Lord of the Flies – William Golding Pre-AP English I Summer Assignment 2015

PAP English I Summer Assignment

The novel for summer reading is Lord of the Flies, and you must have the novel read before the first day of school. The following assignments that go along with reading the novel will be due on Friday, August 28, 2014. You will receive grades for each assignment for the first nine weeks. Any assignments not completed on time will receive a zero. If you have any questions or concerns, please email me at michele.weston@daytonisd.net. PART 1: Before You Read – “The Bristol Evacuees

The objective of this pre-reading activity is to help you understand what the Lord of the Flies

characters had to endure in England during World War II. You will read the article “The Bristol

Evacuee” by David Garmston. In the article the author discusses the wartime practice during

WWII of shipping children to the country in the hope that they would be safe from the bombing

raids. After reading the article, try and imagine yourself as a child in England during this time

and answer the questions after the article. This assignment will count as a DAILY GRADE.

PART 2: Read – Lord of the Flies by William Golding

Before The Hunger Games there was Lord of the Flies. William Golding's compelling story about a group of

very ordinary small boys marooned on a coral island has become a modern classic. At first it seems as though

it is all going to be great fun, but before long life on the island turns into a nightmare of panic and death. As

ordinary standards of behavior collapse, the whole world the boys know collapses with them… and another

world is revealed beneath, primitive and terrible. A test over the novel will be given the first week of school.

PART 3 – Lord of the Flies Characterization Log, Symbolism Log, and Guided Questions

As you read, you will need to complete the graphic organizer to record notes about specific

characters and symbols when they are mentioned. Also, you will answer questions over the

novel using complete sentences and citing evidence from the text to support your answers.

These assignments will count as DAILY GRADES.

PART 4 – Lord of the Flies Poster Reduction Activity

After you have read the novel and completed the work above, you will need to create a reduction of Lord

of the Flies using a small poster board. A reduction is a visual compilation of pictures and words of a

literary work. The process of doing the reduction will help you to think about what you have read, learned,

and retained of the content in the novel. It will also serve as a source for future reference. I have included

a sample picture in the packet. This project is a TEST GRADE.

PART 5 – Remind – Communication Notification

Remind is a fantastic resource to communicate with students and parents outside of the classroom without

having to share personal information. A teacher is able to text or send email alerts to students and parents

about upcoming events. You will need to sign-up for Remind by June 30, 2015 to receive reminders and

information about extra credit opportunities this summer. You can sign up one of two ways for remind. You can

sent the message @f2b29 to the number 81010, or you can go to http://remind.com/join/f2b29 on the internet

and follow the directions for signing up. Parents are strongly encouraged to register as well.

Lord of the Flies – William Golding Pre-AP English I Summer Assignment 2015

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Lord of the Flies – William Golding Pre-AP English I Summer Assignment 2015

Surviving World War Two: The Bristol Evacuees

By David Garmston Last updated 2011-02-17

Sad parting

Ray Chaffey's father kissed him goodbye and gave him his final instructions. No matter what happened he must look after his little sister and not be separated from her. Sixty years on from that emotional parting at a railway station in Bristol, Ray has been remembering the war when he was sent away as an evacuee. He was only eight years old and did not want to go. He would rather the family stayed together, even died together, than face a future with strangers. Ray and his sister joined hundreds on the train that was taking them into the safety of the countryside. He remembers they were both wearing new Burberry raincoats. At Ilfracombe, they were taken to a hall and the locals arrived to pick which children would stay with them. 'I was hoping that a nice looking lady walking through the hall would chose us but she walked right past. Soon there were children getting up from the floor and walking off with complete strangers.' The room steadily emptied while Ray and his sister patiently waited for someone to take them. Eventually a woman announced that she would take the little blonde girl. However, Ray knew his duty. I stood up and said to her: 'You'll have to take both of us.' The woman told him not to be silly. However, Ray insisted and held onto his sister for grim death. Finally the woman gave up. Later that afternoon, a 13 year old girl picked them out and took them home to a two up two down cottage occupied by a married couple and their five children. The exhausted evacuees shared beds with the other brothers and sisters. They were safe, but far from home and far from happy. Ray Chaffey is now 68 but the memories of those war time years are as sharp as ever. It is clear that thousands of children who were evacuated in the war are still living with the psychological consequences of a traumatic parting. At the start of the war, Bristol had been regarded as relatively safe. However the blitz began in earnest on the night of 24 November 1940, when the Luftwaffe attacked targets across the city. The damage was dreadful. The enemy rained down explosives and incendiary bombs and then dumped barrels of oil onto the flames. The inferno could be seen for 40 miles, and the medieval city centre was destroyed.

