Rationale for Teaching William Golding’s Lord of the Flies

Lord of the Flies, considered one of the classic novels of the post-war period, is also one of the

books whose use in schools is most frequently challenged. The novel, written by William Golding,

chronicles the social and moral decay of a group of boys stranded on an island in the midst of a war. It

has been described by those attempting to ban it as "demoralizing inasmuch as it implies that man is little

more than an animal” (http://www.radix.net/~bobg/books/banned.1.html). Lord of the Flies has been

challenged in the Dallas Intermediate School District and a number of other districts around the country.

Lord of the Flies does indeed seem to paint a dark picture of human nature. In fact, I would

argue that a number of literary works revolve around themes of human-beings’ less than good nature.

Two, Dr. Jekyll and Mr. Hyde and the Bible, come to mind immediately as I write this. I think that it is a

valuable exercise to examine critically the moral and social issues that Lord of the Flies raises. Therefore,

I have structured this unit around that goal. Students will not only be asked to identify Golding’s views

on the state of human nature, but to judge whether he was incorrect in his beliefs.

It is also worthy to note the socio-cultural context from which this novel arouse—and students

will be guided to do so. While Golding was writing Lord of the Flies, the Cold War was revving up and

for the first time in history, there was a possibility of mass-scale annihilation. World War II and the

holocaust were only a few years removed. Certainly, Golding must not have been the only one

considering whether evil was in our very nature.

Lord of the Flies Unit Overview

Class

This unit is designed for a 9

th grade honors English section in an urban high school. Socio-economic status of

students is varied and the school is ethnically diverse. Not all students have strong support at home.

I am assuming that students have already been introduced to the “five-paragraph” essay and are familiar with the

novel as a genre. I am also assuming that the classroom has several computers with internet access (although I

make no assumption that students will have access to this technology at home). Additionally, I am operating under

the assumption that students are familiar with and have already been using a blogging tool.

Focus The Lord of the Flies forces the reader to confront a number of questions about the nature of people and society, so

we will explore those questions! The overarching theme of the unit will be exploring the moral issues raised in the

novel. We will assess our views both before and after reading.

Methods I will be using several teaching methods including small and large-group discussion.

We will be reading much of the novel aloud, but students will also be expected to read independently in

class and at home.

We will hold one literature circle.

In addition to a final written assignment, students will be writing several blog entries.

Objectives

Students will be able to point to textual evidence to argue Golding’s views on human nature and society.

Students will understand how socio-historical context might have shaped Golding’s views.

Students will construct a thoughtful and well-supported written argument.

Students will critically examine their own beliefs.

Students will understand symbolism.

Students will use the internet as an effective research tool.

Students will use their knowledge of grammar and writing conventions.

Students will work cooperatively in small groups.

Students will use oral communication skills (in discussion and presenting to the class).

Plan for Assessment

Students will be assessed for completing a writing journal in the form of blog entries. At least 3 entries per week

will be required (most will be in response to a specific prompt).

There will be a final writing project. Guidelines and a rubric for this assignment are attached.

Students will also be graded on participation in discussions, literature circle, and workshop.

Students will also receive credit for completing pre/post-reading questions hand out, the lit circle handout and giving

written feedback to a peer’s paper.

Link to Standards

1:1 Writing Process

1:4 Inquiry and Research

2:3 Independent Reading

2:2 Meaning Beyond the Literal

3:1 Close Literary Reading

3:3 Text Analysis

Schedule-at-a-Glance

Week 1

1 Monday Small group webquest on socio-cultural issues—groups will orally report

findings to class

Journal Entry: What was the “climate” of early 1950’s Britain?

Preview LF text

2 Tuesday Discuss pre-reading questions in small groups, individual students should

record answers; share w/class

Begin reading LF aloud

Journal Entry: Initial reactions to text

Homework: finish reading Ch1

3 Wednesday Discuss symbolic meaning of the shell; start a “symbolism board.” (We will

add objects we think are symbols as we read)

SSR: read through Ch3 by Thursday

4 Thursday By now we know voice in the story is tied to who has power. Students will

pick a short passage and rewrite it from the perspective of a non-speaker (due

Monday).

Read thru Ch5

5 Friday Re-grouping day…discuss what is happening on literal and symbolic levels

Work on “voice” piece

Read Ch6 over the weekend

Week 2

6 Monday Read aloud

Introduce and choose stories for literature circle

Read lit circle story for homework

7 Tuesday Conduct literature circles in assigned groups

Record general reactions to the story and answer the question: “what does this story say about evil and human nature?”

Share lit circle finding with class; can we think of other texts/movies that deal with the question of good versus evil (example: fairy tales, Dr. Jekyll¸ Frankenstein, Stephen King stories)

Read Ch8 in LF

8 Wednesday SSR

Discussion: Reconnect with historical context

Journal Entry: create a character sketch

Homework: read thru Ch11

9 Thursday Read aloud---finish the book by tomorrow’s class

Introduce final assessment

Homework: think about topic for paper

Revisit pre-and post-reading questions; record answers

Journal entry: have your answers changed? Why or why not?

