A Unit Plan for English 11

Golding’s writing style provides challenge. The language, sentence structure and dialogue in the novel will develop students’ reading comprehension skills. Golding’s rich use of allegory, symbolism and irony allows for more sophisticated literary interpretation and analysis. Lord of the Flies also offers complexity of theme. Rather than focussing on one major theme, this novel presents the opportunity to examine a multitude of over-arching ideas.

As with any unit in an English course, this novel study is designed to improve students’ communication skills through discussion and writing. Golding seems to have written Lord of the Flies with debate for the classroom in mind. Are we without morality if we are without society? Is tribalism and violence as seductive as Golding believes? Would girls do this? It is hoped that the group and class discussions on these "hot" topics will stimulate ideas and promote meaningful thought for the individual writing assignments.

This unit has been built on the philosophy of active and cooperative learning. Whenever possible, I move away from lecture format in favour of letting students find their own answers and draw their own conclusions. Finally, I have based the formal assessment on four diverse methods of evaluation with the intent that each student is allowed ample opportunity to shine.

1. Students will strengthen their reading comprehension and discussion skills by analyzing Lord of the Flies using a variety of individual and group activities.
2. Students will demonstrate an understanding of a variety of literary conventions such as setting, mood, plot, character, symbolism and theme.
3. Students will develop their language skills by exploring the novel’s vocabulary, communicating ideas in the classroom and writing a final essay assignment.

1. 3 Reading Comprehension Quizzes
2. Map of the Island Assignment
3. Sociogram Assignment
4. Final Essay

Comprehend and Respond:

• Consciously use and evaluate a wide variety of strategies before, during, and after reading, viewing, and listening to increase their comprehension and recall
• Demonstrate an understanding of the main ideas, events, or themes of a variety of increasingly complex novels, dramas, stories, poetry, other print material, and electronic media
• Organize details and information that they have read, heard, or viewed using a variety of written or graphic forms
• Make connections between the ideas and information presented in literary and mass media works and their own experiences
• Support their opinions or respond to questions and tasks about the works they have read or viewed
• Make connections among the themes and ideas expressed in various materials

Communicate Ideas and Information:

• Adjust their form, style, tone, and language to suit specific audiences and purposes
• Assess their own and others’ work for sentence clarity, precision of language use, and variety and artistry of statement.
• Demonstrate pride and satisfaction in using language to create and express ideas and personal viewpoints

Self and Society:

• Demonstrate confidence in their abilities to communicate effectively in a variety of formal and informal contexts
• Demonstrate a commitment to increasing their proficiency in all aspects of communication
• Apply a variety of strategies including diplomacy and compromise to solve problems and achieve group goals
• Communicate to clarify their ideas, understanding, and opinions.

• SWBAT prepare for the subject matter of Lord of the Flies by completing a survival quiz and participating in a group discussion about leadership and group dynamics in a survival situation.
• SWBAT get into the mood of the novel by watching a clip of the movie Castaway.

• Survival Quiz: See Appendix
• Video: Castaway
• Class set for distribution: Lord of the Flies

• Agenda on board
• Have theme to TV show "Survivor" playing as students enter class
• "Would You Survive" Quiz will be face down on their desks. No peeking!
• Explain we will be studying Lord of the Flies for the next 6 weeks
• Describe topic of novel - a group of young boys who get stranded on an uninhabited island after a plane crash
• Today’s Task: Set the mood!