Places of safety

Two months earlier, there had been a daytime raid on the aircraft works on the outskirts of Bristol. The factory was near the large new public housing estates in Filton and Horfield. They were home to thousands of children and they were effectively in the front line.

The evacuation of children from cities to the countryside

during World War Two was traumatic for many of them. David

Garmston tells the stories of some of those sent away from

their families to live with strangers.

Lord of the Flies – William Golding Pre-AP English I Summer Assignment 2015

Joy, June and David Worgan

Bristol evacuees

In those days, there was no talk of 'smart bombs' and 'collateral damage'. The only way to avoid seeing children killed was to move them. Other cities had already evacuated youngsters to safety, and now it was decided that Bristol was also no place for children. The plans were put into action. Speed, safety and efficiency were the requirements. Perhaps, the nightly explosions of falling bombs had de-sensitised the authorities about the feelings of children. Everybody believed that they were working in the children's best interests but many of the children thought that they were being abandoned. It seems incredible now that four-year-olds were sent off to stay with strangers - for what could be years at a time. The trauma has never been properly assessed, but it is now becoming clear that some of those young lives were seriously blighted. A reunion was recently held for those who had been evacuated from Bristol, and was attended by a few dozen people. The event was aired on local BBC television, and the dam of emotion burst. Dozens wrote in recounting their experiences. Often the letters ran to 20 or more pages, as people poured out their hearts about events that had happened some 60 years ago.

Old soldiers have told their stories. Fighter pilots and sailors and infantrymen have been filmed and written about. World War Two has been better documented than any other conflict in history, but the children's story has been largely missed. Some adults have kept their emotions locked away for decades.

Rita Cryers, for instance, has just told her family what happened, after 60 years of silence. 'I pushed it right to the back of my mind and let everything else take over. I have never talked about it'. Rita is now in her late sixties but as a shy little girl, she was sent to the Forest of Dean. It is an event that still haunts her. Recently she returned to the village of Bream, where she was evacuated with her brother, Brian. Rita stopped at the house where she was billeted. 'I must have been traumatised. I feel very upset because when I saw it for the first time I was a very small child and it seemed so threatening and scary. I felt cold and very lonely.' Rita feels better now she has been back to lay to rest some of those old ghosts. But she is by no means alone in having been affected all her life. Betty Taylor went to the same village. 'I just feel it was not good for me, and I think the reason I get panic attacks is due to being evacuated. The family I stayed with were warm and kind, but I would never have sent my children away'.

Different cultures

The children from the city not only had to cope with a new family but a different culture. For these city children, the way of life in the countryside seemed primitive. Betty Taylor remembers going into her new home for the first time:

Of course, some children fared better than others. Some talk of rosy cheeks and country air, and fresh food and plump eiderdowns and lifelong friends. They were the fortunate ones, who swapped a loving home for loving foster parents.

Bristol evacuee

Christine Marsh

“… many of the

children thought

they were being

abandoned.”

‘Having come from a modern house it was like going back in time. The

toilet was halfway up the garden. There was no running water. The house

was sunless. I was just so homesick, you can’t describe that feeling. Mum

kept saying to us that she didn’t send us away because she did not want

us. But each time she came to visit it got worse because I thought she

was going to take us home and she didn’t,’

Lord of the Flies – William Golding Pre-AP English I Summer Assignment 2015

Filton evacuees and their families

June Fryer had a contrasting experience when she was evacuated from Bristol with her two sisters to Cornwall. Her elder sister Margaret was separated from them, but she stuck with 7-year-old Gladys:

However, those happy days were short lived. A mine killed the harbourmaster and his wife when they were out on a boat. The girls had to be rehoused, and were split up. The older sister, Margaret, was so unhappy that she ran away. Their father was alerted and he came and took them all home to take their chances in the Blitz. Many others drifted back to Bristol, which remained a key target, in the early part of the war, because of the railways, the docks and, crucially, the aircraft factories.

