1

The Influence of Good and Evil

in

Lord of the Flies

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Table of Contents

Overview-----------------------------------------------------------------------------------------3-4

Rationale----------------------------------------------------------------------------------------- 5-7

Goals and Objectives---------------------------------------------------------------------------8-12

Curriculum Standards and Goals-----------------------------------------------------------10-12

Classroom Profile-------------------------------------------------------------------------------13-16

Materials------------------------------------------------------------------------------------------17

Timeline-------------------------------------------------------------------------------------------18-22

Notes -----------------------------------------------------------------------------------------------23

Accommodating Special Needs Students----------------------------------------------------24-25

Daily Lesson Plans-------------------------------------------------------------------------------26-56

Evaluation Plan-----------------------------------------------------------------------------------57-60

Works Cited----------------------------------------------------------------------------------------61

Appendix--------------------------------------------------------------------------------------Day 1-15

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Lesson Overview

This lesson plan is specifically designed for 10th grade English. This unit and its

assignments will encourage students to consider the necessity of rules and laws for

preserving order and civilization within a society. Throughout the unit we will explore

themes, symbols, foreshadowing, setting and other literary devices used in the novel.

Students will also explore the issues of power, control, and respect and their impact. We

will also discuss the relevance to Lord of the Flies to current political and social

situations and discuss the historical background of the novel. Over the course of the

unit, students will learn to create a concept map, work collaboratively, write imaginative

essays, use art and drama, analyze characters and how they change, improve

vocabulary through a variety of teaching strategies.

In addition, each week will consist of journal writing, activities including

brainstorming, researching and discussion, with selected supplementary readings

related to the topics relate to the novel. This lesson will also focus on characterization

and how a characters personal beliefs, values and personality traits affect how they

interact with others and how individual responsibility relates to the lives in the novel and

to their own as students. Students will compare their experiences with those of the

characters thorough the class and group activities, discussions and journal writing.

Through activities and writing they will examine their own way of seeing the world and

make connections between ideas and information in the novel and their own

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experiences by participating in reflection writings. The will also evaluate and justify

choices and opinions, compare and contrast characters throughout the novel and

discuss ethical and philosophical issues raised in the novel. Students will use a variety

of different formats to organize, create and present information. The unit is organized

chronologically to follow the events in the novel. Students will make connections between

ideas and information in the novel and their own experiences by participating in a written

survival exercise. They will also read related articles and evaluate, compare and contrast the

information with LOTF situations. They will evaluate and justify choices and opinions, compare

and contrast characters throughout the novel. They will discuss ethical and philosophical issues

raised in the novel. Students will use a variety of different formats to organize, create and present

information. At the end of the unit we will post and publish class writing/projects in our class

blog to the public forum. The students unit work will be collected in the form of a portfolio and

evaluated for completeness.

This unit will also focus on reading comprehension though using graphic

organizers, building vocabulary through various strategies and study skills. Most

lessons will focus on some kind of reflective writing, with review from the traits of writing

and learning to apply these in both print and digital writing. They will focus on improving

components of writing through revision and editing. They will learn new technology skills

such as posting to blogs, using vocabulary, poetry and research websites.

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Rationale

The objective of every English teacher is to motivate students to read and

to be able to write about what they read. The key to a novel study is to make the

literature relevant to the students. Reading Lord of the Flies, a novel about a group of

teenage boys coming of age after a plane crash strands them on a deserted island,

provides an opportunity for the to explore the struggle for personal identity, beliefs of

right and wrong, good and evil m leadership and power and personal choice and

decisions. Students will have the opportunity to examine the characters strengths and

weaknesses and what happens when a characters weaknesses and mistakes

negatively impact the life of another. This unit also gives them a chance to look at group

dynamics and peer pressure; the group activities in the class provide them with

opportunities to experience group dynamics and practice positive social interaction.

Reading the novel on a literary level will help students see themes, symbols,

motifs and help them make connection that will be more meaningful that simple asking

questions about the text and plot. In this unit, students will explore the themes of power,

control and abuse, and respect with regards to the characters and in society. It is

important for students to investigate these terms in relationship and between peers and

how either can be used positively or negatively to control or influence another person.

Making evaluations about the characters behaviors and traits will help them see how

man interacts and is influenced in society.

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Writing about reflective questions every day helps them think about themselves

and the material in a deeper way. This unit will give students many opportunities for

practicing and producing a wide variety of written assignments that will improve their writing

skills. Reading the LOTF and annotating the novel for literary terms, vocabulary and concepts

will assist them in classroom discussions and activities and in their written work. Offering

choices for learning and assessing different assignments through art/dance/video/drama

assignments will offer differentiation. Discussing and writing about characteristics and themes in

the novel will help them make important social and cultural connections and relate them to their

own lives and the world they live in. They will also be able to see how their thoughts and beliefs

are influenced, refined and expanded through their learning process.

Reading, discussing and writing about the concepts of this novel will also help

students acquire skills and strategies for understanding texts. Class projects will help to

clarify an understanding of text by the students creating outlines, notes, annotations,

charts, and/or diagrams. Discussing and writing about identifying social, cultural and

historical significance and relating it personal experience will help students acquire skills

to comprehend literary text. Learning about and using different media products will give

students the opportunity to increase their media literacy through with experience in programs

that will help them review as well create and produce their writing projects. It has been found

that students who write for a specific audience and purpose take more care and pride in polishing

their writing skills. Students will be doing that in this unit by publishing a classroom blog with

student writing projects.

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Vocabulary development activities will help students increase in reading

comprehension and activities where they can visualize words ( vocab in the lab website)

will help with understanding and retention. Incorporating the six traits of writing will help

them to improve their writing. Teaching technology skills prepares students to use digital

media for writing assignments and hopefully make them more motivated to be more engaged

with computer writing as that is the way of the future. Learning about and using different media

products will give students the opportunity to increase their media literacy through with

experience in programs that will help them review as well create and produce their writing

projects. It has been found that students who write for a specific audience and purpose take more

care and pride in polishing their writing skills. Students will be doing that in this unit by

publishing a classroom blog with student writing projects.

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Unit Goals

Students will develop communication skills with peers in workshop and peer editing.

Students will increase skill in applying their voice to personal, expository and opinion writing

assignments.

Students will increase skill in the writing process involve brainstorming, drafting, work

shopping, editing and producing creative works.

Students will explore the factors that influence personal identity and will develop a better

understand of who they are and what they believe and how they act and are acted upon.

Students will develop an understanding of how beliefs, value and choices affect behavior and

relationships.

Students will practice listening and communicating skills during class groups and discussion.

Student will increase their vocabulary skills

Students will improve skills for reading and comprehending literary texts.

Students will improve their writing and editing and technology skills.

Students will learn how a literary reading of the text can deepen their comprehension of the

texts meaning and ideas.

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Objectives:

SWBAT:

Write reflective compositions; persuasive compositions that evaluate, interpret, and

speculate about problems/solutions and causes and effects.

Develop and demonstrate ability in the 6 traits of writing through: expository, poetry,

fiction, and personal writing prompts.

Develop digital literacy though the use of technology: blog postings, working with

software programs, word processing, editing, and publishing.

Acquire Strategies and skills for comprehending and interpreting texts.

Identify and define unfamiliar vocabulary.

Evaluate the ways in which the theme represents a view or comment on life, using textual

evidence to support claims.

Analyze tone, mood, symbolism, figurative language, and character development.

Understand how the historical and cultural contexts shape an authors point of view.

Apply reading strategies to self monitor for comprehension by annotation, predicting,

defining unknown words, visualizing using pictures and charts, questioning and thinking

activities.

Clarify an understanding of text by creating outlines, notes, annotations, charts and/or

diagrams.

Provide useful feedback for peers in editing workshops

Evaluate their own lives for qualities of leadership, spheres of influence, good and evil

shapes their own self-knowledge help them develop towards more personal wisdom.

