lord of the flies- intro -...

Analyzing the Choices, Changes, and Brutality On the Island In Lord of the Flies

Heather Yzenbaard

Inventory

My lesson plan is designed for a suburban school in a middle-class community. There is

not an extremely diverse population within the school but there are a few diverse groups present

in the school. This lesson is specifically designed for 10th graders as they study the novel, Lord of

the Flies. The lesson is designed to be in an average classroom where there are a variety of

students at different reading and writing levels. The focus in this classroom will be on getting

students to see how certain individuals struggle in this world. Lord of the Flies is the perfect text

to get that idea across. Lord of the Flies focuses on a group of British boys who for the most

apart appear to have come from fairly comfortable lifestyles. All of a sudden these boys are

thrust into this new world where they have to hunt for their food, which is a hard hurdle for them

to get over at first. Additionally, the boys struggle to create proper shelter and devise an effective

plan to be rescued. Students at a suburban high school will be able to see that life is not

comfortable for everyone in the world and that even individuals who are comfortable at one time

may not always live in a comfortable lifestyle.

Theoretical Approach

My theoretical approach is based on the reading response theory. I believe that each

student has the ability to get something different out of a piece of literature and it is important to

let students know that their ideas and opinions are just as valuable as the author’s opinion. My

unit is designed to allow students the opportunity to come up with their own ideas and opinions

about Lord of the Flies. The reading associated with Lord of the Flies is completed by students at

home. This allows students the opportunity to take the time to think about what they are reading

and come up with their own ideas before they hear what their classmates have to say the next day

in class. I also designed my unit so that students have the opportunity to create projects that are

based entirely on their perception of Lord of the Flies. For example, I have students divide into

groups and each group creates a poster that depicts the plot and symbols that are present in the

chapter they have been assigned. Students create these posters without having any class

discussion about the chapter so students are creating posters solely on their thoughts and ideas.

The reader response theory allows students to develop their own ideas and create a personal

connection to the literature.

Objectives

• Students will be able to empathize with characters about the struggles they are facing by

being stranded on a deserted island with mostly strangers and very few resources.

• Students will understand the historical significance behind Lord of the Flies.

• Students will be able to describe what outside sources impact how an author writes a

novel.

• Students will analyze what traits an individual must have to be a strong leader.

• Students will demonstrate their persuasion skills through debates and other activities.

• Students will be able to describe texts that played a role in Golding’s development of

Lord of the Flies or texts that have themes and ideas similar to those found in Lord of the

Flies.

• Students will be able to analyze the differences in how adults and kids make decisions

and try to create order.

• Students will demonstrate their understanding of plot structure and symbols found within

Lord of the Flies.

• Students will be able to describe how characters change over the course of the novel.

• Students will be able to draw conclusions about a text when the text is presented in two

different formats.

Common Core Standards

For my lesson plans I used the Reading Standards For Literature from the Common Core

Standards for ninth and tenth graders. My lessons focuses quite a bit on analyzing characters and

themes while supporting arguments with textual evidence and examining multiple sources for a

particular topic. The standards listed below are the Common Core Standards that my lesson

focuses on.

• CCSS.ELA-Literacy.RL.9-10.1 Cite strong and thorough textual evidence to support

analysis of what the text says explicitly as well as inferences drawn from the text.

• CCSS.ELA-Literacy.RL.9-10.2 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.

• CCSS.ELA-Literacy. RL.9-10.3 Analyze how complex characters (e.g. those with

multiple or conflicting motivations) develop over the course of a text, interact with

characters, and advance the plot or develop the theme.

• CCSS.ELA-Literacy. RL.9-10.7 Analyze the representation of a subject or a key scene in

two different artistic mediums, including what is emphasized or absent in each treatment.

Assessment

Students will mainly be assessed on their in class participation and completion of various

projects that come up over the Lord of the Flies unit. These projects and in class activities that

students are assessed on include videos, blog posts, Fakebook accounts, posters, debates, and a

mock trial. Students are first assessed during the introduction to the unit. Students are asked to

consider if they think they would survive on a deserted island with their classmates. This activity

assesses their ability to empathize and understand what it would be like to be stranded on a

deserted island. If students cannot understand personally what it would feel like to be stranded on

a deserted island then they are going to struggle to understand what the characters in the book are

going through.

