Lord of the Flies Can it ever work out right? 1. Common Core State Standards in Lord of the Flies Key Ideas and Details 10.RL.1 Cite strong and thorough.

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

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. 2

Common Core State Standards in Lord of the Flies Craft and Structure 10.RL.4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone). 10.RL.5 Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise. 10.RL.6 Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature. 3

Common Core State Standards in Lord of the Flies Integration of Knowledge and Ideas 10.RL.7 Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment 10.RL.9 Analyze how an author draws on and transforms source material in a specific work (e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare). [allusions and inspirations] Range of Reading and Level of Text Complexity 10.RL.10 By the end of grade 10, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 9–10 text complexity band independently and proficiently [without scaffolding]. 4

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. a.Apply grades 9–10 Reading standards to literature (e.g., “Analyze how an author draws on and transforms source material in a specific work [e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare]”). 10.W.10 To write routinely over extended time periods and for shorter time frames for a range of tasks, purposes, and audiences. 5

Common Core State Standards in Lord of the Flies 10. SL.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. a. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas. b. Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed. c. Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions. d. Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented. 6

Common Core State Standards in Lord of the Flies 10.L.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. 10.L.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. 10.L.4 Determine or clarify the meaning of unknown and multiple- meaning words and phrases based on grades 9–10 reading and content, choosing flexibly from a range of strategies. (Using context, language strategies, or available print or online resources.) 10.L.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. a. Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text. b. Analyze nuances in the meaning of words with similar denotations. 7

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

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

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

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

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

Pre-reading Goals- Day 2 Content Goals- We will take a look at our question “What does it mean to be civilized?” to set the tone for our new novel Lord of the Flies. We will make inferences, compare & contrast, and examine the author’s purpose. Guernica Characters’ Names Author’s Biography Coral Island and Author’s Purpose start reading chapter 1 Language Goals- We will look at a famous painting and “read” it like a literary text, write answers to some questions, and discuss answers respectfully. We will also take notes on literary terms and characters’ names. 13

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

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

Literary Elements – review take notes on these terms if needed allegory irony symbols & symbolism static character versus dynamic character theme Each of the main characters in this novel has symbolic meaning. You can tell a bit about each boy based on the meaning of his name. 16

Characters’ Name Meanings (Be careful what you name your children!) Ralph- derived from the Anglo-Saxon word for “council” (government) Jack- derived from Hebrew name Jacob which means “supplanter” or “one who takes over” Piggy- His nickname is Piggy; he is often vulnerable, like the pigs that are hunted on the island. Simon- derived from Hebrew name Shim’on which means “one who listens” or “one who observes” Sam & Eric- identical twins who are incapable of acting independently. What could this symbolize? Roger- means “famous with a spear” Littluns- a collective name for the little children. Like the biguns, we never learn most of the littluns’ names. 17

William Golding, Author Born in 1911, Golding was the son of an English schoolmaster, a many- talented man who believed strongly in science and rational thought. Golding often described his father's overwhelming influence on his life. The author graduated from Oxford University in 1935 and spent four years (later described by Golding as having been "wasted") writing, acting, and producing for a next small London theater. Golding himself became schoolmaster for a year, after marrying Ann Brookfield in 1939 and before entering the British Royal Navy in 1940. From an unknown schoolmaster in 1954, when Lord of the Flies was first published…. In 1983 he was awarded the Nobel Prize in Literature…. Golding died of a heart attack in 1993. http://www.monmouth.com/~literature/LOTF/student/Bio.htm 18

Author’s Purpose The Coral Island was written by R.M. Ballantyne in 1857 (about 100 years before Golding wrote LotF). “…finally getting the idea for Lord of the Flies after reading a bedtime boys adventure story [The Coral Island (1857) by R.M. Ballantyne] to his small children. Golding wondered out loud to his wife whether it would be a good idea to write such a story but to let the characters ‘behave as they really would.’ His wife thought that would be a ‘first class idea.’ With that encouragement, Golding found that writing the story, the ideas for which had been germinating in his mind for some time, was simply a matter of getting it down on paper.” http://www.monmouth.com/~literature/LOTF/student/Bio.ht m 19

