1. English 10 Ms. Bugasch November 18, 2013 Goals 1. Lord of the Flie s – Chapter 10

2. FFW In your notebook, outline the main events from Chapter 10 In your notebook, outline the main events from Chapter 10 Take out homework: Take out homework: Chapter 10 Questions Chapter 10 Questions Discuss/Go over Discuss/Go over

3. Chapter 10 Summary Ralph and Piggy meet on the beach – they discuss the night’s events. Ralph and Piggy meet on the beach – they discuss the night’s events. They are bruised, sore, and ashamed of what happened. They are bruised, sore, and ashamed of what happened. Piggy says Simon’s death was an accident while Ralph says they were involved in a murder. Piggy says Simon’s death was an accident while Ralph says they were involved in a murder. The only boys left with Ralph and Piggy are Samneric and some littluns. The only boys left with Ralph and Piggy are Samneric and some littluns. Jack has moved his group to Castle Rock – here he rules with absolute power and cruelty. Jack has moved his group to Castle Rock – here he rules with absolute power and cruelty. He has stationed guards to watch his camp and has apparently beaten one of the boys for no reason. He has stationed guards to watch his camp and has apparently beaten one of the boys for no reason.

4. Chapter 10 Summary Jack warns against Ralph’s group and the beast. Jack warns against Ralph’s group and the beast. Jack leads his tribe to believe that Simon was the beast, that the beast can take any form, and that the beast is not dead. Jack leads his tribe to believe that Simon was the beast, that the beast can take any form, and that the beast is not dead. Jack decides that himself and two hunters will raid Ralph’s camp for fire that night. Jack decides that himself and two hunters will raid Ralph’s camp for fire that night. Ralph’s group drifts off to sleep losing hope and losing interest in the rescue fire – Ralph is plagued by nightmares. Ralph’s group drifts off to sleep losing hope and losing interest in the rescue fire – Ralph is plagued by nightmares. In the middle of the night, Jack and his hunters attack and badly beat Ralph and his group. In the middle of the night, Jack and his hunters attack and badly beat Ralph and his group. Piggy tells the boys that Jack stole his glasses. Piggy tells the boys that Jack stole his glasses.

5. Characters’ Reaction to Simon’s Death Discussion In your notebook, use textual evidence to explain each character’s reaction to Simon’s death. Provide page numbers. In your notebook, use textual evidence to explain each character’s reaction to Simon’s death. Provide page numbers. Piggy Piggy Ralph Ralph Jack Jack

6. Piggy Piggy Rationalizes the events as an accident Rationalizes the events as an accident “It was dark. There was that – that bloody dance. There was lightning and thunder and rain. We was scared!” “It was dark. There was that – that bloody dance. There was lightning and thunder and rain. We was scared!” “It was an accident…Coming in the dark – he hadn’t no business crawling like that out of the dark. He was batty. He asked for it…” “It was an accident…Coming in the dark – he hadn’t no business crawling like that out of the dark. He was batty. He asked for it…” Ralph Ralph Insists that all of the boys were apart of murder (156-157) Insists that all of the boys were apart of murder (156-157) Jack Jack Claims Simon was the beast and that the beast can change appearances and is still alive (160) Claims Simon was the beast and that the beast can change appearances and is still alive (160)

7. Chapter 10 Symbols In your notebook, write down the symbolic representation of each piece of information from Chapter 10: In your notebook, write down the symbolic representation of each piece of information from Chapter 10: Jack’s treatment of boy Jack’s treatment of boy Ralph’s tribe’s unwillingness to keep fire lit Ralph’s tribe’s unwillingness to keep fire lit Jack seizes Piggy’s glasses Jack seizes Piggy’s glasses Jack does not take conch shell Jack does not take conch shell

