Lord of the Flies What does it mean to be civilized? 1 Davis.

Lord of the FliesWhat does it mean to be civilized?

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Common Core State Standards in Lord of the Flies

Key Ideas and Details•10.RL.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.•10.RL.2 Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.•10.RL.3 Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.

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Craft and Structure•10.RL.4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).•10.RL.5 Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.•10.RL.6 Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature.

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Integration of Knowledge and Ideas•10.RL.7 Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment•10.RL.9 Analyze how an author draws on and transforms source material in a specific work (e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare). [allusions and inspirations]Range of Reading and Level of Text Complexity•10.RL.10 By the end of grade 10, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 9–10 text complexity band independently and proficiently [without scaffolding].

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• 10.W.3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.b. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.c. Use a variety of techniques to sequence events so that they build on one another to create a coherent whole.d. Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.

• 10.W.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.a.Apply grades 9–10 Reading standards to literature (e.g., “Analyze how an author draws on and transforms source material in a specific work [e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare]”).

• 10.W.10 To write routinely over extended time periods and for shorter time frames for a range of tasks, purposes, and audiences.

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• 10. SL.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.a. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.b. Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed.c. Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.d. Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.

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• 10.L.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

• 10.L.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

• 10.L.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9–10 reading and content, choosing flexibly from a range of strategies. (Using context, language strategies, or available print or online resources.)

• 10.L.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

a. Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text.b. Analyze nuances in the meaning of words with similar denotations.

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Day 1- Anticipation & Pre-reading

• Content Goals:– Elections of Leaders– Rubric for Leaders– Final Project Options & Rubric– Symbolism Mini-Lesson

• Language Goals:– To respectfully elect leaders for groups, review

expectations for the unit, and discuss symbolism.

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Elections

• We need to nominate twelve leaders who will represent our class the best academically.

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Peer Teaching Project + Rubric• The checklist is also your rubric. If you do

everything on the checklist, you will earn full credit.

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Final Project Options + Rubric

• Take a look at your project options and rubric sheet.

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Project Option #1• Historical Context Research: You will research British

history in the early days of the Cold War (1945-1954) to determine similarities in the current events and analyze how they became Golding’s inspiration for LotF. Keep a focus on key characters, themes, and issues within the plot to fully explore the similarities between the source material and Golding’s classic novel. This is an independent project, and the final draft must represent your best writing skills. MLA format and citations must be used.

• CCSS 10.W.7 research projects

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Project Option #2• Source Material Research: You will read Coral Island,

Golding’s inspiration for LotF, and contrast his text with the original. Keep a focus on key characters, themes, and issues within the plot to fully explore the differences between the source material and Golding’s classic novel. This is an independent project, and the final draft must represent your best writing skills. MLA format and citations must be used.

• Coral Island is available on-line to read for free on Gutenburg.org

• CCSS 10.RL.9 Transforming source material

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The Coral Island

• The Coral Island was written by R.M. Ballantyne in 1857 (about 100 years before Golding wrote LotF).

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Final Project Rubric• All projects will be presented to meet Common Core

Standards for Speaking and Listening. You are encouraged to enhance your presentation with digital

media (i.e. photos contemporary to 1945-1954 in England) CCSS 10.SL.5

• Look at the rubric and read along.• You will have class time after the novel is finished to

complete this project.

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L. Frank Baum teaches

symbolismby layering meaning in

his “children’s”

story

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Allegory- a story in which many characters and events are symbolic

• As you see each character and setting, think about its role in the story. Try to guess what its deeper meaning is – what it represents.

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Sepia to Color

• Why does the color change from sepia (not quite black and white) to color? When does it change? What does that represent?

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The Yellow Brick Road

• Why yellow bricks? What are the bricks made of?

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Ruby (Silver) Slippers

• The slippers were silver in the novel by L. Frank Baum but changed to ruby for the Technicolor movie. Why silver? Why ruby?

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The Gold Standard• The gold standard is a monetary system in which the value of

gold determines the value of money. Each unit of currency represents a certain amount of gold. In the United States, the gold standard was adopted during the 1870s. Although a bimetallic (gold and silver) system had been used before the Civil War, this system changed when the silver dollar was dropped in 1873. Laws allowed for free and unlimited coinage of gold, meaning that people could take their gold and have it made into coins based on its weight and value. The Gold Standard Act of 1900 made the gold standard official.