Throughout the unit the previously mentioned projects and activities are utilized to make

sure that students are keeping up with the material and understand the ideas and themes that are

being presented in Lord of the Flies. Additionally, at the beginning of most classes students will

have the opportunity to discuss and ask questions about their assigned reading from the night

before. This allows me to measure what ideas the class has mastered and what ideas need to be

focused on a little bit more. There will be two quizzes during the unit that will be utilized to

check for understanding of basic plot information. At the end of the semester students will be

assessed on their understanding of Lord of the Flies by completing a survival guide final project.

Each student must create a survival guide that depicts the demeanor of the island and provides an

individual with the knowledge they would need to know to be able to survive on the island with

the boys from the novel. This project allows students to share what they have taken from the

novel and how they have used that knowledge to create a helpful source for someone who may

be suddenly stranded on that island. As part of their project students must create rules, expert

tips, and a map to show the knowledge they have gained from the novel Lord of the Flies.

Texts

Within my lesson there is a focus on Lord of the Flies by William Golding. Almost all of

the lessons focus solely on this one text, but I have also utilized two other texts. These texts are

The Hunger Games by Suzanne Collins and The Coral Island by R.M. Ballantyne. I want

students to have the opportunity to view the idea of children hunting children from more than

one piece of literature and I believe The Hunger Games works as a nice complement to Lord of

the Flies. The Hunger Games explains in quite some detail all the emotions that go along with

being hunted, and the section I have students look at depicts the idea that being hunted is not

only physically draining but also emotionally draining. I believe The Hunger Games allows

students to understand what Ralph is thinking and feeling as he is being hunted by the other

boys.

I also have students read a section of The Coral Island to see where Golding got some of

his ideas to write Lord of the Flies. There are quite a few similarities between the two books and

it is easy to see how the ideas in The Coral Island influenced Golding’s decisions in writing Lord

of the Flies. Golding also directly addresses The Coral Island twice in Lord of the Flies kind of

as a joke as to what is happening on the island. I think reading The Coral Island gives students a

unique perspective to what influences authors to write novels and insight into the idea of using

outside references to make a point or a joke in a text.

Works Cited

Ballantyne, R.M. The Coral Island. London: The Thames Publishing Company, 1858. Online.

http://www.readcentral.com/book/RM-Ballantyne/Read-The-Coral-Island-Online\

Collins, Suzanne. The Hunger Games. New York: Scholastic, 2008. Print.

Golding, William. Lord of the Flies. New York: Penguin Group, 1954. Print.

Lesson Plan Day One: Introduction to Lord of the Flies Overview: In this lesson, students will be introduced to the book Lord of the Flies by William Golding by role playing what it would be like to be stranded on a deserted island with limited resources and random individuals that they may or may not know. Students will also be introduced to the historical context behind Lord of the Flies and an explanation of why William Golding wrote it the way he did. Goals/Objectives:

• Students will understand what it is like to be stuck on a deserted island with very few resources and individuals that they did not choose to be with.

• Students will build an ability to empathize with the characters in Lord of the Flies. • Students will understand the historical significance behind Lord of the Flies. • Students will gain a significant understanding of why Golding wrote Lord of the Flies the

way he did. Material/Resources Needed:

• “Stranded on a Deserted Island” Worksheet • Projector/Computer • Historical Context Powerpoint • Internet Access • “Golding’s Introduction to Lord of the Flies” Video

o http://www.youtube.com/watch?v=vYnfSV27vLY Activities/Procedures: At the beginning of class I will pass out the “Stranded on a Deserted Island” worksheet. Students will then spend time filling out the questions.

10 Minutes

After students have completed their worksheets they will get into groups that have been randomly assigned by me. There will be six groups and each group will have five students. Students will then compare their answers from the worksheet. Students will then have to imagine that they are stranded on a deserted island with their group members, and each member only has the three items and the skills that they listed on their worksheet. Students will then discuss whether or not they believe they would be able to survive based on the items and skills they have as a group.

10 Minutes

Each group will have the opportunity to present what items and skills their group has, and why they believe they will or will not survive until someone rescues them from the island.

15 Minutes

I will then present the historical context powerpoint while students take notes.

12 Minutes

Class will conclude with the “Golding’s Introduction to Lord of the Flies” video.

