 7 8 9 10
Visionary:
Good leaders create a vision, a
Evidence:
Evidence:
picture of the future, of where
they want to take their
organizations.
Rank: 1 2 3 4 5 6 7 8 9 10
Rank: 1 2 3 4 5 6 7 8 9 10
Inspirational:
Great leaders can inspire
Evidence:
Evidence:
everyone in the organization to
get onboard. Good leaders don’t
necessarily have to be
charismatic or great public
speakers, though some are.
Leaders may inspire by example
or in low-key ways. Every word
and action demonstrates his
passion for the vision.
Rank: 1 2 3 4 5 6 7 8 9 10
Rank: 1 2 3 4 5 6 7 8 9 10
Strategic:
Strategic leaders are clear and
Evidence:
Evidence:
directly face the strengths and
weaknesses of their own
organizations, as well as their
external opportunities and
threats.
Rank: 1 2 3 4 5 6 7 8 9 10
Rank: 1 2 3 4 5 6 7 8 9 10
Tactical:
Good leaders are bottom-line
Evidence:
Evidence:
oriented and extraordinarily
committed to results
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Focused:
Once vision and mission are
established, good leaders
achieve what they set out to do
before launching new initiatives.
By contrast, poor leaders may
have dozens of conflicting
programs and priorities.
Persuasive:
Good leaders can bring others to
their point of view using logic,
reason, emotion and the force of
their personalities. They
motivate by persuasion rather
than intimidation.
Rank: 1 2 3 4 5 6 7 8 9 10
Evidence:
Rank: 1 2 3 4 5 6 7 8 9 10
Evidence:
Rank: 1 2 3 4 5 6 7 8 9 10
Evidence:
Rank: 1 2 3 4 5 6 7 8 9 10
Evidence:
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Home Work
Who is the more effective leader in the Lord of the Flies: Ralph or Jack (please circle
one)
What did this exercise tell you about effective leaders in our society?
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
___________________________
* Reading aloud and discussing Chapter 5 and 6
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Lesson 4
Grade/Content
Area
Lesson Title
State Standards:
GLEs/GSEs
National Content
Standards:
Context of the
Lesson
Opportunities to
Learn
12th Grade English Honors
Archetypes
CCSS.ELA-Literacy.RL.11-12.3 Analyze the impact of the author’s
choices regarding how to develop and relate elements of a story or
drama (e.g., where a story is set, how the action is ordered, how
the characters are introduced and developed).
CCSS.ELA-Literacy.RL.11-12.5 Analyze how an author’s choices
concerning how to structure specific parts of a text (e.g., the choice
of where to begin or end a story, the choice to provide a comedic or
tragic resolution) contribute to its overall structure and meaning as
well as its aesthetic impact.
CCSS.ELA-Literacy.W.11-12.2 Write informative/explanatory texts
to examine and convey complex ideas, concepts, and information
clearly and accurately through the effective selection, organization,
and analysis of content
CCSS.ELA-Literacy.W.11-12.9 Draw evidence from literary or
informational texts to support analysis, reflection, and research.
This lesson follows the reading and analysis after chapters 5
and 6. The more the students get to know the characters, the
easier it will be to determine what archetypes they are.
Plans to differentiate instruction:
I will a couple of different methods to present this idea
including a worksheet, a kinesthetic activity, as well as
relating Archetypes to pop culture as well literature.
Environment factors:
Desks will be moved in to four groups and then back to a full
class discussion circle.
Materials:
Project hand out
Objectives
Students will be able to explain the different types of
character archetypes
Student will be able to explain which Lord of the Flies
characters is what archetype and give examples from the text
to prove their point
Students will be able to explain how archetypes and
stereotypes differ
Opening:
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Instructional
Procedures
Who has ever heard of an archetype
What is an archetype?
How does is differ from a stereotype?
Explain that their can be both character and plot archetypes,
but we will be covering characters today.
Examples from literature as well as pop culture
Will hand them a list of character archetypes
Engagement:
Students will fill out the Lord of the Flies Literary Archetypes
Organizer in tribe groups. They will then present their choices
in a small skit format, where each tribe member takes on the
role of one of the archetypes and acts like them.
Closing:
We will discuss the Archetype choices together as a class.
I will inform the students of the Archetype quiz I have
planned for the next class. They will be aloud to keep their
worksheets to study from.
Assessment
Skit
Discussion
Worksheet (handed in with quiz)
Archetype Quiz
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Lord of the Flies Literary Archetypes Organizer
Hero, Outcast, Scapegoat, Star-Crossed Lover
Ralph, Jack, Piggy, Simon, Robert, Sam & Eric
Character
Archetype
Rational
Proof
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Archetype Quiz
An Archetype is something, usually a person, who represents the original or the perfect
form of something, and from which others of the same type appear to be copies. For
example, in the western tradition, Jesus Christ would be the archetypal figure of
nonviolent suffering, and martyrdom. Martin Luther King, Gandhi, and Cesar Chavez can
be said to follow the original “Christ archetype.” There are “mother archetypes,” “evilold-man archetypes,” “wise-old-man archetypes” “trickster archetypes” “beautiful-naïvegirl archetypes” and many others. For an example of a text chock full of archetypes, think
of the film, Star Wars.