8. Chapter 10 Symbols Jack’s treatment of boy Jack’s treatment of boy Represents Jack’s rule with absolute power and authority (punishes boy for no apparent reason) Represents Jack’s rule with absolute power and authority (punishes boy for no apparent reason) Ralph’s tribe’s unwillingness to keep fire lit Ralph’s tribe’s unwillingness to keep fire lit Represents that Ralph and his group are losing hope in rescue Represents that Ralph and his group are losing hope in rescue Jack seizes Piggy’s glasses Jack seizes Piggy’s glasses Represents Jack’s complete power over the island Represents Jack’s complete power over the island the power to make fire. the power to make fire. Jack does not take conch shell Jack does not take conch shell Symbolizes Jack’s lack of desire for democratic government Symbolizes Jack’s lack of desire for democratic government

9. Sociograms – Social Mapping A sociogram is a visual representation of the relationships among characters in a literary text A sociogram is a visual representation of the relationships among characters in a literary text Helps to understand relationships between characters. Helps to understand relationships between characters. Make use of pictures, symbols, shapes, colors, and line styles to illustrate these relationships. Make use of pictures, symbols, shapes, colors, and line styles to illustrate these relationships.

10. What does it look like? In a sociogram, the central character(s) is placed at the center of the page, and the other characters are placed around him/her.The spatial relationship on the page should in some way represent each of the character’s relationship with the main character, as well as with each other. In a sociogram, the central character(s) is placed at the center of the page, and the other characters are placed around him/her.The spatial relationship on the page should in some way represent each of the character’s relationship with the main character, as well as with each other. Lines/arrows are used to show the “direction and nature” of the relationship (e.g., strength/weakness, friend/foe, dominance/submissiveness, etc.). Students can begin by manipulating small pieces of paper that represent each of the Lines/arrows are used to show the “direction and nature” of the relationship (e.g., strength/weakness, friend/foe, dominance/submissiveness, etc.). Students can begin by manipulating small pieces of paper that represent each of the Place the central character(s) at the center of the diagram Place the central character(s) at the center of the diagram Let the physical distance between characters reflect the perceived psychological distance between the characters Let the physical distance between characters reflect the perceived psychological distance between the characters Let the size/shape/symbol of a character metaphorically represent each personality, importance, one’s power or lack of, etc. Let the size/shape/symbol of a character metaphorically represent each personality, importance, one’s power or lack of, etc. Show the direction of a relationship by an arrow/line, and its nature by a brief label (the lines can be creatively applied: What might the following types of lines indicate? A jagged line? A wavy line? The thickness of the line? etc.) Show the direction of a relationship by an arrow/line, and its nature by a brief label (the lines can be creatively applied: What might the following types of lines indicate? A jagged line? A wavy line? The thickness of the line? etc.) Represent substantiated relationships with a solid line and inferred relationships by a broken line. Represent substantiated relationships with 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. Circle active characters with a solid line; circle significantly absent characters with a broken line. Place the characters that support the main character on one side of a dividing line, and antagonistic characters on the other side. Place the characters that support the main character on one side of a dividing line, and antagonistic characters on the other side. Illustrate the tone and or theme of a piece by the use of color or visual symbols. Illustrate the tone and or theme of a piece by the use of color or visual symbols. Explore creative ways to represent a character’s motivation. For example, inside each “character’s circle” might be one or more words that seem to capture the essence of that character. Immediately outside the circle could be a series of arrows that represent the forces that influence that character. Explore creative ways to represent a character’s motivation. For example, inside each “character’s circle” might be one or more words that seem to capture the essence of that character. Immediately outside the circle could be a series of arrows that represent the forces that influence that character.

11. On the bottom of the model, draw your own sociogram for Chapter 10. On the bottom of the model, draw your own sociogram for Chapter 10. Include Ralph, Piggy, Samneric, Simon, littluns, bigguns, Roger, and Jack and connect them according to their relationship with others Include Ralph, Piggy, Samneric, Simon, littluns, bigguns, Roger, and Jack and connect them according to their relationship with others

12. Exit Pass: What does the murder of Simon show us about the boys??? Closure

13. 1.IRA book #2 due Friday 2.Vocab. Unit #4 3.Journal #10 – “Rescue Plan” 4.Work on sociograms for Chapter 10 Homework