Lord of the Flies

1
Lord of the Flies

• What does it mean to be civilized?

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 authors 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 910
  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 910 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 910 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 910 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
• Final Project Options Rubric
• 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 earn full
  credit.

11
Final Project Options Rubric

• Take a look at your project options and rubric
  sheet.

12
Project Option 1

• Historical Context Research You will research
  British history in the early days of the Cold War
  (1945-1954) to determine similarities in the
  current events and analyze how they became
  Goldings inspiration for LotF. Keep a focus on
  key characters, themes, and issues within the
  plot to fully explore the similarities between
  the source material and Goldings classic novel.
  This is an independent project, and the final
  draft must represent your best writing skills.
  MLA format and citations must be used.
  
• CCSS 10.W.7 research projects

13
Project Option 2

• Source Material Research You will read Coral
  Island, Goldings inspiration for LotF, and
  contrast his text with the original. Keep a focus
  on key characters, themes, and issues within the
  plot to fully explore the differences between the
  source material and Goldings classic novel. This
  is an independent project, and the final draft
  must represent your best writing skills. MLA
  format and citations must be used.
• Coral Island is available on-line to read for
  free on Gutenburg.org
• CCSS 10.RL.9 Transforming source material

14
The Coral Island

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

15
Final Project Rubric

• All projects will be presented to meet Common
  Core Standards for Speaking and Listening.
• You are encouraged to enhance your presentation
  with digital media (i.e. photos contemporary to
  1945-1954 in England) CCSS 10.SL.5
• Look at the rubric and read along.
• You will have class time after the novel is
  finished to complete this project.

16
L. Frank Baum teaches symbolism

• by layering meaning in his childrens story

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Allegory- a story in which many characters and
events are symbolic

• As you see each character and setting, think
  about its role in the story. Try to guess what
  its deeper meaning is what it represents.

18
Sepia to Color

• Why does the color change from sepia (not quite
  black and white) to color? When does it change?
  What does that represent?

19
The Yellow Brick Road

• Why yellow bricks? What are the bricks made of?

20
Ruby (Silver) Slippers

• The slippers were silver in the novel by L. Frank
  Baum but changed to ruby for the Technicolor
  movie. Why silver? Why ruby?

21
The Gold Standard

• The gold standard is a monetary system in which
  the value of gold determines the value of money.
  Each unit of currency represents a certain amount
  of gold. In the United States, the gold standard
  was adopted during the 1870s. Although a
  bimetallic (gold and silver) system had been used
  before the Civil War, this system changed when
  the silver dollar was dropped in 1873. Laws
  allowed for free and unlimited coinage of gold,
  meaning that people could take their gold and
  have it made into coins based on its weight and
  value. The Gold Standard Act of 1900 made the
  gold standard official.
• Not everyone was content with the gold standard.
  Many groups, such as farmers and other rural
  workers, believed that the gold standard was a
  means for maintaining..... (http//www.bookrags.co
  m/studyguide-wonderfulwizardoz/hist.html)

22
The Emerald City

• Why emerald? Why not rubies, diamonds, or gold?
• What does green tend to represent in our culture?

23
The Wicked Witch

• What does evil look like?

24
The Wizard

• Pay no attention to the man behind the curtain!
  Why?

25
Glenda the Good Witch

• What does good look like?

26
Toto

• What purpose does the dog serve? Why a little dog?

27
The Cowardly Lion

• The only character with an adjective in his name.
  Why?

28
The Munchkins

• Why Munchkins?

29
The Scarecrow

• If I only had a brain. Who does the scarecrow
  represent?

30
The Tin Man

• A man made of tin because his limbs were chopped
  off while cutting wood. Who does he represent?

31
Flying Monkeys
32
Day 1 Review Assessment

• What is symbolism?
• How do you predict symbolism will be used in this
  novel?

33
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 authors purpose.
• 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.

34
Considering all the visual cues Pablo Picasso
gives in his painting, Guernica, what inferences
can you make about the setting? Cite five or more
details from this visual text in your answer.
35
Compare/Contrast these two settings.