Directions: List five characters from the novel and explain what archetype they would
fall under and why. You may have to think a while to come up with archetypes.
Remember, an archetype is not merely a description. Instead, it’s a description that can be
applied to characters in thousands of films and stories.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
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* Reading aloud and discussing Chapter 7
Lesson 5
Grade/Content
Area
Lesson Title
State Standards:
GLEs/GSEs
National Content
Standards:
12th Grade English Honors
What archetype would make the best leader?
CCSS.ELA-Literacy.W.11-12.1 Write arguments to support claims
in an analysis of substantive topics or texts, using valid reasoning
and relevant and sufficient evidence.
CCSS.ELA-Literacy.W.11-12.4 Produce clear and coherent writing
in which the development, organization, and style are appropriate to
task, purpose, and audience. (Grade-specific expectations for
writing types are defined in standards 1–3 above.)
CCSS.ELA-Literacy.W.11-12.5 Develop and strengthen writing as
needed by planning, revising, editing, rewriting, or trying a new
approach, focusing on addressing what is most significant for a
specific purpose and audience.
CCSS.ELA-Literacy.W.11-12.10 Write routinely over extended time
frames (time for research, reflection, and revision) and shorter time
frames (a single sitting or a day or two) for a range of tasks,
purposes
Context of the
Lesson
Opportunities to
Learn
This lesson follows the reading and analysis of Chapter 7. It is
also the continuation of both the leadership and archetype
lesson. Except this time students will be researching real life
leaders that can be seen as archetypes.
Accommodations and modifications:
The students will be able to use a graphic organizer in order to
help structure their writing.
Environment factors:
Desks will be moved in to four groups
Materials:
Organizer
Worksheets from previous lessons
Objectives
Students will be able to research different types of leaders
(pop culture, political, or historical) and explain what
archetypes they are.
Students will be able to choose one archetype and argue why
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they would make the best leader.
Students will be able to use evidence to solidify their
arguments.
Students will be able to write a paper arguing and counter
arguing their choice of archetype.
Students will explain their choice of archetype correctly in the
paper.
Instructional
Procedures
Opening:
I will open the class by asking them to tell me their favorite
celebrity
Politician
Historical figure
Why do you like them?
Do you think they would make a good leader?
Why or why not?
What archetype are they?
Do you think that all good leaders are the same archetype or
not?
Engagement:
The four tribes will then be assigned either the category of
celebrities, historical figures, politicians or bible figures. They
will then choose two people from their category and
determine what their archetypes are or could be depending on
examples and evidence found through out their lives.
Then as a tribe they will fill out the graphic organizer for one
of the two people that they chose, making sure that they both
argue and counter argue their choice.
Closing:
Discuss who everyone chose and why.
What figure did you decide would make the best leader?
What archetype are they?
Do you think that archetype should always be the leader then?
Peer editing for the first draft during one class
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Hand in the final draft a few days after that
Assessment
The graphic organizer
The paragraph that they will write based on the graphic
organizer.
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What Archetype would make the better leader and why
Issue:________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
Position:______________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
Reasons:
Type of Support
1.
1.
2.
2.
3.
3.
Counter Argument
Type of Support
Emotional
Anecdote
Word choice
Imagery
Real life experiences
TYPES OF SUPPORT
Logical
Logical though process
Cause and effect
Facts and Statistics
Study results
Ethical
Expert opinion
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* Reading aloud and discussing Chapter 8 and 9
Grade/Content
Area
Lesson Title
State Standards:
GLEs/GSEs
National Content
Standards:
Context of the
Lesson
Opportunities to
Learn
Lesson 6
12th Grade English Honors
Why Boys Become Vicious
CCSS.ELA-Literacy.RI.11-12.1 Cite strong and thorough textual
evidence to support analysis of what the text says explicitly as well
as inferences drawn from the text, including determining where the
text leaves matters uncertain.
CCSS.ELA-Literacy.RI.11-12.2 Determine two or more central
ideas of a text and analyze their development over the course of
the text, including how they interact and build on one another to
provide a complex analysis; provide an objective summary of the
text.
CCSS.ELA-Literacy.RI.11-12.5 Analyze and evaluate the
effectiveness of the structure an author uses in his or her exposition
or argument, including whether the structure makes points clear,
convincing, and engaging.
CCSS.ELA-Literacy.RI.11-12.6 Determine an author’s point of view
or purpose in a text in which the rhetoric is particularly effective,
analyzing how style and content contribute to the power,
persuasiveness or beauty of the text.
CCSS.ELA-Literacy.W.11-12.4 Produce clear and coherent writing
in which the development, organization, and style are appropriate to
task, purpose, and audience. (Grade-specific expectations for
writing types are defined in standards 1–3 above.)