Identify and explain the consequences of physical and verbal abuse and gender roles.

Identify and empathize with the dynamics and complications of groups in society and examine conflict, age of responsibility.

understand the background, situations and symbolism of the novel and be able to identify the underlying themes as they apply to people.

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Curriculum Standards and Goals

State Achievement Standards

NCTE/IRA Professional Standards

Meridian Curriculum Goals

Idaho State Standards for 10th

Grade:

Students will apply reading strategies to self monitor for comprehension.

Students will synthesize the content from several sources on a single issue; compare and contrast

ideas to demonstrate comprehension.

Students will clarify an understanding of text by creating outlines, notes, annotations, charts,

and/or diagrams.

Students will apply knowledge of roots and word parts to draw inferences about new words.

Students will use context analysis to determine the meanings of unfamiliar words.

Students will read and respond to literature from a variety of genres.

Students will analyze characters traits by what the characters say about themselves in narration,

dialogue, and soliloquy.

Students will compare works that express a universal theme and provide evidence to support the

views expressed in each work.

Students will generate a main idea or thesis appropriate to a type of writing.

Students will apply organizational strategies to plan writing.

Students will revise a draft for meaning, clarity, and effective organization.

Students will use a variety of sentence structures to improve sentence fluency and enhance style.

Students will edit for correct punctuation, spelling, grammar, and usage errors.

Students will write responses to literature that demonstrate an understanding of literary elements

such as plot, theme, characterization, tone, style, foreshadowing, and figurative language.

*These standards were taken from the standards posted on the Idaho Department of Education

website.

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NCTE Standards

Students read a wide range of literature from many periods in many genres to build an

understanding of the many dimensions (e.g., philosophical, ethical, aesthetic) of human

experience.

Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate

texts. They draw on their prior experience, their interactions with other readers and writers, their

knowledge of word meaning and of other texts, their word identification strategies, and their

understanding of textual features (e.g., sound-letter correspondence, sentence structure, context,

graphics).

Students adjust their use of spoken, written, and visual language (e.g., conventions, style,

vocabulary) to communicate effectively with a variety of audiences and for different purposes.

Students employ a wide range of strategies as they write and use different writing process

elements appropriately to communicate with different audiences for a variety of purposes.

Students apply knowledge of language structure, language conventions (e.g., spelling and

punctuation), media techniques, figurative language, and genre to create, critique, and discuss

print and non-print texts.

Students use a variety of technological and information resources (e.g., libraries, databases,

computer networks, video) to gather and synthesize information and to create and communicate

knowledge.

Students participate as knowledgeable, reflective, creative, and critical members of a variety of

literacy communities.

Students use spoken, written, and visual language to accomplish their own purposes (e.g., for

learning, enjoyment, persuasion, and the exchange of information).

Meridian School District Curriculum Requirements:

Students will acquire strategies and skills for comprehending texts.

Students will read and interpret a variety of age appropriate literature.

Students will identify social, cultural and/or historical significance of literature and relate it to

personal experience.

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Students will analyze characters traits by what the characters say about themselves in narration,

dialogue.

Students will analyze ways in which authors us characterization, point of view, theme, and

setting.

Students will acquire pre-writing, writing, revising, editing and publishing skills.

Students will acquire skills to comprehend literacy texts, identify social, cultural and historical

significance of literature and relation it to personal experience.

Students will apply organizational strategies to plan writing.

Students will use a variety of sentence structures to improve sentence fluency and enhance style.

Students will edit for correct punctuation, spelling, grammar, and usage errors.

Students will use appropriate technology to produce a final draft

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Classroom Profile

This unit was designed for a 10th grade English class on the block teaching schedule,

where student attend four 90 minute classes. The classroom is arranged in clusters of 5 desks and

the teacher has assigned seating arrangements. In the Regular English class, the students have

been specially seated to correspond to their IEP reports, making accommodations for vision,

distraction, and hearing needs. The teachers desk is just inside the doorway with the desks

arranged in a U shape open towards the board and screen. The walls are brightly covered with

sports posters, motivation quotes, bookshelves of novels, and posters otherwise related to

English. There is a large bulletin board just waiting for student work to be posted throughout the

semester. There is a computer, a projector, an overhead projector and a music stereo.

The typical class period begins with a school policy of teachers standing in the hallway at

the door welcoming kids in to the classroom. This serves to both motivate students not to be late

and to be personally welcomed into class. I read a study once that showed a correlation to

teachers greeting students at the door and a drop in classroom misbehavior. The class has a 10

minute writing prompt at the beginning of every class that gets them settled in and gives the

teacher time to take roll.

The target group for this unit plan is a basic sophomore English class at Mountain View High

which is part of the Meridian School District. The majority of students at this school come from

upper middle class families, but students also come from less affluent families who live in the

surrounding areas. In this particular class of twenty six students, eleven students in the class are

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girls and fifteen are boys. All students are sophomores, two boys are repeating the class as a

juniors and one has freshman status.

All but seven of the students in the class appear to be of European/Caucasian descent. Of

these five students, two girls and a boy are Hispanic, one boy is Korean American, and one boy

is of East Indian ethnicity, one Samoan and one African American.. All these minority students

are pretty well accepted by their peers and all of the minority students are fluent speakers and

pretty good readers. We have one boy who is hearing impaired, with hearing aids, who reads

lips, uses the closed captions on videos, sits in the front and has about 80% hearing ability. The

biggest problem is motivation for 4 of the boys and 2 of the girls who have very low scores and

many missing assignments. Tow of the boys have told us they are ADHD but they do not have

plans files with the school because their parents dont want it. There is one girl who will not stay

seated, will not stop talking and it seems that she has some disorder; she is on a behavioral and

academic contract and we have talked to her other teachers and the same, if not worse things are

happening with her in their classes. The mentor teacher has asked for her to be transferred to

another room where she does not have as many friends to be distracted by.

Since this is a mainstream inclusion English class, many students struggle with reading

comprehension and/or language skills. A third to half the class usually scores below a C on unit

tests. 2 boys and 2 girls are on academic contracts and 2 are on behavioral contracts. Most

struggling kids like the class read alouds and the teachers extra explanations, but many still do

poorly on tests and writing assignments. None of the kids are very open about their need for

extra help, and others prefer to struggle in silence so their peers wont know they have problems.

6 students have more than half of their assignments missing and the school has a policy that

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these can be turned in up to the last week of the quarter for 50% maximum of the grade, which is

very frustrating to the teachers.

I have not observed any special accommodations to challenge advanced students in the

class. At times they appear to be bored because of the slower pace of the class, and some of them

indicated on a reading survey that they would prefer to read silently without all the interruptions

of the teachers think-aloud. One boy is allowed to read out in the hall when the teacher is

reading because he finds it too distracting.

Although a few of the top students are good writers, most students in the class struggle

with grammar, punctuation, spelling and capitalization. Four or five have a difficult time putting

their thoughts on paper at all. Almost all the class would benefit from more specific instruction

about organizing a paper, combining sentences, and writing thesis statements, topic sentences

and transitions. Several of the kids are too sociable and the rest keep to themselves. The

overbearing ones annoy the rest of the class and for this reason they do not like to work in groups

but prefer pairs. They have to be constantly monitored so they stay on task. Many are easily

distracted and can get rowdy very quickly if not closely supervised. Probably a quarter of the

class is highly motivated academically, most of the others will do their assignment with normal

encouragement and prodding, and four or five of them have to be constantly pushed to get

assignments in.

Most of the students are very comfortable using technology, and some of them are

extremely good at using computer capabilities and finding information on the Internet.

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Physical arrangement of the classroom:

This classroom is on the second floor and has great windows but share an accordion

curtain with another very noisy class that is terribly distracting on most days. The teacher shares

it with another teacher and as a result, we have little space and no walls to post on. The teacher

whose classroom this is, does not like us to rearrange the desks and we do not like his

configuration. He is a drill sergeant/coach social studies teacher who walks around with a

baseball bat. He arranges desks in the typical rows facing front with his desk at the back..