• Not everyone was content with the gold standard. Many groups, such as farmers and other rural workers, believed that the gold standard was a means for maintaining..... (http://www.bookrags.com/studyguide-wonderfulwizardoz/hist.html)

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The Emerald City

• Why emerald? Why not rubies, diamonds, or gold?

• What does green tend to represent in our culture?

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The Wicked Witch

• What does evil look like?

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The Wizard

• Pay no attention to the man behind the curtain! Why?

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Glenda the Good Witch

• What does good look like?

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Toto

• What purpose does the dog serve? Why a little dog?

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The Cowardly Lion

• The only character with an adjective in his name. Why?

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The Munchkins

• Why Munchkins?

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The Scarecrow

• If I only had a brain. Who does the scarecrow represent?

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The Tin Man

• A man made of tin because his limbs were chopped off while cutting wood. Who does he represent?

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Flying Monkeys

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Day 1 Review & Assessment

• What is symbolism?• How do you predict symbolism will be used in

this novel?

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Pre-reading Goals- Day 2• Content Goals- We will take a look at our question

“What does it mean to be civilized?” to set the tone for our new novel Lord of the Flies. We will make inferences, compare & contrast, and examine the author’s purpose.

• Language Goals- We will look at a famous painting and “read” it like a literary text, write answers to some questions, and discuss answers respectfully. We will also take notes on literary terms and characters’ names.

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Considering all the visual cues Pablo Picasso gives in his painting, Guernica, what inferences can you make about the setting? Cite five or more details from this visual text in your

answer.

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Compare/Contrast these two settings.

Discussion Points:• 2 Similarities• 1 Difference• 1 Prediction• Artist’s Purpose

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Agree or Disagree? (Nuance)

• Being stranded on a tropical island would be paradise.

• Children can naturally organize themselves.

• Our environment can greatly impact the course of our lives.

• Leaders rarely dominate weaker people.

• People tend to follow a charismatic leader.

• People often misjudge things they don’t understand.

• Children act differently from grown-ups.

• There is usually a clear-cut winner in conflicts.

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Question & Answer Survey1. If this English class were put on a deserted, tropical

island, what would happen?2. When you watch little kids play together, are they

nice to each other?3. What is the cruelest, meanest thing you’ve ever

done?4. Have you ever been hunting? Why? If so, did you

kill anything, and how did that feel?5. Have you ever shot anyone/anything in a video

game? How did that feel?6. Have you ever been alone, outside, in the dark?

How did it feel?

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Literary Elements – review take notes on these terms

• Allegory• Symbols• Symbolism• Static character• Dynamic character• Irony

– Situational irony • Theme

– Good versus evil– Innate innocence– War & military versus peace– Law & order versus chaos

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Pre-Reading Day 3

• Content Goals• Characters’ Names• Author’s Biography• Author’s Purpose• Coral Island• Start chapter 1

• Language Goals• To read selections from The Coral Island and

discuss how they may have annoyed the author.

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“Kyrie Eleison” Kyr´i`e e`lei´sonThese are the lyrics of the song sung and background music

throughout the film version we will watch in class.

• n. & inter 1. (R. C. Ch.) Greek words, meaning "Lord, have mercy upon us," used in the Mass, the breviary offices, the litany of the saints, etc. 2. The name given to the response to the Commandments, in the service of the Church of England and of the Protestant Episcopal Church.

• http://www.webster-dictionary.net/definition/Kyrie%20eleison

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Name Meanings

• Each of the main characters in this novel has symbolic meaning. You can tell a bit about each boy based on the meaning of his name.

• Please take notes.

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Ralph

• Derived from the Anglo-Saxon word for “council” (government)

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Jack

• Derived from Hebrew name Jacob which means “supplanter” or “one who takes over”

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Piggy

• His mean nickname (doesn’t even rate being called by his real name).

• Pigs, by the way, are the only animal to hunt on the island.

• He is often vulnerable, reduced in importance, and not respected

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Simon

• Derived from Hebrew name Shim’on which means “one who listens” or “one who observes”

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Sam & Eric = Samneric

• Identical twins who are always together

• What could this symbolize?

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Roger

• “famous with a spear”

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Littluns

• A name for all the little children – mostly whose names we never learn.