• Discussion Points
• 2 Similarities
• 1 Difference
• 1 Prediction
• Artists Purpose

36
Agree or Disagree? (Nuance)

• Being stranded on a tropical island would be
  paradise.
• Children can naturally organize themselves.
• Our environment can greatly impact the course of
  our lives.
• Leaders rarely dominate weaker people.

• People tend to follow a charismatic leader.
• People often misjudge things they dont
  understand.
• Children act differently from grown-ups.
• There is usually a clear-cut winner in conflicts.

37
Question Answer Survey

1. If this English class were put on a deserted,
   tropical island, what would happen?
2. When you watch little kids play together, are
   they nice to each other?
3. What is the cruelest, meanest thing youve ever
   done?
4. Have you ever been hunting? Why? If so, did you
   kill anything, and how did that feel?
5. Have you ever shot anyone/anything in a video
   game? How did that feel?
6. Have you ever been alone, outside, in the dark?
   How did it feel?

38
Literary Elements review take notes on these
terms

• Allegory
• Symbols
• Symbolism
• Static character
• Dynamic character
• Irony
• Situational irony
• Theme
• Good versus evil
• Innate innocence
• War military versus peace
• Law order versus chaos

39
Pre-Reading Day 3

• Content Goals
• Characters Names
• Authors Biography
• Authors Purpose
• Coral Island
• Start chapter 1
• Language Goals
• To read selections from The Coral Island and
  discuss how they may have annoyed the author.

40
Kyrie Eleison Kyrie eleisonThese are the
lyrics of the song sung and background music
throughout the film version we will watch in
class.

• n. inter 1. (R. C. Ch.) Greek words, meaning
  "Lord, have mercy upon us," used in the Mass, the
  breviary offices, the litany of the saints, etc.
  2. The name given to the response to the
  Commandments, in the service of the Church of
  England and of the Protestant Episcopal Church.
• http//www.webster-dictionary.net/definition/Kyrie
  20eleison

41
Name Meanings

• 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.
• Please take notes.

42
Ralph

• Derived from the Anglo-Saxon word for council
  (government)

43
Jack

• Derived from Hebrew name Jacob which means
  supplanter or one who takes over

44
Piggy

• His mean nickname (doesnt even rate being called
  by his real name).
• Pigs, by the way, are the only animal to hunt on
  the island.
• He is often vulnerable, reduced in importance,
  and not respected

45
Simon

• Derived from Hebrew name Shimon which means one
  who listens or one who observes

46
Sam Eric Samneric

• Identical twins who are always together
• What could this symbolize?

47
Roger

• famous with a spear

48
Littluns

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

49
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/B
  io.htm

50
Authors 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/B
  io.htm

51
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

52
Small Group 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 910 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.

53
Small Group Norms 2nd period

1. Come to discussions prepared be ready to talk
   about what you read (read, listen while others
   read, do your worksheet)
2. Work with peers to set rules for collegial
   discussions and decision-making
3. dont be cranky
4. Stay on task
5. Dont talk over other people
6. Propel conversations by posing and responding to
   questions focus on topic or group taskmaster
   will get you back on task
7. Propel conversations by posing and responding to
   questions respectful disagreements need a
   statement of thats okay for you, but If the
   group needs to agree unanimously, the outlier
   needs to be convinced by the others

54
Small Group Norms Period 5

1. Come to discussions prepared must read the
   chapter and pay attention in class, must have
   completed the worksheet if you dont prepare,
   you cant get the points the group earns working
   together
2. Work with peers to set rules for collegial
   discussions and decision-making
3. Members can only talk if the president allows
   them
4. Scribe or secretary roles must be assigned.
5. Everyone must participate and do their part (or
   they dont get credit, see rule 1)
6. Students who dont listen and participate wont
   get their group to repeat answers.
7. Groups who are not productive will be broken-up
   members will work alone silently
8. Dont touch each other.
9. Propel conversations by posing and responding to
   questions encourage group-mates to participate
   when youre frustrated, if you dont have
   anything nice to say, dont say anything at all
10. Propel conversations by posing and responding to
    questions use text-based evidence to persuade
    outliers, with opinions give reasons and respect
    each other