10 Friday “Wrap-up” group discussion

Work on final papers (a draft is due Tues)

Week 3

11 Monday Work on final papers

12 Tuesday Turn in draft of paper

Workshop papers with a partner; a polished copy is due Thursday

Lesson Plan for Day 1:

Researching Historical Context

Purpose

As an introduction to the novel, Lord of the Flies, students will be conducting a webquest to gather information on

the socio-cultural climate of post-war Britain. This information should help students understand the novel on a

literal level as well as provide a jumping off point for examining the moral questions Golding raises.

Procedures

Students will be divided into groups of three. Each group will conduct a webquest on a historical issue

relevant to LF. Groups will be assigned one of the following topics: Hitler/Nazism, The Cold War, The

bombing of Hiroshima/Nagasaki (more than one group may be working on the same topic).

Groups will determine which pieces of information are most important/relevant and will record their major

findings (a bulleted list is fine).

Groups will report back to the class their major findings. I will make a record of our major findings in each

category.

I will prompt students with the following question: “what would it be like to live in post-war Britain? What

might some of your biggest concerns be? (ex: would you be worried about another world war? about

another Hitler-type leader arising? about nuclear war?)

Students will write a blog entry about the “climate” of post was Britain.

Hand out copies of LF and “preview” the text. What do we expect from the text based on the cover,

chapter titles, etc.

Outcomes

Students will use the internet as an effective research tool.

Students will be able to “boil down” info and identify the most important points.

Students will work constructively in groups.

Students will be able adopt another’s POV

Materials

Computers with internet access

Paper

Pens/Pencils

Class set of Lord of the Flies

Assessment Students will receive a participation grade for contributing to group work. Groups will also earn a grade for finding

and recording/reporting accurate and relevant information from their webquest.

Lesson Plan for Day 2:

Assessing Controversial Moral Stances

Purpose

This lesson is meant to introduce students to the moral issues raised by Lord of the Flies. These issues will frame

our study of the novel.

Procedures

Break students into groups of 3. Hand out copies of pre/post-reading statements.

Students will read the statements aloud and discuss their reactions within groups. Each student should

record his/her individual reaction (briefly) on the handout. (We will be referring back to this sheet later in

the unit). I will be joining groups informally during this activity.

We will then come back together and discuss the statements as a class. What were initial reactions to the

statements? Was there a lot of disagreement within groups?

Teacher read aloud of Lord of the Flies.

Homework: Students should finish Ch1 of LF and consider their initial reactions to the text (at the beginning of

tomorrow’s class, we will take a few minutes to complete a blog entry on the topic).

Outcomes

Students will use good oral communication (listening and speaking) skills during group discussion.

Students will consider complex and controversial ideas.

Students will respond to literature.

Materials

Class set of Lord of the Flies

Computers

Pre/Post-Reading Statements Handout

Pens/Pencils

Assessment

Students will receive a participation grade for taking an active part in discussion as well as a grade for completing

the pre-reading section of the handout.

Do you agree or disagree with the following statements? Why?

1. When given a chance, a person will often single out and degrade another to

improve himself.

Before After

2. Society is what holds everyone together. Without it our ideals, values, and the

basics of right and wrong are lost.

Before After

3. When the institutions of law and order slip away or are ignored, human beings

revert to a more primitive part of their nature.

Before After

4. The power of fear and control can overwhelm a person.

Before After

5. If humanity is to survive, innocence may have to be sacrificed.

Before After

6. Whenever groups of people coexist, there will be a struggle for power.

Before After

7. Children are capable of horrific behavior.

Before After

8. Everyone is capable of murder.

Before After

Lesson Plan Day 3:

Symbolism of the Shell

Purpose

This lesson is meant to get students thinking beyond the literal level

when reading Lord of the Flies. We will begin a “symbolism” board

which we will continue to expand as we encounter other symbolic

objects.

Procedures

Complete blog entries on topic of initial reactions to the text.

Mini-lesson on symbolism to refresh students. Symbolism is….some examples are…

Ask students to do a free write based on the prompt: what is the symbolic meaning of the shell?

We will come back together and begin a discussion by having volunteers share what they wrote.

We will boil down our thoughts on the symbolic meanings into a few phrases.

We will attach a laminated picture of a conch shell to a dedicated board and record our phrases by it.

Students should refine their free write and post a blog entry on the shell’s symbolic meaning.

Silent sustained reading for the rest of class. Students should read through ch3 by the next class

(homework if necessary).

Outcomes

Students will use technology as an aid to respond to literature

Students will understand symbolism and its application to the text

Students will practice independent reading skills.

Materials

Computers with internet access

Laminated picture of conch shell

Dry-erase markers

Paper¸pen/pencil¸copy of LF (each student)

Assessment

Students will be assessed a grade for participating in discussion and for completing their blog posts.