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William Golding, Author

• Born in 1911, Golding was the son of an English schoolmaster, a many-talented man who believed strongly in science and rational thought. Golding often described his father's overwhelming influence on his life. The author graduated from Oxford University in 1935 and spent four years (later described by Golding as having been "wasted") writing, acting, and producing for a next small London theater. Golding himself became schoolmaster for a year, after marrying Ann Brookfield in 1939 and before entering the British Royal Navy in 1940.

• From an unknown schoolmaster in 1954, when Lord of the Flies was first published…. In 1983 he was awarded the Nobel Prize in Literature…. Golding died of a heart attack in 1993.

• http://www.monmouth.com/~literature/LOTF/student/Bio.htm

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Author’s Purpose• “…finally getting the idea for Lord of the Flies after reading

a bedtime boys adventure story [The Coral Island (1857) by R.M. Ballantyne] to his small children. Golding wondered out loud to his wife whether it would be a good idea to write such a story but to let the characters ‘behave as they really would.’ His wife thought that would be a ‘first class idea.’ With that encouragement, Golding found that writing the story, the ideas for which had been germinating in his mind for some time, was simply a matter of getting it down on paper.”

• http://www.monmouth.com/~literature/LOTF/student/Bio.htm

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Chapter 1 – The Sound of the Shell• Content (Reading) Goal- We

will make inferences, compare/contrast, and draw conclusions while actively reading Lord of the Flies.

• Language Goal- 10.W.9 use textual evidence to support analyses; 10.SL.1 engage in collaborative discussions; 10.L.1-2 demonstrate command of English conventions

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Small Group Norms based on Common Core Standards -

• 10. SL.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.a. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.b. Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed.c. Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.d. Propel conversations by posing and responding to questions , and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.

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Small Group Norms – 2nd period 1. Come to discussions prepared = be ready to talk about what you

read (read, listen while others read, do your worksheet)2. Work with peers to set rules for collegial discussions and decision-

making= 1. don’t be cranky2. Stay on task3. Don’t talk over other people

3. Propel conversations by posing and responding to questions = focus on topic or group taskmaster will get you back on task

4. Propel conversations by posing and responding to questions = respectful disagreements need a statement of “that’s okay for you, but…” If the group needs to agree unanimously, the outlier needs to be convinced by the others

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Small Group Norms – Period 5 1. Come to discussions prepared = must read the chapter and pay attention in

class, must have completed the worksheet; if you don’t prepare, you can’t get the points the group earns working together

2. Work with peers to set rules for collegial discussions and decision-making= 1. Members can only talk if the “president” allows them2. Scribe or secretary roles must be assigned.3. Everyone must participate and do their part (or they don’t get credit, see rule #1)4. Students who don’t listen and participate won’t get their group to repeat answers.5. Groups who are not productive will be broken-up; members will work alone silently6. Don’t touch each other.

3. Propel conversations by posing and responding to questions = encourage group-mates to participate; when you’re frustrated, if you don’t have anything nice to say, don’t say anything at all

4. Propel conversations by posing and responding to questions = use text-based evidence to persuade outliers, with opinions: give reasons and respect each other

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Small Group Norms – Period 6 1. Come to discussions prepared = be prepared with supplies and book, have

read the chapter, pay attention/read along in class, do the worksheet; peers who aren’t up to speed need to read silently; the group will not share answers with the unprepared members

2. Work with peers to set rules for collegial discussions and decision-making=1. The group disciplines each other; detentions may be given.2. Elect a smart person to be your group’s “president” 3. Don’t disrupt reading or group work time4. No copying answers; copying is cheating. Your answers need to be in your own words.5. Slackers won’t get group help (see rule #1)

3. Propel conversations by posing and responding to questions = motivate group members to participate; bring quiet group members out of their shells

4. Propel conversations by posing and responding to questions = settle group disagreements with text-based evidence; find polite ways to show you disagree

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Small Group Norms 1. Come to discussions prepared = 2. Work with peers to set rules for collegial discussions and decision-

making=3. Propel conversations by posing and responding to questions = 4. Propel conversations by posing and responding to questions =

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Small Group Norms – Period 1 1. Come to discussions prepared = read what you’re supposed to.

When we’re reading in class, pay attention. When you have to read at home, do it! Do your worksheet.

2. Work with peers to set rules for collegial discussions and decision-making.

1. Respect everyone’s opinion2. Don’t be disruptive.3. See rule #1; if you don’t help, you don’t get graded.4. Have orderly participation. Include everyone.