55
Small Group Norms Period 6

1. Come to discussions prepared be prepared with
   supplies and book, have read the chapter, pay
   attention/read along in class, do the worksheet
   peers who arent up to speed need to read
   silently the group will not share answers with
   the unprepared members
2. Work with peers to set rules for collegial
   discussions and decision-making
3. The group disciplines each other detentions may
   be given.
4. Elect a smart person to be your groups
   president
5. Dont disrupt reading or group work time
6. No copying answers copying is cheating. Your
   answers need to be in your own words.
7. Slackers wont get group help (see rule 1)
8. Propel conversations by posing and responding to
   questions motivate group members to
   participate bring quiet group members out of
   their shells
9. Propel conversations by posing and responding to
   questions settle group disagreements with
   text-based evidence find polite ways to show you
   disagree

56
Small Group Norms

1. Come to discussions prepared
2. Work with peers to set rules for collegial
   discussions and decision-making
3. Propel conversations by posing and responding to
   questions
4. Propel conversations by posing and responding to
   questions

57
Small Group Norms Period 1

1. Come to discussions prepared read what youre
   supposed to. When were reading in class, pay
   attention. When you have to read at home, do it!
   Do your worksheet.
2. Work with peers to set rules for collegial
   discussions and decision-making.
3. Respect everyones opinion
4. Dont be disruptive.
5. See rule 1 if you dont help, you dont get
   graded.
6. Have orderly participation. Include everyone.
7. Propel conversations by posing and responding to
   questions everyone participates. See rule 2.3
8. Propel conversations by posing and responding to
   questions think before you speak

58
Vocabulary (LC04)

• They were twins, and the eye was shocked and
  incredulous at such cheery duplication (19).
  (2pts)
• Define from context not dictionary
• Explanation for definition based on context

59
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)

60
Using Modern Language Association (MLA) formatted
parenthetical citations

• When you answer CAT questions, your evidence must
  come from the text. Its best if you quote at
  least one of your details (and paraphrase the
  other. Heres how
• We can infer that Piggy would be a great leader
  because he suggests how Ralph should lead from
  the start. He told Ralph to call the meeting, and
  he told Ralph how to blow the conch and said,
  You try, Ralph. Youll call the others (16).
• Notice that the quote is blended into the
  sentence.

61
CAT Questions Restate the question in your answer
and write complete sentences. Cite very specific
details from the text as evidence. (9 pts)

1. (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.
2. (LA06) What are two differences between Piggy and
   Ralph? Include information from chapter 1 in your
   answer.
3. (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.

62
Soundtrack Song

• What song do you think is perfect for this
  chapter?
• Who performs it?
• Why do you think its perfect for this chapter?

63
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)

64
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)

65
Positive Profile Ralph

• Strengths  
• Hobbies
• Physical Description
• Actions Words of Character  
• Smartest Action Performed
• Questionable Actions  
• Positive Statement About the Character

66
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
67
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

68
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). (2 pts)
• Define from context not dictionary
• Explanation for definition based on context

69
Language Practice (Ch 2)

• all Ralph had to do was waive the conch, and
  the others wood listen. He told them his dad is
  in the navy and most islands are mapped, so
  theyll be found soon (3 pts)

70
CAT Questions Restate the question in your answer
and write complete sentences. Cite very specific
details from the text as evidence. (9 pts)

1. (LC03) Explain how the beastie was important to
   the boy with the birthmark. Support your answer
   with two details from the chapter.
2. (LA05) How does Jack contribute to the conflict
   in chapter 2? Include two details from the
   chapter in your answer.
3. (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.

71
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
  their rules for the conch and meetings. (3 pts)

72
Soundtrack Song

• What song do you think is perfect for this
  chapter?
• Who performs it?
• Why do you think its perfect for this chapter?