Lesson Plan for Day 5:

Regrouping Day

Prologue

Yesterday, we dicussed a style element in the novel that helps lend meaning. Namely, those who are given a

“voice” in the novel are usually in a position of power at the moment. Or, “voice” is taken away by a stronger

character (think of Piggy being silenced by Jack). Students were assigned a writing exercise in which they chose a

short passage from the novel and are re-writing it from the POV of a “non-speaking” character. The piece they

produce does not have to follow the style of LF or story-telling conventions. That is, students may have a character

simply re-tell the action and his reactions/feelings.

Purpose This is a day for everyone to touch base and make sure that we are all understanding the novel on both a literal and

symbolic level. We will also take in-class time to work on the “voice” assignment.

Procedures

Large-group discuss: does everyone understand the basic plot? Have volunteers paraphrase the action. (If

there is a lack of volunteers, have students do a paired quick think.) Refer to text and clarify plot points, if

necessary.

Make sure everyone understands the meaning of some of the most important symbols, such as the conch,

the fire and Piggy’s glasses (refer to “symbolism board”). Note that they are all symbolically a connection

to society’s norms/rules.

Students will work individually on the voice piece for the remainder of the class. They should post it as a

blog entry.

Outcomes

Students will understand LF on a literal level.

Students will understand LF on a symbolic level.

Students will explore the importance of perspective.

Students will understand that voice and power are closely related.

Materials

Computers with internet access

Assessment

Students will be assessed a participation grade. The “voice” writing assignment will also be graded for

thoughtfulness and relevancy.

Lesson Plan for Day 7: Literature Circles

Prologue

Yesterday, students previewed two short stories, “Young Goodman Brown” and “The Lottery” and chose one to

read as homework for today’s class. I have assigned them to groups of four.

Purpose Like Lord of the Flies, these two stories deal with themes of evil and human nature. This lesson should help

students gain some perspective on the major theme of LF by examining how other writers have treated the same

idea.

Procedures

Students will break into small groups that I have assigned them (everyone in a group will have read the

same text)

Students will begin discussion by sharing their reactions to the story.

Students will also discuss how their story deals with the theme of evil and human nature. They should

record their answers briefly on the handout provided.

As a large group, we will brainstorm other texts we know that deal with the same theme. Dr. Jekyll and

Mr. Hyde, Stephan King stories and biblical stories are some possible examples. Discuss: why is this such

a popular theme?

Use any remaining time to read LF aloud. Students should finish Ch8 for tomorrow’s class.

Outcomes

Students will use good oral communication skills.

Students will think critically about literature.

Students will use analytical skills.

Students will consider how several sources treat one theme.

Materials

Copies of short stories

Copies of Lit Circle Response Sheet

Pens/pencils

Assessment

Students will receive a grade for participating in discussions and writing thoughtful responses.

Bibliography:

Literature Circle Texts

Jackson, Shirley. “The Lottery.” Included in the collection The Lottery and other Stories. New York:

Modern Library, 2000.

Hawthorne, Nathaniel. “Young Goodman Brown.” Included in the collection Young Goodman Brown

and Other Tales. New York: Oxford University Press, 1992.

Literature Circle Response Sheet

What is the name of your story? _______________________

What are your reactions to this story? Did you like it? Why or why not?

How does your story deal with the theme of evil and human nature? For instance, why do the characters in the story

seem to do bad things (b/c they are evil or for some other reason).

Guidelines for Writing Assignment

You have two options for your final assignment:

Option 1

You can write a five paragraph essay based on one of the pre/post-reading questions (see handout). If you choose

this option, you will need to include the following:

1. An opening paragraph that introduces the question to the reader.

2. A thesis statement. Your opening paragraph must state the answer Golding (through Lord of the Flies)

gives to this question.

3. Three paragraphs that support your thesis. You must include examples from the novel; a quote or two

would be good. You can look at other factors, such as historical context, if appropriate.

4. A conclusion. Do you think Golding answered the question right? What is your answer to the question?

Why?

Option 2

You also have a creative writing option. Imagine that the boys had not been rescued. What would have happened

next? Write the next chapter from the book.

1. You should try to recreate the style and voice of the novel.

2. Your chapter should be a least two pages long.

3. Follow the conventions of good story telling (e.g. show, don’t tell).

4. You should definitely have a buildup of action and the story should conclude in some way.

5. Also, please write 2-3 sentences to me explaining why you think the story would have concluded this way.

Rubric for Option 1

20 pts. Your essay has a title, an introduction, three support paragraphs, and a conclusion.

20 pts. You have a clear thesis statement.

20pts. You have used support from the text.

20 pts. Your concluding paragraph shows a careful, well thought-out judgment as to whether Golding was right.

20 pts. You use appropriate and interesting vocabulary and follow grammar rules. Your essay has “flow.”

Rubric for Option 2

20 pts. You address the appropriate question (what if the rescuers had not shown up?)

20 pts. You have written at least 2 pages.

10 pts. You have adopted the tone/voice of the novel. Your chapter seems to fit.

10 pts. You develop action and dialogue.

20 pts. You use interesting and appropriate language and follow grammar rules.

20 pts. You have written a 2-3 sentence rationale explaining why you made the choices you made.