3. Propel conversations by posing and responding to questions = everyone participates. See rule 2.3

4. Propel conversations by posing and responding to questions = think before you speak

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Vocabulary (LC04)

• “They were twins, and the eye was shocked and incredulous at such cheery duplication” (19). (2pts)

• Define from context not dictionary:• Explanation for definition based on context:

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Language Practice

• Piggy seamed to be the most intelligent Jack was the natural leader but Ralph was the most attractive and also possessed the conch (2 pts)

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Using Modern Language Association (MLA) formatted parenthetical citations

• When you answer CAT questions, your evidence must come from the text. It’s best if you quote at least one of your details (and paraphrase the other. Here’s how:We can infer that Piggy would be a great leader because he suggests how Ralph should lead from the start. He told Ralph to call the meeting, and he told Ralph how to blow the conch and said, “You try, Ralph. You’ll call the others” (16).

• Notice that the quote is blended into the sentence.

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CAT Questions Restate the question in your answer and write complete sentences. Cite very specific details from the text as evidence.

(9 pts)

1. (LC03) What is the most likely reason that Jack assumes he should be elected chief? Provide two details from chapter 1 to support your answer.

2. (LA06) What are two differences between Piggy and Ralph? Include information from chapter 1 in your answer.

3. (LT10) One conclusion a reader can draw from this chapter is that the conch represents leadership. Provide two details from the chapter to support this conclusion.

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Soundtrack Song

• What song do you think is perfect for this chapter?

• Who performs it?• Why do you think it’s perfect for this chapter?

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Multiple Intelligence Activity

• In this chapter, Jack and the boys try to dominate the island by mapping and exploring it (man versus nature). Draw a map of the island based on the descriptions of chapter 1. (10 details for 5 pts)

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• In this chapter, Jack and the boys try to dominate the island by mapping and exploring it (man versus nature). Draw a map of the island based on the descriptions of chapter 1. (10 details for 5 pts)

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Positive Profile: Ralph

• Strengths: • Hobbies:• Physical Description: • Actions & Words of Character: • Smartest Action Performed: • Questionable Actions: • Positive Statement About the Character:

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Spongebob Squarepants “Club Spongebob”

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How do you think the makers of Spongebob transformed the source material in LotF?

10.RL.9 Analyze how an author draws on and transforms source material in a specific work (e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare). [allusions and inspirations]

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Chapter 2- Fire on the Mountain• Content Goal- We will make

inferences, recognize conflict, and draw conclusions while actively reading Lord of the Flies.


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Vocabulary (LC04)

• There was no laughter at all now and more grave watching. Ralph pushed both hands through his hair and looked at the little boy in mixed amusement and exasperation (36). (2 pts)


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Language Practice (Ch 2)

all Ralph had to do was waive the conch, and the other’s wood listen. He told them his dad is in the navy and most islands are mapped, so they’ll be found soon (3 pts)

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(9 pts)

1. (LC03) Explain how the beastie was important to the boy with the birthmark. Support your answer with two details from the chapter.

2. (LA05) How does Jack contribute to the conflict in chapter 2? Include two details from the chapter in your answer.

3. (LT10) At the end of the chapter, what conclusion can the reader draw about the little boy with the birthmark? Provide two details from chapter 2 to support the conclusion.

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Multiple Intelligence Activity• Ironically, these boys are free of teachers and rules, but one of their

first concerns is making up rules for meetings and using the conch. List their rules for the conch and meetings. (3 pts)

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Soundtrack Song



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Logographic Cues• A logographic cue is a simple symbol or

picture (or logo) that acts as a visual reminder of an important literary element in a text, thereby providing a support for students as they read. It assists the reader in visualizing characters, setting, and motifs throughout the novel. (http://www.allamericareads.org/lessonplan/wyw/during/logocues.htm)

• Ralph

• Piggy

• Jack

• Fire

• Rescue

• Simon

• the Beastie

• Food

• Hunting

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Chapter 3- Huts on the Beach

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• Content Goal- We will summarize, recognize conflict, and make inferences about the author’s purpose while actively reading Lord of the Flies.


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Vocabulary (LC04)

• “We want meat—“ “And we don’t get it.” Now the antagonism was audible. “But I shall! Next time! I’ve got a barb on this spear!” (51). (2 pts)


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Language Practice

• Ralph is fed up with meatings because he calls a meeting the boys all attend and decide to build a jet or something ridiculous. They work for about 5 minutes before running of to play (2 pts)

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(9 pts)

1. (LC02) Write a summary of the shelter building. Include three main details from chapter 3 in your answer.