73
Logographic Cues

• Fire
• Rescue
• Simon
• the Beastie
• Food 
• Hunting
• Law order

• 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/dur
  ing/logocues.htm)
• Ralph 
• Piggy
• Jack

74
Chapter 3- Huts on the Beach

• Content Goal- We will summarize, recognize
  conflict, and make inferences about the authors
  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

75
Vocabulary (LC04)

• We want meat And we dont get it. Now the
  antagonism was audible. But I shall! Next time!
  Ive got a barb on this spear! (51). (2 pts)
• Define from context not dictionary
• Explanation for definition based on context

76
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)

77
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 authors 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.

78
Multiple Intelligence Activity

• Imagine you are stranded on an island with a
  random group of students from LHS survivors.
  Design (sketch) dream shelters for the LHS
  survivors using materials you could find on the
  island. (5 pts)

79
Soundtrack Song

• What song do you think is perfect for this
  chapter?
• Who performs it?
• Why do you think its perfect for this chapter?

80
Jack Character Study

• Click here to see the assignment.

81
Bear Grylls Survival School

• Bear kills a snake in Sumatra
• http//www.youtube.com/watch?vsm-m4cMGxp8
• Bear Grylls in Panama
• http//www.youtube.com/watch?viCAEWUpnjdwfeature
  related
• http//www.youtube.com/watch?vZwRO54B8AFs

82
Chapter 4- Painted Faces and Long Hair

• Content Goal- We will learn about allegory, main
  idea, cause effect, and the authors 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.

83
Cotton Bowl 2009 Texas Tech

• Look at page 64 The mask compelled them on.
• Watch offensive linemen 71 and 76 in this video
  clip.
• How are 71 and 76 similar to Jack and his hunters?

84
Vocabulary (LC04)

• Piggy and the parody were so funny that the
  hunters began to laugh. Jack felt encouraged. He
  went on scrambling and the laughter rose to a
  gale of hysteria (72). (2 pts)
• Define from context not dictionary
• Explanation for definition based on context

85
Language Practice Ch 4

• Piggy thought the kids smile meant he was
  friendly Piggy was an outsider cuz of his asthma,
  his spex, and his refusal to due physical work.
  (2 pts)

86
CAT Questions Restate the question in your answer
and write complete sentences. Cite very specific
details from the text as evidence. (9 pts)

• (LC01) Chapter 4 shows morality/immorality.
  Provide two details from chapter 4 that support
  morality/immorality as a theme.
• (LA07) Explain why (Piggy was yelled at). Include
  two details from chapter 4 in your answer.
• (LT08) The authors purpose for writing chapter 4
  may have been to show Simons kindness compared
  to other boys. Provide two details from chapter 4
  to support this purpose.

87
Literary Terms - Copy definitions to these terms
during discussion and have a working knowledge of
these terms to discuss the novel. (3 pts)

• Allegory
• Symbols Symbolism
• Static character
• Dynamic character
• Irony
• Theme

88
Multiple Intelligence Activity

• The hunters disguise themselves in camouflage and
  face paint to make hunting easier, but the
  disguises also allow them to act free of
  societys conventions (right versus wrong).
  Imagine you are one of the hunters draw yourself
  disguised with the materials available on a
  tropical island. (3 pts)

89
Soundtrack Song

• What song do you think is perfect for this
  chapter?
• Who performs it?
• Why do you think its perfect for this chapter?