This Lesson follows the reading and analysis of chapters 8
and 9. In these chapters Simon is killed and the tribe begins to
lose all sense of right and wrong. The civilized boys have now
become savages.
Plans to differentiate instruction:
I will include reflection of the self and of others in society in
order to reach both interpersonal and intrapersonal
intelligences.
Accommodations and modifications:
I will read the article out load for those who find it easier to
grasp the understanding of literary pieces through auditory
means.
Environment factors:
Desks will be in a circle
Materials:
Article written by William Golding
Worksheet
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Objectives
Students will be able to understand William Golding’s view
on society and the cruelty of boys
Students will be able to question why William Golding didn’t
include girls in his novel
Students will be able to discuss how aggression is viewed
both similarly and differently in males and females.
Students will be able to understand Golding’s article both
from his point of view as well as their own.
Students will be able to refer back to Lord of the Flies to
make connections between that text and this one
Instructional
Procedures
Students will be able to critically analyze Golding’s writing
and answer the questions presented.
Opening:
In the opening of this lesson I will discuss Simon’s death with
the class and if his killers can be seen as evil now?
What does evil mean?
Are people inherently evil or do they become evil do to
certain circumstance?
Why do you think that?
Engagement:
I will present and read the article out loud to the class and we
will analyze and discuss it together.
Closing:
I will give out the question worksheet over it with them.
Together we shall discuss the following:
How does this article further prove the theme and ideas in
Lord of The Flies?
What is and fear? Does it promote evil doing?
After reading this, has your opinion on being inherently evil
changed?
Do you agree with Golding that boys are more vicious than
girls because of the way they are raised?
I will then tell them to finish the work sheet for homework.
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Assessment
The discussion and the worksheet
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“Why Boys Become Vicious”
by William Golding
*special to The (San Francisco) Examiner 2.28.93-Reprint*
Pick any of the great saints or moral leaders of Western civilization – Jesus, St.
Francis, Mother Teresa – and the characteristic that stands out is their simplicity.
If it is true, as it seems to be, that there is a simplicity about human goodness, then
it is just as true that there is a corresponding complexity about human evil.
Hitler, Stalin and Idi Amin – to name just a few in the 20th century catalog of evil
– were far from being simple men. At times they were childish, at times mad, at times
pathetic. But their deeds were the twisted deeds of tangled and contorted souls.
So there is nothing the slightest bit simple about what happened to 2-year old
James Bulger after he was led out of a Liverpool area shopping center by two older boys.
We are told that he was beaten and then dumped in the path of a train so that his
injuries would be disguised. To contemplate that deed, as we must if we are to live in the
real world and not little worlds of our own making, is to face a peculiarly stark form of
horror. And the cruelty behind it is nothing if not complex.
It was nearly 40 years ago when I wrote about the cruelty boys can inflict on each
other in Lord of the Flies. It was, of course, not the first time that I had thought about
human cruelty and its various manifestations. Since then, too, I have had plenty of reason
and opportunity to think about it more.
Are men and women born with cruelty as a deep component of their nature? Is
civilization largely a heroic struggle to build layer upon layer of varnish upon the rough
and splintered raw material of humankind?
Or does it make a truer picture if we imagine the newborn child as a blank slate
upon which the harshness of experience soon prints its indelible and frightening patterns?
I believe all attempts to answer these great questions are doomed to end in doubt
and confusion. I leave them to psychologists and prophets. I can only speak as a man
who has lived long.
But there are certain things about cruelty – and especially the cruelty of boys –
which I believe may be true and from which we can learn: though I also believe in the
end we can never completely banish the kind of concentrated horror that has brought to
us in the story of James Bulger.
There are, for instance, conditions in which cruelty seems to flourish, which is
different from saying that it has clear causes. What are these conditions? Chaos is one,
fear is another.
In Russia after the First World War, there were, I believe, gangs of children who
had lost their parents. Dispossessed, without anywhere to live or anything to live on, they
roamed the country attacking and killing out of sheer cruelty.
There was, at that time, social chaos in many countries, and, left to themselves,
these children found a kind of elemental cohesion in their viciousness.
We are told that in some parts of Britain today there are new gangs of children –
offspring of an underclass that seems to reject conventional parenting. Without the
support of mothers and fathers such children have nothing but the fruits of what they can
beg and steal.
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It would not surprise me if in these conditions, where the orders and patterns of
society cease to matter, gangs begin to find cohesion merely in the joint fulfillment of
their darkest instincts.
Add to this heady cocktail the other element – fear – and you get a mixture that is
more than doubly terrifying. When people are afraid they discover the violence within
them and when they are afraid together they discover that the violence within them can
be almost bottomless.
I do not think it is too unlikely to suppose that children living without adult
protection are often frightened. Add to that the sudden fear or capture or prosecution – or
simple fear of what they had unthinkingly done – and one can see how horrors come
about.