• Survival Quiz: Instruct students to turn over the paper on their desk and write the quiz entitled "Would you Survive?" (see appendix). (10 min)
• Mark Quiz: Go over the answers to the quiz, letting students mark their own tests. Let them evaluate their own survival instinct. Poll how students did. (10 min)
• Video Clip: Watch portion of Castaway (Plane crash and arrival at desert island). (10 minutes)
• Group Work: (Groups of 4) Discuss the following questions & elect a spokesperson to present your answers: (15 min)
• What challenges would you face if you were stranded with a group instead of alone?
• What rules would you have?
• What are the qualities would you look for in a leader? Would you have a formal leader?
• Class Discussion: Each spokesperson will describe his/her group discussion to the rest of the class.
  (15 min)

• Distribute novels.
• Remaining time: Students expected to read.
• Homework Assignment: Read Chapters 1 & 2

• Monitor student participation in group work and class discussion

• SWBAT explore the meaning of "utopia" and its relevance to the novel.
• SWBAT describe the historical context in which Lord of the Flies was written and the implications of Golding’s post WWII/Cold War mind-set.
• SWBAT identify the contrasting images of heaven and hell in the first two chapters of the novel, thereby coming to a fuller understanding of setting in Lord of the Flies.

• Class set: Lord of the Flies

• Agenda on board
• "UTOPIA?" will be on the overhead. Ask students to think about the word as they arrive and then brainstorm its meaning once everyone is settled.
• Today’s Task: Understand the context and setting of the novel

• Reading & Comprehension Check, Class Discussion: What happens in the first few pages of the novel? What is going on in the world outside the island? (Re-read key phrases when appropriate.)
  (5 min)
• Mini-Lecture: Background of the author. Implications of post-WWII, Cold War context (dark view of humanity/society). (10 min)
• Pairs: Find & write down phrases in Chapter 1 & 2 that stress the natural beauty and paradise like qualities of the island. (Eg. blue of all shades, clear sand…) (15 min)
• Create two columns on overhead, entitle first one "Heaven". Ask students to contribute phrases.
  (5 min)
• Pairs: Is it a mistake to believe that Golding is setting up the island as a utopia? Skim the first two chapters again looking for phrases that give the opposite impression (harshness or discord). (Eg. broken trunks, tangled foliage) (15 min)
• Entitle second column on over head "Hell". Ask students to contribute phrases. (5 min)
• Class Discussion: What mood do these contrasting images create? (Explain how Golding uses contradiction to provide tension and foreshadowing.) What do you predict will happen in the coming chapters? (10 minutes)

• Remaining time: Students expected to read.
• Homework Assignment: 1) Quiz on Chapter 1 & 2 next class, 2) Ask students to bring pencil crayons next class

• Monitor student response to comprehension check for Chapters 1 & 2. (Discuss your expectation that students keep up with reading if necessary.
• Monitor student participation in pairs & class discussion.

• SWBAT demonstrate their comprehension of plot, character and vocabulary in Chapter 1 & 2.
• SWBAT use textual clues to create a map of the island. (This map will be a useful reference for the students as they continue reading.)

• Blank 8x11 paper for map activity
• Class set: Lord of the Flies

• Agenda on board
• Distribute Quiz

• Quiz: Review of plot, character & vocabulary in Chapters 1 & 2 (25 min)
• Individual Activity (Quiet!): Upon completion of quiz, provide instructions to create a map of the island using clues in the text. Recreate the shape of the island. Be sure to include the beach & beach pool, the granite platform, the lagoon, the island rock, the coral reef, the scar, the forest, the mountains and a pig run. Use pencil crayons to include the colours Golding describes. Refer to pg. 31. (60 min)

• If students complete map, they may use remaining time to read.
• Homework Assignment: Map due next class, read chapter 3 & 4.

• Students will be graded out of /10 on the quiz.
• Check students’ interpretation of text as they work on map activity

• SWBAT identify the purpose of symbolism and allegory in literature.
• SWBAT cite specific examples of symbolism in Lord of the Flies.
• SWBAT explore their own views of human nature as an introduction to one of Golding’s major themes.