90
Four Quadrants

• Lord of the Flies assignments activities.doc
• Page 10

91
Chapter 5- Beast from Water

• Content Goal- We will make predictions, contrast
  two characters, and evaluate a characters
  reasoning 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

92
Vocabulary (LC04) Ch 5

• Fat lot of good we are, said Ralph. Three
  blind mice. Ill give up. If you give up, said
  Piggy, in an appalled whisper, what ud happen
  to me? (93). (2 pts)
• Define from context not dictionary
• Explanation for definition based on context

93
Language Practice Ch 5

• Simon is to shy and in articulate, so when he
  trys to explain mans essential illness noone pays
  attention (3 pts)

94
CAT Questions Restate the question in your answer
and write complete sentences. Cite very specific
details from the text as evidence. (9 pts)

1. (LC03) Based on the information in chapter 5,
   predict what will most likely happen to Piggy if
   Jack succeeds in his coup détat (overthrow of
   the government). Include two details from this
   chapter in your answer.
2. (LA06) What are two differences between Jack and
   Ralph that make Jack more popular? Include
   information from the chapter in your answer.
3. (LT09) Why does Ralph discipline the group of
   boys during the meeting? Include two details from
   chapter 5 in your answer.

95
Multiple Intelligence Activity

• The boys spend a lot of time at the meeting spot,
  and it is thoroughly described in this chapter
  (page 77). Draw the meeting spot and some of the
  boys at a meeting label the leaders to show
  where they sit compared to the rest. Include at
  least the beach, the platform, the logs, Ralph,
  the littluns, the sea, and the forest. (4 pts)

96
Soundtrack Song

• What song do you think is perfect for this
  chapter?
• Who performs it?
• Why do you think its perfect for this chapter?

97
Somebody (Character) Wanted (Goal) But (Conflict) So (Resolution)
Ralph 1.) water 2.) 3.) 4.) 5.) 1.) jobs undone 2.) 3.) 4.) 5.) 1.) no change 2.) 3.) 4.) 5.)
Piggy 6.) 6.) 6.)
Jack 7.) 7.) 7.)
Littluns 8.) 8.) 8.)
98
Chapter 6- Beast from Air

• Content Goal- We will recognize theme, contrast
  elements of the story, 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

99
Vocabulary Chapter 6

• I suppose you arent pulling our legs? The
  reply was too emphatic for anyone to doubt them.
  Piggy took the conch (101). (2 pts)
• Define from context not dictionary
• Explanation for definition based on context

100
Language Practice Ch 6

• Ralph become very angry because they mite get
  rescued if they keep the fire going butt the boys
  prefer to explore the island. (2 pts)

101
CAT Questions Restate the question in your answer
and write complete sentences. Cite very specific
details from the text as evidence. (9 pts)

1. (LC01) The theme of chapter 6 is overcoming fear.
   Provide two details from the chapter that support
   this idea.
2. (LA06) What are two differences between the new
   fort and the shelters? Include information from
   this chapter in your answer.
3. (LT10) One conclusion that the reader can draw
   from chapter 6 is that mankind is the beastie.
   Provide two details from chapter 6 to support
   this conclusion.

102
Multiple Intelligence Activity

• Choose a familiar tune, and write lyrics that
  summarize this chapter (The Itsy Bitsy Spider
  could turn into ) (10 pts for ten lines that
  fully summarize the chapter)

103
Symbolism Literary Elements

• Think like a genius the parachutist is
  a________________, so he represents the
  invasion of _________________ on the island.
  This could easily foreshadow __________________.

What is this literary device? with guano
layered on them like icing
104
Soundtrack Song

• What song do you think is perfect for this
  chapter?
• Who performs it?
• Why do you think its perfect for this chapter?

105
Character is just like another fictional character because they both
Ralph
Piggy
Simon
Jack
Samneric
Roger
Littluns
Beastie
Hunters
106
Chapter 7- Shadows and Tall Trees

• Content Goal- We will make predictions, analyze
  cause and effect, and critique the authors
  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

107
Vocabulary (LC04) Chapter 7

• So they sat, the rocking, tapping, impervious
  Roger and Ralph, fuming round them the close sky
  was loaded with stars, save where the mountain
  punched up a hole of blackness (121). (2 pts)
• Define from context not dictionary
• Explanation for definition based on context

108
Language Practice Chapter 7

• Its been along time since Ralph had a proper
  bath. He wants to cut his hare, bathed with sope,
  brush his teeth, and trim his nails (3 pts)

109
CAT Questions Restate the question in your answer
and write complete sentences. Cite very specific
details from the text as evidence. (9 pts)

1. (LC03) Based on the information in this novel and
   chapter 7 in particular, what prediction can you
   make related to Jack pretending to kill Robert?
   Include two details from the novel in your
   answer.
2. (LA07) Explain why Ralph went hunting. Include
   two details from the novel in your answer.
3. (LT08) What is the authors purpose for having
   Ralph climb to the top of the mountain? Include
   two details from chapter 7 in your answer.