2. (LA05) How do Jack and his choir contribute to the conflict in chapter 3? Include two details from the chapter in your answer.

3. (LT08) What is the author’s purpose for writing the last paragraph of the chapter including, “The candle-buds opened their wide white flowers glimmering under the light that pricked down from the first stars. Their scent spilled out into the air and took possession of the island.” Include two details from chapter 3 in your answer.

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• Imagine you are stranded on an island with a random group of students from LHS survivors. Design (sketch) dream shelters for the LHS survivors using materials you could find on the island. (5 pts)

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Soundtrack Song



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Jack Character Study

• Click here to see the assignment.

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Bear Grylls’ – Survival School

• Bear kills a snake in Sumatra

• http://www.youtube.com/watch?v=sm-m4cMGxp8

• Bear Grylls in Panama• http://www.youtube.com/

watch?v=iCAEWUpnjdw&feature=related

• http://www.youtube.com/watch?v=ZwRO54B8AFs

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Chapter 4- Painted Faces and Long Hair• Content Goal- We will learn

about allegory, main idea, cause & effect, and the author’s purpose while actively reading Lord of the Flies.

• Language Goal- 10.W.9 use textual evidence to support analyses; 10.SL.1 engage in collaborative discussions; 10.L.1-2 demonstrate command of English conventions.

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Cotton Bowl 2009 – Texas Tech

• Look at page 64: “The mask compelled them on.”

• Watch offensive linemen 71 and 76 in this video clip.– How are 71 and 76

similar to Jack and his hunters?

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Vocabulary (LC04)

• “Piggy and the parody were so funny that the hunters began to laugh. Jack felt encouraged. He went on scrambling and the laughter rose to a gale of hysteria” (72). (2 pts)


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Language Practice Ch 4

• Piggy thought the kids smile meant he was friendly Piggy was an outsider cuz of his asthma, his spex, and his refusal to due physical work. (2 pts)

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(9 pts)

1. (LC01) Chapter 4 shows morality/immorality. Provide two details from chapter 4 that support morality/immorality as a theme.

2. (LA07) Explain why (Piggy was yelled at). Include two details from chapter 4 in your answer.

3. (LT08) The author’s purpose for writing chapter 4 may have been to show Simon’s kindness compared to other boys. Provide two details from chapter 4 to support this purpose.

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Literary Terms - Copy definitions to these terms during discussion and have a working knowledge of these terms to discuss the

novel. (3 pts)

1. Allegory2. Symbols & Symbolism3. Static character4. Dynamic character5. Irony 6. Theme

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Multiple Intelligence Activity• The hunters disguise themselves in camouflage and face paint to make

hunting easier, but the disguises also allow them to act free of society’s conventions (right versus wrong). Imagine you are one of the hunters; draw yourself disguised with the materials available on a tropical island. (3 pts)

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Soundtrack Song



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Four Quadrants

• Lord of the Flies assignments activities.doc– Page 10

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Chapter 5- Beast from Water

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• Content Goal- We will make predictions, contrast two characters, and evaluate a character’s reasoning while actively reading Lord of the Flies.


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Vocabulary (LC04) Ch 5

• “Fat lot of good we are,” said Ralph. “Three blind mice. I’ll give up.” “If you give up,” said Piggy, in an appalled whisper, “what ‘ud happen to me?” (93). (2 pts)


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Language Practice Ch 5

• Simon is to shy and in articulate, so when he trys to explain mans essential illness noone pays attention (3 pts)

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(9 pts)

1. (LC03) Based on the information in chapter 5, predict what will most likely happen to Piggy if Jack succeeds in his coup d’état (overthrow of the government). Include two details from this chapter in your answer.

2. (LA06) What are two differences between Jack and Ralph that make Jack more popular? Include information from the chapter in your answer.

3. (LT09) Why does Ralph discipline the group of boys during the meeting? Include two details from chapter 5 in your answer.