There is a large whiteboard for posting yearbook assignments and deadlines dominates

the south wall, shelves, the class TV and U.S. flag are mounted high on the wall in the southwest

corner. Only the teachers computer is networked to the school network and the Internet and we

have use of a projector because it is a history classroom; none of the English teachers in the

building do. There are a lot of history and sports posters cover the walls. There is nothing related

to English teaching in the entire classroom and my mentor teacher seems too intimidated to ask

him.

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Materials Needed:

Copies of Lord of the Flies for all students

Computers for all students (access to library computer labs)

Video clips of Lord of the Flies

Paper, pencils, pens, etc.

Mask supplies; paper, paper plates, brown bags, yard, glitter, colored paper, feathers, markers

Supplemental worksheets, readings, graphic organizers, instruction sheets, anchor charts, story

Maps

Poster paper

Classroom folders

Vocab and novel quizzes

Book sign-out slips

Background info/handouts

Computer images/power point

CD of music

Copy of Castaway DVD

Vocab lists and quizzes

Copies of Antaeus in Manhattan

Copies of The Littlest Killers

Acting your Age: Considering the Age of Responsibility

Convicted at 14: Student kills favorite teacher

Girl Power article

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Unit Timeline for LORD OF THE FLIES

Monday Tuesday Wednesday Thursday Friday

Day 1

Introduce EQ

Introduce Write ons!

Brainstorm Good

and Evil definitions

Pass out books

Introductory

exclusion game

Power and Control

Wheel Discussion

Homework: School

groups observation

Essay

Day 2

Review Power and

control

Share reaction to

school observations

Hand out books

Groups introduce

the novel with

material to review

first.

Create folders

Hand out checklists,

calendars

Explain vocab

process, do vocab

for ch1-2

Explain annotating

the novel

Read chpt 1

Homework:

Read chpt 2

Day 3

Review chpt 1,2

questions

Go to comp lab

Demonstrate the

class blog, look at

examples of other

LOTF class blogs

Show how they will

post to the Good

and Evil Log, how

they will respond to

other classmates,

Show where to find

class assignments,

missing

assignments, vocab,

calendar

Practice doing blog

post #1

Homework::

Read chp 3

Respond to

classmates Blog

post #1

Day 4

Survival Day music

Review reading/ new

ch questions

Lifeboat Activity

Day 5

Quiz chpt 1-3

Reading review

questions

Group discussion

on group dynamics

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Group share

Discuss link to the

book/leadership/

group dynamics,

cooperation,

emergency decisions

Character graphic

organizers/maps

Mini lesson on

Literary devices

Group search and

share/ annotation

modeling

Vocab game and

review

Homework:

Read chpt 4

Share responses

Read Anteus in

Manhattan, teach

reading strategies

and comprehension.

Students Share

Write on! To

connect reading to

self

Vocab mini lesson

Homework:

Read chpt 5

Day 6 Reading Review

Allegory/symbolism

mini lesson

Movie clips on fire

symbolism

Group symbolism

hunt/share

Conch Shell poster

and research in

computer lab

Homework:

Blog post #2 Respond to

classmates

Vocab chpt 6-7

Day 7

Collect vocab 6-7

Grade each other

Finish Conch

posters

Map project

Gallery Walk

Update Character

maps

Mini lesson: vocab

Mini Lesson; Word

choice and sentence

fluency.

Homework:

Read 6-7

Reminder:chpt 3-6

quiz and vocab 4-7

Day 8

Vocab and ch

quizzes 3-6

Reading review

Brainstorm on

leadership

Power and control

wheel traits and

leadership with

LOTF

Fish Bowl

discussion on leadership strengths

and weaknesses of

Jack, Ralph, Roger

Vote for a leader

Write on leadership qualities

reflection in other

and in themselves.

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quiz next class For exit ticket

Vocab 8 review

game

Homework:

Read chpt 8

Blog post #3

Responds to 2 other

classmates posts

Day 9

Reading review

I will survive song

What if brainstorm

discussion

Girl Power lesson

Just Because Poems

Vocab lesson ch 10

Homework: Read ch

9-10

Blog Post #4

Work on poems,

bring back drafts

next class

Reminder chpt 6-9

quiz next class

Day 10

Vocab and chpt 6-

9quiz

Reading review

Peer Edit/writing

workshop

Computer lab

Writing sites,

animate poetry,

wordle, timelines,

cartoons

Homework

Finish computer

projects

Post to the Blog:

Day 11

Reading review

Readings in Groups:

Littlest Killers

Day 12

Collect Write on!

Prompts

Reading review

Mini lesson on

Day 13

Reading review discuss end of book

Complete character

maps

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Convicted at 14

Age of

Responsibility

Fishbowl Discussion

Groups 1,2 Questions

Stanford Milgrim

Experiment Clip And

discussion

Reflective writing

Vocab mini lesson

Homework: chp 11-

12

Blog Post #5

All Write on!

Reflections due next

class

compare and

contrast essay

Human Rights

Poster

Transfer to compare

and contrast graphic

organizer

Vocab 12

Homework: Post

to Blog # 6

Read and

respond to 2

classmates post.

Write comparison

essay

Mini lesson on 5

traits for creative

writing

Show examples of

different genres of

LOTF writing

Explain creative

writing project

Writing Workshop

Personal

conferences

Revising

Homework:

Blog post Blog #6

Work on creative

writing and past

poetry projects

Bring copies of any

class writing for

peer editing and

workshop

conferences for

next class.

Catch up on

Day 14

.Hand back all write

on! Prompts for test

review. Discuss final

quiz and essay.

Vocab quiz 7-10

Mini less on Peer

editing techniques

Writing/editing

workshop

Mini lesson on

essays for final

Create class rubric

Day 15

Turn in any late and

final writing

assignments

Final quiz and essay

Collect books

Collect portfolios

Comp lab: Post and

publish all

assignments to class

blog

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for final

review Write on !

Prompts and

Good and Evil

log postings for

final quiz essay

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Notes:

The reading reviews each day after the readings will be to discuss whatever the students want to

about the reading but also the questions I have posted in the lesson plans.

There are not Write on! questions for days we will be going to the lab and they will be all

collected on day 12 so that I can get them back to the students for their study for the final essay

question. They will also have all of their Good and Evil blog posts to draw from for their final

essay.

The final essay will be on the unit essential question, Does mans propensity for evil outweigh

his desire to be good? Students will write about how their opinions changed from the beginning

of the unit. Use examples from characters or scenes in the novel and your reflections and posting

throughout the unit to express your feelings on the topic.

As a class, we will develop a rubric for this essay.

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Accommodations

I will be aware of any IEPs and 504 and work to incorporate the guidelines and

accommodations of these into my instruction. I will help student feel comfortable asking

questions and trying to do their best on all assignments. I will make opportunities for students to

work together to help each other in pairs or in small groups Visual aids, pictures, overheads, and

graphic organizers will be used to help students remember information. I will adjust the room so

it is conducive to learning with no major distractions. I will give preferred seating to students

who need it, and make seating arrangements as needed to maximize student focus and success. I

will use portfolios and classroom folders , calendars and schedules to help students organize,

complete and turn in assignments. I will make sure to use the closed captioning for videos and

DVDs for the student with special auditory needs, as well as make sure he is sitting where he

can best hear and read lips.