110
Literary Terms (LA05)

• Copy the definition and write an example from the
  chapter of
• situational irony (1 pt)

111
Multiple Intelligence Activity

• Imagine what a news report from the island would
  say. Write your own news broadcast summarizing
  the novel so far including 1.) local headlines,
  2.) international news, and 3.) the weather
  forecast. (10 pts for 10 headlines and/or 10
  sentences)

112
Soundtrack Song

• What song do you think is perfect for this
  chapter?
• Who performs it?
• Why do you think its perfect for this chapter?

113
Elements of Fiction
Setting Character Traits Character Goals Plot Theme
Where and when? Ralph Piggy Simon Jack Samneric What is Ralph trying to accomplish? What is Jack trying to accomplish? Exposition Rising action Prediction of climax Prediction of resolution What are several themes of this novel?
Chapter 7 text-based details
114
Chapter 8- Gift for the Darkness

• Content Goal- We will summarize, analyze cause
  effect, 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

115
Vocabulary (LC04) Chapter 8

• Are you sure? Really? Go up and see, said
  Jack contemptuously, and good riddance (124).
  (2 pts)
• Define from context not dictionary
• Explanation for definition based on context

116
Language Practice Chapter 8

• Sychic Simon communicates telepathically with the
  pigs head What does the head tell him Who does
  the pigs head represent? (2 pts)

117
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 Jack recruiting members
  for his tribe. Include three details from the
  beginning, middle, and end of the chapter in your
  summary.
• (LA07) How did Simons experience in chapter 8
  influence his understanding of the beast? Include
  three details from the chapter in your answer.
• (LT10) One conclusion that a reader can draw from
  hunting the sow (the only female on the island)
  is that the hunters are enjoying the violence of
  hunting. Provide two details from this chapter to
  support this conclusion.

118
Multiple Intelligence Activity

• Simons discussion with the Lord of the Flies
  can be very confusing. Write a ten line script of
  the discussion between Simon and the Lord of the
  Flies. Use text-based details to support the
  dialog you write. The most thorough, accurate,
  and entertaining script will be performed in our
  puppet theater. (10 pts)

119
Soundtrack Song

• What song do you think is perfect for this
  chapter?
• Who performs it?
• Why do you think its perfect for this chapter?

120
Charting What I Think (to draw conclusions) The
Lord of the Flies is (14 pts)
The text says (summarize) I think it means (draw conclusions)
p. 129 move the fire to the beach so its easier to maintain everyone is afraid of the beastie if no one will go to the top for the fire
p. 134
p. 135
p. 136
p. 140
p. 142
p. 143
p. 144
121
Chapter 9- A View to a Death

• Content Goal- We will make inferences, consider
  cause effect, and authors 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

122
Vocabulary (LC04)

• Ralph took an uncertain step, pointed to a palm
  tree, and whispered something inaudible to Piggy
  and they both giggled like Sam (149). (2 pts)
• Define from context not dictionary
• Explanation for definition based on context

123
Language Practice Chapter 9

• Know that Simon has the answer is it likly he
  will get to tell the others? (2 pts)

124
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 Piggy
  splashes Ralph? Provide two details from chapter
  9 in your answer.
• (LA07) Explain why Simon is attacked. Include two
  details from chapter 9 in your answer.
• (LT08) What is the authors purpose for writing
  the last four paragraphs of this chapter? Include
  two details from the chapter in your answer.

