UNIT PLAN -
by C. Frost
“No Man Is An
Island”
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Prefatory Statement:
This four-week unit has been designed at the request of the cooperating teacher at Denfeld High School to satisfy the requirements for my student teaching assignment. I will be teaching Lord of the Flies by William Golding.
The Unit will be taught to two 10th grade classes. The major theme of
this unit will be that human beings can only “survival” in cohesive, cooperating groups. They will explore the meaning of survival as Golding has designed in his novel – democracy vs. anarchy, civility vs. barbarism. Keeping with the theme, students will do this unit in assigned small groups in order to experience how individual cooperation benefits the communal group. These groups will work together for the four weeks; they are intended to be motivational. Each student is expected to help the others in their group by keeping discussions on task, finishing reading assignments, working with the literary vocabulary, and mentoring writing assignments. In these small groups, students will discuss their reading of the novel. They will look for religious, political, social, and moral allegory. They will identify literary elements of the novel. And they will look at author’s intent based on his life and background. The Minnesota Grad Standard addressed in this unit is: Student demonstrates the ability to interpret and evaluate complex literature. The sub-category of that standard will be a major component: describing how particular effects are produced by the artist’s use of elements of literature; and communicating an informed interpretation using the vocabulary of literature. Students will use language as expression, with particular emphasis on literary terminology, to analyze and interpret this novel. This will be accomplished by introducing the students to elements of literature and by modeling analysis and interpretation. Reader Response methodology is appropriate for 10th grade. Vocabulary lists will be provided for each chapter to assist in reading. Learning Area Three: Literature and The Arts is the
graduation standard being addressed. The sub-categories of that standard that will be the major components : describing how particular effects are produced by the artist’s use of elements of literature; and, communicating an informed interpretation using the vocabulary of literature.
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Class
Specification:
This unit is designed for 10th grade students. It bridges socio-economic class as well as other diversity issues. Most students at this grade level have the cognizant ability to understand literary concepts like theme, allegory, and
symbolism. And the reader-response critical approach is the method most of them have used.
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Assumptions:
This is a novel that suits the sophistication level of sophomores and is a good
springboard into more profound literature. It is easy to identify with the characters of the novel who are all young. It is a good vehicle for exploring allegory, symbolism and theme. These sophomores are prompted to think about barbarism vs. the civilizing influence of reason. As a generality, my experience with this age group is that they have the cognizant ability to explore themes. My expectation is that they will not all be familiar with Reader Response methodology and that this will need to be modeled in the classroom. These students have two more years of high school before going into the community as productive, young adults. The theme in this particular novel helps them reflect on the characteristics of being a civilized, participating individual in society
ª Desired Outcomes
By the end of the unit, students will have learned to:
· Identify allegory in the novel
· Find symbolism in the novel
· Write convincing essays on character analysis/theme
· Work cohesively in their literary group
· Relate their own values to events in the novel
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Grad Standard: (9-12)
Learning Area
Three: Literature and The Arts
Literature and arts analysis and interpretation
A student shall demonstrate the ability to interpret and evaluate complex works of music, dance, theater, visual arts, literature, or media arts by:
A. describing the elements and structure of the art form; the artistic intent; and the historical, cultural, and social background of the selected art works;
B.
applying
specific critical criteria to interpret and analyze the selected art works;
C. describing how particular effects are produced by the artist’s use of the elements of the art form; and
D. communicating an informed interpretation using the vocabulary of the art form.
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Small-Group
Activities:
Clans collaborate frequently to complete worksheets, mentor on writing essays, study for tests.
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Large-Group
Activities:
Discussions in large group will usually follow small-group discussions and entail analyzing author’s intent, discussing symbolism, interpreting theme, and reporting clan progress
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Student
Resources:
“Lord of the Flies” literature, clan folders, worksheets, vocabulary lists
art supplies
Week One:
Monday - (Set Induction)
First 10 min. of the film, Lord of the Flies will be shown to stimulate student
interest. Then students will work in small groups. They will be given a worksheet called “Abandoned” which is a scenario of being on a plane that has been hijacked. An ensuing battle leaves the cockpit crew dead and the plane ditches in the Pacific near an island. They are given a brief description of the island. Then they will work in groups to try to answer questions on survival, personality clashes, the purpose of cohesive work, and the meaning of civilization. The small groups will reconvene in a large group and talk about their ideas.
(assignment - write a paper on the strengths and weaknesses they would personally bring to the desert island)
Lesson
Plan for Mon. Week One:
Monday
- (Set Induction)
Anticipatory Set: This lesson plan is designed to be a “hook” to spur interest in
the
literature to be studied.