3 Minutes

Homework: Read Lord of the Flies Chapter 1 Accommodation: Certain students might struggle to take notes in a timely manner due to injuries, such as broken bones, or problems focusing and writing fast enough. These students will have the opportunity to talk to the teacher about getting printed off notes or finding someone to borrow notes from. Assessment: Students will be assessed during their presentations of why they would or would not survive life on a deserted island. All students must participate in the presentation and the group will be assessed based on their critical thinking skills and ability to assess their own survival skills.

Name: __________________ Date: __________________ Hour: ________________

Stranded On a Deserted Island

Directions: The questions below ask you to imagine that you have been stranded on a deserted island. Answer each question as if you knew you were going to be stranded on a deserted island in the near future.

1. What three things would you take with you if you knew you were going to be stranded on a deserted island?

2. Who would you want to be stranded on an island with you?

3. Who wouldn’t you want to be stranded on an island with you?

4. What skills do you have that would help you survive on the island?

5. What skills would you wish you had?

Lesson Plan Day Two: How to Choose a Leader Overview: Students will have the opportunity to analyze the leadership controversy on the island by creating campaign videos for the character they feel should be the leader of the group on the island. Their video must explain why this character would be a good leader and must persuade the other boys on the island that their candidate would be the best leader. Goals/Objectives:

• Students will demonstrate their understanding of character traits of major characters in Lord of the Flies.

• Students will analyze what traits an individual must have to be a strong leader. • Students will persuade an audience to share the same opinion that they do. • Students will demonstrate their ability to use various forms of technology to create

campaign videos. Material/Resources Needed:

• Lord of the Flies by William Golding book. • Computers With Editing Software • Cameras

Activities/Procedures: Class will begin by discussing significant plot, symbols, and questions that students found in Chapter 1 of Lord of the Flies.

10 Minutes

Students will get into groups and create campaign videos for one of the Lord of the Flies characters with the intention of them becoming the leader of the island.

25 Minutes

At the end of class students will present their videos and explain why they chose the character they did and why they feel this character should be the leader on the island.

15 Minutes

Homework: Read Lord of the Flies Chapter 2 Accommodation: Students may have varying technology education so the assignment should be designed to be simple enough for basic technology users but open enough that students that excel with technology can incorporate creative freedom. Assessment: Students’ videos will be assessed on their ability to demonstrate their characters’ personality traits, ability to be a leader, and the extent to which students persuaded the audience to vote for their candidate.

Lesson Plan Day Three: Analyzing Treasure Island and Coral Island Overview: Students will be exposed to the texts Treasure Island and The Coral Island through video and text. These texts are specifically mentioned in Chapter 2 of Lord of the Flies and students will have the opportunity to understand what these texts are about and analyze why Golding referenced them in Lord of the Flies. Goals/Objectives:

• Students will demonstrate their knowledge of what happened in Chapter 2 of Lord of the Flies.

• Students will compare Treasure Island and The Coral Island to Lord of the Flies. • Students will analyze the purpose of mentioning both Treasure Island and The Coral

Island in Chapter 2 of Lord of the Flies. Material/Resources Needed:

• Lord of the Flies by William Golding book. • The Coral Island Chapter Three Text

o http://www.readcentral.com/book/RM-Ballantyne/Read-The-Coral-Island-Online • Treasure Island Movie Clip

o http://www.youtube.com/watch?v=yyZy-Ad78fk • The Coral Island/Treasure Island and Lord of the Flies Comparison Sheet

Activities/Procedures: Class will begin with a quiz over Chapter 2 of Lord of the Flies.

10 Minutes

After the quiz the whole class will have a discussion about significant plot, symbols, and questions that students encountered in Chapter 2.

10 Minutes

Students will then be shown a movie trailer of Treasure Island.

2 Minutes

Students will read Chapter 3 of The Coral Island.

20 Minutes

Students will complete a worksheet comparing Treasure Island and The Coral Island to Lord of the Flies, and analyze why Lord of the Flies references these two stories.

8 Minutes

Homework: Read Lord of the Flies Chapter 3 and 4 Finish Comparison Worksheet Accommodation: English language learners may struggle with some of the language used in Lord of the Flies and The Coral Island. It would beneficial to give them extra instruction in what certain words mean,

and it would be best if these students had the opportunity to work one on one with a specialist in teaching to English language learners. Assessment: Students will be assessed on their ability to understand plot summary through the Chapter 2 quiz, and their critical thinking skills will be assessed through the comparison worksheet.