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 20

MLA Questions MLA Heading Student Name Teacher Name Class Title 20 September 2017 MLA Parenthetical Citations (LastName ##). (Golding 53). MLA Works Cited Last, First. Book Title. Publisher, 1901. Golding, William. Lord of the Flies. Perigee, 1954. 21

Vocabulary (LC04) “They were twins, and the eye was shocked and incredulous at such cheery duplication” (19). Explain the context/scene where this word is used (+1) So I infer the word means… (+1) 22

Language Practice (ch 1) Piggy seamed to be more intelligent then Ralph. Jack was defiantly experienced but Ralph was the most attractive and also possessed the conch. (2 pts) 23

CAT Questions– answer each by restating the question in the answer (IQIA), including a MLA cited quotation, and including a MLA cited paraphrase. Other sentences will be needed to transition through these. (+5 each = IQIA, cited paraphrase, perspective on paraphrase, cited quote, perspective on quote) 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. (+5) 2.(LA06) What are two differences between Piggy and Ralph? Include information from chapter 1 in your answer. (+5) 3.(LT10) After reading this chapter, what do you conclude the conch symbolizes? Provide two details from the chapter to support this conclusion. (+5) 4.Correctly format the works cited entry for this novel. (+1) 24

CAT Questions with Quote Sandwiches Goals- Write topic sentences (write a focused claim) Organize writing logically and effectively. Support thinking with text-based evidence (maintain the claim) Integrate quotations and paraphrases with sentence fluency Cite evidence without plagiarizing Write with impeccable conventions. COMPREHENSION theme summary inference prediction vocabulary Ingredients (five ingredients, five points) 1.topic sentence (restatement of question, IQIA) 2.MLA cited quotation (supporting topic) 3.perspective/commentary on quotation 4.MLA cited paraphrase (supporting topic) 5.perspective/commentary on paraphrase Instructions: Begin with the topic sentence then slowly combine the other ingredients with thoughtful word choice and adept transitional phrases. When the topic is fully concluded, serve warm. Do not store past due date! ANALYSIS analyze literary elements analyze text features (graphs, charts) compare contrast cause and effect relationships THINKING CRITICALLY evaluate author’s purpose evaluate character’s judgment draw conclusion compare text to another situation

Paraphrases & Quotes ParaphrasesQuotes Paraphrases are specific text-based details that you rephrase (with and without the original words). Quotes are specific text-based details you copy word-for-word from the text and put quotation marks around them to signify they are exact matches. Do you want to summarize a paragraph or a page? Paraphrase it. Does the perfect, concise wording already exist? Quote it. (Famous lines are highly quotable too.) Example: Oberon and Titania are jealous of each other’s influence with Theseus and Hyppolyta and also argue over a changeling boy (Shakespeare 39, 41). Example: The conflict is clear when Lysander says, “The course of true love never did run smooth” (Shakespeare 15). Non-example: In Act II scene i, Oberon argues with his wife (Shakespeare 39). It’s too vague. Non-example: Titania says, “That they have overborne their continents” (Shakespeare 41). It’s not enough detail to stand alone.

Soundtrack Song What song do you think is perfect for this chapter? Who performs it? Why do you think it’s perfect for this chapter? 27

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) 28

Positive Profile: Ralph Skills/Hobbies: Physical Description: Important Words Said: Smartest Actions: Questionable Actions: Strengths: Positive Statement About the Character: Prediction About the Character: 29

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] 30

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 31

Vocabulary (LC04) There was no laughter at all now and more grave watching. Ralph pushed both hands through his hair and looked at the little boy in mixed amusement and exasperation (36). Explain the context/scene where this word is used (+1) So I infer the word means… (+1) 32

Language Practice (Ch 2) All Ralph had too do was waive the conch, and the other’s wood listen. He was aloud to speak. He told them his dad is in the navy so their going to be rescued. (3 pts) 33