I will identify students strengths and weaknesses through assessments and observations

so I can target the areas in which they are having the most difficulties. I will use students

interests to engage them in activities whenever possible. I will try to explicitly teach concepts in

a clear and effective manner. I will provide extra scaffolding by teaching students good learning

strategies such as effective note-taking, review techniques, and mnemonic strategies. I will teach

reading strategies such as previewing, re-reading sections that were not understood,

summarizing, and asking questions. I will give examples of writing samples for projects ans well

as rubrics for self monitoring of work quality and expectations. I will try to make connections to

the students prior information. When appropriate, I will allow some students to use summaries

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and analyses as supplements, or I might shorten the assignment. I will give additional time when

it is necessary. I will work one-on-one with those who have emotional disturbances or

difficulties staying on task as well as use teacher interviews as needed fir students who require

extra support. I will use group skills tracking sheets to identify problems for students working in

groups. I will provide reading list of books for lower level readers as well as more challenging

books for higher level learners. I will be prepared with more challenging options for higher level

students, as well as provide appropriate reading materials and options for struggling readers.

I will try to work closely with parents in helping their student succeed. I will keep them

informed by posting daily assignments and will communicate with them through email, phone

calls, or in person conferences when necessary. I will try to make my expectations for students

clear to them and to the students. I will be willing to give extra help during MST, lunch time, or

after school.

I will make accommodations as needed on the writing projects and especially on the

culminating project. I will make sure that several choices of projects and assessments are used to

best meet the needs and learning styles of the students. I will provide time for students to come

in after school, lunch and breaks as needed for any individual assistance with projects.

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The Good and Evil of Human Nature

in

Lord of the Flies

Unit Essential Question: Does mans propensity for evil outweigh his desire to be good?

Lesson Plan for Day 1

Classroom Arrangement Desks are in clusters of 4 desks arranged throughout the room and will stay this way throughout the unit unless otherwise noted.

Learning Outcomes:

Identify and describe good and evil characteristics, power and control dynamics

Identify and explain the consequences of physical and verbal abuse.

Materials Needed:

Folders

Markers

Power and control wheel handout

Activities and Instruction:

I will introduce the daily Write on! prompts and reflections that will be done throughout the unit.

I will remind students how this writing is important to the unit, to better understand how they

think and feel about the essential questions we will be learning about and discussing and how

sharing their reflections can teach others. They will also be able to see how their thoughts and

beliefs are influenced, refined and expanded through their learning process.

Write on! Responses are to be kept together in their binders and will be collected at week 5, 10

and 12 for 10 points for each Write on! response. If students are absent it will be their

responsibility to ask a friend or teacher or look on the class blog for the prompts to keep up with

during the weeks.

Write on! (5 minutes)

Do you believe that the individual can be both good and evil? What makes people good?

Anticipatory Set: (15 min)

1. As a class, define: Good and Evil (and propensity)

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2. On the board: Brainstorm qualities of Good and Evil

3. I will ask the class to generate a list of names: examples of people who are good and people who are evil. In class discussion, ask what makes these people good and what makes others evil?

4. Why might someone choose evil or good?

5.I will ask for some students to share their Write on! responses.

I will make sure the issue of power comes up in the responses to lead us to discuss that power is

one of the factors that influences goo and evil. That will lead us onto the next activity. Also I will

discuss the idea that there is no definition for evil but the absence of good. (Emerson)

Introductory activity: (20 min)

Game: I will use this to get the students curious and interested in the new unit, I will set up the

game that will introduce them to the issues of power and control, exclusion, inclusion, and group

dynamics.

Im Going to a Party and Im Bringing

Ask for 3 volunteers to be Leaders and take them into the hall to explain their roles.

(See attached for game instructions and outcomes)

Play until the class has become divided into 2 groups, those who got into the party group, and

those who have been excluded through the process of the game. I will observe and make notes of

interesting developments to discuss afterwards.

Then have them go back to their seats.

Discuss Results- (10 min)

I will lead a Discussion of the following questions:

- How did it feel to be in charge? - How did it feel to be able to come to the party?

- How did it feel to be left out of the party? - What happened when certain people could or could not get into the group/party? - Was leadership challenged? If so, how? What here the results?

- In this game, who had power and control? - In what ways were power and control used?

I will remind students that while this was just a game, repeated and intentional exclusion among

groups and between individuals happens every day. I will explain that using power to exclude

another individual or group from attending a party many be hurtful, but the repeated and

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intentional use of power and control to exclude and isolate can be abuse. I will tell the class that

they are going to explore ways that power and control are used among groups and individuals in

the book Lord of the Flies.

Discussion (30 min)

Power and Control Wheel- read through the examples together.

Respect Wheel- read and discuss

I will tell them that Lord of the Flies is a novel that explores themes of autonomy and groups,

acceptance and fear as motivators and defects of society; after a group of British school boys,

escaping England during WW II, end up marooned on a tropical island, they attempt to establish

a social order and a plan for being rescued; that the book follows their attempts at a social order

and the results of those attempts.

Homework:

Observe the student population in your school and the various groups that exist. Look at the

characteristics that define and distinguish each group, such as mannerisms or clothing

preferences. What do these groups have in common? In what ways do individuals behave

differently when in a group versus alone? Does each group have a leader? What distinguishes the

leader from other group members? (Observations can be conducted from a movie or TV show or

previous school a students attended, as an alternative to this school.)

Entrance ticket for next class: Write a 1 page reflection on this observation.

Assessment:

-Class discussion of power and control good and evil during the discussion after the game.

- Entrance ticket reflection for observation due next class

29

Lesson Plan for Day 2

Learning Outcomes:

By the end of this class period, my students will have learned about.

(1) the setting (time and place) of Lord of the Flies, how the author uses setting to establish

mood; (2) will be informed about the author, William Golding (3) the events and actions of the

Cold War, atomic bombs and the historical background of this era. (4) Students will learn how

events and culture around them can shape their thinking, values and experience within a society.

(5) practice annotations and increase vocabulary.

Materials needed: Lord of the Flies, copy for each student

Book sign-out slips

Background info/handouts

Computer images

Student Pocket Folders

Effective Responses handout

Vocab. 1-2

Write on! (5 min) What makes an individual powerful?

Discussion: (10 min)

I will ask for some students to share their response; review the discussion from last class about

power and control. Ask some students to share their observations from the homework last class.

Assign Novels to students (5 min)

I will have a person in each row get books for students in the row. I will pass out book sign-out

slips and have each student carefully fill out the slip. I will talk about each students responsibility to take care of his/her book and bring it to class daily, go over consequences for

damaged or lost books. I will then collect book sign-out slips. Encourage students to buy their

own copies if they wish to mark them up. Otherwise they will be annotating with post it notes.

Introduction to Novel: (15 min)

Group work: I will give each group a portion of the background info to read, discuss and present

to the rest of the class. I will supplement with additional images or supportive computer related

info (War images, island, airplane crashes, atomic bombs, images of the book covers, pictures

from inside the book, cartoons, etc)

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Create Unit Folder: (15 min)

Students will design/color/create a title for their LOTF unit material, from discussion and images

shown in introduction. They will need to keep this folder with them while reading to write

information about characters, symbols and themes.

I will hand out a checklist of written assignments, a calendar for the unit, and a schedule of blog

posting dates and assignments. They will staple this to the inside cover of the folder. Tell them

that this is where they will keep their Write on! prompts, reflections, handouts, stories, class

projects, vocab., character maps, etc. Students will keep the folder in a class file unless they have

been assigned to take them home to work with.

Vocab: (15 min)

I will hand out vocab book marks for chpt 1 and 2 and explain how to use them when reading

and how we will be using them in class and for quizzes. I will have students fold the lists so that

the assigned words are on one side and the personal unknown words will be on the other . They

will then keep this in their books as a bookmark and also use it to note words that are unfamiliar

to them. I will explain how to use both sides of the vocabulary lists and what to expect of the

weekly vocabulary quizzes. Have them leave the books in class for today and tell them will

begin reading the story next period.

Define: I will ask the class to fill out as many definitions as we know together and then have the

rest look the definitions up on their cell phones and share with the class.