Bad memories

Somehow the locals lived with the bombs, encouraged by a visit by the King and the Prime Minister. Friends in the United States, who had heard of the terrible bombing, sent food, clothing and money. Tony Hills remembers the sunny day of 25 September 1940, which was to seal his fate for the duration of the war. He was catching bees in a jam jar when the German bombers appeared over his Bristol home, and his mother grabbed him and ran to the Anderson shelter. 'I was to learn that 57 Heinkell bombers dropped 100 tons of bombs in 15 seconds on Filton Aerodrome, killing 60 workers when the works shelters received a direct hit.' His mother decided that he must go, and he left the city on 19 February 1941. 'There were lots of squeezes and tears running down mother's cheeks.' Tony went to Clovelly and was well looked after but never felt loved. He returned to Bristol in the October of 1942, at the age of eight, when the worst of the Blitz was over. It was as middle age approached that the flashbacks started. 'Sometime after I reached the age of 40 I started to have regular dreams about the farm where I stayed. So real, it was as if I was still there.' Ten years ago he went back to Clovelly, to be reunited with the family he had stayed with. It helped him to come to terms with what had happened to him. Until then he had only been able to write about his experiences.

He bashed out his thoughts on an old typewriter. Page after page of memories and feelings rushed out. It was a healing experience, and Tony is anxious to help others who have been tormented by the separation from their families. He has organised the reunions and now there is talk of a support group so that the feelings that have been pent up for a lifetime can be released.

However, Tony is also sympathetic to many of the host families who took them in. 'It must have been a very trying time for the local people in whose homes we were thrust. It must be realised that in those war years everybody had to experience some discomfort. I think our discomfort was little compared to some children in the war, some of whom never survived.' By the time the conflict ended in 1945, all the children went home, as Bristol and the rest of the country celebrated. Until their evacuation, most of the youngsters had not travelled more than a few miles. Now they returned and some were wise beyond their years. The evacuation of thousands of children from cities all over the country is unique in British history. Over 60 years on, it is worth remembering their part in the war and their share of the suffering.

‘Eventually, we were taken by a childless couple. It turned out they were the harbour master and his

wife. They had a luxurious bungalow overlooking the harbour. When we got there they bathed us and

we had a huge bedroom, just for the two of us. To us it was pure luxury because when we were at home

we had to be five in one bedroom. When we got up, we had two boiled eggs with soldiers for our

breakfast.’

“There were lots of

squeezes and tears running

down mother’s cheeks.”

Lord of the Flies – William Golding Pre-AP English I Summer Assignment 2015

NAME: _________________________________________________________________________ DATE: ____________________________________ PERIOD: _________

Surviving World War Two: The Bristol Evacuees After Reading Questions

After reviewing this material, you should have a sense of the “mood of the times.” Consider how it must have felt to be a child growing up in a world at war.

DIRECTIONS: After reading the article, clearly respond to each question using complete sentences. You can only properly

answer these questions after reading the article. 1. What dreams might a child raised in this era have?

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2. Would his or her outlook on mankind be a positive, hopeful one? Why or why not?

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3. What surprised you in this article?

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4. How would your life be different if we were at war in the United States? (As in, actual warfare was taking place in the continental USA.)

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Lord of the Flies – William Golding Pre-AP English I Summer Assignment 2015

NAME: _________________________________________________________________________ DATE: ____________________________________ PERIOD: _________

Character

Guided Questions

What does the character look like?

Did something change about the character?

What does the character do?

How does the character affect other characters?

Ralph

Jack

Piggy

Characterization Log: Lord of the Flies Characterization is the way an author lets the reader know what a character is like. Types of characterization include direct characterization, where the text directly states a character’s qualities (ex. Piggy is intelligent), and indirect characterization, where a character is described and it is left to reader to decide upon the characters’ qualities (ex. Piggy considered the best spot to build the shelters [The reader might decide that Piggy is intelligent, organized, careful, etc.]). Directions: Use the graphic organizer to record notes about specific characters when they are mentioned. Your notes may or may not be direct quotes.

(1) Record notes about characters when they are mentioned in the appropriate box. (2) Record the page numbers that connect with your notes. (3) Use the guiding questions to help you to record good notes.

Lord of the Flies – William Golding Pre-AP English I Summer Assignment 2015

Character

Guided Questions

What does the character look like?

Did something change about the character?

What does the character do?

How does the character affect other characters?

Simon

Roger

Samneric (Sam and Eric)

Littluns

Additional Notes:

Lord of the Flies – William Golding Pre-AP English I Summer Assignment 2015

NAME: _________________________________________________________________________ DATE: ____________________________________ PERIOD: _________

Symbol

Guided Questions

What does the symbol look like?

Did something change about the symbol?

What does the symbol do?

How does the symbol affect other characters?