CAT Questions– answer each by restating the question in the answer (IQIA), including a MLA cited quotation, and including a MLA cited paraphrase. Other sentences will be needed to transition through these. (+5 each = IQIA, cited paraphrase, perspective on paraphrase, cited quote, perspective on quote) 1.(LC03) Infer why the beastie was important to the boy with the birthmark. Support your answer with two details from the chapter. (+5) 2.(LA05) How does Jack contribute to the conflict in chapter 2? Include two details from the chapter in your answer. (+5) 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. (+5) 4.Correctly format the works cited entry for this novel. (+1) 34

Multiple Intelligence Activity Ironically, these boys are free of teachers and rules, but one of their first concerns is making up rules for meetings and using the conch. List (at least three of) their rules for the conch and meetings. (3 pts) 35

Logographic Cues A logographic cue is a simple symbol or picture (or logo) that acts as a visual reminder of an important literary element in a text, thereby providing a support for students as they read. It assists the reader in visualizing characters, setting, and motifs throughout the novel. (http://www.allamericareads.org/lesso nplan/wyw/during/logocues.htm)http://www.allamericareads.org/lesso nplan/wyw/during/logocues.htm Ralph Piggy Jack Fire Rescue Simon the Beastie Food Hunting Law & order 37

Chapter 3- Huts on the Beach Content Goal- We will summarize, recognize conflict, and make inferences about the author’s purpose while actively reading Lord of the Flies. Language Goal- 10.W.9 use textual evidence to support analyses; 10.SL.1 engage in collaborative discussions; 10.L.1-2 demonstrate command of English conventions 38

Vocabulary (LC04) “We want meat—“ “And we don’t get it.” Now the antagonism was audible. “But I shall! Next time! I’ve got a barb on this spear!” (51). Explain the context/scene where this word is used (+1) So I infer the word means… (+1) 39

Language Practice (ch 3) Ralph is fed up with meetings because the boys have allot of ridiculous plans. They work for about 5 minutes before running of two play. (2 pts) 40

CAT Questions– answer each by restating the question in the answer (IQIA), including a MLA cited quotation, and including a MLA cited paraphrase. Other sentences will be needed to transition through these. (+5 each = IQIA, cited paraphrase, perspective on paraphrase, cited quote, perspective on quote) 1.(LC02) Write a summary of the shelter building. Include three main details from chapter 3 in your answer. (+5) 2.(LA05) How do Jack and his choir contribute to the conflict in chapter 3? Include two details from the chapter in your answer. (+5) 3.(LT08) What is the author’s purpose for writing the last paragraph of the chapter including, “The candle-buds opened their wide white flowers glimmering under the light that pricked down from the first stars. Their scent spilled out into the air and took possession of the island.” Include two details from chapter 3 in your answer. (+5) 4.Correctly format the works cited entry for this novel. (+1) 41

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) 42

Jack Character Study Add two (or more) text- based details from chapter three in each shape without repeating any details (14 pts). Details are paraphrases and quotes. 44

Bear Grylls’ – Survival School Bear kills a snake in Sumatra http://www.youtube.com/watch?v=sm-m4cMGxp8 Bear Grylls in Panama http://www.youtube.com/watch?v=iCAEWUpnjdw&feature=r elated http://www.youtube.com/watch?v=iCAEWUpnjdw&feature=r elated http://www.youtube.com/watch?v=ZwRO54B8AFs 45

Chapter 4- Painted Faces and Long Hair Content Goal- We will learn about allegory, main idea, cause & effect, and the author’s purpose while actively reading Lord of the Flies. Language Goal- 10.W.9 use textual evidence to support analyses; 10.SL.1 engage in collaborative discussions; 10.L.1-2 demonstrate command of English conventions. 46

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). Explain the context/scene where this word is used (+1) So I infer the word means… (+1) 47

Language Practice Ch 4 Piggy thought the kids smile meant he was friendly Piggy was an outsider cuz of his asthma his specs and his refusal to due physical work. (2 pts) 48