Annotation and Reading (20 min)

Pass out post it note packets for each student

I will show an example of an annotated book using post it notes. I will talk about the different

things that should be annotated, character traits, quotes, summaries, themes, symbols, vocab.,

asking for input from students who have used this technique before. I will be giving them overall

questions to consider when reading the entire novel as well as questions and things to watch for

in each chapter for their post it notes.

Read:

Chpt 1 together, modeling effective use of annotations for symbols, themes, quotes, setting,

character traits, in Chapter 1 and tell them we will discuss these further next class.

I will tell them to put Vocab in their books; leave the folders in the class file in the correct

alphabetic folder; tell them we will be going to the computer lab next class to be introduced to

the class Web page. Take books home.

Homework: Read chpt 2, annotate, use vocab

Assessment: Folders created for organization, calendar reviewed for clarity of the unit

expectations.

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Lesson Plan for Day 3

Learning Outcomes: Students will learn about computer/software skills, technology

practice, and effective use of reader responses and learn new vocab.

Materials Needed

Computer lab

Vocab 3-4

Discussion/Review: I will discuss the important issues in the homework reading and what to be

looking for in the upcoming chapter.

How did Ralph soften the blow for Jack when he is not elected chief?

Is the island too small for both of them?

Make some predictions about what might happen next, what might happen to the boy with the

birth mark?

Computer Lab: Model/Instruction: (20 min)

I will have the students will take their unit folders to the computer lab so they can review the

calendar that will be in the folder as well as on the class Blog and where they can mark the

checklist when todays assignment is complete. Show them the syllabus where the assignment points are located and discuss how the computer assignments are to be entered, how they will be

scored, when they are due.

I will show them an example of a LOTF blog published by another English class

I will use the projector to show them our class Blog, and show them how to access the unit

calendar, homework assignments links, how to post assignments, how to access class reading

assignments and class notes. Tell them that this is where they will be accessing some of the unit

information and posting reflections and responding to others. Model how they will be expected

to respond to others writing.

Pass out and review a handout on Effective Responses to writing and show them where this

handout is posted on the blog for future review.

Guided Practice: (15 min)

I will have the kids log in; then have them explore the class sites together as I direct them to the

various links and locations. Have them ask questions, help each other until they are familiar with

all aspects of the blog and the assignment/materials locations. Show them how to access the

Good vs. Evil Log for the first entry.

Blog entry: (15 min)

Have them locate the Good vs. Evil log and post their response to:

Good vs. Evil Log #1 Who is a survivor?

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Vocab In the Lab: (30 min)

I will show them how to use VisualThesuarus.com and Yourdictionary.com ,wordnik.com and

other interactive dictionaries. Have them define the vocab. for chpt 3-4 using these words and

word charts.

Using the tools, use the words in sentences and post vocab. definitions to a document and print

out for bookmark to take home.

Return to class

Homework:

Read chpt 3

Blog Response: Respond to 2 other students posts on Log #1.

Posting is due the night before the next class.

Assessment:

Observations in the computer lab, making sure each student is logged into the Blog, completed

Vocab activity. Blog post due next class

33

Lesson for Day 4

Learning Outcomes: Students will have learned aspects of group decisions, elements of

survival, how choices affect outcomes, annotating novel reading, and elements of literary

devices.

Materials needed:

Graphic organizers

Literary Device pretest

lifeboat handouts

Poster Paper/Markers

CD

I will have theme song to TV show "Survivor" playing as students enter class

Write on! (5 min) Would you rather be stranded on an island alone for 3 years (with food) or

stranded with a group of people and struggle for survival? Explain your choices.

Activities and Instruction:

Reading review and Discussion:( 10 min)

I will review the following questions from the last chpt reading:

Why was Jack so eager for meat on an island with so much fruit and shellfish?

What evidence was there that Jack is fully focused on hunting?

Have several students share their Write on! response.

Questions to write on their post it notes for next chpt

Lifeboat Survival Activity (15 min)

I will have the class choose their own groups of 3-4 students. Give each group markers and

poster paper.

I will read all of the directions on the handout and give each group the handout of directions

including the rubric of expectations.

I will tell the students: you are going on a cruise for their senior class trip through the South

Pacific to Tahiti when a fire breaks out on your ship.

You find yourself in a lifeboat with these other people in your group and in order to survive you

must throw over 20 of the items on the list. You will present your throwaway list to the class and

explain why each item was tosses and why some were kept. Also, as a society within the lifeboat, make a list of the first 5 things you must do and list them in the order of importance.

You will have 15 minutes to work on your plan and then you will present it to the class.

34

Group Presentations: (10 min)

Class discussion on results: (10 minutes) I will discuss as a class, the comparisons between

groups, interesting similarities, patterns, logic used. I will ask the groups to weigh in afterwards,

on whether they would change their decisions after hearing from the other groups. Relate this

activity to what happens on the island with the boys. Then I will discuss the importance of group

decision making, the emergence of natural leaders, and conflict within a group and any other

related issues that come up.

We will discuss how this activity relates to the experiences in the novel so far:

Who makes the decisions in a group? How hard was it to agree? What happens when you dont agree? Do natural leaders emerge? Can you see how anger and struggle for power emerges?

Discuss as a class how this power and survival struggle is evident in out lives, in government,

social structures, schools etc.

Character Graphic Organizers and Close Reading Themes Chart-(15 min)

I will hand out and have them transfer information about characters from their annotations in to

the graphic organizers. Tell them that this information with help them with future writing and

discussions about the book. They will keep their character map with their vocab and the book as

they read.

Mini Lesson: I will teach literary devices giving several examples and having the students

contribute previous knowledge on these. Review additional symbols and literary devices that

have appeared in the chapters they have read. Have them annotate any that they have not already

done.

Group work: (15 min)

I will have the student work with a partner, students find other devices used in the book so far;

swap their devices with another pair, read their information and then see if they need to edit or

add to their own information. Each student will need their own list and they will keep it to add

examples to as they progress through the novel. Go through chpt 1-3 and annotate examples of

symbols, traits of characters etc.

Groups will share the devices and examples they have found with the class and see what each

can add.

Vocabulary Review-(10 min)

I will teach Vocab root words, definitions, use in a sentence, and spelling. Play the define a-

thon game where students have to use the word in a correct sentence for words from chp1-4.

Discuss any self chosen student words from the reading.

Homework:

Read chpt 4 paying attention and annotating images, setting descriptions and any foreshadowing

to discuss next class. Tell them there will be a reading and vocab quiz next class on chpt 1-3

Blog post:

Assessment group work and class discussion

35

Lesson Plan for Day 5

Lesson Outcomes: students will discuss and evaluate group dynamics in society, develop vocab

skills.

Materials Needed:

Overhead projector

Images or power point pictures

Copy of story for overhead

Computer

Copies of Antaeus in Manhattan

images for the reading

quiz for chpt 1-3

vocab quiz 1-3

vocab 5

Write on! (10 min) What are some of the social, cultural, and psychological benefits of being part of a society? or Do groups influence individuals or do individuals influence groups?

Troubleshoot any class for questions or problems anyone encountered with accessing and

posting to the blog for homework.

Activities and Instruction

Quiz: (10 min)

Have the students take a short quiz on chapters 1-3 . (10 min)

Discuss Reading: ( 10 min)

I will discuss the flowing questions: Who mimics Roger cruelty? What difference is there in the reactions of Ralph and Jack to missing the ship? How do you think you would have reacted?

What do you predict will change for Piggy in the next chapters? I will give assignments of what

to watch for in next chpt.

Groups: (15 min)

I will review the game from day one about joining and being left out of groups. Then have the

students get into 4 groups and give each group one of the following questions. Have them

discuss, write down their ideas and be prepared to share them with the class.

In chapter 3 Ralph and Jack discuss the feeling of the boys on the island. Based on your reading

discuss your answers for:

1. Why do people choose to join a group? 2. Why do groups choose to accept others into their groups? 3. Why do groups choose to reject others from their group?

