Learning Programme
Unit: 4
Subject: English
Year 11
Title: Lord of the Flies
Learning objectives:
AO1
to illustrate and support interpretations
AO2
n how language, structure and form contribute to writers’ presentation of ideas,
themes and settings
AO3
of expressing meaning and achieving effects
AO4
xts to their social, cultural and historical contexts; explain how texts have
been influential and significant to self and other readers in different contexts and at
different times

develop and sustain independent interpretations of whole texts, supporting
them with detailed textual references
 analyse connections between texts, comparing features and qualities that
connect and contrast the presentation of themes, characters and settings
 analyse the impact of style, language, structure and form
 relate texts to their social and historical contexts, and to the literary traditions
of which they are a part
 understand how texts from the literary heritage have been influential and
significant over time
 To be able to select good quality points/ideas about characters and events.
 To be able to select relevant short quotations from the text and use them to
support points that I am making about the text.
 To be able to show understanding of more than one interpretation of an
event, character, setting…
 To be able to explain how the structure and sequence of a text might affect
the reader’s understanding.
 To be able to identify and explore significant language choices made by the
writer and explain their impact.
 To be able to respond in detail.
SMSC
Social the responsibilities, rights of being members of families and communities
(local, national and global); ability to relate to others including a range of
religious, ethnic and socio-economic backgrounds; to work with others for the
common good; belonging and participating.
Moral Examples: right and wrong; moral conflict; a concern for others; willing to
do what is right; reflect on the consequences of their actions and learn how to
forgive themselves and others. They develop the knowledge, skills, make
responsible moral decisions.
Good vs evil, nature vs nurture, responsibilities and rights of humans are
explored in depth as well as evaluation of capitalist society.
Week
1
Description of work to be covered
Class work
Chapter 1:
Focus on how our Golding presents the characters in
a multi-faceted way, with room for many
interpretations.
Chapter 2:
•
Focus on the changes in the way that the
jungle is presented throughout this chapter, making
cross-references across the chapter. From paradise
to hell.
•
Compare how different characters respond to
the jungle (e.g. Simon’s focus on its beauty, Jack’s
need to dominate)
•
For more able: focus on Golding’s use of
setting as a metaphor for the human psyche e.g. two
sides of island – dark and light – like two sides of
human nature.)
2
Chapter 3: (More independent work, to foster
independence and provide opportunity for
independent application of skills developed so far)
•
Teacher-modelled and led investigation of
character development through comparison of
opening of chapter 3 (Jack as primate!) with Jack in
Chapters 1 and 2.
•
Independent comparison of description of
Simon at the end of Chapter 3 with presentation of
Simon in chapters 1 and 2.
Homework
Class work
Chapter 4:
•
Study of the structure of chapter 4 – from
3
Roger, to Roger and Jack in the forest, to Ralph and
Piggy on the beach, and then finally to all of the
characters being brought together on top of the
mountain.
•
Juxtaposition of Ralph’s point of view and
priorities and Jack’s point of view and priorities.
•
Play ‘what if…’ to really explore the effects of
Golding’s structural choices e.g. What if Golding had
allowed us to follow the hunt rather than watch
Ralph on the beach? What if the chapter hadn’t
begun with a focus on Roger throwing stones at the
younger children? etc
Chapter 5:
•
Opportunity to practice skills already learned:
investigating how Golding shows that a character has
changed/developed. Focus on the opening of
Chapter 5 – Ralph gathering his thoughts on the way
to the assembly he has called. Whole class analysis
of the section then independent comparison between
this passage and passages describing Ralph in
Chapter 1.
•
Brief review of the novel so far – investigation:
what can we say about Golding’s signature style
when it comes to writing dialogue?
•
Investigation of how dialogue is used in
Chapter 5 to build tension and to mirror the descent
into chaos.
Chapter 6:
•
Give class two statements: A: “Chapter 6 is a
positive chapter: it shows the boys’ potential to work
as a strong community.” B: “Chapter 6 is a negative
chapter. It demonstrates the increasing likelihood of
things going wrong for the boys.”
•
Take opening section – teacher model how
this section can be interpreted either way – A and B.
•
Group investigation of A, B (and for most able
A and B)
Homework
Class work
Chapter 7:
•
Use of drama techniques to investigate power
– how power is established through body language,
use of space, eye contact etc.
•
Speaking and Listening – group
discussion/interaction - What makes a good leader?