CAT Questions– answer each by restating the question in the answer (IQIA), including a MLA cited quotation, and including a MLA cited paraphrase. Other sentences will be needed to transition through these. (+5 each = IQIA, cited paraphrase, perspective on paraphrase, cited quote, perspective on quote) 1.(LC01) What theme would epitomize the boys’ behavior in chapter 4? Provide two details from chapter 4 that support this theme. (+5) 2.(LA07) What is the cause and effect relationship between Jack and Piggy in this chapter? Include two details from chapter 4 in your answer. (+5) 3.(LT08) What is the author’s purpose for Simon’s behaviors during this chapter? Provide two details from chapter 4 to support this purpose. (+5) 4.Correctly format the works cited entry for this novel. (+1) 49

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 society’s conventions (right versus wrong). Imagine you are one of the hunters; draw yourself disguised with the materials available on a tropical island. (3 pts) 50

Four Quadrants What are the important points in this chapter? How does information in chapter 4 match what you already knew about specific characters? (How did your predictions come true in chapter 4? What patterns are you seeing through the book?) What do you wonder about - related to the characters and their predicament? My predictions for what will happen – based on what has happened are… 52

Chapter 5- Beast from Water Content Goal- We will make predictions, contrast characters, and evaluate a character’s 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 53

Vocabulary (LC04) Ch 5 “Fat lot of good we are,” said Ralph. “Three blind mice. I’ll give up.” “If you give up,” said Piggy, in an appalled whisper, “what ‘ud happen to me?” (93). Explain the context/scene where this word is used (+1) So I infer the word means… (+1) 54

Language Practice Ch 5 Simon is to shy and in articulate, so when he trys to explain mans essential illness its difficult to follow. They don’t understand the principal. (3 pts) 55

CAT Questions– answer each by restating the question in the answer (IQIA), including a MLA cited quotation, and including a MLA cited paraphrase. Other sentences will be needed to transition through these. (+5 each = IQIA, cited paraphrase, perspective on paraphrase, cited quote, perspective on quote) 1.(LC03) Based on the information in chapter 5, predict what will most likely happen to Piggy if Jack succeeds in his coup d’état (overthrow of the government). Include two details from this chapter in your answer. (+5) 2.(LA06) What are two differences between what the biguns and littluns think about the beastie? Include two details from chapter 5 in your answer. (+5) 3.(LT08) What is Golding’s purpose for the boys’ discussion on page 94? Include two details from this page to support your evaluation. (+5) 4.Correctly format the works cited entry for this novel (+1) 56

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) 57

Meeting Spot 58

Somebody (Character) Wanted (Goal) But (Conflict) So (What should/ shouldn’t do) Ralph1.) 2.) 3.) 4.) 5.) 1.) 2.) 3.) 4.) 5.) 1.) 2.) 3.) 4.) 5.) Piggy6.) Jack7.) Littluns8.) 60

Close Reading We will reread the last page of chapter 5 and the first page of chapter 6. How is our class’ experience similar to the boys’ experience? Why is that, and what can we do about it? 61

Common Assessment: Reading RL.10.3 Common Assessment (Lakewood High School, English 10) Goal- 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. Evaluate what Ralph needs to do to be a more effective and popular leader. Refer to the SBA 4-point rubric to ensure you have fully analyzed and explained your answer. 62

63 Constructed Response Rubric (4-point ) 4 exemplary An exemplary response:  Gives substantial evidence of the ability to  mention in topic sentence  mention in transition sentences between paraphrases and quotes  add your insightful analysis & perspective to all evidence  mention in conclusion  Includes specific that make clear reference to the text  include 3 or more paraphrases with citations  make sure these are clear and that their relevance is clear in your transitions  Fully supports the with clearly relevant from the text  include 3 or more quotes with citations  make sure they are relevant, and that their relevance is clear in your transitions 3 adequate/ proficient An adequate/proficient response:  Gives sufficient evidence of the ability to  Includes some specific that make reference to the text  Adequately supports the with relevant from the text 2 partial A partial response:  Gives some evidence of the ability to  Includes general that make few reference to the text  Partially supports the with few relevant from the text 1 minimal A minimal response:  Gives limited evidence of the ability to  Includes but they are not explicit or make only vague references to the text  Supports the with at least one but the relevance of that to the text has to be inferred 0 no credit A response gets no credit if it provides no evidence of the ability to includes no relevant information from the text, or is vague.rev. 23 October 2015

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 64

Vocabulary Chapter 6 “I suppose you aren’t pulling our legs?” The reply was too emphatic for anyone to doubt them. Piggy took the conch” (101). Explain the context/scene where this word is used (+1) So I infer the word means… (+1) 65

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. He says, “Your not helping!” (2 pts) 66

CAT Questions– answer each by restating the question in the answer (IQIA), including a MLA cited quotation, and including a MLA cited paraphrase. Other sentences will be needed to transition through these. (+5 each = IQIA, cited paraphrase, perspective on paraphrase, cited quote, perspective on quote) 1.(LC01) What theme defines the boys’ adventure in this chapter? Provide two details from the chapter that support this theme. (+5) 2.(LA06) What are two differences between the new fort and the shelters? Include specific information from this chapter in your answer. (+5) 3.(LT10) Based on the boys’ wish at the end of chapter 5, and the “gift” in chapter 6, what is a conclusion you can draw about the beastie? Provide two details from chapter 6 to support this conclusion. (+5) 4.Correctly format the works cited entry for this novel. (+1) 67

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) 68

Character is just like another fictional character because they both… Ralph Piggy Simon Jack Samneric Roger Littluns Beastie Hunters 70

Chapter 7- Shadows and Tall Trees Content Goal- We will make predictions, analyze cause and effect, and critique the author’s purpose while actively reading Lord of the Flies. Language Goal- 10.W.9 use textual evidence to support analyses; 10.SL.1 engage in collaborative discussions; 10.L.1-2 demonstrate command of English conventions 71

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). Explain the context/scene where this word is used (+1) So I infer the word means… (+1) 72

Language Practice Chapter 7 Ralph wants to cut his hare, bathed with soap, brushed his teeth, and trim his nails. In contrast Piggy misses orderly society and his auntie’s sweats. (3 pts) 73

CAT Questions– answer each by restating the question in the answer (IQIA), including a MLA cited quotation, and including a MLA cited paraphrase. Other sentences will be needed to transition through these. (+5 each = IQIA, cited paraphrase, perspective on paraphrase, cited quote, perspective on quote) 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. (+5) 2.(LA07) Explain the effect hunting had on Ralph. Include two details from the novel in your answer. (+5) 3.(LT08) What is the author’s purpose for having Ralph climb to the top of the mountain? Include two details from chapter 7 in your answer. (+5) 4.Correctly format the works cited entry for this novel. (+1) 74

Literary Terms  situational irony TED-ED Situational Irony http://youtu.be/tqg6RO 8c_W0 http://youtu.be/tqg6RO 8c_W0 75

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) 76

Elements of Fiction Setting ch7Character Traits ch7 Character Goals ch7 Plot whole novel Theme whole novel 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? 78 Chapter 7 text-based details

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 79

Vocabulary (LC04) Chapter 8 “Are you sure? Really?” “Go up and see,” said Jack contemptuously, “and good riddance” (124). Explain the context/scene where this word is used (+1) So I infer the word means… (+1) 80

Language Practice – Chapter 8 Sychic Simon communicates with the pigs head but no voices are herd. Who does the head represent? (2 pts) 81

CAT Questions– answer each by restating the question in the answer (IQIA), including a MLA cited quotation, and including a MLA cited paraphrase. Other sentences will be needed to transition through these. (+5 each = IQIA, cited paraphrase, perspective on paraphrase, cited quote, perspective on quote) 1.(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. (+5) 2.(LA07) How did Simon’s experiences in chapter 8 influence his understanding of the beast? Include three details from the chapter in your answer. (+5) 3.(LT10) What conclusion can readers draw about the boys based on their hunting the sow? Provide two details from this chapter to support this conclusion. (+5) 4.Correctly format the works cited entry for this novel. (+1) 82