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• The boys spend a lot of time at the meeting spot, and it is thoroughly described in this chapter (page 77). Draw the meeting spot and some of the boys at a meeting; label the leaders to show where they sit compared to the rest. Include at least: the beach, the platform, the logs, Ralph, the littluns, the sea, and the “forest.” (4 pts)

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Soundtrack Song



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Somebody (Character)

Wanted(Goal)

But(Conflict)

So(Resolution)

Ralph 1.) water

2.)

3.)

4.)

5.)

1.) jobs undone

2.)

3.)

4.)

5.)

1.) no change

2.)

3.)

4.)

5.)

Piggy 6.) 6.) 6.)

Jack 7.) 7.) 7.)

Littluns 8.) 8.) 8.)

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Chapter 6- Beast from Air

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• Content Goal- We will recognize theme, contrast elements of the story, and draw conclusions while actively reading Lord of the Flies.


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Vocabulary Chapter 6

• “I suppose you aren’t pulling our legs?” The reply was too emphatic for anyone to doubt them. Piggy took the conch” (101). (2 pts)


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Language Practice – Ch 6

• Ralph become very angry because they mite get rescued if they keep the fire going butt the boys prefer to explore the island. (2 pts)

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(9 pts)

1. (LC01) The theme of chapter 6 is overcoming fear. Provide two details from the chapter that support this idea.

2. (LA06) What are two differences between the new fort and the shelters? Include information from this chapter in your answer.

3. (LT10) One conclusion that the reader can draw from chapter 6 is that mankind is the beastie. Provide two details from chapter 6 to support this conclusion.

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• Choose a familiar tune, and write lyrics that summarize this chapter (“The Itsy Bitsy Spider” could turn into …) (10 pts for ten lines that fully summarize the chapter)

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Symbolism & Literary Elements

• Think like a genius: the parachutist is a________________, so he represents the “invasion” of _________________ on the island. This could easily foreshadow __________________.

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What is this literary device? “…with guano layered on them like icing…”

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Soundtrack Song



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Character is just like

another fictional character

because they both…

Ralph

Piggy

Simon

Jack

Samneric

Roger

Littluns

Beastie

Hunters

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Chapter 7- Shadows and Tall Trees

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• Content Goal- We will make predictions, analyze cause and effect, and critique the author’s purpose while actively reading Lord of the Flies.


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Vocabulary (LC04) Chapter 7

• “So they sat, the rocking, tapping, impervious Roger and Ralph, fuming; round them the close sky was loaded with stars, save where the mountain punched up a hole of blackness” (121). (2 pts)


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Language Practice Chapter 7

• Its been along time since Ralph had a proper bath. He wants to cut his hare, bathed with sope, brush his teeth, and trim his nails (3 pts)

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(9 pts)

1. (LC03) Based on the information in this novel and chapter 7 in particular, what prediction can you make related to Jack pretending to kill Robert? Include two details from the novel in your answer.

2. (LA07) Explain why Ralph went hunting. Include two details from the novel in your answer.

3. (LT08) What is the author’s purpose for having Ralph climb to the top of the mountain? Include two details from chapter 7 in your answer.

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Literary Terms (LA05)

• Copy the definition and write an example from the chapter of:situational irony (1 pt)

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• Imagine what a news report from the island would say. Write your own news broadcast summarizing the novel so far including 1.) local headlines, 2.) international news, and 3.) the weather forecast. (10 pts for 10 headlines and/or 10 sentences)

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Soundtrack Song



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Elements of FictionSetting Character

TraitsCharacter Goals

Plot Theme

Where and when?

Ralph

Piggy

Simon

Jack

Samneric

What is Ralph trying to accomplish?

What is Jack trying to accomplish?

Exposition:

Rising action:

Prediction of climax:

Prediction of resolution:

What are several themes of this novel?

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Chapter 7 text-based

details

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Chapter 8- Gift for the Darkness

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• Content Goal- We will summarize, analyze cause & effect, and draw conclusions while actively reading Lord of the Flies.


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• “Are you sure? Really?” “Go up and see,” said Jack contemptuously, “and good riddance” (124). (2 pts)


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Language Practice – Chapter 8

• Sychic Simon communicates telepathically with the pig’s head What does the head tell him Who does the pigs head represent? (2 pts)

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(9 pts)

1. (LC02) Write a summary of Jack recruiting members for his tribe. Include three details from the beginning, middle, and end of the chapter in your summary.

2. (LA07) How did Simon’s experience in chapter 8 influence his understanding of the beast? Include three details from the chapter in your answer.