Name: _______________ Date: _______________ Hour: ______________

Lord of the Flies Chapter Two Quiz

_____ 1. Who suggests that the boys light a fire so they can be rescued? A. Piggy B. Simon C. Jack D. Ralph

_____ 2. Who is missing after the out of control fire on the island?

A. Roger B. Sam C. The kid with the mulberry-colored birthmark D. Piggy

_____ 3. What do the boys use to start the fire?

A. Piggy’s Glasses B. Matches C. A Magnifying Glass D. Two Sticks Rubbed Together

_____ 4. Who defends Piggy when Jack accuses him of not helping with the fire?

A. Ralph B. Eric C. Simon D. Johnny

_____ 5. The choir is given what two responsibilities?

A. Building Shelters and Hunting B. Hunting and Watching the Fire C. Fishing and Building Shelters D. Hunting and Exploring the Island

_____ 6. What important task was Piggy unable to complete?

A. Gather Food B. Talk to Ralph C. Build a Radio D. Write Down the Names of All the Boys

_____ 7. Who leads the boys into the jungle? A. Simon B. Eric C. Jack D. David

_____ 8. Who suggests adding green branches to the fire to make smoke?

A. Maurice B. Ralph C. Jack D. Piggy

_____ 9. Who is the first to see that the island is on fire?

A. Simon B. Roger C. Piggy D. Eric

_____ 10. Who were the first two people to get a log for the fire?

A. Sam and Eric B. Sam and Simon C. Ralph and Jack D. Roger and Jack

Answer Key: 1. D 2. C 3. A 4. C 5. B 6. D 7. C 8. A 9. C 10. A

Name: _______________ Hour: _______________ Date: ______________

The Coral Island and Treasure Island Comparison Worksheet

Directions: Fill out the chart below based on what you have read and watched about The Coral Island, Treasure Island, and Lord of the Flies. Then analyze your chart by answering the discussion question at the end of this worksheet.

Observations From Treasure Island Video Observations From Reading The Coral Island

Similarities Between Treasure Island and Lord of the Flies

Similarities Between The Coral Island and Lord of the Flies

Differences Between Treasure Island and Lord of the Flies

Differences Between The Coral Island and Lord of the Flies

Why do you think William Golding decided to mention both Treasure Island and The Coral Island in Chapter 2 of Lord of the Flies?

Lesson Plan Day Four: Adult vs. Kid Mentality Overview: Students will watch two clips of Gilligan’s Island with the intention of noticing how adults handle things differently when they are stranded on an island compared to the boys in Lord of the Flies. Students will work in groups to complete a comparison worksheet, and then individually they must complete a blog post on the class blog describing the steps the boys could have taken to act like adults. Goals/Objectives:

• Students will realize that while the kids in Lord of the Flies to act like adults they are failing in some aspects.

• Students will determine the differences in how an adult handles being stranded on an island and how an adult handles being stranded on an island.

• Students will identify the steps the boys should have taken to create a civilized group on the island.

Material/Resources Needed:

• Two Gilligan’s Island video clips. o http://www.youtube.com/watch?v=ac1OvqiZmh0 o http://www.youtube.com/watch?v=MBq4KMkH8ug

• Computers • Comparison Worksheet • Internet Access • Classroom Weebly Account

o http://www.weebly.com Activities/Procedures: Class will begin by discussing significant plot, symbols, and questions that students encountered in Chapter 3 of Lord of the Flies.

10 Minutes

Students will then watch two Gilligan’s Island video clips.

5 Minutes

Students will get into groups and complete a worksheet that analyzes the differences and similarities between kids and adults stranded on an island.

20 Minutes

At the end of class students will write a blog post on the class blog about what steps the boys stranded on the island could do to act in a more civilized manner, like adults.

15 Minutes

Homework: Read Lord of the Flies Chapters 5, 6, and 7.

Accommodation: Students with dyslexia may need some help when filling out worksheets and writing their blog posts. Additional time may be useful to these students. Assessment: I will read over student blog posts to make sure that they are understanding what is happening in the novel and that they are realizing that adults and children handle events in very different ways.

