Lord of the Flies

1. Lord of the Flies Can it ever work out right?

2. 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.

3. Common Core State Standards in Lord of the Flies 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.

4. Common Core State Standards in Lord of the Flies 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].

5. Common Core State Standards in Lord of the Flies • 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. • 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.

6. Common Core State Standards in Lord of the Flies • 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.

7. Common Core State Standards in Lord of the Flies • 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.

8. Day 1- Anticipation & Pre-reading • Content Goals: • Elections of Leaders • Rubric for Leaders • Symbolism Mini-Lesson • Language Goals: • To respectfully elect leaders for groups, review expectations for the unit, and discuss symbolism.

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

10. Peer Teaching Project + Rubric • The checklist is also your rubric. If you do everything on the checklist, you will know you’re on track. • You are encouraged to enhance your presentation with digital media (i.e. photos contemporary to 1945-1954 in England) CCSS 10.SL.5 • You also have several questions to answer after you teach the class. Please be thoughtful as you reflect.

11. L. Frank Baum layered meaning in his “children’s” story – the power of symbolism • Allegory • Sepia to color • Yellow Brick Road • Emerald City • Ruby (silver) Slippers • Wicked Witch & Glinda the Good Witch • Muchkins • Scarecrow • Tin Man • Cowardly Lion • Wizard • Toto • Flying monkeys

12. Day 1 Review & Assessment • What is symbolism? • Based on L. Frank Baum’s use of symbolism in his allegory, how do you predict symbolism will be used in this novel?

13. 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. • Guernica • Characters’ Names • Author’s Biography • Author’s Purpose • Coral Island • start reading chapter 1 • 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.

14. Considering all the visual cues Pablo Picasso gives in his painting, Guernica, what inferences can you make about the setting? Guesses are valuable thinking when reading or viewing! Cite five or more details from this visual text in your answer. (Come to the SmartBoard or pull this painting up on your smartphone for a closer look.)

15. Compare/Contrast these two settings. Discussion Points: • 2 Similarities • 1 Difference • 1 Prediction • Artist’s Purpose

16. Literary Elements – review take notes on these terms if needed • allegory • irony • symbols & symbolism • static character versus dynamic character • theme • 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.

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

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

19. Piggy • His nickname is Piggy. • He is often vulnerable, like the actual pigs found on the island.

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

21. Sam & Eric = Samneric • Identical twins who incapable of acting independently. • What could this symbolize?

22. Roger • “famous with a spear”

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

24. 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

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

26. 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

27. Discussion 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.

28. Discussion Norms • Come to discussions prepared = • Work with peers to set rules for collegial discussions and decision-making= • Propel conversations by posing and responding to questions = • Propel conversations by posing and responding to questions =

29. 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

30. MLA Questions • MLA Heading Student Name Teacher Name Class Title 20 September 2017 • MLA Parenthetical Citations (LastName ##). (Golding 53). • MLA Works Cited Last, First. Book Title. City: Publisher, 1901. Print. Golding, William. Lord of the Flies. New York: Perigree, 1954. Print.

31. Vocabulary (LC04) • “They were twins, and the eye was shocked and incredulous at such cheery duplication” (19). • Explain the context/scene where this word is used (+1) • So I infer the word means… (+1)

32. 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)

33. CAT Questions Restate the question in your answer and write complete sentences. Cite very specific details from the text as evidence. (9 pts) • (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. • (LA06) What are two differences between Piggy and Ralph? Include information from chapter 1 in your answer. • (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.

34. 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?

35. 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)

36. Positive Profile: Ralph •  Skills/Hobbies: • Physical Description: • Important Words Said:   • Smartest Actions: • Questionable Actions: • Strengths:   • Positive Statement About the Character: • Prediction About the Character:

37. Spongebob Squarepants “Club Spongebob” 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]

38. Chapter 2- Fire on the Mountain Content Goal- We will make inferences, recognize conflict, 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

39. MLA Questions • MLA Heading Student Name Teacher Name Class Title 20 September 2017 • MLA Parenthetical Citations (LastName ##). (Golding 53). • MLA Works Cited Last, First. Book Title. City: Publisher, 1901. Print. Golding, William. Lord of the Flies. New York: Perigree, 1954. Print.

40. 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). • Explain the context/scene where this word is used (+1) • So I infer the word means… (+1)

41. 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)

42. CAT Questions Restate the question in your answer and write complete sentences. Cite very specific details from the text as evidence. (9 pts) • (LC03) Explain how the beastie was important to the boy with the birthmark. Support your answer with two details from the chapter. • (LA05) How does Jack contribute to the conflict in chapter 2? Include two details from the chapter in your answer. • (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.

43. 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 (at least three of) their rules for the conch and meetings. (3 pts)

44. 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?

45. 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 • Law & order

46. Chapter 3- Huts on the Beach • Content Goal- We will summarize, recognize conflict, and make inferences about 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

47. MLA Questions • MLA Heading Student Name Teacher Name Class Title 20 September 2017 • MLA Parenthetical Citations (LastName ##). (Golding 53). • MLA Works Cited Last, First. Book Title. City: Publisher, 1901. Print. Golding, William. Lord of the Flies. New York: Perigree, 1954. Print.

48. 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). • Explain the context/scene where this word is used (+1) • So I infer the word means… (+1)

49. 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)

50. CAT Questions Restate the question in your answer and write complete sentences. Cite very specific details from the text as evidence. (9 pts) • (LC02) Write a summary of the shelter building. Include three main details from chapter 3 in your answer. • (LA05) How do Jack and his choir contribute to the conflict in chapter 3? Include two details from the chapter in your answer. • (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.