3. (LT10) One conclusion that a reader can draw from hunting the sow (the only female on the island) is that the hunters are enjoying the violence of hunting. Provide two details from this chapter to support this conclusion.

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• Simon’s discussion with the “Lord of the Flies” can be very confusing. Write a ten line script of the discussion between Simon and the “Lord of the Flies.” Use text-based details to support the dialog you write. The most thorough, accurate, and entertaining script will be performed in our puppet theater. (10 pts)

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Soundtrack Song



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Charting What I Think (to draw conclusions)The “Lord of the Flies” is… (14 pts)

The text says… (summarize) I think it means… (draw conclusions)

p. 129 move the fire to the beach so it’s easier to maintain

everyone is afraid of the beastie if no one will go to the top for the fire

p. 134

p. 135

p. 136

p. 140

p. 142

p. 143

p. 144

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Chapter 9- A View to a Death

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• Content Goal- We will make inferences, consider cause & effect, and author’s purpose while actively reading Lord of the Flies.


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Vocabulary (LC04)

• “Ralph took an uncertain step, pointed to a palm tree, and whispered something inaudible to Piggy; and they both giggled like Sam” (149). (2 pts)


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Language Practice Chapter 9

• Know that Simon has the answer is it likly he will get to tell the other’s? (2 pts)

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(9 pts)

1. (LC03) What is the most likely reason that Piggy splashes Ralph? Provide two details from chapter 9 in your answer.

2. (LA07) Explain why Simon is attacked. Include two details from chapter 9 in your answer.

3. (LT08) What is the author’s purpose for writing the last four paragraphs of this chapter? Include two details from the chapter in your answer. 124Davis

Multiple Intelligence Activity 9

• Food is on everyone’s mind in this chapter. Write a complete menu of a feast you would make on the island with tropical fruits, seafood, meats, and vegetables. Include an appetizer, main course, and dessert. (3 pts)

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Circles as Symbols - Discussion

• A circle represents _________________, so when the boys danced in a circle they were symbolically _____________ against _________________.

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Soundtrack Song



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Question Answer Relationships• Click here to see the

assignment (22 pts).

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Chapter 10- The Shell and the Glasses

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• Content Goal- We will summarize, contrast characters, and draw conclusions while actively reading Lord of the Flies.


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• “Why should they try to sneak in, Chief” The chief was vague but earnest. “They will. They’ll try to spoil things we do. So the watchers at the gate must be careful” (160). (2 pts)


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Language Practice – Chapter 10

• Isn’t it strange that piggy, mr intelligence, says Simons death was an accident? (2 pts)

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(9 pts)

1. (LC02) Summarize what Ralph, Piggy, and Samneric say about what happened last night. Include three details from the chapter in your answer.

2. (LA06) What are two differences between Ralph’s and Jack’s explanations for (and feelings about) Simon’s death? Include information from chapter 10 in your answer.

3. (LT10) What conclusion can you draw about Jack based on his order to have Wilfred beaten? Include two details from the chapter to support this conclusion.

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• Who is the chief now, and how do we know? The scene where Jack and friends attack Ralph’s camp is both violent and comical. Write a script that includes actions (very few words necessary) for each of the following characters: Piggy, Ralph, Sam, Eric, Jack, and Roger during the raid. (6 pts)

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Soundtrack Song



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Sociograms – social mapping• On the bottom of this paper (or a

clean sheet), draw your own sociogram for chapter 10. Include logographic cues for Ralph, Piggy, Samneric, Simon, littluns, bigguns, Roger, and Jack and connect them according to their relationship with others. (8 pts)

• A sociogram is a visual representation of the relationships among characters in a literary text; they help students understand relationships between characters. Students can make use of pictures, symbols, shapes, colors, and line styles to illustrate these relationships. (http://greece.k12.ny.us/instruction/ela/6-12/Reading/Reading%20Strategies/sociograms.htm)

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Chapter 11- Castle Rock

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• Content Goal- We will summarize, analyze conflict and plot, and evaluate the author’s purpose while actively reading Lord of the Flies.


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• “With ludicrous care he embraced the rock, pressing himself to it above the sucking sea. The sniggering of the savages became a loud derisive jeer” (176). (2 pts)


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Language Practice- Chapter 11

• In his hurry to thretten Samneric Roger almost pushs Jack. Do you think he will kill the twins (2 pts)

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(9 pts)

1. (LC02) Write a summary of what happens at Castle Rock including what happens to Piggy, to Ralph, and to the conch.