125
Multiple Intelligence Activity 9

• Food is on everyones mind in this chapter. Write
  a complete menu of a feast you would make on the
  island with tropical fruits, seafood, meats, and
  vegetables. Include an appetizer, main course,
  and dessert. (3 pts)

126
Circles as Symbols - Discussion

• A circle represents _________________, so when
  the boys danced in a circle they were
  symbolically _____________ against
  _________________.

127
Soundtrack Song

• What song do you think is perfect for this
  chapter?
• Who performs it?
• Why do you think its perfect for this chapter?

128
Question Answer Relationships

• Click here to see the assignment (22 pts).

129
Chapter 10- The Shell and the Glasses

• Content Goal- We will summarize, contrast
  characters, 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

130
Vocabulary (LC04) Chapter 10

• Why should they try to sneak in, Chief The
  chief was vague but earnest. They will. Theyll
  try to spoil things we do. So the watchers at the
  gate must be careful (160). (2 pts)
• Define from context not dictionary
• Explanation for definition based on context

131
Language Practice Chapter 10

• Isnt it strange that piggy, mr intelligence,
  says Simons death was an accident? (2 pts)

132
CAT Questions Restate the question in your answer
and write complete sentences. Cite very specific
details from the text as evidence. (9 pts)

1. (LC02) Summarize what Ralph, Piggy, and Samneric
   say about what happened last night. Include three
   details from the chapter in your answer.
2. (LA06) What are two differences between Ralphs
   and Jacks explanations for (and feelings about)
   Simons death? Include information from chapter
   10 in your answer.
3. (LT10) What conclusion can you draw about Jack
   based on his order to have Wilfred beaten?
   Include two details from the chapter to support
   this conclusion.

133
Multiple Intelligence Activity 10

• Who is the chief now, and how do we know? The
  scene where Jack and friends attack Ralphs camp
  is both violent and comical. Write a script that
  includes actions (very few words necessary) for
  each of the following characters Piggy, Ralph,
  Sam, Eric, Jack, and Roger during the raid. (6
  pts)

134
Soundtrack Song

• What song do you think is perfect for this
  chapter?
• Who performs it?
• Why do you think its perfect for this chapter?

135
Sociograms social mapping

• On the bottom of this paper (or a clean sheet),
  draw your own sociogram for chapter 10. Include
  logographic cues for Ralph, Piggy, Samneric,
  Simon, littluns, bigguns, Roger, and Jack and
  connect them according to their relationship with
  others. (8 pts)
• A sociogram is a visual representation of the
  relationships among characters in a literary
  text they help students understand relationships
  between characters.  Students can make use of
  pictures, symbols, shapes, colors, and line
  styles to illustrate these relationships.
  (http//greece.k12.ny.us/instruction/ela/6-12/Read
  ing/Reading20Strategies/sociograms.htm)

136
Chapter 11- Castle Rock

• Content Goal- We will summarize, analyze conflict
  and plot, and evaluate the authors 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

137
Vocabulary (LC04) Chapter 11

• With ludicrous care he embraced the rock,
  pressing himself to it above the sucking sea. The
  sniggering of the savages became a loud derisive
  jeer (176). (2 pts)
• Define from context not dictionary
• Explanation for definition based on context

138
Language Practice- Chapter 11

• In his hurry to thretten Samneric Roger almost
  pushs Jack. Do you think he will kill the twins
  (2 pts)

139
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 what happens at Castle
  Rock including what happens to Piggy, to Ralph,
  and to the conch.
• (LA05) What problem do Ralph and Piggy experience
  at the beginning of the chapter? What are three
  steps they take to solve this problem? Include
  information from chapter 11 in your answer.
• (LT08) What is the authors purpose for attacking
  Piggy? Provide two details from chapter 11 in
  your answer.

140
Multiple Intelligence Activity 11

• Interview strategy. Littluns, Ralph, Piggy,
  Simon, Samneric, and Jack will interview Roger
  about his big action this chapter. (0 pts
  in-class activity)

141
Soundtrack Song

• What song do you think is perfect for this
  chapter?
• Who performs it?
• Why do you think its perfect for this chapter?
• Cliffhanger- click here.