Is it also true that the capacity of the young male to maim and torture is somehow
connected to his long-forgotten beginning as a hunter and killer – a beginning that is very
different from the female’s hearth?
The truth must be that both components are of equal importance. We are born
with evil in us and cruelty is part of this. (Though there is also a capacity for selflessness
and love: otherwise we are denying part of our human nature.)
But what must be true is that we can be twisted and distorted beyond recognition
by the guidance – or lack of it – that we absorb directly from our families.
If there is no one around to guide children, then they go wrong. The people who
guide children are their fathers and mothers. Children need both and in the later part of
this century they often have neither.
And when children go wrong they can often go wrong with a vengeance. There is
such energy in children; they are more powerful than any bomb.
Many modern childhoods must be sheer horror, though I do not believe this is
necessarily anything new – history has been full of horror and children have always
suffered their share of it.
It parents are absent, if fathers do not provide strength and mothers do not provide
love, then children will plumb the depths of their nature.
Old men perhaps are hard to surprise. If this is what happened in the case of the
killers or James Bulger we should not be surprised. But we can be shocked into
recognizing evil when we see it. The poor child’s pains are over. God help us all.
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Name______________________________________
“Why Boys Become Vicious” (1989)
William Golding
Written in response to the murder of a two-year-old boy by two twelve-year-old boys.
Answer the following questions in 2-3 complete sentences minimum.
1. In his article, “Why Boys Become Vicious,” Golding argues that there are two
conditions in which evil will develop and grow: Chaos and fear. Explain for each
condition how it occurs and what Golding thinks is the solution.
Chaos:
Fear:
2. Golding believes that all human beings are born with a black, or bad side, to their
nature; he also believes they have a capacity for love. Do you agree or disagree?
Explain.
3. Based on what you have read so far in Lord of the Flies, what is your opinion
about why boys become vicious? (Think about the circumstances surrounding
Simon’s death.)
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4. Golding proposes that boys are more vicious than girls because of the way they
are raised, but he also references boys’ “long-forgotten beginning as a hunter
and killer.” Which do you think is true? Why?
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* Reading aloud and Discussing Chapter 10
Lesson 7
12th Grade English Honors
Grade/Content
Area
Lesson Title
Symbolism in Lord of the Flies
CCSS.ELA-Literacy.RL.11-12.1 Cite strong and thorough
textual evidence to support analysis of what the text says explicitly
as well as inferences drawn from the text, including determining
where the text leaves matters uncertain
State Standards:
GLEs/GSEs
National Content
Standards:

CCSS.ELA-Literacy.RL.11-12.4 Determine the meaning of
words and phrases as they are used in the text, including figurative
and connotative meanings; analyze the impact of specific word
choices on meaning and tone, including words with multiple
meanings or language that is particularly fresh, engaging, or
beautiful. (Include Shakespeare as well as other authors.)

CCSS.ELA-Literacy.RL.11-12.5 Analyze how an author’s
choices concerning how to structure specific parts of a text (e.g.,
the choice of where to begin or end a story, the choice to provide a
comedic or tragic resolution) contribute to its overall structure and
meaning as well as its aesthetic impact.

CCSS.ELA-Literacy.W.11-12.4 Produce clear and coherent
writing in which the development, organization, and style are
appropriate to task, purpose, and audience. (Grade-specific
expectations for writing types are defined in standards 1–3 above.)
Context of the
Lesson
This lesson follows the reading and analysis of chapter 10, an
important chapter for symbolism because this is right before
the conch shell breaks.
Opportunities to
Learn
Plans to differentiate instruction:
Students will have the opportunity to both write about and
illustrates their symbols.
Accommodations and modifications:
I am scaffolding this activity by answering the questions of
one of the symbols with the class as an examples.
Environment factors:
Desks will moved in to four groups
Materials:
Symbolism worksheet
Lord of the Flies
Objectives
Students will be able to define symbolism correctly
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Students will able to identify and cite the evidence of
symbolism in Lord of the Flies
Students will explain how symbolism helps explain the main
themes of Lord of the Flies
Students will be able to explain how and through what (or
who) religion is symbolized in Lord of the Flies
Students will be able to identify the importance of nature in
the novel and what it symbolizes
Lesson Day 1:
Instructional
Procedures
Opening:
To open this activity I will ask the students what they know
already know about symbolism and then I will explain how
symbols can drive a story. Following that, as a whole class the
students will chose one symbol to represent each main Lord of
the Flies character. We will then discuss why these particular
symbols were chosen.
Engagement:
The class will be divided into their four tribes. Each tribe will
be assigned a couple of chapters. They will then have to
search through these chapters and determine what can be read
as a symbol and why it is relevant. Kind of like a symbol
scavenger hunt.
Closing:
We will come back together as a whole class and discuss what
each group found. I will then go over how nature and religion
are symbolized in this novel, using symbols that the students
will have found in their chapters. Lastly, I will tell them to
specifically look for symbolism when we read chapter 11 of
Lord of the Flies.
Lesson Day 2:
The second part of this lesson will take place after reading
chapter 11.
Students will each Pick 2 of the 8 symbols we found and
analyze them.
For each symbol they will answer the questions found on the
worksheet.
They will then Find two quotes from the novel that relate to
their symbol. This should be easier because of the symbol
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scavenger hunt.
Following that, they will write a well developed paragraph
about that symbol in Lord of the Flies, incorporating the
answers to the questions and the quotes they found into the
writing piece.
Assessment
The worksheet and the discussion
Paragraphs about the symbols
* Reading aloud and discussing Chapter 11
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Symbolism in Lord of the Flies
A symbol is a person, a place, an activity, or an object that stands for something
beyond itself.
Directions:
In your groups, Pick 2 of the 8 symbols we found and analyze them.
For each symbol answer the questions.
Find two quotes from the novel that relate to your symbol.
Then write a well developed paragraph about that symbol in Lord of the Flies.
Incorporate the answers to the questions and the quotes you found.
1. Butterflies:
What associations go along with butterflies?
What are the situations where a butterfly would appear?
How do butterflies enhance or compliment these situations?
How do butterflies come to be butterflies?
Which character is associated with butterflies?
List some things that butterflies could be symbolic of.
2. The Lord of the Flies/Pig’s head
Where does this title or label come from? Where did it originate?
Trace the development of the beast from the beginning of the novel to the appearance of
the Lord of the Flies.
What things are connected with the Lord of the Flies? Literally? Figuratively?
For whom is the Lord of the Flies a reality? Why does he only appear to one character?
Is the Lord of the Flies real or imaginary? In what ways is he both?
Why did the author choose this for the title of his book?
3. The conch
Trace the development of the conch from its appearance to its destruction
Is the physical description important?
What situations is the conch associated with?
What is the role of the conch among the boys?
What does the conch literally and figuratively represent?
What is the conch in our society?
4. Fire
List all of the instances that fire appears throughout the novel
What types of fire are there?
How are they created?
What situations is fire associated with?
What does fire literally and figuratively represent?
5. Huts
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What do huts provide?
Why are they important on the island?
In what situations are the huts mentioned?
Are they a point of conflict?
What do the huts literally and figuratively represent?
6. Piggy’s glasses
What do the glasses provide?
How often do they appear?
Which character are they associated with? Is this important? Why?
In which situation are the glasses mentioned? Are they a point of conflict?
What do they literally do? What do the boys use them for?
What are the glasses in our society?
7. Darkness
What activities or situations take place in the dark?
What role does darkness play in setting the mood of a situation?
Trace the development of darkness from the beginning to the end of the novel.
Does the role of darkness increase as the plot progresses?
Is darkness ever more that the absence of light? When does it take on a more symbolic
role?
8. Face paint
Why do people put face paint on? What is it associated with?
What does the face paint do for the boys? How does it change their behavior?
What character is face paint associated with? Is this important? Why?
In what situation is it used?
How does the function or role of face paint change as the plot progresses?
What does the face paint symbolize?
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Grade/Content
Area
Lesson Title
State Standards:
GLEs/GSEs
National Content
Standards:
Context of the
Lesson
Opportunities to
Learn
Lesson 8
12th Grade English Honors
From civilized to savage – Articles that relate to Lord of the
Flies
CCSS.ELA-Literacy.W.11-12.2 Write informative/explanatory texts
to examine and convey complex ideas, concepts, and information
clearly and accurately through the effective selection, organization,
and analysis of content
CCSS.ELA-Literacy.W.11-12.7 Conduct short as well as more
sustained research projects to answer a question (including a selfgenerated question) or solve a problem; narrow or broaden the
inquiry when appropriate; synthesize multiple sources on the
subject, demonstrating understanding of the subject under
investigation.
CCSS.ELA-Literacy.W.11-12.9 Draw evidence from literary or
informational texts to support analysis, reflection, and research
CCSS.ELA-Literacy.W.11-12.10 Write routinely over extended time
frames (time for research, reflection, and revision) and shorter time
frames (a single sitting or a day or two) for a range of tasks,
purposes
CCSS.ELA-Literacy.L.11-12.1 Demonstrate command of the
conventions of standard English grammar and usage when writing
or speaking.
CCSS.ELA-Literacy.L.11-12.2 Demonstrate command of the
conventions of standard English capitalization, punctuation, and
spelling when writing.
CCSS.ELA-Literacy.SL.11-12.1 Initiate and participate effectively in
a range of collaborative discussions (one-on-one, in groups, and
teacher-led) with diverse partners on grades 11–12 topics, texts,
and issues, building on others’ ideas and expressing their own
clearly and persuasively.
CCSS.ELA-Literacy.SL.11-12.4 Present information, findings, and
supporting evidence, conveying a clear and distinct perspective,
such that listeners can follow the line of reasoning, alternative or
opposing perspectives are addressed, and the organization,
development, substance, and style are appropriate to purpose,
audience, and a range of formal and informal tasks.