2. (LA05) What problem do Ralph and Piggy experience at the beginning of the chapter? What are three steps they take to solve this problem? Include information from chapter 11 in your answer.

3. (LT08) What is the author’s purpose for attacking Piggy? Provide two details from chapter 11 in your answer.

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• Interview strategy. Littluns, Ralph, Piggy, Simon, Samneric, and Jack will interview Roger about his “big action” this chapter. (0 pts in-class activity)

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Soundtrack Song



• Cliffhanger- click here.

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Gatsby’s American Dream “Fable”

• 10.RL.9 Analyze how an author draws on and transforms source material in a specific work

• Gatsby’s American Dream “Fable” with clips from the 1963 film http://www.youtube.com/watch?v=zJgLJROpcJQ

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1963 version

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What artistic choices have you noticed the director made when filming this version of the novel?

Chapter 12-Cry of the Hunters

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• Content Goal- We will summarize, analyze cause & effect, and author’s purpose while actively reading Lord of the Flies.


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Vocabulary (LC04)- Chapter 12

• Bonus: Let’s hunt Ralph! vs. Let’s hunt, Ralph!• “There was no reply. To carry he must speak

louder; and this would rouse those striped and inimical creatures from their feasting by the fire” (187). (2 pts)


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Language Practice- Chapter 12

• Ralph wept for the end of inosense the darkness of mans hart and Piggys death. (3 pts)

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(9 pts)

1. (LC02) Write a summary of Ralph’s interactions with Samneric during chapter 12 including three main events from throughout the chapter in your summary.

2. (LA07) Explain why a British Navy ship finally stopped at the island. Include two details from chapter 12 in your answer.

3. (LT08) What is the author’s purpose for having a Naval officer rescue the boys when they originally crashed on the island to escape a war? Include two details from the novel in your answer.

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• Mock Trial. We will decide to put either Jack on trial for crimes associated with his leadership of the boys. Roles include: Jack, his defense attorney & assistant, a prosecutor & assistant. Everyone else will be witnesses called to testify for or against Jack and need to be prepared with testimony supported by text-based details. (0 pts – class activity)

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Soundtrack Song



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Post-Reading Discussion

• What does the future hold for these hunters?

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Episodic Summary of Chapter 12

Click here.16 points

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Lord of the Flies Review• Content Goal- We will review

symbolism in this allegory and discuss symbolism of events in the last chapter. We will also evaluate how the author ended the novel.

• Language Goal- 10.W.9 use textual evidence to support analyses; 10.SL.1 engage in collaborative discussions;

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Review

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Allegory Review An allegory is _________________________.

Fill this chart in with items from the story and their symbolic meanings. See the examples.

Items/actions in the storyExample: Pig’s head on a stick

1. conch2. Piggy & eyeglasses3. fire4. Jack & spears5. pigs6. dead mama pig7. tribal dance & chanting8. littluns9. biguns10. parachutist11. Simon12. littlun with birthmark

What they mean symbolically or metaphorically?

Example: Lord of the Flies (devil, Satan)

1. -2. -3. -4. -5. -6. -7. -8. -9. -10. -11. -12. -

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Summary: What is the allegorical moral to the story? What is the author telling us through this tale? Include multiple details from the novel in your explanation. Write on a separate sheet of paper if necessary.

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Plot Line

• Click here.

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Jeopardy Review Games

• Jeopardy Review #1• Jeopardy Review #2

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Review of Symbols• Piggy & glasses =• Ralph & conch =• Simon & LotF• Roger• Jack & spears• Island• Scar• Beast• Lord of the Flies• Pigs• Mama pig• Pig’s head• Plane crash• Signal fire• Parachutist• Logs at meeting triangle• Big’uns• Littl’uns• Littl’un with birthmark• Naval officer

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Final Assessments

1. Multiple choice test• This is your only multiple choice test of the year.

The reasoning behind it is to teach you to think strategically as you choose answers. Keep in mind that your state reading assessment is multiple choice and CAT questions.

2. Final Project• Your final project requires analytical processing

of the novel and your research. It also requires skilled use of MLA formatting.

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Lord of the Flies What does it mean to be civilized? 1 Davis.

Documents

Transcript of Lord of the Flies What does it mean to be civilized? 1 Davis.