Multiple Intelligence Activity Simon’s 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) 83

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 it’s 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 85

Chapter 9- A View to a Death Content Goal- We will make inferences, consider cause & effect, and author’s purpose while actively reading Lord of the Flies. Language Goal- 10.W.9 use textual evidence to support analyses; 10.SL.1 engage in collaborative discussions; 10.L.1-2 demonstrate command of English conventions 86

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). Explain the context/scene where this word is used (+1) So I infer the word means… (+1) 87

Language Practice Chapter 9 Know that Simon has the answer is it likely he will get to tell the other’s? Look at the fore shadowing. (2 pts) 88

CAT Questions– answer each by restating the question in the answer (IQIA), including a MLA cited quotation, and including a MLA cited paraphrase. Other sentences will be needed to transition through these. (+5 each = IQIA, cited paraphrase, perspective on paraphrase, cited quote, perspective on quote) 1.(LC03) What is the most likely reason that Piggy splashes Ralph? Provide two details from chapter 9 in your answer. (+5) 2.(LA07) Explain why Simon is attacked. Include two details from chapter 9 in your answer. (+5) 3.(LT08) What is the author’s purpose for writing the last four paragraphs of this chapter? Include two details from the chapter in your answer. (+5) 4.Correctly format the works cited entry for this novel. (+1) 89

Multiple Intelligence Activity 9 Food is on everyone’s 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) 90

Question Answer Relationships 92

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 93

Vocabulary (LC04) Chapter 10 “Why should they try to sneak in, Chief” The chief was vague but earnest. “They will. They’ll try to spoil things we do. So the watchers at the gate must be careful” (160). Explain the context/scene where this word is used (+1) So I infer the word means… (+1) 94

Language Practice – Chapter 10 Isn’t it strange that piggy, mr intelligence, says Simons death was an accident? (2 pts) 95

CAT Questions– answer each by restating the question in the answer (IQIA), including a MLA cited quotation, and including a MLA cited paraphrase. Other sentences will be needed to transition through these. (+5 each = IQIA, cited paraphrase, perspective on paraphrase, cited quote, perspective on quote) 1.(LC02) Summarize Jack’s explanation about what happened last night. Include three details from the chapter in your answer. (+5) 2.(LA06) What are the differences between Ralph’s, Piggy’s, and Samneric’s explanations for (and feelings about) Simon’s death? Include information from chapter 10 in your answer. (+5) 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. (+5) 4.Correctly format the works cited entry for this novel. (+1) 96

Multiple Intelligence Activity 10 Who is the chief now, and how do we know? The scene where Jack and friends attack Ralph’s 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) 97

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/Reading/Reading%20Strategies/sociograms.htm)http://greece.k12.ny.us/instruction/ela/6- 12/Reading/Reading%20Strategies/sociograms.htm 99

Chapter 11- Castle Rock Content Goal- We will summarize, analyze literary elements (conflict & plot), and evaluate the author’s purpose while actively reading Lord of the Flies. Language Goal- 10.W.9 use textual evidence to support analyses; 10.SL.1 engage in collaborative discussions; 10.L.1-2 demonstrate command of English conventions 100

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). Explain the context/scene where this word is used (+1) So I infer the word means… (+1) 101

Language Practice- Chapter 11 In his hurry to threaten Samneric Roger almost pushs Jack. Its easy to sea they’re will be more conflict. (2 pts) 102