CCSS.ELA-Literacy.RI.11-12.3 Analyze a complex set of ideas or
sequence of events and explain how specific individuals, ideas, or
events interact and develop over the course of the text.
This lesson follows the reading and analysis of chapter 11. In
chapter 11 Piggy dies and the tribe has reached its brink of
madness.
Accommodations and modifications:
I will be giving the students an opportunity to use their
computers in order to research other articles
Environment factors:
Desks will be moved in to a circle
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Materials:
Article:
Horn, Kahentinetha. (2006). Caledonia's "Lord of the Flies" Strategy
at Six Nations. Canadian Dimension, 40.
http://canadiandimension.com/articles/1821/
Worksheet describing the writing component of the
assignment.
Objectives
Students will be able to use the internet to locate articles
relating to idea of civilization vs. savagery.
Students will be able to successfully analyze informative text
Students will be able to connect Lord of the Flies to real life
situations
Students will be able to explain their article and how it is
similar or different form the novel
Instructional
Procedures
Opening:
I will ask the class how they felt about the ending of Chapter
11:
Were they shocked?
Do you think this type of descent into savagery could happen
in real life?
Why or why not?
I will then present the article to them and explain its
background:
Within this text, Lord of the Flies is referenced in relevance to
an actual event concerning “hundreds of young people from
the nearby non-Native town of Caledonia”. Ultimately, these
young folks experience the same type of “breakdown of social
order and disrespect for fellow human beings” as they let the
fear of losing their homes get the better of them. Rather than
blaming the real offenders, which would be the Ontario
government, they place the blame irrationally on Indigenous
people.
Engagement:
Together we will read and discuss the article and its
implications. I will lead a discussion that questions its
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relevance to the story line. Together, students will connect the
two texts and see that humans can lose their rational decision
making on multiple occasions. This will inspire them to
question the reality of the situation and think of resolutions.
Closing:
I will ask the students if they can think of any other real life
situations that can be related to Lord of the Flies
I will then assign their homework:
Students will have to go home and research another article
depicting actual example of Golding’s main theme, where
social order is compromised.
This will eventually turn into another lesson, where the
students will share the articles they found with each other.
Ultimately, they will end up writing (at least) a one page
paper on how their articles relate to the theme of civilization
vs. savagery, in Lord of the Flies.
Assessment
This lesson:
The article
Participation in the discussion
Lesson brought on by this lesson:
Articles found by students
Worksheet
The typed up paper
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From Civilized to Savages!
Find: an article depicting human beings losing their rational decision making and turning
into “savages”
Example: The article we went over in class, an assault case, theft, etc.
Please answer the following questions. In class, you will share your articles as well as
your answers.
What is your articles main idea?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
In what way does it depict a human being descending into savagery?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
How does it relate to Lord of the Flies?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
How does it differ from Lord of the Flies?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
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* Reading aloud and discussing Chapter 12
Lesson 9
Grade/Content
Area
Lesson Title
State Standards:
GLEs/GSEs
National Content
Standards:
Context of the
Lesson
Opportunities to
Learn
12th Grade English Honors
Lord of the Flies Perceptions Trial
CCSS.ELA-Literacy.SL.11-12.1 Initiate and participate effectively
in a range of collaborative discussions (one-on-one, in groups, and
teacher-led) with diverse partners on grades 11–12 topics, texts,
and issues, building on others’ ideas and expressing their own
clearly and persuasively.
CCSS.ELA-Literacy.SL.11-12.3 Evaluate a speaker’s point of view,
reasoning, and use of evidence and rhetoric, assessing the stance,
premises, links among ideas, word choice, points of emphasis, and
tone used.
CCSS.ELA-Literacy.SL.11-12.4 Present information, findings, and
supporting evidence, conveying a clear and distinct perspective,
such that listeners can follow the line of reasoning, alternative or
opposing perspectives are addressed, and the organization,
development, substance, and style are appropriate to purpose,
audience, and a range of formal and informal tasks
CCSS.ELA-Literacy.RL.11-12.6 Analyze a case in which grasping a
point of view requires distinguishing what is directly stated in a text
from what is really meant (e.g., satire, sarcasm, irony, or
understatement).
CCSS.ELA-Literacy.RL.11-12.7 Analyze multiple interpretations of
a story, drama, or poem (e.g., recorded or live production of a play
or recorded novel or poetry), evaluating how each version interprets
the source text. (Include at least one play by Shakespeare and one
play by an American dramatist.)
CCSS.ELA-Literacy.W.11-12.9 Draw evidence from literary or
informational texts to support analysis, reflection, and research.
This is the activity directly following the reading of chapter
12 in Lord of the Flies.
Plans to differentiate instruction:
Kinesthetic learners will be able to move around,
Interpersonal learners will be able to put themselves in a
different person’s point of view, and linguistic learners will
get the chance to look up evidence in the novel.
Accommodations and modifications:
A skit helps explain the storyline using a different method that
might be easier to understand for some.
Environment factors:
Desks will remain where they are
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Materials:
Project hand out
Lord of the Flies by William Golding
Objectives
Students will be able to cite correct evidence from Lord of the
Flies to prove their point of view.
Students will be able to put themselves in the mind set of
what ever POV they are assigned too
Students will able to successfully argue from their chosen
perspective.
Students will be able to make estimated guesses about Ralph
and Jack based on both what happened in the book as well as
any knowledge of the judicial system that they might have.
Instructional
Procedures
Opening:
The students would have finished reading the book the class
prior to this one, so as an opening activity, I will ask the class
what shocked them the most.
The ending?
What do you think will happen now?
Do you think Jack will pay for his crimes?
What about Ralph, any idea about what might happen to him?
Engagement:
I will introduce the activity and explain the steps.
STEP ONE:
Divide students into three groups—one group is the rescued
boys who should
look at the entire time on the island through Jack’s point of
view, one group is the rescued
boys who should look at the entire time on the island through
Ralph’s point of view, and one
group will act as an audience of adult judges—parents, police,
and other authority figures;
this group will ask questions of the two groups of boys and
pass judgment on them.
STEP TWO:
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• What
happened?
While the group acting as judges prepares questions for both
groups, the groups
supporting Jack and Ralph should consider the following
questions by way of preparing for
questions from the adults:
• What events does each boy have firsthand knowledge of?
• What events did each boy only hear about?
• Which actions will each boy defend the most emphatically?
• What will each boy say about the others?
STEP THREE:
The group acting as judges should prepare questions for both
groups. In order
to come to a fair judgment, what do the judges need to find
out? How can they look beyond
the boys’ personalities and leadership styles to find an
accurate depiction of what happened
on the island? Explain that the judgment group must create
questions that elicit both
objective and subjective answers.
STEP FOUR:
After the adults have interrogated each boy, the judges should
meet to
formulate their conclusion: Who was responsible for each
development during the boys’ stay
on the island? To what degree? Why do the judges hold
specific boys responsible?
Closing:
Judges should give out punishments—and possibly rewards—
based on their
findings. They may be creative in crafting consequences for
each boy and may also consider
making recommendations so that in the future society at large
can avoid another destruction
of a civilized group.
Assessment
As a class we shall then all discuss what this activity
represented in relation to the book as well as real life
situations and if the punishments seemed fair.
The discussion, the skit, and the write up the accompanies the
script
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Lord of the Flies Perceptions Trial
STEP ONE:
Divide students into three groups—one group is the rescued boys who should
look at the entire time on the island through Jack’s point of view, one group
is the rescued
boys who should look at the entire time on the island through Ralph’s point of
view, and one
group will act as an audience of adult judges—parents, police, and other
authority figures;
this group will ask questions of the two groups of boys and pass judgment on
them.
STEP TWO:
• What happened?
While the group acting as judges prepares questions for both groups, the
groups
supporting Jack and Ralph should consider the following questions by way of
preparing for
questions from the adults:
• What events does each boy have firsthand knowledge of?
• What events did each boy only hear about?
• Which actions will each boy defend the most emphatically?
• What will each boy say about the others?
STEP THREE:
The group acting as judges should prepare questions for both groups. In
order
to come to a fair judgment, what do the judges need to find out? How can
they look beyond
the boys’ personalities and leadership styles to find an accurate depiction of
what happened
on the island? Explain that the judgment group must create questions that
elicit both
objective and subjective answers.
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STEP FOUR:
After the adults have interrogated each boy, the judges should meet to
formulate their conclusion: Who was responsible for each development
during the boys’ stay
on the island? To what degree? Why do the judges hold specific boys
responsible?
STEP FIVE:
Judges should give out punishments—and possibly rewards—based on their
findings. They may be creative in crafting consequences for each boy and
may also consider
making recommendations so that in the future society at large can avoid
another destruction
of a civilized group.
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Lesson 10
12th Grade English Honors
Grade/Content
Area
Lesson Title
Lord of the Flies: The Aftermath Talk Show Episode
CCSS.ELA-Literacy.W.11-12.1 Write arguments to support claims
in an analysis of substantive topics or texts, using valid reasoning
and relevant and sufficient evidence.
State Standards:
GLEs/GSEs
National Content
Standards:
CCSS.ELA-Literacy.W.11-12.3 Write narratives to develop real or
imagined experiences or events using effective technique, wellchosen details, and well-structured event sequences.

CCSS.ELA-Literacy.W.11-12.4 Produce clear and coherent
writing in which the development, organization, and style are
appropriate to task, purpose, and audience. (Grade-specific
expectations for writing types are defined in standards 1–3 above.)

CCSS.ELA-Literacy.W.11-12.5 Develop and strengthen
writing as needed by planning, revising, editing, rewriting, or trying
a new approach, focusing on addressing what is most significant for
a specific purpose and audience.