Name: _______________ Hour: _______________ Date: _______________

Gilligan’s Island Comparison Worksheet

How do the boys in Lord of the Flies respond to being stranded on an island?

How do the adults on Gilligan’s Island respond to being stranded on an island?

In your opinion do the boys respond well to being stuck on an island together?

In your opinion do the adults respond well to being stuck on an island together?

What resources and traits allow the adults to respond in a more positive manner when they are stranded on a deserted island?

Chapter Three Blog Prompt

You have now read how kids reacted to being stranded on an island and watched how adults reacted to being on a stranded island. Describe how the kids in Lord of the Flies and the adults in Gilligan’s Island responded differently to their situation based on their age and maturity. What steps could the boys have taken to act in a more civilized manner like adults? Do you think it is even possible for such young kids to display adult like maturity? Do you think that making mature decisions would change the circumstances for the boys on the island? Provide textual evidence to back up your answers.

Lesson Plan Day Five: Lord of the Flies Symbolism Posters Overview: Students will be broken into four groups and assigned a specific chapter of Lord of the Flies to focus on. For their assigned chapter students must create a poster depicting the important events and symbols that were found within their chapter. Goals/Objectives:

• Students will demonstrate their understanding of symbols within Lord of the Flies • Students will demonstrate that they understand the plot in Lord of the Flies • Students will demonstrate their knowledge about symbols and plot by creating posters

that depict to others the plot summary and symbols found in Lord of the Flies Materials/Resources Needed:

• Lord of the Flies by William Golding book • Paper • Markers • Scissors • Glue • Tape • Other Art Supplies

Activities/Procedures: Students will be broken up into four groups and will be assigned to create a poster for either Chapter 4, 5, 6, or 7 of Lord of the Flies. Each group will display the plot and symbols that were found in their assigned chapter. Students can use pictures and/or text to depict the aspects of the chapter that they felt were the most important.

30 Minutes

After students have finished their posters they will present them to the class.

20 Minutes

Homework: Read Lord of the Flies Chapter Eight Accommodation: Students who struggle artistically may feel excluded from this activity but it is important to remind students that they can also use words to describe the symbols and events that were found in their chapter. Assessment: While students are working on their posters I will walk around and make sure that everyone is contributing and that they are producing well thought out ideas and images.

Lesson Plan Day Six: Analyzing a Power Struggle Overview: Students will be split into two teams to participate in a debate to decide whether Jack or Ralph is the best leader for the group since they no longer are able to work together. Goals/Objectives:

• Students will analyze the best qualities of a character • Students will demonstrate the ability to defend their stand with well thought out

arguments • Students will convince judges that they have the most knowledge about the feud between

Ralph and Jack Material/Resources Needed:

• Lord of the Flies by William Golding book Activities/Procedures: Class will begin with a quiz over Chapter 8 of Lord of the Flies. 10 Minutes After the quiz we will discuss the plot, symbols, and questions that students encountered in Chapter 8.

10 Minutes

The class will be split into two teams. One team will be Team Ralph and the other will be Team Jack. Then the class will have a debate over whether Ralph or Jack is the best leader for the group. Three students will be pulled aside to judge the debate.

30 Minutes

Homework: Read Lord of the Flies Chapter 9 Accommodation: Shy students may struggle to communicate their ideas but it is important to help them feel comfortable and realize that their ideas matter too. Assessment: While the debate is going on I will be watching to make sure that everyone is participating and to analyze the points that are brought up in the debate.

Name: _______________ Hour: _______________ Date: _______________

Lord of the Flies Chapter Eight Quiz

_____ 1. Who decides to start their own group? A. Jack B. Simon C. Ralph D. Piggy

_____ 2. Which boy talks to the pig’s head?

A. Ralph B. Piggy C. Simon D. Eric

_____ 3. Who does Jack claim is a coward?

A. Piggy B. Ralph C. Simon D. Johnny

_____ 4. Who does not follow Jack?

A. Roger and Maurice B. Maurice and Eric C. Sam and Eric D. Roger and Sam

_____ 5. Who calls a meeting to talk about the beast?

A. Jack B. Ralph C. Simon D. Piggy

_____ 6. What happens when Jack asks the boys if they want to get rid of Ralph as their leader?

A. The boys vote for Jack to be the new leader B. None of the boys vote for Jack to be the new leader C. The boys vote that Jack and Ralph be co-leaders D. The boys vote to make Simon the new leader