CAT Questions– answer each by restating the question in the answer (IQIA), including a MLA cited quotation, and including a MLA cited paraphrase. Other sentences will be needed to transition through these. (+5 each = IQIA, cited paraphrase, perspective on paraphrase, cited quote, perspective on quote) 1.(LC02) Write a summary of what happens at Castle Rock including what happens to Piggy, to Ralph, and to the conch. (+5) 2.(LA05) What problem does Piggy experience at the beginning of the chapter? What are three steps the tribe takes to solve this problem? Include information from chapter 11 in your answer. (+5) 3.(LT08) What is the author’s purpose for Piggy’s demise? Provide two details from chapter 11 in your answer. (+5) 4.Correctly format the works cited entry for this novel. (+1) 103

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) 104

Cliffhanger 106

Gatsby’s American Dream “Fable” 10.RL.9 Analyze how an author draws on and transforms source material in a specific work Gatsby’s American Dream “Fable” with clips from the 1963 film http://www.youtube.com/watch?v=zJgLJROpcJQhttp://www.youtube.com/watch?v=zJgLJROpcJQ 107

1963 version 108 What artistic choices have you noticed the director made when filming this version of the novel?

Chapter 12-Cry of the Hunters Content Goal- We will summarize, analyze cause & effect, and author’s purpose while actively reading Lord of the Flies. Language Goal- 10.W.9 use textual evidence to support analyses; 10.SL.1 engage in collaborative discussions; 10.L.1-2 demonstrate command of English conventions 109

Vocabulary (LC04)- Chapter 12 Bonus: Let’s hunt Ralph! vs. Let’s 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). Explain the context/scene where this word is used (+1) So I infer the word means… (+1) 110

Language Practice- Chapter 12 Ralph wept for the end of inosense the darkness of mans hart and Piggys death. (3 pts) 111

CAT Questions– answer each by restating the question in the answer (IQIA), including a MLA cited quotation, and including a MLA cited paraphrase. Other sentences will be needed to transition through these. (+5 each = IQIA, cited paraphrase, perspective on paraphrase, cited quote, perspective on quote) 1.(LC02) Write a summary of Ralph’s interactions with Samneric during chapter 12 including three main events from throughout the chapter in your summary. (+5) 2.(LA07) Explain why a ship finally stops at the island. Include two details from chapter 12 in your answer. (+5) 3.(LT08) What is the author’s purpose for having the military rescue the boys? Include two details from the novel in your answer. (+5) 4.Correctly format the works cited entry for this novel. (+1) 112

Multiple Intelligence Activity 12 Mock Trial. Jack is 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) 113

Episodic Summary of Chapter 12 115

Post-Reading Discussion What does the future hold for these hunters? Let’s read E.L. Epstein’s “Notes on Lord of the Flies” at the end of the novel to digest some of these symbols and prepare for the research project. 116

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; 117 Review

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 Example: Pig’s head on a stick 1.conch 2.Piggy & eyeglasses 3.fire 4.Jack & spears 5.pigs 6.dead mama pig 7.tribal dance & chanting 8.littluns 9.biguns 10.parachutist 11.Simon 12.littlun with birthmark What they mean symbolically or metaphorically? Example: Lord of the Flies (devil, Satan) 1.- 2.- 3.- 4.- 5.- 6.- 7.- 8.- 9.- 10.- 11.- 12.- 118 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.

Whip-Around Review of Symbols Piggy & glasses = Ralph & conch = Simon & LotF Roger Jack & spears Island Scar Beast Lord of the Flies Pigs Mama pig Pig’s head Plane crash Signal fire Parachutist Logs at meeting triangle Big’uns Littl’uns Littl’un with birthmark Naval officer 119

Plot Line 120

Student Art 121

Lord of the Flies Can it ever work out right? 1. Common Core State Standards in Lord of the Flies Key Ideas and Details 10.RL.1 Cite strong and thorough.

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Lord of the Flies Can it ever work out right? 1. Common Core State Standards in Lord of the Flies Key Ideas and Details 10.RL.1 Cite strong and thorough.

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Presentation on theme: "Lord of the Flies Can it ever work out right? 1. Common Core State Standards in Lord of the Flies Key Ideas and Details 10.RL.1 Cite strong and thorough."— Presentation transcript:

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