• Prepared overhead for Bellwork
• Class set: Lord of the Flies

• Class Discussion: (15 min)
• Review bellwork – What characteristics did the students come up with?
• Discussion of Chapter 4 – Read out loud passage p. 69 (Jack/mask)
• What does Jack’s mask represent? (Confirm understanding of symbolism)
• What is the significance of the chapter title "long hair and painted faces"?
• Mini-Lecture: Novel as an allegorical tale. Importance of symbols in literature, especially allegories.
  (5 min)
• Individual Work: Instruct each student to compose a list of ten symbols that have appeared in the novel to this point. The symbols can be physical, actions and/or interactions, characters themselves, particular events, etc. Each example must be listed in the following form: "The conch represents … because …" Inform students that symbols may carry more than one meaning and encourage them to explore as many of these meanings as possible. Students’ lists should be comprehensive and descriptive. (30-45 min)

• Remaining time: Students expected to read.
• Homework Assignment: Symbol list will be checked for completion at the beginning of next class & will be used in a small group exercise. Continue reading Chapters 5 & 6.

• Students will be graded out of /5 on the map.
• Monitor student progress on individual activity.

(Note: Thanks to Roger Spain, author of "Recognizing Symbolism & Allegory", an AskERIC Lesson Plan for several ideas)

• SWBAT continue exploring Golding’s use of symbolism in Lord of the Flies.
• SWBAT conceptualize the novel as an allegory by identifying the two levels of meaning within the novel.

• Transparency sheets and pens (one per group)
• Class set: Lord of the Flies

• Agenda on board
• Bellwork: Board - "Quiz on Chapters 3, 4, 5, 6 this week. Read quietly during homework check"
• Homework Check (10 min)
• Today’s Task: Continuing Symbolism & Allegory.

• Group Work: (Groups of 5) – Further discussion of symbolism/allegory in the novel. Have students come up with a group list of "top ten" symbols by reviewing their individual lists and selecting what they think are the best or most important examples of symbolism from the novel. (20 min)
• Presentation: Each group will be provided with transparency & pen. They will present & defend their top ten list for the class. (15 minutes)
• Class discussion: (10 minutes)
• Which symbols should readers be paying the most attention to?
• Do the symbols have any common threads? Is there a developing theme?
• Why does Golding use so many symbols?
• Reiterate the importance of symbolism in this allegorical tale: How is the novel an allegory? (Discuss the two levels of meaning.) Virtually everything in the novel has more than one meaning. Instruct students to second-guess as they read. What is Golding really trying to tell you?

• Return quiz, review problem areas
• Remaining time: students expected to read
• Homework Assignment: Read Chapters 7 & 8.

• Informally assess presentation of "Top Ten Symbols" to determine students’ understanding of symbolism.

• SWBAT describe character type and apply the qualities such as dynamic/static, flat/round to the major characters in Lord of the Flies.
• SWBAT analyze one of the characters in the novel in depth.
• SWBAT specify the features of a sociogram for the purpose of their upcoming assignment.

• Who Said It? Quiz (See Appendix)
• Worksheet: Character Analysis (See Appendix)
• Class set: Lord of the Flies

• Agenda on board
• Who Said It? - An oral quiz to get the students thinking about character. Read out quotations and ask students to decide who said it. (See appendix) (5 min)
• Today’s Task: Examining Character

• Mini-Lecture: Characterization. Review of Dynamic, static, flat, round. Why doesn’t Golding tell us much about the boys’ lives off the island? Essentialism – everything the boys do and say is critical to theme development. Characters as symbols. By the way, why are the characters all boys?. (10 min)
• Group Work: Divide class into groups to study Ralph, Piggy, Jack and Simon. (2 groups for each character: 3-4 students per team). Provide each team with character worksheets that considers the following: (30 minutes)
• Describe your characters physical appearance
• Describe the personality traits of your character
• Attitude towards others?
• What does your character represent or symbolize?
• Significant quotations – Find three quotes that represent the essence of your character.

• Assign Sociogram: Define and describe a sociogram. Provide one or two examples. Distribute assignment (see appendix), which instructs the students to construct a sociogram placing the character they just analysed at the centre of the page. Due Lesson 9. (10 min)

• Students can use remaining time to get started on sociogram, prepare for upcoming quiz, or read
• Homework Assignment: Quiz next class (Chpt 3-6), sociogram assignment

• Monitor group work for complexity of character analysis.