_____ 7. What two boys re-enact killing the pig? A. Bill and Simon B. Roger and Eric C. Robert and Maurice D. Johnny and Sam

_____ 8. Who do the boys leave the pig’s head for?

A. The Wild Animals B. The Beast C. The Locals D. The Ghost

_____ 9. What do the boys put the pig’s head on?

A. A Stick Sharpened At Both Ends B. A Rock C. A Tree D. The Floor of a Cave

_____ 10. Who goes off on his own?

A. Maurice B. Roger C. Piggy D. Simon

Answer Key: 1. A 2. C 3. B 4. C 5. A 6. B 7. C 8. A 9. A 10. D

Lesson Plan Day Seven: Becoming a Savage Overview: Students will create Fakebook accounts for a character in Lord of the Flies. The Fakebook account must demonstrate how the character has changed over the course of his time on the island and if applicable must demonstrate how they have changed from being a child into being a savage. Goals/Objectives:

• Students will analyze how characters have changed over the course of their time on the island

• Students will demonstrate how characters have gone from being children to being heartless savages


• Computers • Internet Access • Fakebook Accounts

o http://www.classtools.net/fb/home/page • Lord of the Flies by William Golding book

Activities/Procedures: Class will begin by discussing the plot, symbols, and questions found in Chapter 9 of Lord of the Flies.

10 Minutes

Students will then move to the computers to create Fakebooks for a character from Lord of the Flies. The Fakebook must show how the character has changed over the course of his time on the island, and if applicable the student needs to describe how the character has gone from being a child to being a savage.

40 Minutes

Homework: Read Lord of the Flies Chapter 10 Accommodation: Students with a cognitive impairment may get confused with how a Fakebook works and may need extra explanation and encouragement from the teacher. Assessment: I will view the Fakebook accounts once students are finished and will analyze how well they depicted the character they chose and the transformation they have gone through.

Lesson Plan Day Eight: The Loss of Innocence Overview: Students will answer an essay prompt on the class blog that asks them to analyze how Piggy and Ralph react to Simon’s death and how it appears that all of the boys have lost the innocence that they had when they first arrived on the island. Goals/Objectives:

• Students will analyze how Simon’s death affects the boys on the island • Students will describe how Ralph and Piggy are dealing with Simon’s death • Students will demonstrate their ability to write well thought out essays that get their point

across Material/Resources Needed:

• Lord of the Flies by William Golding book • Computers • Internet Access • Weebly Blog

o http://www.weebly.com

Activities/Procedures: Class will begin by discussing the events, symbols, and questions encountered in Chapter 10.

10 Minutes

Students will then be given an essay prompt to complete on the class blog. This prompt will focus on how Piggy and Ralph feel the morning after Simon’s death. Students will be expected to describe how Simon’s death seems to symbolize the loss of innocence for all of the boys on the island.

40 Minutes

Homework: Read Lord of the Flies Chapter 11 Accommodation: Students with ADHD may need a way to keep their hands busy while they must sit still and complete this task. Assessment: Students will be accessed on their responses to the essay prompt.

Chapter Ten Blog Prompt

It is the morning after Simon has been killed and the boys on the island are starting to feel the effects of what happened. Explain how some of the boys are dealing with Simon’s death. Specifically, how are Ralph and Piggy dealing with Simon’s death? How does Simon’s death symbolize the loss of innocence for all of the boys on the island? Provide textual evidence to back up your answers.

Lesson Plan Day Nine: Should Kids Be Held Accountable: Mock Trial Overview: Students will act out a mock trial to determine whether Jack should be held responsible for the murders he played a part in or if he was too young and such a stressful situation to be held accountable. Goals/Objectives:

• Students will understand Jack’s motivations to kill other boys on the island by acting out his trial.

• Students will empathize with the victims and the supposed criminal from Lord of the Flies.

• Students will utilize decision-making skills to decide Jack’s fate. Material/Resources Needed:

• Lord of the Flies by William Golding book. Activities/Procedures: Class will begin by discussing the events, symbols, and questions encountered in Chapter 11.

10 Minutes

Then students will be split up into five groups by drawing out of a hat. These five groups will be jurors, lawyers, Jack, audience, and the judge. Then a mock trial will be staged to see if Jack should be held responsible for the murders he participated in. The entire event will be run by students, and the actions they decide to take will be final.

40 Minutes

Homework: Read Lord of the Flies Chapter 12 Accommodation: Students with ADHD may struggle to sit down for long periods of time so it may be useful for teachers to assign these students roles that will keep them focused and active. Assessment: I will watch the trial and analyze if everyone is participating and I will analyze the points that are made to either convict Jack or to set him free.

Lesson Plan Day Ten: Kids Hunting Kids: Lord of the Flies vs. The Hunger Games Overview: Students will read a chapter from The Hunger Games and then proceed to write an essay that asks them to compare and contrast how Katniss is being hunted and how Ralph is being hunted. Goals/Objectives:

• Students will demonstrate the ability to make comparisons between two different texts that share certain qualities.

• Students will analyze how Katniss and Ralph are experiencing similar situations in being hunted but that they are being hunted for different reasons and in different ways.


• Lord of the Flies by William Golding book. • Paper • Pencil • Hunger Games Chapter 11 by Suzanne Collins

Activities/Procedures: At the beginning of class we will discuss the events, symbols, and questions that were encountered in Chapter 12 of Lord of the Flies. Then we will review everything that happened in the book and how characters changed from the beginning of the book to the end. Then I will ask students what they thought of the ending of the book and how they reacted to the boys being rescued at the end of the book just as they were getting ready to kill Ralph.

15 Minutes

Students will read Chapter 11 of The Hunger Games. Students will then be given an essay prompt that asks them to point out similarities and differences in how Katniss is being hunted and how Ralph is being hunted.

35 Minutes

Homework: Begin working on survival guide final project. Accommodation: Students with dyslexia may need more time to effectively complete this assignment. Assessment: Students will be assessed based on the essays they right and the evidence they use to back up their arguments.

Chapter 12 Essay Prompt

In the final chapter of Lord of the Flies Ralph finds himself in a situation where the other boys on the island are hunting him. We also read in Chapter Eleven of The Hunger Games that the other contestants are hunting Katniss. How are Katniss and Ralph’s situations similar, and how are they different? What is the reasoning behind both Ralph and Katniss being hunted by their peers? What do Ralph and Katniss do to avoid the hunters? Which individual has a better survival plan?

Lesson Plan Day Eleven/Twelve: Lord of the Flies Media Overview: Students will watch the 1963 version of Lord of the Flies and make comparisons between the movie and the book. Students will also describe how seeing the novel acted out differs from how they viewed the story in their minds. Goals/Objectives:

• Students will make comparisons between the Lord of the Flies movie and book. • Students will analyze how viewing the Lord of the Flies movie is different from reading

the book. Material/Resources Needed:

• Lord of the Flies Movie From 1963. o http://www.youtube.com/watch?v=FE2RL3fupms

• Lord of the Flies Movie Worksheet. Activities/Procedures: Students will watch the Lord of the Flies movie from 1963.

50 Minutes

Homework: Start working on survival guide project. Accommodation: Deaf students may need subtitles to understand what is happening in the movie. Assessment: Students will be given a worksheet to fill out while watching the movie to demonstrate that they were able to make connections between the Lord of the Flies book and the Lord of the Flies movie.

Name: _______________ Hour: _______________ Date: _______________

Lord of the Flies: Movie Vs. Novel Worksheet Directions: As you are watching the Lord of the Flies movie fill out the chart below and compare the similarities and differences between the movie and book. Once the movie is over answer the two questions at the bottom of the worksheet.

Similarities Between the Movie and Novel Differences Between the Movie and Novel

How does changing aspects of the novel for entertainment purposes add or take away from the overall message of Lord of the Flies? Was it easier to understand what was happening on the island when you were watching the story? Why or why not.

Lesson Plan Day Thirteen/Fourteen: Survival Guide Work Day Overview: Students will utilize class time to work on their Lord of the Flies survival guide final project. I will be available to answer questions and help guide students through their project. Goals/Objectives:

• Students will demonstrate their understanding of how the island in Lord of the Flies is run and what steps led to the death of certain characters.

• Students will analyze what skills individuals must possess to survive life on the island. Materials/Resources Needed:

• Lord of the Flies by William Golding book. • Paper • Markers • Scissors • Glue • Tape • Various Other Art Supplies

Activities/Procedures: Students will be given time in class to complete their Lord of the Flies survival guide final projects.