4. Why do people choose to remain in a group? What are the risks of leaving a group?

36

Groups share: (10 min) Ask groups to share their responses with the class

Read and discuss: (20 min)

Antaeus in Manhattan

I will have a copy on the overhead and model annotating and reading strategies. Students will

follow along. Ask students to use markers to annotate/highlight areas they dont understand, note

vocab, ask students for definitions and explanations and connections to what they are learning in

different classes. Give them the chance to be experts.

I will teach how we read difficult texts and make meaning, connections, assumptions, inferences,

and figure out vocab. by contexts.

I will show related images (ant farm, aerial view of a snaking line of people, ants and termites

antennae, colony at work,

Ask class to discuss and give examples of how this story relates to Lord of the Flies.

- What do they think about communities, societies, individuals, death and deprivation?

- How does this link back to the activity in the game we played the first day of class? - Why and how do they think this happens to people? - What examples do we see around us or in our society?

Connect to self (5 min)

I will ask for volunteers to share their write on! response and if they learned anything new from

this reading and discussion that they would add to it.

Vocab (10 min)

For Chpt 5 vocab, I will assign each group several words, have them use a cell phones to find

the definitions and the groups will teach each other and write down the definitions. Each group

will also model the word using it is a sentence. Keep this vocab. in the book as a marker and to

refer to when reading.

Homework:

Read chpt 5

Assessment:

Chap 1-3 quiz

Vocabulary Test 1-3

Class Discussion

37

Lesson Plan for Day 6

Learning Outcomes: By the end of this class period, my students will have learned about

literary devices used in Lord of the Flies. They will have a better understanding of symbolism

and allegory.

Materials Needed:

Poster Paper

Markers

Copy of Castaway DVD

Copy of LOTF movies

Check of computer lab reservation

Write on! (5 min) What is your greatest fear?

Activities and Instruction:

Reading Review: ( 10 min) I will discuss the questions:

What particularly worries Ralph about the boys adjustment to life on the island? Why might

Piggy be fearful of people?

I will also discuss the Conch shell meaning as symbol and ask what is happening? Are they

working together?

Allegory/Symbolism Mini lesson: (10 min)

I will give a mini lesson on how the book is an allegory and how this theme and the symbolism

inform the novel. I will also lead a discussion about how and symbolism is used in literature.

Movie clips: (10 min)

I will have the students will view scenes from the movie Castaway when Tom Hanks creates fire.

I will tell the students that we will be focusing on the meaning of fire; what does it symbolize in

this movie and in Lord of the Flies?

Discussion: I will ask the following questions:

What did fire mean to this man? Why was he so determined to have fire? Compare to the boys in

LOTF. Discuss the issues that lack of fire create; the issues fire implies, psychologically, for

survival, cooking, warmth, signal for rescue, companionship, gathering place etc. Discuss fire as

a symbol hope.

Group Symbolism: (10 min)

Now that we have discussed and modeled one of the symbols I will divide class into 8 groups,

each group will have 2 symbols to discuss together and then report to the class. (See handout)

38

Symbols Posters (35 min)

In groups of 4, I will have the students find information on their symbols and make a poster of the shell probably used by the boys in the novel. background of where the chosen symbol is

found and the symbolic meaning in the novel.. As a response to literature, the poster will

advance a judgment that demonstrates a comprehensive grasp of the significant ideas of the

symbol, support key ideas through accurate and detailed references to the novel, and assess the

impact of the symbol's ambiguities. They can search the following sites for information about the

shell.

Group Share: (15 min)

Each group will share their discussion info with the class.

This student essay presents some interesting interpretations of the novel's symbolism including

the meaning of the conch.

Homework-

Post to Good and Evil Log #2 Who is a Survivor.

Read and respond to 2 other classmates blog postings. Blog postings will be due by midnight

the day before the next class. (Ex. Assignment given Tues will be due on Blog by midnight

Wed.)

Due next class at entrance ticket

Assessment: Group work and poster, class discussion

39

Lesson Plan for Day 7

Learning Outcomes: Students will learn to make connections to literature, interpret story maps,

and increase vocabulary skills.

Materials needed:

Vocab 6-7

Posters, marker, paper

Write On! When faced with an emergency is being strong all that matters? If not, what else do you think matters?

I will collect vocab 6-7

I will have the students finish Posters from previous Period ( 20 min)

Mapping the island: Individual Activity: (20 min)

I will provide instructions to create a map of the island using clues in the text. Recreate the shape

of the island. Be sure to include the beach & beach pool, the granite platform, the lagoon, the

island rock, the coral reef, the scar, the forest, the mountains and a pig run. Use pencil crayons to

include the colors Golding describes. Refer to pg. 31. ((This map will be a useful reference for

the students as they continue reading.)

Gallery Walk (10 min)

I will have the students hang maps and Conch posters and have the students walk around and

look at the maps. Have students keep them in their folders afterwards.

Update character maps: ( 10 min)

I will give them time to work in groups and get their character maps updated from their reading

annotations.

Mini Lesson on Vocab. Chpt 6-7

I will teach about how to figure out words from context of sentence. and give them the

worksheet to use vocab in the lab website at home

Mini Lesson:

I will give a lesson on sentence fluency and word choice with examples from LOTF and how the

sentences work because of specific word choices and length variations.

Homework:

40

Read chapter 6-7

Remind them there is a vocab and chpt 3-6 quiz next class

Assessment: Maps, Posters

41

Lesson Plan for Day 8

Classroom arrangement: set up for a fish bowl activity 2 circles

Learning Outcomes:

By the end of this class period, my students will have learned: to identify leadership styles and

traits in themselves and others.

Materials Needed

Vocab handout 8

Book

Poster paper

Markers

Tape

Quiz for Chpt 3-6

Vocab Quiz chpt 4-6

Write on! (10 min) What makes a good leader? What leadership qualities do I have, or would

I like to have?

Activities and Instruction

I will give students the quiz for Chpt 3-6 and vocab 4-6 ( 10 min)

Reading review: I will lead a discussion on the following questions:

What is the significance of the parachutist? What does the conch symbolize?

Read: (5 min)

Whos the Boss a picture book to focus their attention on leadership.

Discussion: (10 min)

Leadership Brainstorming

I will ask the class to discuss examples of world leaders and write on the board the qualities they

would expect of a leader based on their observations. Have some share their ideas from Write

on! I will bring up questions such as: does a leader making decisions alone make the best

decisions? What makes a good leader or teammate?

Leadership in LOTF (10 min)

I will have 3 posters up with the names Jack, Ralph, Roger written. Have the class go up and

write all the leadership traits for each of these characters on the posters.

42

Review: ( 10 min)

I will discuss as a class. The leadership qualities with the Power and Control/Respect

Wheel in their folders from Day 1 and the questions about the previous chapter:

What do the focus on hunting and the desire to kill the pig reveal about the boys understanding

life, violence, power and control? How do the leaders physical characteristics influence people? How do they use their personality traits to influence? Are they respectful of others? How

successful in controlling others is each of these boys? How does each boy acquire power? Are

these characteristics valued in society today? How? How does this affect who you would follow

and what type of leader you might be?

Fishbowl Discussion: (10 min)

I will divide the class by those who would choose Jack as the leader and those who would Ralph

as their leader. Have one group move to the outside circle and one on the inner. The inner group

discusses all the reasons they would want to follow Jack as the leader. The outside circle

observes. Then they switch places and this inner circle discusses reasons to have Ralph as the

leaders.

Vote :( 5 min)

After the discussion I will ell students to reconsider all of the reasons and have them cast secret

ballots to vote who their choice would be for their leader. The ballots will be collected and tallied

and the winner announced.

What type of leader do I want to be: ( 15 min)

Now that we have discussed these traits in the book, I will have the students reflect and free

write about leadership traits they are impressed with in others and what they would like to

develop in themselves. This will be their exit ticket.