• SWBAT demonstrate their comprehension of plot, character and vocabulary in Chapters 3-6.
• SWBAT determine the characteristics of a strong leader and evaluate Jack and Ralph against that criteria.

• Worksheet: Data Chart #2, Jack’s and Ralph’s Leadership (see appendix)
• Class set: Lord of the Flies

• Agenda on board
• Distribute Quiz

• Quiz: Review of plot, character & vocabulary in Chapters 3-6 (20 min)
• Brainstorm: Ask students to name people they judge to be good leaders. Record names down a column on the board. (5 min)
• Pair Share: Qualities of a strong leader. Come up with at least 3 traits. (10 min)
• Class Discussion: 5 most important leadership attributes. Add them to column on board. (10 min)
• Group Work: (Groups of 4) Distribute Data Chart #2: Jack’s and Ralph’s Leadership Worksheet. Instruct students to copy list of five most important leadership attributes into the left-hand column of the data chart. Direct students to consult novel looking for evidence that suggests whether or not Jack and Ralph possess these attributes. Record evidence in appropriate columns. On the basis of this evidence, rate on a scale of 1 to 3 the degree to which Jack and Ralph exhibit each of the agreed-upon attributes. (15 min)
• Pose critical question: Which character in Lord of the Flies has stronger leadership qualities?
• Debate: Ask students to gather according to opinion: Jack on left side of room, Ralph on the right, undecided in the middle. Ask each group to defend their point of view. Students may move around in the classroom if they change their mind. (15 min)

• Final Thought for students to consider: Is strong leadership moral leadership? For example, can we say Hitler was a strong leader?
• Students can use remaining time to work on sociogram, or continue reading
• Homework Assignment: Sociogram assignment, Read Chapter 9-10

• Students will be graded out of /10 on the quiz
• Monitor student participation in debate

(Note: Thanks to Critical Challenges in English for Secondary Students for the lesson plan.)

• SWBAT understand Lord of the Flies as a vehicle for delivering a political statement about democracy and tyranny.
• SWBAT recognize Jack as a representation of dictatorship and compare his character to real-life equivalents.
• SWBAT evaluate the boys’ group dynamics, as demonstrated by a paragraph activity in which they will garner textual evidence to support their ideas.

• Prepared transparencies: Bellwork and paragraph exercise.
• Class set: Lord of the Flies.

• Agenda on board
• Bellwork: Overhead (10 min)
  "Jack stands for naked ruthless power, the police force or the military force acting without restraint and gradually absorbing the whole state into itself and annihilating what it cannot absorb."
  --Carl Niemeyer
  
  List 3 real-life examples of "Jack" from history or current events. How is Jack comparable to your examples?
• Today’s task: Interpreting Golding’s political message

• Class Discussion: Bellwork (10 min)
• Mini Lecture: Political systems and social order in the novel. Elements of tyranny & democracy. Create a 2 column chart on the overhead, juxtaposing Ralph & Jack’s leadership styles, democracy & tyranny, election & overthrow, rationality & reason, conch & spear, etc. (10 min)
• Paragraph Partners: Instruct students to find one partner, choose a topic, brainstorm possible answers, find quotes in the last portion of the novel to support ideas, compose a well-constructed paragraph answer. Be prepared to share in approximately 20 minutes. (30 min)
  Topics:
• The majority of boys defect to Jack’s tribe. What is the lure of tyranny?
• What finally leads the boys to the point at which they would kill a human being?
• Why do Piggy and Ralph insist that they we on the "outside" when Simon was killed?
• Presentation & Discussion: Partners will read paragraphs out loud. Students are welcome to ask questions. (Students who choose not to read out loud must turn in paragraph for completion check)
  (20 min)

• Students can use remaining time to work on sociogram or continue reading
• Homework Assignment: Sociogram due next class, Read Chapters 11 & 12, Quiz on Chapters 7-10 in Lesson 10.