Could make this current – focus on Gordon Brown
and our perceptions of him.
•
Take section from chapter 7 starting, “Once
more Jack led them along by the suck and heave of
the blinding sea” to “If you don’t mind of course.”
Investigation of this passage, teacher-led to begin
with to model the thought-processes and reading
skills required, focusing on the power struggle
between Ralph and Jack.
•
Development of the focus on the theme of
power – pairs of students to review events of novel
so far and select one other place in the text where
the power struggle between Ralph and Jack has been
brought to the surface of the text by Golding.
4
Homework
Class work
•
Comparison of presentation of Jack and Simon
in this chapter. Focus on what these two very
different characters might symbolise and allow the
students to build their own interpretation of what
Simon and what Jack might symbolise.
•
Focus on key question: Why has Golding
created such opposite characters? Why has he
brought them together in this chapter?
•
Present class with a range of interpretations of
the pig’s head/Lord of the Flies (e.g. The Lord of the
Flies is the devil. The Lord of the Flies is Simon’s
fear of himself. The Lord of the Flies is the evil in
every human being etc etc.) Allow individuals/pairs
of students to select an interpretation that they
would like to investigate. Give them 30 minutes to
investigate that interpretation by going back to the
chapter/considering the evidence. This should
culminate in some kind of presentation of their ideas
to the class – in any way that they would like to
present (visual, drama, oral etc) Then, as a glass
5
‘gallery’ the ideas and consider the possible
interpretations.
•
Ask the key question – why has Golding left
this central event so open to interpretation
Class work
Chapter 9:
• Teacher-modelling of language analysis of
chapter opening – build up of tension and sense
of claustrophobia – the effect being
foreshadowing/foreboding. Explicitly model the
processes involved in identifying – extracting –
analysing – interpreting key aspects of language.
• Pairs of students continue the language
analysis independently on passage describing
Simon’s murder.
• As a class contrast of the final passage’s
language (of Simon’s send off) with the violence
of his death.
• So what can we say about the way that
Golding uses language in this novel?
Chapter 10:
Middle ability:
• analysis of the positives and negatives of
being part of Ralph’s camp through analysis of
the opening of the chapter.
• Analysis of the positives and negatives of
being part of Jack’s camp through analysis of the
middle section of the chapter.
• Contrast of the two sets of impressions.
More able:
• Comparison of the relative merits of
democracy/ dictatorship; contrast of the way that
Golding is presenting these two societies.
• Contrast of the circumstances that have
allowed Ralph and Jack to be powerful at
different points in the novel: Focus on
symmetrical nature of the two societies/sets of
characters/relationships between the groups.
6
Class work
Chapter 11:
•
Independent use of skills already
taught in previous lessons - language analysis
of the passage describing the build up to
Piggy’s death and the actual death itself.
Focus on the symbolic nature of words and
phrases and the build up of
tension/foreboding.
•
Reviewing the deaths in the novel so
far – tracking the increase in violence and
intent (Mulberry birth mark boy – Simon –
Piggy). For most able introduce the idea that
the society from which the boys has come is
murdering people in vast numbers – through
war.
•
Offer the group a series of
interpretations of Piggy’s death in the form of
statements e.g. “Piggy’s death marks the
death of democracy.” and “Piggy’s death is
important because it shows that the boys no
longer value thought and reason.” Allow pairs
or individuals to choose one of the
interpretations to investigate further and
present in any way that they choose.
•
Class presents their reading of Piggy’s
death. Pose the question: can Piggy’s death
mean all of these things?
Chapter 12:
Track the development of the hunt through
the novel, focusing attention on the increase
in: a) violence b) reality of the hunt (e.g. it
was just a game at the beginning c) the skill
of the hunt d) the excitement of the hunters
e) the one-ness of the group (the
choreography)
As a class – predict what will happen in
Chapter 12 and why Golding might end the
novel in this way? What would he be trying to
say?
Read the final chapter. Discuss: why has
Golding punctuated the novel with hunts?
Big Q: Was the hunting of Ralph inevitable?
How else does he structure/shape the novel?
(Look at patterns of behaviour/repeated
motifs/increases and decreases/use of the
weather etc)
Play “what if…” e.g. Without the rescue at the
end of the novel, would Roger have been the
future leader?
Assessment arrangements:
Week 7 is dedicated to the completion of mock exam paper which will assess the
current knowledge of the Prose study. It is important that the students have a
chance to look at a past paper in order to understand the format of the exam.