Vocab 8 (15 min)

I will review the vocab and have them play the Matching game. Group competition

Homework:

Post in Blog: Good and Evil Log #3 .. the beast within us Read and respond to 2 other posts.

Read Chpt 8

Assessment:

Class and group discussion and participation.

Exit ticket

Blog post

quiz

43

Lesson Plan for Day 9

Learning Outcomes: By the end of this class period, my students will have learned about

gender role expectations and their influences in their lives, in popular books, and in politics.

Students will develop character maps and learn vocab.

Materials Needed:

Girl Power Article

Poster paper

Markers`

CD

Vocab 9

Graphic organaizer

Write on! (5 min) What do you think as the differences between girls and boys when it comes

to being good or evil?

Lesson and Instruction:

Reading Review Discussion: ( 10 min)

Questions I will ask:

What is the value of Simons imagination? What is the source of the rising tension between Jack and Ralph? What are Piggys feelings when Jack departs? What does the voice of the school master represent? New questions for next chapters.

Activities:

Have the song -I will survive playing when they enter the classroom.

What If Discussion: (40 min)

I will lead the class to discuss :

What if it had been girls instead of boys on the island? How would things have been different? What if girls and boys had both been there together? How would leadership have been affected?

Would there have been violence? What challenges would have been different? Would they have

gotten food and fire?

Girl Power Read Girls will be Girls (See article for lesson plan notes to be further developed here for discussion questions)

Discussion will include examples and influences of social, political, gender issues.

Group discussions: I will have the students work in pairs and groups o discuss some of the

readings and issues that are included in the article. Each group discuss what they thought would

44

have happened/how things would have been different. Groups share their main findings with

class

Just Because poems http://writingfix.com/Literature_Prompts/Lord_of_Flies3.htm ( 40 min)

I will connect the idea that the novel is a classic example of how voice can be controlled, limited

or taken away altogether in a society with an unbalanced power structure. Students will look at

todays society and find those in need of voice, possibly even themselves, and write new "Just

Because" poems so they, too, can be heard.

In groups they will brainstorm all the ways people are stereotyped on a high school or middle

school campus. List all ideas on the overhead or board: race, gender, sexuality, hobbies, grade

point average, socio-economic status, physical appearance, etc. Tell students to be thinking of

examples they have personal experience with both as the one doing the stereotyping and the one

being stereotyped.

Then we will share with the class and take a look at some examples of Just Because poems ( see

link)

We will talk about how voice, mood, passion and perspective is evident in each poem. Have

students point out areas where the authors quality details send a clear message about how he or

she feels.

I will have the students use a graphic organizer to develop notes for how they can show

individual voice, and how they can apply that knowledge to Lord of the Flies. Give each small

group the graphic organizer to help them to analyze power and voice in the novel.

http://writingfix.com/PDFs/Classics_Lit/Just_Because_LOTF_GO.pdf (graphic organizer)

I will encourage kids to really think about the perspective of each character. What voice do they

have? What voice do they want? What might they say if given an equal voice in the novel?

Remind them that they will be writing two Just Because poems. The first will be from the

perspective of a character in the novel and the second will be from someone in modern society,

possibly themselves, that needs to have their voice heard.

I will discuss how the use of best use of verbs and adjectives convey voice, and to use details

that will make their idea development more memorable.

Pair and Share: I will have them do this several times to get feedback on their poem drafts

Vocab (10min) Mini lesson on vocab:

I will give a lesson on identifying roots of words and suffixes: and have a review game

Homework:

45

Read Chpt 9-10

Post to Good and Evil Blog: #4 the only real danger that exists is man himself.

Work on poems bring drafts back to next class

Vocab and reading quiz 6-9 next class

Assessment: posting to blog, poem drafts, vocab game review

46

Lesson Plan for Day 10

Learning Outcomes:. Students will be familiar with new forms of digital literacy, practice using

technology, learn about poetry skills and practice new forms of poetry, writing and creating

timelines and creative digital media formats.

Materials Needed

Computer lab

Vocab and chpt quiz 6-9

Editing Notes for 6 traits

Activities and Instruction:

Reading Review Discussion or Vocab/chpt quiz 6-9 ( 5 min)

I will discuss :

In what way is Piggy parental? What fate do Simon and the parachutist share?

Peer Edit and rewrite Just Because Poems from last class ( 15 min)

I will give the students the 6 traits of writing editing post it form to help edit and comment on

each others poems (See handouts)

Computer Lab: (70 min)

Demonstration: (10 min)

I will teach how to post writing, video and created interactive projects to the class blog.

Demonstrate how to use the following websites:

Rhymezone.org, Animoto.com, Dipity.com, Hollywoodhigh.org

Rhymezone.org and Animoto.com: (20 min)

I will have students can edit and post their poems. This site will show them how to find words to

use that rhyme and how to create an animated poetry forums for their poetry project and post

their poems.

Wordle: This site lets them type in their poem and hit the scramble button and it will format it

into a fun word picture that we will display in the classroom.

47

Dipity.com (20 min)

With a partner, and using their notes, create an interactive timeline of LOTF with a partner. Post

to class blog.

Hollywoodhigh.org (15 min)

Students will check out the site for cartoon scripts and ideas. Work with a partner to create a

cartoon for any theme or event or character in the story. Post to the class blog.

Print and display the cartoons on the poster outside door of the classroom.

Assessment:

Posting rough drafts of projects to blog for classmate feedback

Homework:

Finish any projects not completed in the computer lab. Bring to class next period for peer review

and editing.

Check out class postings on these sites; respond with helpful feedback to 2 students work Revise and edit your projects for improvement

48

Lesson Plan for Day 11

Learning Outcomes: By the end of this class period, my students will have learned about the dynamics, complications

of groups in society and examine conflict, age of responsibility.

Materials Needed

Copies of The Littlest Killers Acting your Age: Considering the Age of Responsibility

Convicted at 14: Student kills favorite teacher http://learning.blogs.nytimes.com/2001/05/18/taking-age-into-account/

Copy of question outline for each group

Vocab 11

Write on! (5 min) Why do people often do stupid things when in a group? Write about a time

when being part of a group negatively affected your decision or behavior.

Activities and Instruction

Reading Review and Discussion:

I will discuss the following chpt questions:

How do Ralph and Piggy avoid their guilt for the death of Simon? How does jack run hos

meetings? Share a few write on! experiences. I will give them new questions/literary devices to

look for in next chpt.

Reading and Discussion: (45 min)

The Littlest Killers

Convicted at 14: Student kills Favorite Teacher, Acting Your Age The Age of Responsibility Have different groups each read 1 of the articles with their desk cluster groups. Have each group

give a brief summary of their article before getting in the Fishbowl discussion circle. Give each

group a different set of questions to focus on and discuss after their reading.

Fish Bowl: Group 1 will be in the center discussing their opinions related to the reading and the

questions

Questions for The Littlest Killers 1. Why would a child murder?

2. Would this have happened if there was only one boy involved?

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3. What factors were involved in contributing to why the crime happened?

4. What is a possible profile of a child who would kill?

5. What can our society do to help stop these crimes?

Questions for other articles found at:

http://learning.blogs.nytimes.com/2001/05/18/taking-age-into-account/

Fishbowl Group 2

Do you think that Nathaniel Brazill meant to kill his teacher? If not, do you think he still

deserves to be punished?

Do you think that it is fair to sentence a fourteen-year-old to life in prison, even if he may come

to regret his crime when he grows up? What punishment would you consider fair in such a case?

-Would you consider yourself accountable for all of your actions? Do you think that, because

you are still young, you sometimes act in a way that an adult would not? Do you think that this is

an excuse to commit violent crimes and not to be accountable for them?

-Do you think that children and young adults have a different perception of life and death than

adults do? How do you think these different perceptions contribute to the committing of violent

crimes?

-Do you think that the media has played a role in the recent increase in juvenile violent crimes?