• Assess paragraphs for content, grammar and completion.

• SWBAT explore the idea of fear through a metaphor activity.
• SWBAT recognize "the beastie" as a metaphor for fear in Lord of the Flies.
• SWBAT identify fear of the unknown as a theme in the novel.

• 4 sheets of poster paper and 4 markers
• Class set: Lord of the Flies

• Agenda on board
• Collect Sociograms
• Today’s Task: The Role of Fear in the Novel

• Corners Activity: In each corner, a piece of poster paper will be hanging with a metaphor for fear written on it. (Metaphors: Ice, Poison, Blindness, Fire.) Students choose which metaphor they think best describes fear. Instruct students to write down a comprehensive list of reasons why fear is like their metaphor and to prepare to present their ideas to the rest of the class. (20 min)
• Presentations: Each group presents metaphors (20 min). Questions welcome.
• Mini-Lecture: Theme of fear. "The beast" as a metaphor for fear of the unknown. Fear controls most of the action. Progression of fear. (See Coles Notes for more detail) (10 min)
• Class Discussion: (15 min)
  - Would Lord of the Flies make a good horror movie? Why? (Discuss suspense)
  - Are the boys really afraid of a beast or is it something else they are afraid of?
  - How is fear used as a tool to exercise power?

• Students can use remaining time to prepare for quiz or to continue reading
• Homework Assignment: Study for Quiz, finish reading novel

• Students will be graded out of /20 on the sociogram. (See criteria in assessment portion of unit plan.)
• Informally evaluate the presentations for the Corners Activity for thoughtfulness and creativity.

• SWBAT demonstrate their comprehension of plot, character and vocabulary in Chapters 7-10.
• SWBAT compare and contrast the theme of the song, "Sympathy for the Devil", to the theme of man’s evil nature in Lord of the Flies.
• SWBAT recognize the underlying meaning of the novel’s title.

• Handout: Lyrics for "Sympathy for the Devil" by the Rolling Stones (see appendix)
• Class set: Lord of the Flies

• Agenda on board
• Distribute Quiz

• Quiz: Review of plot, character & vocabulary in Chapters 7-10 (25 min)
• Distribute lyrics of "Sympathy for the Devil" by The Rolling Stones and play song while students follow along. (10 min)
• Group Work: (Groups of 3 or 4) Answer the following questions: (15 min)
  - What are the qualities of the Devil in the song?
  - Try to explain the references to historical events?
  - "You knew, didn’t you? I’m part of you?" (spoken by the Lord of the Flies, pg. 158). What does this statement mean? How are the song and the statement by the Lord of the Flies similar?
• Discussion of group work questions (10 min)
• A-ha! moment: Reveal that the Hebrew word "Beelzebub" (or Satan) means "lord of insects", or as Golding has translated "Lord of the Flies". Considering the Lord of the Flies’ quote above, what is Golding’s message?
• Essay Assignment: Distribute guidelines and criteria for final essay on novel. Answer questions. (10 min)

• Students can use remaining time to plan essay or finish reading.
• Homework Assignment: Essay

• Students will be graded out of /10 on the quiz

• SWBAT articulate several themes in Lord of the Flies and evaluate the significance of each theme in a group activity.
• SWBAT draw on personal experience in order to judge the themes according the notion of ‘universal truth’.

• 5 Group Handouts: Each group will receive information on one theme in the novel (see appendix)
• Class set: Lord of the Flies

• Agenda on board
• Bellwork: Take out a piece of paper and define "theme" (5 min)
• Today’s Task: To become experts on 5 themes of the novel

• Discuss Bellwork (5 min)
• Jigsaw Activity: Form 5 expert groups on the following themes:
• The need for civilization
• Innocence and the loss of it
• The loss of identity
• Power
• Fear of the unknown

• Class Discussion: Note similarities and differences in order of themes. Let groups with different rankings debate and defend their reasoning. (15 min)
• Exit Slips: Choose one theme that carries "universal truth" and explain your choice using examples from your own experience. (10 min)

• Return Quiz
• Homework Assignment: Essay

Assessment:

• Informally assess exit slips for understanding of theme.