Lesson Topic: lead-in to “Lord of the Flies” - William Golding
2. Goals and Objectives
Instructional Goals:
This
instruction is meant to capture students’ interest in reading the novel. It is designed
to
instill “habit” of constructive discussions and “habit” of working cohesively in
groups.
Objectives:
Cognitive:
(a)
Through
collaborative discussion, students will define the meaning of
“civilization.”
They will explore how working as a group might be
instrumental in survival.
(b) Students will expand on the
meaning of “civilization” by vocalizing what attributes
they have as individuals that mark them
as civilized.
Psychomotor:
(a)
Students
will vocalize their group’s interpretation of civilization to the class.
(b) Students will arrive at a
consensus regarding the significance of “civilization” to society as a whole.
3. Rationale
(a)
Young
students need to be eased into profound concepts like innate barbarism and the
civilizing influence of reason.
(b) These sophomores don’t
easily launch into reading of novels; I use a medium they like,
movie version of the novel, to prompt
interest.
(c) It’s necessary to start the unit with the
behaviors I want to become habits:
reading/writing groups, small group
discussions, and work handed in on time.
4. Procedures (40 min.)
Activity
1 (beginning of film, Lord of the Flies) (10 min.)
The
class will watch the first 10 minutes of the film as a large group.
Activity
2 (worksheet) (15 min.)
The
class will be placed in small groups of about seven students and work together
on
a worksheet which will be provided.
Activity
3 (discussion) (15 min.)
Small
groups will reconvene into large group and discuss ideas brought up in the
small
groups
regarding the worksheet. (see attached)
Materials and Equipment
needed
·
.
film: Lord of the Flies
·
.
worksheet - “Abandoned”
6. Assessment, Reflection, and Revision
The
assessment for this set induction is
based solely on motivating students to
read
and explore survival tactics. The set
induction is a success if they are creative
in
their response to the worksheet, “Abandoned.”
Assignment: write a paper on the strengths and weaknesses they
would personally
bring
to the desert island -- the purpose of
this paper is to determine their writing ability so individuals can be placed in
peer writing groups that will enhance writing ability.
Abandoned
You and your classmates are going to Florida at spring-break time. The plane is hijacked. Without allowing the pilot to radio for instructions, the hijackers direct the plane to Australia. At the first refueling stop, the hijackers release everyone over thirty which leaves only you and your friends. During the flight over the Pacific, the crew attempts to subdue the hijackers. In the ensuing battle, all are killed but the pilot, who has been mortally wounded, and the passengers who were on the floor of the plane during the gunfight. Holding the plane on course as long as he can, the pilot crashes just off the shore of an island. When the plane cracks open on a coral reef, you and your friends successfully swim to shore. As all of you stand ashore watching the plane sink, you realize that no one knows where you are, that you have nothing with you, and that you might be on the island for quite some time, perhaps forever. The climate is tropical; the island is covered with fruit trees and is apparently uninhabited except by the twelve of you.
Answer the following questions based on this simulation:
1. List the things in your present life that you will miss the most.
2. Try to decide whether the possession of some of these things would mark
you as a civilized person.
3. What are some of the long-range plans that you would have to implement
to create a new life for yourself on the island?
4. How would your group handle the inevitable personality clashes that
would occur?
5. What would be the biggest problem you would face?
6. In a short statement, try to define the term civilized.
Tues.
Papers will be handed back. Small groups (clans) will be determined by and the classroom teacher based on those papers and class dynamics. Groups will be designed to have at least one strong writer and a couple middling writers and one challenged writer. Students will work in these groups for the duration of the unit. With the help of a student, I will role model “destructive criticism” vs. “constructive criticism.” After that, we all come up with salient attributes outlined on the board for “constructive criticism,” and someone from each clan takes notes and includes the list in their permanent group folder. They will be given an essay I’ve written for analysis, and their groups will be asked to correct and improve upon the writing. (no assignment)
Lesson Plan for Tues.
Week One:
Lesson Topic: creation of reading groups - “Lord of the Flies” - William Golding
2. Goals and Objectives
Instructional Goals:
This
instruction is meant to bring small groups together in constructive units that
will
enable
their learning in methods of interpreting literature, in strengthening writing
ability,
and in developing skills for working in
cooperative social units that develop good habits for learning in this class
and in other classes.
Objectives:
Cognitive:
(a)
Through
cooperative group action students will use “constructive criticism” to
correct an essay.
Affective:
(a)
Students
will willingly cooperate with others in their “clan” to illustrate the concept
of
“constructive criticism” in correcting an essay.
Psychomotor:
(a)
Students
will vocalize their group’s “constructive criticism” of the essay they are
analyzing.
3. Rationale
(a)
Young
students need to be introduced to the concept of “constructive criticism”
through role modeling and practice.