Do you think that children and young adults are more affected by the media than adults?

-Do you think that something like this could ever happen in your school? What could you do to

try to prevent such things from happening?

During the discussion, circulate among groups to facilitate discussion and mediate the heated

arguments that may arise from the discussion of such a sensitive topic. After discussion, each

group shares with the class he question or comment that was agreed upon by all members of the

group and the question or comment that yielded that greatest conflict among group members.

Stanford Milgrim Experiment: Why people would inflict pain on others when told to do so? I will show them this startling video of people who willing inflicted pain on others just because

they were told it was ok to do so.

You Tube Video: (10 min)

Discussion (10 min)

I will ask them to discuss: How do we see this happening on the Island? By whom? What do you

think about this? How would you have reacted? What other historical events can you connect

this to?

Reflect and write (10 min)

After this activity I will ask the students to do a free write reflecting on the following questions

about how their group functioned:

Who read, who led, who asked questions, who disagreed, who was not listened to, who held

back from participating, why do you think they did, was anyone bullied, was anyone put down,

excluded, was everyone respected? What was it like being part of your group and what was your

role? Were you satisfied with it? How does your experience connect to LOTF? This will be there

exit ticket. I will ask for any who might want to share something that will help the class connect

this assignment to LOTF understanding.

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Vocab 11: (15 min)

Mini Lesson on vocab from chapter 10-11 then have the students Play Use- it- in- a-sentence

Vocab Bee. Prize for last 2 challengers standing.

Homework:

Read chpt 11

Post to Blog : Good and Evil Blog #5 Write on! (5 min) In spite of everything, I still believe that mankind is good at heart. Anne Frank

Reflect on what happened to Anne Frank, what happened in LOTF and your feelings about this

statement.

Assessment: Vocab game, class discussion/participation, free write, post to blog

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Lesson Plan Day 12

Lesson Outcomes -. Students will make connections of LOTF to cultural perspectives and write

a comparison essay.

Materials Needed:

Graphic organizers

Poster paper /markers

Vocab 12

Computer lab

Write on! (5 min)Who do you think is inherently good and evil in the novel? Has this changed

for you from your initial impressions?

Knowing your own darkness is the best method for dealing with the darknesses of other people. both by Carl Jung

Reading Review and Discussion: ( 10 min)

What does Piggy say is the one thing jack hasnt got? Do you think the choice of Piggys name is

significant?

Mini lesson: ( 30 minutes)

I will teach and model effective development of a compare and contrast essay using graphic

organizer forms, compare and contrast tool kit (see materials). We will look at examples of these

types of essays, practice creating one together, evaluate it using a rubric and then students will

work in groups on comparing and contrasting and then work on their own essay of their choice

from the discussion of the novel, comparing cultural abuses in the world.

I will teach skills for better organization, topic sentences, openings, middles and endings.

I will have students get into pairs and show them an example of a Spider Map they will be

creating that will discuss three real-world situations of human right abuse by current

governments. We will discuss as a class, the abuses Jack and the hunters inflict on the boys after

Jack gains power. Pairs will research a real -world human rights violation situation and compare

it to the events of LOTF. The information should be brief and factual and include similar

situations to the novel, and : it should supports key ideas, and demonstrates awareness of theme.

Human Rights Examples Poster: ( 30 min)

I will discuss these questions that will be on the assignment hand out for the students to consider

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How does a culture determine social justice?

What responsibilities do human beings have to one another?

How do we make a fair and just society?

The students can access the web using some of these suggested sites and topics.

Students can search the internet to find information about human rights situations

around the world. Be sure to visit these sites first so you can prepare your students

as they include descriptions of torture and other human rights violations.

Kenya

URL: http://www.amnesty.org/ailib/intcam/kenya/report/append1.htm

El Salvador

URL: http://www.amnesty.org/ailib/intcam/cemexico/salvador.htm

Turkey

URL: http://www.amnesty.org/ailib/intcam/turkey/

Iraq/ Afghanistan/ India

Compare and contrast Graphic Organizer: ( 15 min)

I will have each student will transfer the information they have used for their poster into a

compare/contrast graphic organizer and write a 5 paragraph essay comparing the human rights

violations of the culture they researched with the LOTF situations.

Homework:

Post to Blog Good vs. Evil Log # 6 a good man can be stupid and still good Read and respond to 2 classmates post. Chpt 12 vocab list to vocab in the lab at home

Read chpt 12

Last day to turn in writing prompt due next class

Write essay

Assessment: group participation, graphic organizers, posting on blog

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Lesson Plan Day 13

Lesson Outcomes: Students will develop creative writing skills, and improve in the areas of the

6 traits of writing.

Materials needed: Computer

6 traits of Writing handout

Writing Prompt: Write on! How do you feel about mans propensity to do evil outweighing his good? Has your answered changed from the beginning of the unit?

Collect last group of Write on! Prompts so that I can grade them and get them back to the student

to review for final essay

Reading Review: ( 10 min)What might the pigs head now represent for Ralph? How can you tell that Ralph does not appreciate the danger he is in?

I will give students information to look for in next chpt

Discuss their feelings now that the book is done and class discussion about the last Write on!

Prompt

Update Character Maps (10 min)

I will have the students work together in groups to update their character charts for use in an

upcoming assignment. Using the character Graphic at readwritething.org students will choose a

character to make a character map and write a character sketch of 1-2 characters they would like

to write in next weeks class on creative writing.. Using the Character and personal reflection

comparison chart, I will have the students reflect on traits of several characters and compare their

own traits to those of the characters.

Lesson and Activities:

Mini Lesson: (20 min) I will show them examples of several of the types of articles listed below

on the computer. I will have them look at their 6 Traits of Writing handout and ask them to keep

it to refer to as they do their writing. I will review with them some of the different decisions that

writers make when they choose words and sentences etc. I will also review a creative writing

rubric, discuss elements of word choice, voice, fluency and organization.

I will have students use their books, folders, character maps, theme and symbol charts

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Writing: (30 min) Using the character maps, and Write on! Responses from the unit we are

going to do some creative writing using the voice of a character. Writing will be 2-3 paragraphs.

Students can choose 2 writing projects from the following activities and will have 2 class periods

to work on this writing project. These projects will be posted to the class blog.

1. Create a list of rules for the island in the voice of your character. 2. Write a letter to Mum or dad from the island 3. Create an inner monologue ( ex jack about Ralph and Ralph about Jack)

4. Write a Dear Diary entry 5. Write and addition to one of the chapters 6. Write a dream your character may have had

7. Write a newspaper article about the crash and a missing plane, or the rescue, or the homecoming of the boys.

8. Write an obituary or eulogy for the imagined death of your character

9. A what if contrasting story.. ex girls instead of boys on the island.

Conferences and pair shares: ( 15 min)

I will have individual conferences with students while class is writing and sharing with partners,

their first draft ideas.

Homework:

Blog post to Good and Evil Blog #6 Credulity is the mans weakness

Work on creative writing and past poetry projects Bring copies of any class writing for peer

editing and workshop conferences for next class.

Catch up on Writing prompts last set due next class

Assessment- blog post, conferences

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Lesson Plan for Day 14

Learning Outcomes: By the end of this class period, my students increase their skills in peer

editing, revising and writing for an audience as well as develop technology skills.

Materials Needed

Confirm computer lab

Editing Post it notes

Final vocab ( 7-12) quiz ( 10 min)

Instruction and Activities:

Mini lesson: (15 min) I will teach a mini lesson on using the 6 traits of writing editing using the

post it notes and model effective peer editing strategies.

Writing Workshop: (30 min)

I will have the class work together for peer editing, moving stations so that everyone gets to have

at least 2 people review their work. I will have individual conferencing time for students who

need it.

Revisions: I will have the students workshop to review and revise writing articles using the six

traits of writing editing post it notes.

Individual Conferences: I will help students review their portfolio documents for completion as

we