* Please note: In reality, I have 14 lessons for this novel. After lesson 11, I will insert 2 classes to watch the movie and to work on the essay assignment. For example, in the first class watch half the movie and then do peer reviews of outlines. In the second class, students would finish the movie and then perform peer reviews of rough drafts.

• SWBAT review and test their knowledge of the novel by playing a trivia game.
• SWBAT assess the novel, as well as the unit’s activities and assignments, by participating in a class discussion and student evaluation.

• Trivia: Prepared Questions and Answers (see appendix)
• Evaluation form for unit (see appendix)

• Agenda on board
• Collect Essays
• Today’s Task: Review & Goodbyes

• Trivia Game (Family Feud style): Divide Class in half. Call 8 students up to the front (4 from each half), have them stand facing each other with a buzzer or bell in between them. Each panel will have 4 opportunities to score points for their side by correctly answering trivia questions about the novel first. Rotate through the class until everyone has participated. Tally score on the board for each side. Winning side gets a prize. (40 min)
• Class Discussion: (15 min)
  - Is this novel a book every grade 11 class should read? Why?
  - Is the novel too pessimistic or does it reveal an important truth?
  - Is this a book you would read on your own?
  - Does it exclude female readers?
• Distribute evaluation form for student response. (See appendix) (15 min)

• Goodbyes: This is my last class with the grade 11s. Let them know what they will be doing next with Ms. Stager and what my plans are for the last week at the school. Let them know when to expect their essays back, etc. Answer questions. (15 min)

• Students will be graded out of /35 on the essay.

2. Quizzes (3 quizzes at 10 marks each) 30

3. Map of the Island 5

4. Sociogram 20

5. Final Essay 35

Homework Completion (eg. reading, assignments) 5

Class Participation (Group Work and Class Discussion) 5

The purpose of these quizzes is to motivate the kids to keep up with the reading. Their basic knowledge of plot, character and literary devices will be tested. There are several lesson aids that include quizzes that I can adapt (noted in the resources section).

Each test will consist of the following (approximately):

True/False (4 questions at 1/2 mark each) 2

Quotation Identification (4 questions at 1/2 mark each) 2

Short Answers (4 questions, 1 mark each) 4

Passage Analysis (1 question, 2 marks) 2

Using the clues in the text, create a neat and colourful map of the island. Be sure to include and label the beach pool, the granite platform, the lagoon, the island rock, the coral reef, the scar, the forest, the mountains and a pig run. Use pencil crayons to include the colours Golding describes. Refer to pg. 31.

All components included and labeled 2

Follows textual description 2

Pride (neat, legible and in good condition) 1

Placing the character your group analyzed in the centre of the page and place the other characters in the novel around him.

• Let the physical distance between characters reflect the perceived psychological distance between characters.
• Let the size of the shape representing a character vary with (a) the importance, or (b) the power of the character.
• Show the direction of a relationship by an arrow, and its nature by a brief label.
• Represent substantiated relationships by a solid line and inferred relationships by a broken line.
• Circle active characters with a solid line. Circle significantly absent characters with a broken line.
• Place the characters who support the your character on one side of a dividing line, and antagonistic characters on the other (goodies vs baddies).

Include descriptive words and quotes from the novel for characters where appropriate and explain the links between characters. You may use symbols as well. Be creative in your graphic presentation of your sociogram.

Graphic Representation 10

In an essay of 600 to 800 words, respond to the following topic. In your essay, be sure you make direct reference (quotations or paraphrases) to the novel. Include page numbers after each reference:

Suggested Format: You are welcome to use the following outline to get started.

