Day 40 –
Intro to LotF
INSTRUCTOR: KYLE BRITT
Objectives
1.
Understand and identify phrases.
2.
Introduce LotF -> themes and allegory.
Homework: Study for Mid-terms
Read Chapters 1-4 in LOTF by Wednesday next week.
Final Draft due 4/2. Email or Physical copy.
Agenda
1.
Warm Up -> Survival Quiz
8 MIN
2.
Vocabulary -> Ind. Practice 15 MIN
3.
Grammar-> Phrases Practice 20 MIN
4.
LotF Intro -> Guided Practice 25 MIN
5.
LotF Discussion
6.
Closure -> Phrases 8 MIN
20 MIN
Vocabulary – Honors English I
Complete exercise B/C in your VCR books.
Make sure you work on your own for this section.
Use you flash cards to help you find the correct
word.
Take the stairs of Grammar…
Articles
Conj.
Prep
OoP
Verb
Subject
Verb
Type
DO/IO
PA/PN
Adj. /
Adv.
Grammar – Phrases
What types of phrases have we learned
about?
1.
____________
2.
____________
3.
____________
Phrases


Gerund Phrases -> What do they do? (Gerund + modifiers/complements)
1.
_____________________
2.
_____________________ (end in what?)
Participial phrases -> What do they do? (participle +
modifiers/complements)
1.
_________________________
2.
_________________________ (End in what? *Usually)
Phrases

Infinitive Phrases -> What do they do? (infinitive + modifiers/complements)
1.
_________________________
2.
_________________________
3.
_________________________
4.
_________________________ (begin with what? *Usually)
Phrases
In pairs -> Complete the worksheet.
1.
Label each part of the sentence.
2.
Identify what type of phrase is used.
3.
Identify how the phrase is being used in the sentence. (adj., adv., noun) If
applicable.
4.
When finished, read LotF.
Lord of the Flies
English I
Class Notes on Plot
& William Golding
William Golding...


Lord of the Flies, was
published in England
in 1954.
The idea came from
a children’s story
about an island
coupled with
Golding’s war
experiences.
Author Notes:William Golding

Golding was born in Cornwall,
Great Britain.

He went to college at Oxford
and started out as a natural
science major before
changing to English literature.

He worked as a actor, writer,
producer, and school
teacher.
1911-1993
William Golding

Golding joined the British Royal
Navy and was involved in WWII.

His experiences in WWII gave him
the idea to write a book about
human nature and evil.

He won the Nobel Prize in 1983
1911-1993
Allegory:
A
story, poem, or picture that can be
interpreted to reveal a hidden
meaning, typically a moral or political
one
A
symbol.
 What
for?
might this story be an allegory
A brief synopsis...

British schoolboys are
stranded on an
uninhabited island after a
plane crash.

Island whereabouts
unknown.

During a fictional nuclear
war (not WWII).
Continued...

2 boys serve as main
characters in the
beginning.

Elementary – middle
school aged boys.
You might hurt your brain….
…If you over think this story.

Don’t think about all adults dying
and all children alive.

Don’t think about where they
were flying.

Don’t think about the island
location.
A look at society...

Realizing there are no
adults, the boys try to
follow the rules of
society.

The division of labor is
agreed upon.

A mini society is formed.
Emotions

What types of emotions
might play out?

A “beast” is on the island.
Where might the best come
from?

Words of a famous
president “We have nothing
to fear…”
Good vs. Evil...

Laced with fears, a
struggle for power
begins.

The boys become more
and more fascinated with
their savage side.
Nature vs. Nurture...

Discussion:

Evil = Born with it.
Or

Evil = Raised with it.
Is Society evil?
Themes

Humanity needs civilization.

Contrary to the belief that man is innocent and
society evil, the story shows that
laws/rules/structure/society are necessary to
keep the darker side of human nature in line.

When these concepts slip away or are ignored,
human beings revert to a more primitive part of
their nature.
Behind the Theme
Evil (the beast in the novel) is within man
himself.
 Golding implies that evil is not created but is
ingrained within us all.
 Loss of innocence is needed in order to see
reality and for humanity to survive.
 Age is not directly related to
innocence…young can be corrupt/structure
can save.

Humans
Civilization
…Maybe there is a beast…maybe it’s only us…
- Simon
 This
quote directly portrays the
message that Golding is trying to
express; that the heart of man is
not good and kind, it is selfish
and corrupt.
The Significance of the Title
 In
the novel, it refers to a pig
head on a stick, an offering to
the “beast.” It becomes the
beast…sort of.
 “Lord
 Bible:
of the Flies”
Jesus refers to Satan as
“Beelzebub”; Hebrew for LOTF
Symbolism
BE ON THE LOOKOUT! THERE ARE LOTS OF SYMBOLS IN THIS
BOOK! IT’S LIKE A GAME OF WHERE’S WALDO!!!!
Conch shell

Must have in order to speak
 Make predictions. What might physically happen to
the shell and what might that mean?
Glasses (specs)

Used to start a fire
 Make predictions. How might this symbol play into
the book? How might it change over time?
Symbolism

Golding uses symbols to represent different
meanings within the book. Examples:



The title Lord of the Flies = Evil
A seashell used to call the boys and designate a
speaking order might represent?
Keep an eye out for anything that could be
symbolic (There are lots of them!).
...Characters as symbols

In addition to objects, people/characters can
be symbolic too.

What are various character traits that can be
used to describe humans?

Golding attempts to emphasize this point by
giving certain characters stronger attributes
(one character embodies wisdom, one evil,
etc.)
The Island
 The
island is a perfect
microcosm. It is like an antfarm.
 A microcosm is a_____________.
 Population of leaders/followers.
The Symbolism of the Island
 Different
areas of the island are
associated with different ideas.
 Beach
= Dreams/hope of rescue
 Mountain
=?
 Bush/Forest
=?
 Rocky-outcrop
=?
Sketch of the Island
Beach
The heart of the matter…
“The heart of the
human condition is the
condition of the human
heart.”
 This
is relevant
because…
Is our civilization really civil?
Closure

Construct 3 sentences.

Each sentence must contain:

1. 1 Example of a Gerund Phrase, Infinitive phrase, or
Participial Phrase

2.
Underline the Phrase and label it.

3.
Label the parts of the phrase.