CCSS.ELA-Literacy.W.11-12.6 Use technology, including
the Internet, to produce, publish, and update individual or shared
writing products in response to ongoing feedback, including new
arguments or information.
CCSS.ELA-Literacy.W.11-12.8 Gather relevant information from
multiple authoritative print and digital sources, using advanced
searches effectively; assess the strengths and limitations of each
source in terms of the task, purpose, and audience; integrate
information into the text selectively to maintain the flow of ideas,
avoiding plagiarism and overreliance on any one source and
following a standard format for citation.
CCSS.ELA-Literacy.W.11-12.9 Draw evidence from literary or
informational texts to support analysis, reflection, and research.
CCSS.ELA-Literacy.W.11-12.10 Write routinely over extended time
frames (time for research, reflection, and revision) and shorter time
frames (a single sitting or a day or two) for a range of tasks,
purposes
CCSS.ELA-Literacy.W.11-12.10 Write routinely over extended time
frames (time for research, reflection, and revision) and shorter time
frames (a single sitting or a day or two) for a range of tasks,
purposes
CCSS.ELA-Literacy.SL.11-12.4 Present information, findings, and
supporting evidence, conveying a clear and distinct perspective,
such that listeners can follow the line of reasoning, alternative or
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opposing perspectives are addressed, and the organization,
development, substance, and style are appropriate to purpose,
audience, and a range of formal and informal tasks
Context of the
Lesson
This is the culminating activity of a unit on William
Golding’s Lord of the Flies. I am ending the unit with both a
presentation and writing component. This was students can be
assessed by demonstrating their grasp of the main theme of
the novel, (the implications of the role of the individual in
society--decisions/actions/rules within a community (i.e.
Civilization vs. Savagery) through two evaluations in one
culminating activity.
Opportunities to
Learn
Plans to differentiate instruction:
This lesson has components that adhere to different types of
learners, such as kinesthetic, linguistic, interpersonal, and
intrapersonal.
Environment factors:
Desks will be facing each other.
Materials:
Worksheet explaining the project
Objectives
Students will have an opportunity to explore implications of
the role of the individual in society--decisions/actions within a
community.
Students will create the script for an Oprah/Dr. Phil type
interview. The subject on the show would be to talk to the
survivors about their experience. There would also be experts
on the show of various kinds.
Students will cite specific examples from Lord of the Flies as
well as various articles used in class in their script. This will
demonstrate student based critical thinking and reflection.
Instructional
Procedures
In their tribal groups, students will create their own talk show.
This talk show will have two components, a script and an in
class presentation
There will need to be at least four of the following people on
their panel. They are then to come up with the conversation
and emotions presented, while using examples from the novel
or any other piece of literature read in class, as evidence.
Students will also be aloud to use evidence from outside
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sources, as long as they cite them in the script.
Ralph and the talk show host are the only two characters that
the students NEED to have in the script/skit.
The other two/three characters can be any of the following:
• One other person from the island besides Ralph
• The naval captain rescuer (describing what he saw,
thought
at the time of the rescue.)
• A child psychologist (speculating about the trauma, personal
responses of
Rationalization, denial, and long-range effects of the
experience on the survivors.)
• A former teacher from the boys' school (describing preisland days personalities of
Ralph, Jack, Piggy)
• Talk show host
I will give examples of website that might help them, such as
Effects of Emotional Trauma on Children
How They Are Being Graded:
• Having all components in detail!
• Accurate account of events in novel
• Making it seem like a talk show with various types of people
(kids and adult experts)
• Writing it in a script format (like a play)
 Using evidence from the novel as well as outside
sources
 Citing these correctly
• Using their time/equal work
• Effort and presentation of talk show
Assessment
The script and the presentation.
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Lord of the Flies:
The Aftermath Talk Show Episode
In tribes you are to create your own talk show (like Oprah or Dr. Phil!)
This talk show will have two components, a script and an in class
presentation.
There needs to be at least four of the following people on your panel. Ralph
and the talk show host are the only two characters that the students NEED
to have in the script/skit.
The other two/three characters can be any of the following:
• One other person from the island besides Ralph
• The naval captain rescuer (describing what he saw, thought at the time of
the rescue.)
• A child psychologist (speculating about the trauma, personal responses of
rationalization, denial, and long-range effects of the experience on the
survivors.)
• A former teacher from the boys' school (describing pre-island days
personalities of
Ralph, Jack, Piggy)
You are then to come up with the conversation and emotions to be presented
in the episode. This will require you to use examples from the novel, as well
as any other piece of literature read in class, in your script. You will also be
allowed to use evidence from outside sources, such as websites or other
articles not read in class, as long as they cite them in the script.
Ex) Effects of Emotional Trauma on Children
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How You Are Being Graded:
• Having all components in detail!
• Accurate account of events in novel
• Making it seem like a talk show with various types of people (kids and adult
experts)
• Writing it in a script format (like a play)
 Using evidence from the novel as well as outside sources
 Citing this evidence correctly
• Using their time/equal work
• Effort and presentation of talk show