(b) These sophomores can benefit
from peer support in reader response to literature.
(c)
Students can also benefit from peer support
in writing essays.
4. Procedures (40 min.)
Activity
1 (5 min.) Hand back papers and allow students time to read comments
Activity
2 (5 min.) Based on assessment of
writing ability from the papers, assign students to “clans” with whom they will
work for the entirety of the unit.
These clans will be designed to have at least one strong writer and a
couple middling writers and one or two challenged writers. Each clan will be given a folder that holds their
work and doesn’t leave the classroom.
Activity
3 (20 min.) Students will use their
existing writing skills and work in their clan to improve a poorly written
paper. The object is to practice
“constructive criticism.”
.Activity
4 (discussion) (10 min.)
Small
groups will reconvene into large group and analyze the paper on an overhead. We
will
discuss their ideas and how they demonstrated “constructive criticism.”
Materials and Equipment
needed
·
.poorly
written essay
6. Assessment, Reflection,
and Revision
Reflection
on “constructive criticism” is the basis for this lesson plan.
(no
assignment)
Correct and improve this essay:
And my cat is called Oreo and she is a female and doesn’t like the cold and si a good huntress. We watch tv an night whn I need to hang out when its’ been a long, day.
And a commercial came on for cat food I like to by. It was good.
cute kittens dancin to music and singing meow-yum, meow-yum. And
it was good. laughed out loud.
During same Oreo hissed. She arched his back and is angry.
Arched back screamed.
Guess what. She started talking. said the comercial was stupid!
said dogs need to eat that stuff! She told me never to by it again.
I always thot she liked that stuff.
Guess what? She didn’t talk again after that. I stopped buying
that brand & no what else? I don’t like her attitute and her hissing and now I have a limit on her television time.
Wed.
Students will be given their books - Lord of the Flies and we will read the first chapter together as a large group. Students will be provided with a
vocabulary list for Chap. 1.
(assignment - read Chap. 2)
Chap. 1
Clamber - to climb awkwardly (over rocks, high grass, etc.)
lagoon - shallow pond
vainly - with pride; or, with futility
quiver - tremble
decorous - beauty and good taste
interpose - to put (oneself) between
strident - harsh noise
scupper - an opening through which water pours
speculate - to wonder about
clamor - loud noise
pallor - pale (without much color)
indignation - anger brought about by something unfair
jumble - confused and disordered
grating - irritation; or, harsh voice
devour - consume
Thursday
Students will be shown an artist’s rendition of the island
in Lord of the Flies;
this will be passed around then displayed in the classroom for the duration
of the unit. There will be a mini-lesson on literary elements of the novel. We will have a brief large group discussion on whether we see any of these elements unfolding in the first two chapters of the novel. As we discuss these elements in class, someone from each group will take notes and include in the group folders. A picture of the island can be found at: http://gerenser.com
(assignment - read Chap. 3)
The Novel
Literary Terms
plot: A plot is the “story.” It is the sequence of events that unfold for the
reader.
fiction: The literature read is “invented” by the author.
non-fiction: Written literature based on “fact” and not “invented” by the
author.
narrative: The “speaking” of a story that one person tells another.
stream of consciousness: The thoughts and feelings going on in the mind.
point of view: Events in a story that are presented from one character’s
point of view.
characters: The individuals actively participating in the “story.”
setting: The place/places the story takes place.
theme: The main idea/ideas that develop from literature’s interpretation.
tone: The mood or atmosphere of the “story.”
irony - perceived themes or circumstances in literature that differ from
reality
allegory - a literary term for the continuous parallel between two (or more)
levels of meaning in a story, so that its persons and events
correspond to their equivalents in a system of ideas or a chain of
events external to the story itself.
Friday
Students will break into clans at beginning of class. They will be given a few minutes to come up with a name for their “clan” and decorate the front of their folders. Each group will explain to the class how they came up with the name. Each group will be given a “Lord of the Flies Crossword Puzzle” to keep in their folder and begin working on. The rest of the hour they will work in their groups answering worksheet questions (chap 1 - 3) Hand in worksheets and folders.
(assignment - write an essay on what character in the novel they identify with and why - due Monday - incorporate literary devices we discussed)
Chap. 2
warp - a twist or curve out of something that was originally straight
conch - a large shell fish (mussel) from the ocean
scornfully - with dislike and disrespect
officious - volunteering out of a feeling of duty
indignant - angry
tumult - disorderly crowd loud and in confusion
irresistible - impossible to resist
nimble - quick, light movement
Chap. 3
festoon shape like a chain
tendril - something that curls (ringlet of hair is an example)
oppressive - depressing and burdensome to a person
inscrutable - mysterious; not easily understood
barb - sharp object that bends back on itself (fish hook)
bewilder - cause confusion
flaunt - show off
furtive - action done quietly, in secret
glimmer - indirect shining; also, a vague idea
Lord of The Flies
Chapter 1 - 3
1. Describe the setting of the story.
2. What events led to the boys’ arrival on the island?
3. Considering what you presently know about Ralph, Jack, and Piggy,
what characteristics do you have that are similar to one or all of these
characters?
4. Who emerges as leader of the group? Why?
5. What power does the conch shell give the person who holds it?
6. As you watch the boys interaction, who is evolving as a leader? What organizations in your school do you see an individual evolve as the leader? What characteristics does he/she possess?
7. What does the group decide to do in order to be rescued?
8. How is Piggy indirectly helpful in starting the fire?
9. Which do you think is more important to the boys’ survival: hunting for
meat or building shelters?
10. Why was it so difficult for Ralph and Jack to communicate with each
other?
Week Two
Monday (lab time)
Essay drafts are handed in. Web quest information will be handed out.
Lab time will be used to research information on the author, William Golding. They need to take notes on their discovery. http://www.fsu.edu/~CandI/ENGLISH/webq/lordflies/webquest.html
(assignment - read Chap. 4)
Tuesday
We will start class by talking in a large group about information they discovered on the life and time of William Golding. Each group will designate a speaker from their clan to report on the group’s progress in terms of keeping up with reading, finishing work sheets, and progress on the puzzle. They will break into their assigned clans and read their essays aloud to their clan members who will then offer constructive criticism and possible improvements to the draft. They can also use this time to work on updating
their clan folders. It will be pointed out that if everyone has kept up with the reading, we will use some class time Wed. and watch an installment of the movie rendition of Lord of the Flies.
(assignment - use groups ideas and work on essay draft at
home - draft is due Wed.
Chap. 4
opalescence - reflection of rainbow of light
mirage - an optical illusion that looks like a puddle of water but is dry
whimper - a low whine or broken sound
croon - sing in a gentle murmuring manner
preposterous - ridiculous
caper - leap or prance about
incredulously - not believing what is heard is true
irrelevance - not important
implication - logical connection
shrill - high piercing sound
malevolent - harmful or evil
gyration - short back and forth movements
Wednesday (possible 20 - 30 min. of film)
If we don’t have the film, we will read Chap. 5 aloud in class. Last part of
hour will be used for small groups to work collectively on their drafts (essay structure, complete sentences, correct spelling/ punctuation) and discuss group’s progress. Instructor will circulate and work with groups.
(assignment - read Chap. 6 and inform them that there will be a quiz Friday on Chap. 1 - 6 and that their “clan” folders will need to be handed in at that time to be graded on group progress)
Thursday
Class time will be used to do worksheets on Chap. 4 - 6. Each group will use a provided check sheet at the end of class to make sure their folder has all items. The group will work together to prepare for the exam on Friday. (no assignment)
Lord of The Flies
Chapter 4 - 6
1. What is the purpose of dazzle paint?
2. Why did the ship fail to see the boys?
3. Why did Jack allow the fire to go out? Have you ever “let the fire go out” for something you’re been responsible? What?
4. Why does Percival Wemys Madison cry all the time?
5. What is the beast that Samneric sees? What do you think the beast might represent in society as a whole?
6. Why do the boys clamor, “Kill the pig. Cut her throat. Bash her in!”?
7. Is there really a beast? How do you know?
8. Does Jack really want to be rescued? Why?
9. How have the boys changed from the beginning of the book? Do you
think this is representative of what could happen in our society today?
10 What situation/ situations that you’ve read so far do you think best
represents the complexity of trust in a friendship?
Chap. 5
obscure - mysterious
opaque - hard to see; or, hard to understand
gnaw - to chew on with the teeth
speculation - a guess
scowl - frown
jabber - chatter; gibberish
jeer - mock scornfully
indigo - blue dye that comes from a plant
formulate - to prepare according to a formula or recipe
mimicry - ridicule by imitation
inarticulate - speech that is unclear
gibbering - to speak so rapidly that the speech is not understandable
improvisation - an act done without practice
Chap. 6
squawk - harsh, abrupt scream
bristle - hairs stand on end – usually out of anger or fear
relentless - an action we don’t like that shows no promise of stopping
Checklist
Clan Folder
Worksheets for chapters are up to date - - - - - - six chapters/two pt. each
and filled out:
Lecture notes are incorporated into folder - - - two points
Progress on crossword puzzle - - - - - - one point
15 possible points ____________
Friday (lab time)
Folders are handed in. They will be given 20 minutes to take the quiz (chap 1 - 6. The rest of the time will take place in the lab word processing essays from the drafts they’ve been working on.
(assignment - Chap. 7)
Exam One
Lord of the Flies Name:__________________
Exam One Hour:_________
Chapters 1 - 6
Multiple Choice (5 points)
1. How do the boys determine who should be chief:
a. the smartest and most thoughtful boy takes over
b. there is a fight
c. the boys hold an election
d. the decision is made based on age
2. Piggy:
a. complains that people don’t listen to him
b. says that they should have made shelters
c. is concerned that they don’t know how many littleuns there are
d. all of the above
3. When Jack talks about fear, he blames:
a. Piggy
b. the littluns
c. Ralph
d. Roger
4. Ralph becomes angry with the group because:
a. they wouldn’t go hunting
b. they wouldn’t build shelters
c. they wouldn’t come to the assemblies
d. they wouldn’t attack Jack
5. A ship passed without noticing the boys because:
a. no one on the ship was looking
b. the fire had gone out
c. the boys did not see the ship
Written Paragraph: (5 points)
(two part question)
Define the literary term “plot” and write about the plot of the novel as far as you have read.
Knowledge of literary terms: ( 5 points)
(choose a through e)
tone _____ a. literature is “invented”
b. literature is “fact”
c. mood of story
point of view _____ d. thoughts in the mind
e. point of view
non-fiction _____
stream of consciousness ______
fiction _____
essay: (5 points)
What is the “theme” that is evolving in the first six chapters of the novel?
Talk about the setting and describe the characteristics of two characters.
What is the tone of the story to this point?
Week 3
Monday (lab time)
Students will have the opportunity to finish word processing and correcting errors with the help of their “clan” members. Papers must be handed in at the end of the hour.
(assignment Chap. 8)
Tuesday
Exams will be handed back and folders will be handed back with grades and comments provided on both. The rest of the hour will be spent watching the next movie installment of Lord of the Flies. We will take time at the end of
the hour to talk about the movie, symbolism, characterization made by the actors and whether it fits the novel’s portrayal.
(assignment - fill out Chap. 7 & 8 worksheet individually)
Lord of The Flies
Chapter 7 - 8
Although the other boys view him as ________________, Simon shows that he has become increasingly spiritual or clairvoyant.
It is important to notice that Simon:
1. is comfortable in the jungle
2. thinks the beast is ________________________________________.
3. is physically frail, yet he seems to have insights that others do not have.
While talking alone with Ralph, Simon predicts that __________________
The boys pause in their hunt for the beast to pursue a boar. Ralph joins in. When the boar escapes, the boys chant, “Kill the pig!” and circle around
_________________ prodding him with their spears in mock murder.
Even ________________ feels an urge to tear at the boy’s bare flesh.
Previously, he had failed to recognize his own ___________ ____________
but now he is driven to behave like a savage. As the boys’ behavior becomes more _______________ , the ritual increases in significance. In addition to
the pretended human victim, the boys add a ____________ to their ritual.
It starts to get late, and ____________ challenges Ralph to go with him to the mountain to look for the beast. Ralph agrees to go and ______________
accompanies them. When they get to the top of the cliff, the three boys see the “beast.” It seems to be ____________ but then it raises up. The boys see the hideous face, and run.
Think about the symbolism of the dead pilot on top of the hill. Although the reader is told that the “beast” is this pilot, the boys believe that the parachutist is the beast.
What might William Golding be implying when he shows us that the “beast” is actually a human form?
Have you ever experienced being bullied in school? What parallel can you make with being bullied and the “beast?” Remember the “beast” is actually in human form. What social experiences have you had that you thought the person was a “beast?” Why?
Wednesday
Class will begin in their clans. They will compare their worksheet assignment. Information on their “final” character portfolio assignment will be provided on hand-outs. I will go over handout in class and answer questions. The portfolio will be worked on as a “clan” and will be due the last day of the unit. They will be given time to read and discuss information in their group and begin putting together a plan. Teacher needs to circulate
from clan to clan and answer questions.
(assignment - draft an essay on one character of their choosing from the novel and what that character’s allegorical significance seems to be. Use examples from the novel to document their idea - rough draft due Friday)
Character
Portfolio - Final
(group assignment)
You are a special agent hired by the FBI to investigate the strange happenings on an island in the South Pacific during the latter days of WW II. You and your department have been assigned to study the character of one of the major participants in the unusual events. Because none of the boys is being very cooperative, it is your job to uncover your person’s inner workings and role within the plot of the story. This “dossier” of the character is due to your director (classroom teachers) on Wednesday, when a conference will be held by all of the investigators to share their findings of this unnatural occurrence. The following items should be included in your investigator’s portfolio:
a description of the suspect’s personal appearance, along with a police artist’s
sketch if available.
a page summarizing all personal biographical information available on the
individual prior to the events of the novel. (Do not include fictional
material. Report on only what is given testimony from the character.)
a page listing any significant symbolism surrounding the character during
the events of the story.
a list of at least ten significant things that cause a change in behavior in the character. Cite the page number and chapter for each referent.
a final statement summarizing reaction to this character and his role within Golding’s plot. Is he guilty of any crimes? Do you recommend any action be taken toward the character? What is society’s responsibility toward this character?
a recommended re-entry therapy or community service before he is allowed
to return to his community.
Lesson Plan for
Wed. Week Three
Lesson Topic: portfolio initiation -
“Lord of the Flies” -
William Golding
2. Goals and Objectives
Instructional Goals:
Clans
continue working together as a cohesive unit.
In doing so, clans need to come together with thoughts on how to develop
an interpretive portfolio for their clan that entails all of their collective
ideas.
Objectives:
Cognitive:
Through
cooperative group action, students will use “collective creativity” to develop
a
portfolio that demonstrates their interpretation of “Lord of The Flies.”
Affective:
Students
will willingly cooperate with others in their “clan” to work cohesively and do
research together in order to create their
interpretative portfolio of “Lord of The Flies.”
Psychomotor:
Students
will support their group’s interpretation of the literature by presenting their
portfolio to the class.
3. Rationale
(a)
Sophomores
can creatively support their interpretation of literature by presenting
a literary synopsis of that interpretation – art,
poetry, creative writing.
(b) Sophomores can benefit by
working collectively in groups.
4. Procedures (40 min.)
Activity
1 (10 min.) - clan work
Students
will be given time to work together comparing answers on worksheet for Chap 7
& 8.
Activity
2 (10 min.) Instructor based
Teacher will hand out outlines on expectations for
portfolios and field questions.
Activity
3 (20 min.) - clan work
The
class will work in their clans on portfolios.
I will circulate among groups to offer suggestions and answer questions.
Materials and Equipment
needed
written
criteria/expectations for portfolios
6. Assessment, Reflection, and Revision
Assigning
specific jobs to individuals in the
clan toward completion of the group portfolio is instrumental. Teacher needs to circulate among clans and
take note of who is doing what portion of the portfolio.
Chap. 7
jumble - a mass of things mingled together without structure or order
dun - dull and drab in color
covert - hidden
infinite - endless
snivel - tearful while making a snuffling sound from the nose
uncompromising - not willing to come to an agreement
infuriating - makes very angry
sagely - wisely
blunder - a mistake or error
Chap. 8
heed - pay attention to
dung - manure
stagger - walk as if to possibly fall
spout - to speak at length; or, to eject in a stream
uproarious - very noisy, sometimes funny speaking
skewer - an object used to hold meat together while cooking
iridescent - rainbow colored light
vex - to bring physical distress
crimson - dark red color
Thursday
Students will be given class time to work on essay drafts, catch up on work
sheets, and start reading Chap. 10.
(assignment - finish reading Chap. 10)
Friday
Class time will start in their “clan” doing worksheets on Chap. 9 & 10. After that, their first essays will be handed out with grades and comments on each. They will have a “constructive criticism” session in their groups talking about what went right and what went wrong. They’ll then read their second essay individually to their group and use it to implement suggestions I made on their first essay and clan member suggestions.
(assignment - the groups will decide what portion of the portfolio is the responsibility of which “clan” member and use the weekend to start working on that portion. Final draft is due Monday on their second essay.
Chap. 9
corruption - dishonesty
tremulous - shown to tremble
trickle - a slow stream
steadfast - unchangeable
Lord of the Flies
Chapter 9
1. Why do Ralph and Piggy decide to attend Jack’s feast?
2. What happens when Jack asks Ralph’s followers to join with him?
3. When you have seen friends turn on friends, what position have you
taken? How does “strength of character” enter in?
4. What tragic mistake is made in the frenzy and excitement of the hunt?
5. What seems to have been Simon’s function in the novel?
6. How is the imagery that the author uses surrounding Simon’s death
make a statement about good versus evil?
Lord of The Flies
Chapter 10
1. Who are the only ones who have remained with Ralph?
2. In what further way does Piggy reveal himself to be superior to Ralph?
3. How does Jack handle those who disobey his rules and regulations?
Contrast Jack’s type of government with Ralph’s.
4. How does Jack explain Simon’s death to his followers?
5. Ralph tries to face up honestly to what they did and accept guilt and
responsibility. Have you ever accepted some responsibility for what
a peer/peers did?
5. How does Jack propose to get fire?
6. Describe the encounter between the two groups over the fire.
7. What is the significance of using military terms like “halt” and “advance”
in this chapter in regard to our society as a whole?
8. Think back over what you know about Piggy’s glasses and what they
they might represent regarding the theme that has unfolded in the novel.
What is the theme? How have the glasses been used? What might
they symbolize?
Week 4
Monday (lab time)
The entire hour will be used for lab time to word process, edit, and confer
on essay drafts. Finished product must be handed in at the end of the hour.
(assignment - read Chap. 11 & 12)
Tuesday
The rest of the film rendition of Lord of the Flies will be watched. We will
spend time discussing in a large group the plot, the author’s intent, how we feel about the characters and the allegory we read in the novel and see in the film. Clan time will be used to do Chap. 11 & 12 worksheet in groups.
(assignment - work on character portfolios)
Chap. 10
befoul - to make dirty
shrill - high pitched sound
shudder - shiver
gesticulate - to make gestures (particularly when speaking)
stifle - to smother or suffocate; or, to keep someone from doing what they
want
twitch - jerk
smother - suffocate
phosphorescence - giving off light without noticeable heat
Chap. 11
squat - crouch close to the ground
myopia - short sighted; or, a narrow view of things
snivel - to speak or act in a whining, emotional manner
devastate - destroy
multitudinous - including many individuals
snigger - snicker
incantation - verbal chant sung as a kind of ritual of magic
Lord of The Flies
Chapter 11
1. The conch is described as “fragile” in this chapter. Do you have an
object that you consider “fragile” and what do you think using the
term for the
conch suggests?
2. Why do Ralph and Piggy decide to visit Jack?
3. Do you think that Piggy is fully aware of the extent of the degeneration of
Jack and his followers? Why?
4. What happens to convince them that Jack is no longer playing a game?
5. Why does Piggy feel that he has a right to be heard?
6. What happens to Piggy?
7. Why is Piggy’s death equated with the earlier slaughter of the pigs?
8. What is Jack’s reaction to Piggy’s death?
9. What actions of survival in this chapter might be played out by “street
people” in our society?
10 What survival methods might you initiate if you found yourself having
to live on the street?
11 What, in this chapter, do you think best represents the struggle between
the individual as a rational, civilized person and the savage that possibly
lurks in all of us?
Lord of The Flies
Chapter 12
1. Where does Ralph go upon Piggy’s death and the twins’ capture?
2. How successful are Ralph’s attempts to rationalize what has happened?
3. Where does he get his weapon?
4. Why does he decide to creep back toward the camp under the cover of
darkness?
5. How do Sam and Eric, Jack’s newly recruited lookouts, receive their
former chief?
6. Where does Ralph hide and how is he discovered?
7. Describe Ralph’s frantic flight.
8. How is Ralph rescued?
9. How do the savages act in the presence of the officer? How does he
react to them?
10. Why does Ralph cry?
11. What is Golding’s finale comment as revealed in the preoccupation of
the naval officer?
12. Think about the theme of the novel. Is there irony in rescue by the
military?
13. In present day society, our country may find itself in war with Iraq.
Young men just out of their teen years could be drafted if politicians
feel the need. Talk about this scenario and what you’ve learned about
living in a civilized society.
Wednesday
Class will start out in “clans” to discuss/work on portfolios. Teacher will conference with each group on their progress. A check sheet will be used to determine completion of “clan” folders.
( assignment - study for the quiz on Friday and work on character portfolios)
Chap. 12
elaborate - to expand on in great detail
dribble - a small trickling stream or flow
ululation - act of howling
wriggle - wiggle
heave - lift
thicket - thick growth of shrubs or small trees
cower - crouch or move away from something that frightens
visualize - imagine in one’s mind
shudder - shiver
wrench - pull with a violent twist
Checklist
Clan Folder
Worksheets for chapters are up to date - - - - - - six chapters/two pt. each
and filled out:
lecture notes are incorporated into folder - - - two points
Progress on crossword puzzle - - - - - - one point
15 possible points ____________
Thursday
Students will be given passes for lab time or library research to work on
their portfolios.
( assignment - study for the quiz on Friday and work on character portfolios)
Friday
Students will be given a 30 minute exam. The rest of the hour will be used
in presenting their portfolio to the rest of the class. Their second essay will be handed back. Their portfolios and folders will be graded over the weekend and handed back the following Monday.
Exam Two
Lord of the Flies Name:__________________
Exam Two Hour:_________
Chapters 1 - 12
Multiple Choice (5 pts.)
circle your choice
1. Who is the character who best represents civilization and hope for the
future?
a. Ralph
b. Jack
c. Piggy
2. Which character most clearly represents the primitive impulse?
a. Simon
b. Jack
c. Samneric
3. The character who best represents intellectualism and civilized
conservatism on the island is:
a. Ralph
b. Piggy
c. Simon
d. Eric
4. Ironically, Ralph’s life is saved by:
a. the help of boys who had previously betrayed him
b. smoke intended to force him out
c. Roger’s conscience
5. Simon is killed because:
a. he is too innocent and refuses to take part in Jack’s savagery
b. he disobeys orders and investigates the beast of evil
c. the boys have progressed so far into a savage world that they can no
longer recognize reality
In the left column are listed some of the recognized elements in
Lord of the Flies. At
the right are corresponding clues to the
symbolic interpretation of each symbol. Match successfully
(15 pts.)
____ 1. Conch A. facade, means of hiding self
____ 2. Glasses B. authority, order
____ 3. Fire C. man’s inhumanity to man
____ 4. Lord of the flies D. like a birthmark or defect –reminder
____ 5. Mask E. a microcosm of the world
____ 6. Beast F. punishment, violence, constraint
____ 7. The flies G. fear, violence, unknown, hiding
____ 8. Island H. the Devil, decay, destruction
____ 9. Darkness I. Pig’s head on a stick, symbol of evil
in the boys
____ 10 mountain J. ability to see clearly, to perceive
what is best
____ 11 forest K. followers of the Devil
____ 12 beach L. perspective, power, truth
____ 13 dead pilot M. safety, openness, games,
communication
____ 14 Castle Rock N. civilization, the home, hope,
community
____ 15 scar O. ignorance, fear, superstition
Grades:
I will work in cooperation with the classroom teacher in designing a rubric
for grading essays. Student input will also be taken into consideration.
Portfolio 30 points A = 93-100% A- = 90-92%
Essay 1 20 points B+ = 87-89% B = 83-86%
Essay 2 20 points B- = 80-82% C+ = 77-79%
Quiz 1 15 points C = 73-76% C- = 70-72%
Quiz 2 15 points D = 60-69% F = 60% >
Total: 100 points
folders (2 times) 10 points each for total of
20 extra credit points
Rubric For Both Essays
4 points -
essay has 3 or more literary terms
paragraphs have five sentences or more
transition between paragraphs are smooth
grammar and spelling is correct
composition is clear to any reader
3 points -
essay has 2 literary terms
paragraphs have five sentences or more
grammar and spelling is correct
composition is clear to any reader
2 points -
essay has 1 literary term
paragraphs have five sentences or more
contains few spelling errors
composition is understandable but without smooth transitions
1 point -
Paragraphs have five sentences or more
Learning Area Three: Literature and The Arts Student: ____________
Applying specific critical criteria to interpret and analyze the literature
Lord of The Flies (large group discussions)
Dates:
_____ student cited an incidence of symbolism in the novel
_____ student provided an informed opinion on theme
_____ student voiced an understanding of author’s intent
_____ student cited an incidence of irony in the novel
_____ student voiced an understanding of allegory
_____ student analyzed characters in the play and what they
symbolically represented
Learning Area Three: Literature and The Arts Student: ____________
Communicating an informed interpretation using the vocabulary of
the art form. (uses literary vocabulary studied in class in essay)
Essay One Essay two
plot
fiction
non-fiction
narrative
stream of consciousness
point of view
characters
setting
theme
tone
irony
allegory
Portfolio
Required Tasks:
_____ description of character in the reading
character is well developed (possible 5 pts.)
_____ personal biographical information prior to events in novel
a full page documenting testimony given in the text (possible 5 pts.)
_____ ten significant referents to the character documenting change of
behavior
ten referents must accompany chapter and page number (1/2 pt.
each)
_____ final statement summarizing reactions to character and his role in
Golding’s plot
summary
must be at least half a page in length and be convincing
(possible 5 pts.)
Two of the following was completed:
(possible 10 points)
_____ analysis of character is logical and coherent
_____ character sketch is supported with specifics from the text
_____ analysis enhances understanding of theme in the text
_____ support is clear regarding the character’s role in the plot
30 points possible: __________
NAME: ENGLISH 10 TEACHER:
Assignments/Leaning Activities:
A. Essay One D. Discussions G. Quiz One
B. Essay Two E. Folder H. Quiz Two
C. Portfolio F. Web quest
Standard: Literature and Arts - High School Level
knows tools/elements makes artistic choices shapes artistic expression
A.
B.
C.
D.
E.
F.
( 4) - exemplary (3) - proficient (2) - novice (1) - emerging
Exam One: Feedback meeting:
Exam Two:
Portfolio:
Folder:
Course Grade: ___