142
Gatsbys American Dream Fable

• 10.RL.9 Analyze how an author draws on and
  transforms source material in a specific work
• Gatsbys American Dream Fable with clips from
  the 1963 film http//www.youtube.com/watch?vzJgLJ
  ROpcJQ

143
1963 version
What artistic choices have you noticed the
director made when filming this version of the
novel?
144
Chapter 12-Cry of the Hunters

• Content Goal- We will summarize, analyze cause
  effect, and authors 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

145
Vocabulary (LC04)- Chapter 12

• Bonus Lets hunt Ralph! vs. Lets hunt, Ralph!
• There was no reply. To carry he must speak
  louder and this would rouse those striped and
  inimical creatures from their feasting by the
  fire (187). (2 pts)
• Define from context not dictionary
• Explanation for definition based on context

146
Language Practice- Chapter 12

• Ralph wept for the end of inosense the darkness
  of mans hart and Piggys death. (3 pts)

147
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 Ralphs interactions
  with Samneric during chapter 12 including three
  main events from throughout the chapter in your
  summary.
• (LA07) Explain why a British Navy ship finally
  stopped at the island. Include two details from
  chapter 12 in your answer.
• (LT08) What is the authors purpose for having a
  Naval officer rescue the boys when they
  originally crashed on the island to escape a war?
  Include two details from the novel in your
  answer.

148
Multiple Intelligence Activity 12

• Mock Trial. We will decide to put either Jack on
  trial for crimes associated with his leadership
  of the boys. Roles include Jack, his defense
  attorney assistant, a prosecutor assistant.
  Everyone else will be witnesses called to testify
  for or against Jack and need to be prepared with
  testimony supported by text-based details. (0 pts
  class activity)

149
Soundtrack Song

• What song do you think is perfect for this
  chapter?
• Who performs it?
• Why do you think its perfect for this chapter?

150
Post-Reading Discussion

• What does the future hold for these hunters?

151
Episodic Summary of Chapter 12

• Click here.
• 16 points

152
Lord of the Flies Review

• Content Goal- We will review symbolism in this
  allegory and discuss symbolism of events in the
  last chapter. We will also evaluate how the
  author ended the novel.
• Language Goal- 10.W.9 use textual evidence to
  support analyses 10.SL.1 engage in collaborative
  discussions

Review
153
Allegory Review An allegory is
_________________________.Fill this chart in
with items from the story and their symbolic
meanings. See the examples.

• Items/actions in the story

• What they mean symbolically or metaphorically?

• Example Pigs head on a stick
• conch
• Piggy eyeglasses
• fire
• Jack spears
• pigs
• dead mama pig
• tribal dance chanting
• littluns
• biguns
• parachutist
• Simon
• littlun with birthmark

• Example Lord of the Flies (devil, Satan)
• -
• -
• -
• -
• -
• -
• -
• -
• -
• -
• -
• -

Summary What is the allegorical moral to the
story? What is the author telling us through
this tale? Include multiple details from the
novel in your explanation. Write on a separate
sheet of paper if necessary.
154
Plot Line

• Click here.

155
Jeopardy Review Games

• Jeopardy Review 1
• Jeopardy Review 2

156
Review of Symbols

• Piggy glasses
• Ralph conch
• Simon LotF
• Roger
• Jack spears
• Island
• Scar
• Beast
• Lord of the Flies
• Pigs
• Mama pig
• Pigs head
• Plane crash
• Signal fire
• Parachutist
• Logs at meeting triangle
• Biguns
• Littluns
• Littlun with birthmark

157
Final Assessments

• Multiple choice test
• This is your only multiple choice test of the
  year. The reasoning behind it is to teach you to
  think strategically as you choose answers. Keep
  in mind that your state reading assessment is
  multiple choice and CAT questions.
• Final Project
• Your final project requires analytical processing
  of the novel and your research. It also requires
  skilled use of MLA formatting.