The

Conch

The

Beast

Piggy’s

Glasses

Symbolism Log: Lord of the Flies A symbol is an object, character, or thing that is used to represent an idea or concept. For example, a heart is a common symbol representing love. Directions: Use the graphic organizer to record notes for specific symbols when they are mentioned. Your notes may or may not be direct quotes.

(1) Record notes for symbols when they are mentioned in the appropriate row. (2) Record the page numbers that connect with your notes. (3) Use the guiding questions to help you to record good notes.

Lord of the Flies – William Golding Pre-AP English I Summer Assignment 2015

Symbol

Guided Questions

What does the symbol look like?

Did something change about the symbol?

What does the symbol do?

How does the symbol affect other characters?

Signal

Fire

Painted

Faces

The

Dance

The Pig’s

Head

Additional Notes:

Lord of the Flies – William Golding Pre-AP English I Summer Assignment 2015

NAME: ____________________________________________________________________ DATE:___________________________________________ PERIOD: _______

Lord of the Flies Text Questions DIRECTIONS: Answer the following questions using complete sentences. For some questions I have given you answer stems that you MUST complete answering.

1. How did the boys come to be on this island?

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2. With its benign climate, fresh water and abundant fruit, this place could seem to be a Garden of Eden until the little boy comes forward. What element does he introduce? How does he describe it? How does the descriptive phrase, “the small boy twisted further into himself” hint at a theme?

The six-year-old hints at the presence on the island of a _____________________. If this were the Garden of Eden,

it could be said that the boy introduces ___________________________. He describes a ________________________,

which again reminds one of the Garden of Eden. The boy “twists” into himself, like a ___________, subtly indicating,

for the first time, Golding’s belief that the _____________ is within all of us.

3. What is causing friction between Ralph and Jack?

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4. Why, according to the narrator, does Roger not throw the rocks to hit Henry? What comment is made about civilization? How is it foreshadowing?

Apparently Roger would like to, but he is prevented from doing so by ______________________________________

____________________________________________________. Civilization __________________________________

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5. In chapter 5, the meeting breaks down in confusion and fear. Jack defies the rules and starts talking without having the conch. When Ralph shouts to Jack, “You’re breaking the rules,” Jack responds, “Who cares?” What is Ralph’s response? What does Ralph mean by that comment and why is it significant?

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6. How does Ralph get caught up in the irrational lust to injure and kill?

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Lord of the Flies – William Golding Pre-AP English I Summer Assignment 2015

7. The pig’s head, being surrounded by flies, has become the Lord of the Flies. This term, the Lord of the Flies, is also related

to Beelzebub, which is another name for the devil. Therefore, what do you suppose is the link between the beast within each of us and the devil?

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8. What comes out of the darkness of the forest? What happens?

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9. Trace the progression of Roger’s savagery in chapter eleven.

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10. What happens to Piggy at the end of chapter eleven, and how does the tribe respond?

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11. To the officer, what does it appear that the boys were doing? Why was he disappointed in them?

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12. In the next to last paragraph, we are told that Ralph cries. Put into your own words the reason Ralph is crying.

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Lord of the Flies – William Golding Pre-AP English I Summer Assignment 2015

“The moral is that the shape of a society must depend upon the ethical nature of

the individual and not on any political system however apparently logical or

respectable.” -William Golding commenting on Lord of the Flies.

Lord of the Flies – Poster Reduction Using a small poster board, you will create a Reduction for Lord of the Flies. A reduction is a one page picture and word

compilation of a literary work. The process of doing the reduction will help you to think about what you have read, learned, and

retained of the content in the novel. It will also serve as a source for future reference. This project is a TEST GRADE.

Unlike other assignments, you will not write in sentences, but you will include the important literary elements listed below using pictures and words or phrases (see sample below).

1. Author and Title 2. Setting(s) 3. Main characters and any points crucial to

understanding their role in the story. 4. Theme / Underlying message

5. Mood / atmosphere 6. Symbolism 7. Significance of title 8. 5 significant quotes from the novel (here you may

use sentences)

Your reduction must be neat, complete, and your own unique work. BE CREATIVE and USE COLOR.

The example above is from the novel Poisonwood Bible.

Superior quality of work will receive the highest value of points while partial or unsatisfactory

work that shows little to no effort will receive reduction of points.

Rubric – Students project will be scored on the following requirements:

Neatness/Creativity - 5 pts # 1-7 requirements - 70 points (10 points each)

# 8 - 5 quotes - 25 points (5 points each)