50 Minutes

Homework: Finish survival guide project. Accommodation: Students with ADD or ADHD may struggle to stay focused when they are given so much free time to work on their projects. These students may need teachers to provide them with more structure and guidance. Assessment: Students will be assessed on how well they can demonstrate their understanding of Lord of the Flies by creating a guide on how to survive life on the island.

Name: ______________ Hour: ______________ Date: ______________

Lord of the Flies Survival Guide Project Directions: Now that we have finished reading Lord of the Flies you have seen how the choices the boys made led to their own destruction. Each character made decisions that led to their survival or death on the island. Your job now is to create a survival guide letting anyone who ends up on the island with those boys know what they need to do and what they should avoid doing to survive their stay on the island. You can present your survival guide in any form that you like but your project must be creative and organized, you must cite five references from the text, present at least ten rules someone on the island should follow, provide a map of where an individual should and should not go, give ten expert tips on how to stay safe, provide ten activities to abstain from for safety reasons, and any other information that you feel is important for a person stranded on the island to know. Rubric: Creativity and Organization

5 Points 3 Points 1 Point The project shows an abundance of creativity on the student’s behalf and the project is well organized and easy to understand.

The project attempts to show some creativity and struggles to present information in an organized manner.

The project shows little attempt at creativity and the information is unorganized and hard to understand.

Total Score: _____/5

Cite Five Textual References 5 Points 4 Points 3 Points 2 Points 1 Point

The project presents five textual references that are both relevant and specific to the material being discussed.

The project presents four textual references that are both relevant and specific to the material being presented.

The project presents three textual references that are both relevant and specific to the material being presented.

The project presents two textual references that are both relevant and specific to the material being presented.

The project presents only one textual reference that is relevant and specific to the material being presented.


Ten Rules That Someone on the Island Should Follow

10 Points 8 Points 6 Points 4 Points Two Points

The project presents ten rules that would be beneficial for someone on the island to know. All of the rules are specific and helpful.

The project presents eight to nine rules that would be beneficial for someone on the island to know. Most of the rules are specific and helpful.

The project presents six to seven rules that would be beneficial for someone on the island to know. Most of the rules are specific and helpful.

The project presents four to five rules that would be beneficial for someone on the island to know. Some of the rules are specific and helpful.

The project presents one to two rules that would be beneficial for someone on the island to know. Very few of the rules are specific and helpful. Total Score: _____/10

Map of Where to Go and Where Not to Go

10 Points 8 Points 6 Points 4 Points 2 Points The project includes a detailed map that clearly represents various places that an individual should and should not go to.

The project has a map that is detailed fairly well and lists places that an individual should and should not go to.

The project has a map with little detail but designates where an individual should and should not go.

The project has a detailed map but it fails to designate what places and individual should and should not go to.

The project has a map that is hard to read and fails to designate what places an individual should and should not go to.


Ten Expert Tips to Stay Safe 5 Points 4 Points 3 Points 2 Points 1 Point

The project includes ten expert tips that clearly explain why these tips should be followed to stay safe.

The project includes eight to nine tips that clearly explain why these tips should be followed to stay safe.

The project includes six to seven tips that clearly explain why these tips should be followed to stay safe.

The project includes four to five tips that clearly explain why these tips should be followed to stay safe.

The project includes one to two tips that clearly explain why these tips should be followed to stay safe.


Ten Activities to Abstain From Due to Safety Reasons

10 Points 8 Points 6 Points 4 Points 2 Points The project includes ten activities that individuals should abstain from due to safety concerns. Each activity provides a rationale for why the activity is dangerous and should be avoided.

The project includes eight to nine activities that individuals should abstain from due to safety concerns. Most activities provide a rationale for why the activity is dangerous and should be avoided.

The project includes six to seven activities that individuals should abstain from due to safety concerns. Most activities provide a rationale for why the activity is dangerous and should be avoided.

The project includes four to five activities that individuals should abstain from due to safety concerns. Some activities provide a rationale for why the activity is dangerous and should be avoided.

The project includes one to two activities that individuals should abstain from due to safety concerns. Very few activities, if any, provide a rationale for why the activity is dangerous and should be avoided. Total Score: _____/10

Overall Score: _____/45

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