Introduction:
You may wish to include some or all of the following points:

- Introduce the essay topic – explain the basic idea behind the plot
- Discuss the context of the statement
- Discuss the themes of order as opposed to savagery

Main Body:
A) The arrival of the boys on the island.
You may wish to include some or all of the following points:
- the behaviour of the boys
- leadership issues between Ralph and Jack
- the imposition of rules and order

B) Changes in rules and changes in the boy’s behaviour.
You may wish to include some or all of the following points:
- the treatment of Piggy
- the significance of the beast and the pig-hunting
- the rising tension in the group

C) The descent into savagery.
You may wish to include some or all of the following points:
- the significance of the deaths of Simon and Piggy
- the changes in Jack and his tribe
- examples and purpose of various symbols (eg. spear, conch, painted faces, etc.)

Conclusion:
You may wish to include some or all of the following points:
- a summary of the group’s changes in light of Jack’s quote
- discussion of the theme of civilized behaviour versus savagery
- the implication of Golding’s message for society

It is expected that you will use this outline as a starting point. You do not need to follow this outline if you have other ideas. Whatever you decide, go beyond the points mentioned here – your essay should show originality of thought.

1. CONTENT: thoughtful, original, logical and interesting
   
   0 1 2 3 4 5
   
2. INTRODUCTION: topic clear, engaging and well-developed
   
   0 1 2 3 4 5
   
3. MIDDLE PARAGRAPH DEVELOPMENT: main ideas are clear, developed logically, substantial use of examples and details from text
   
   0 1 2 3 4 5
   
4. CONCLUSION: convincing and effective
   
   0 1 2 3 4 5
   
5. ORGANIZATION: logical progression of ideas, unity, coherence, clear transitions between paragraphs
   
   0 1 2 3 4 5
   

6. SYNTAX: grammatically correct sentence structures, variety, clarity

0 1 2 3 4 5


7. MECHANICS: Spelling, punctuation, grammar, usage

0 1 2 3 4 5

COMMENTS:

The following ideas are not covered in the lesson plans included in this unit plan. Several ideas have been taken and adapted from "Perma-Guides: Lord of the Flies Teacher’s Resource Manual." The purpose of this page is to address the needs of gifted or learning disabled students who require modifications.

• To increase their comprehension of the novel, provide challenged students with "Supporting the Novel: Lord of the Flies (Adapted/Modified Materials for Writing Output)," by Karen Findlay
• In two columns headed "Positive" and "Negative," list ways in which the island affects the boys’ lives. Use specific incidents from the novel to support your points.
• Build a vocabulary list as you read the novel and use a dictionary to define each word.
• Pretend you are one of the boys on the island. Write a letter home to your parents describing life on the island. Tell them what’s fun and good about your life, and what bothers you.
• Create a book cover for the novel that illustrates a character or a scene. Include a plot summary for the inside cover that would ‘sell’ the book.
• Find out more a wild pigs. Where do they live? How large are they? How are they hunted? Prepare a written report about them. Include pictures or drawings.

• Prepare for a class debate on this topic: Can the defects of society be traced back to the defects of human nature? (Golding specifically stated that this is a theme of the novel.)
• Compose a news story about the boys’ rescue and their experiences on the island. Model your writing after newspaper style.
• Read the novel The Coral Island by R.M. Ballantyne (1857). Make a chart showing what similarities and differences you find between The Coral Island and Lord of the Flies.
• Make a chart identifying the elements of Christian belief and theology that seem to be expressed in the novel.
• Is the boys’ slide into savagery inevitable? Compose an alternate version of events in which the forces of reason and civilization prevail. In composing this version, use as many incidents from the novel as possible, but alter the outcome of the incidents
• Create survival manual for the wilderness. Include strategies for food, warmth, shelter and rescue.

General Information books:

General Information on the Web:

Teaching Resources (Books):

Perma-Guides: Lord of the Flies Teacher’s Resource Manual. Perma-Bound, 1996.
This is a great resource for developing lesson plans. Includes ideas for at-risk level and enriched level activities.

Teaching Resources on the Web: