Lord of the Flies Influence of Good and Evil

1
The Influence of Good and Evil

in
Lord of the Flies
Table of Contents
Overview-----------------------------------------------------------------------------------------3-4
Rationale----------------------------------------------------------------------------------------- 5-7
Goals and Objectives---------------------------------------------------------------------------8-12

Curriculum Standards and Goals-----------------------------------------------------------10-12
Classroom Profile-------------------------------------------------------------------------------13-16
Materials------------------------------------------------------------------------------------------17
Timeline-------------------------------------------------------------------------------------------18-22
Notes -----------------------------------------------------------------------------------------------23
Accommodating Special Needs Students----------------------------------------------------24-25
Daily Lesson Plans-------------------------------------------------------------------------------26-56

Evaluation Plan-----------------------------------------------------------------------------------57-60
Works Cited----------------------------------------------------------------------------------------61
Appendix--------------------------------------------------------------------------------------Day 1-15
Lesson Overview
This lesson plan is specifically designed for 10th grade English. This unit and its
assignments will encourage students to consider the necessity of rules and laws for
preserving order and civilization within a society. Throughout the unit we will explore
themes, symbols, foreshadowing, setting and other literary devices used in the novel.
Students will also explore the issues of power, control, and respect and their impact. We
will also discuss the relevance to Lord of the Flies to current political and social
situations and discuss the historical background of the novel. Over the course of the
unit, students will learn to create a concept map, work collaboratively, write imaginative
essays, use art and drama, analyze characters and how they change, improve
vocabulary through a variety of teaching strategies.
In addition, each week will consist of journal writing, activities including
brainstorming, researching and discussion, with selected supplementary readings
related to the topics relate to the novel. This lesson will also focus on characterization
and how a characters personal beliefs, values and personality traits affect how they
interact with others and how individual responsibility relates to the lives in the novel and
to their own as students. Students will compare their experiences with those of the
characters thorough the class and group activities, discussions and journal writing.
Through activities and writing they will examine their own way of seeing the world and
make connections between ideas and information in the novel and their own
experiences by participating in reflection writings. The will also evaluate and justify
choices and opinions, compare and contrast characters throughout the novel and
discuss ethical and philosophical issues raised in the novel. Students will use a variety
of different formats to organize, create and present information. The unit is organized
chronologically to follow the events in the novel. Students will make connections between
ideas and information in the novel and their own experiences by participating in a written
survival exercise. They will also read related articles and evaluate, compare and contrast the
information with LOTF situations. They will evaluate and justify choices and opinions, compare
and contrast characters throughout the novel. They will discuss ethical and philosophical issues
raised in the novel. Students will use a variety of different formats to organize, create and present
information. At the end of the unit we will post and publish class writing/projects in our class
blog to the public forum. The students unit work will be collected in the form of a portfolio and
evaluated for completeness.
This unit will also focus on reading comprehension though using graphic
organizers, building vocabulary through various strategies and study skills. Most
lessons will focus on some kind of reflective writing, with review from the traits of writing
and learning to apply these in both print and digital writing. They will focus on improving
components of writing through revision and editing. They will learn new technology skills
such as posting to blogs, using vocabulary, poetry and research websites.
Rationale
The objective of every English teacher is to motivate students to read and

to be able to write about what they read. The key to a novel study is to make the
literature relevant to the students. Reading Lord of the Flies, a novel about a group of
teenage boys coming of age after a plane crash strands them on a deserted island,
provides an opportunity for the to explore the struggle for personal identity, beliefs of
right and wrong, good and evil m leadership and power and personal choice and
decisions. Students will have the opportunity to examine the characters strengths and
weaknesses and what happens when a characters weaknesses and mistakes
negatively impact the life of another. This unit also gives them a chance to look at group
dynamics and peer pressure; the group activities in the class provide them with
opportunities to experience group dynamics and practice positive social interaction.
Reading the novel on a literary level will help students see themes, symbols,
motifs and help them make connection that will be more meaningful that simple asking
questions about the text and plot. In this unit, students will explore the themes of power,
control and abuse, and respect with regards to the characters and in society. It is
important for students to investigate these terms in relationship and between peers and
how either can be used positively or negatively to control or influence another person.
Making evaluations about the characters behaviors and traits will help them see how
man interacts and is influenced in society.
Writing about reflective questions every day helps them think about themselves
and the material in a deeper way. This unit will give students many opportunities for
practicing and producing a wide variety of written assignments that will improve their writing
skills. Reading the LOTF and annotating the novel for literary terms, vocabulary and concepts
will assist them in classroom discussions and activities and in their written work. Offering
choices for learning and assessing different assignments through art/dance/video/drama
assignments will offer differentiation. Discussing and writing about characteristics and themes in
the novel will help them make important social and cultural connections and relate them to their
own lives and the world they live in. They will also be able to see how their thoughts and beliefs
are influenced, refined and expanded through their learning process.
Reading, discussing and writing about the concepts of this novel will also help
students acquire skills and strategies for understanding texts. Class projects will help to
clarify an understanding of text by the students creating outlines, notes, annotations,
charts, and/or diagrams. Discussing and writing about identifying social, cultural and
historical significance and relating it personal experience will help students acquire skills
to comprehend literary text. Learning about and using different media products will give
students the opportunity to increase their media literacy through with experience in programs
that will help them review as well create and produce their writing projects. It has been found
that students who write for a specific audience and purpose take more care and pride in polishing
their writing skills. Students will be doing that in this unit by publishing a classroom blog with
student writing projects.
Vocabulary development activities will help students increase in reading

comprehension and activities where they can visualize words ( vocab in the lab website)
will help with understanding and retention. Incorporating the six traits of writing will help
them to improve their writing. Teaching technology skills prepares students to use digital
media for writing assignments and hopefully make them more motivated to be more engaged
with computer writing as that is the way of the future. Learning about and using different media
products will give students the opportunity to increase their media literacy through with
experience in programs that will help them review as well create and produce their writing
projects. It has been found that students who write for a specific audience and purpose take more
care and pride in polishing their writing skills. Students will be doing that in this unit by
publishing a classroom blog with student writing projects.
Unit Goals
Students will develop communication skills with peers in workshop and peer editing.
Students will increase skill in applying their voice to personal, expository and opinion writing
assignments.
Students will increase skill in the writing process involve brainstorming, drafting, work
shopping, editing and producing creative works.
Students will explore the factors that influence personal identity and will develop a better
understand of who they are and what they believe and how they act and are acted upon.
Students will develop an understanding of how beliefs, value and choices affect behavior and
relationships.
Students will practice listening and communicating skills during class groups and discussion.
Student will increase their vocabulary skills
Students will improve skills for reading and comprehending literary texts.
Students will improve their writing and editing and technology skills.
Students will learn how a literary reading of the text can deepen their comprehension of the
texts meaning and ideas.
Objectives:
SWBAT:
Write reflective compositions; persuasive compositions that evaluate, interpret, and

speculate about problems/solutions and causes and effects.
Develop and demonstrate ability in the 6 traits of writing through: expository, poetry,
fiction, and personal writing prompts.
Develop digital literacy though the use of technology: blog postings, working with
software programs, word processing, editing, and publishing.
Acquire Strategies and skills for comprehending and interpreting texts.
Identify and define unfamiliar vocabulary.
Evaluate the ways in which the theme represents a view or comment on life, using textual
evidence to support claims.
Analyze tone, mood, symbolism, figurative language, and character development.
Understand how the historical and cultural contexts shape an authors point of view.
Apply reading strategies to self monitor for comprehension by annotation, predicting,
defining unknown words, visualizing using pictures and charts, questioning and thinking
activities.
Clarify an understanding of text by creating outlines, notes, annotations, charts and/or
diagrams.
Provide useful feedback for peers in editing workshops
Evaluate their own lives for qualities of leadership, spheres of influence, good and evil
shapes their own self-knowledge help them develop towards more personal wisdom.
Identify and explain the consequences of physical and verbal abuse and gender roles.
Identify and empathize with the dynamics and complications of groups in society and
examine conflict, age of responsibility.
understand the background, situations and symbolism of the novel and be able to identify
the underlying themes as they apply to people.
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Curriculum Standards and Goals
State Achievement Standards

NCTE/IRA Professional Standards
Meridian Curriculum Goals
Idaho State Standards for 10th Grade:

Students will apply reading strategies to self monitor for comprehension.
Students will synthesize the content from several sources on a single issue; compare and contrast
ideas to demonstrate comprehension.
Students will clarify an understanding of text by creating outlines, notes, annotations, charts,
and/or diagrams.
Students will apply knowledge of roots and word parts to draw inferences about new words.
Students will use context analysis to determine the meanings of unfamiliar words.
Students will read and respond to literature from a variety of genres.
Students will analyze characters traits by what the characters say about themselves in narration,
dialogue, and soliloquy.
Students will compare works that express a universal theme and provide evidence to support the
views expressed in each work.
Students will generate a main idea or thesis appropriate to a type of writing.
Students will apply organizational strategies to plan writing.
Students will revise a draft for meaning, clarity, and effective organization.
Students will use a variety of sentence structures to improve sentence fluency and enhance style.
Students will edit for correct punctuation, spelling, grammar, and usage errors.
Students will write responses to literature that demonstrate an understanding of literary elements
such as plot, theme, characterization, tone, style, foreshadowing, and figurative language.
*These standards were taken from the standards posted on the Idaho Department of Education
website.
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NCTE Standards
Students read a wide range of literature from many periods in many genres to build an
understanding of the many dimensions (e.g., philosophical, ethical, aesthetic) of human
experience.
Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate
texts. They draw on their prior experience, their interactions with other readers and writers, their
knowledge of word meaning and of other texts, their word identification strategies, and their
understanding of textual features (e.g., sound-letter correspondence, sentence structure, context,
graphics).
Students adjust their use of spoken, written, and visual language (e.g., conventions, style,
vocabulary) to communicate effectively with a variety of audiences and for different purposes.
Students employ a wide range of strategies as they write and use different writing process
elements appropriately to communicate with different audiences for a variety of purposes.
Students apply knowledge of language structure, language conventions (e.g., spelling and
punctuation), media techniques, figurative language, and genre to create, critique, and discuss
print and non-print texts.
Students use a variety of technological and information resources (e.g., libraries, databases,
computer networks, video) to gather and synthesize information and to create and communicate
knowledge.
Students participate as knowledgeable, reflective, creative, and critical members of a variety of
literacy communities.
Students use spoken, written, and visual language to accomplish their own purposes (e.g., for
learning, enjoyment, persuasion, and the exchange of information).
Meridian School District Curriculum Requirements:
Students will acquire strategies and skills for comprehending texts.

Students will read and interpret a variety of age appropriate literature.
Students will identify social, cultural and/or historical significance of literature and relate it to
personal experience.
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Students will analyze characters traits by what the characters say about themselves in narration,
dialogue.
Students will analyze ways in which authors us characterization, point of view, theme, and
setting.
Students will acquire pre-writing, writing, revising, editing and publishing skills.
Students will acquire skills to comprehend literacy texts, identify social, cultural and historical
significance of literature and relation it to personal experience.
Students will apply organizational strategies to plan writing.
Students will use a variety of sentence structures to improve sentence fluency and enhance style.
Students will edit for correct punctuation, spelling, grammar, and usage errors.
Students will use appropriate technology to produce a final draft
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Classroom Profile
This unit was designed for a 10th grade English class on the block teaching schedule,
where student attend four 90 minute classes. The classroom is arranged in clusters of 5 desks and
the teacher has assigned seating arrangements. In the Regular English class, the students have
been specially seated to correspond to their IEP reports, making accommodations for vision,
distraction, and hearing needs. The teachers desk is just inside the doorway with the desks
arranged in a U shape open towards the board and screen. The walls are brightly covered with
sports posters, motivation quotes, bookshelves of novels, and posters otherwise related to
English. There is a large bulletin board just waiting for student work to be posted throughout the
semester. There is a computer, a projector, an overhead projector and a music stereo.
The typical class period begins with a school policy of teachers standing in the hallway at
the door welcoming kids in to the classroom. This serves to both motivate students not to be late
and to be personally welcomed into class. I read a study once that showed a correlation to
teachers greeting students at the door and a drop in classroom misbehavior. The class has a 10
minute writing prompt at the beginning of every class that gets them settled in and gives the
teacher time to take roll.
The target group for this unit plan is a basic sophomore English class at Mountain View High
which is part of the Meridian School District. The majority of students at this school come from
upper middle class families, but students also come from less affluent families who live in the
surrounding areas. In this particular class of twenty six students, eleven students in the class are
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girls and fifteen are boys. All students are sophomores, two boys are repeating the class as a
juniors and one has freshman status.
All but seven of the students in the class appear to be of European/Caucasian descent. Of
these five students, two girls and a boy are Hispanic, one boy is Korean American, and one boy
is of East Indian ethnicity, one Samoan and one African American.. All these minority students
are pretty well accepted by their peers and all of the minority students are fluent speakers and
pretty good readers. We have one boy who is hearing impaired, with hearing aids, who reads
lips, uses the closed captions on videos, sits in the front and has about 80% hearing ability. The
biggest problem is motivation for 4 of the boys and 2 of the girls who have very low scores and
many missing assignments. Tow of the boys have told us they are ADHD but they do not have
plans files with the school because their parents dont want it. There is one girl who will not stay
seated, will not stop talking and it seems that she has some disorder; she is on a behavioral and
academic contract and we have talked to her other teachers and the same, if not worse things are
happening with her in their classes. The mentor teacher has asked for her to be transferred to
another room where she does not have as many friends to be distracted by.
Since this is a mainstream inclusion English class, many students struggle with reading
comprehension and/or language skills. A third to half the class usually scores below a C on unit
tests. 2 boys and 2 girls are on academic contracts and 2 are on behavioral contracts. Most
struggling kids like the class read alouds and the teachers extra explanations, but many still do
poorly on tests and writing assignments. None of the kids are very open about their need for
extra help, and others prefer to struggle in silence so their peers wont know they have problems.
6 students have more than half of their assignments missing and the school has a policy that
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these can be turned in up to the last week of the quarter for 50% maximum of the grade, which is
very frustrating to the teachers.
I have not observed any special accommodations to challenge advanced students in the
class. At times they appear to be bored because of the slower pace of the class, and some of them
indicated on a reading survey that they would prefer to read silently without all the interruptions
of the teachers think-aloud. One boy is allowed to read out in the hall when the teacher is
reading because he finds it too distracting.
Although a few of the top students are good writers, most students in the class struggle
with grammar, punctuation, spelling and capitalization. Four or five have a difficult time putting
their thoughts on paper at all. Almost all the class would benefit from more specific instruction
about organizing a paper, combining sentences, and writing thesis statements, topic sentences
and transitions. Several of the kids are too sociable and the rest keep to themselves. The
overbearing ones annoy the rest of the class and for this reason they do not like to work in groups
but prefer pairs. They have to be constantly monitored so they stay on task. Many are easily
distracted and can get rowdy very quickly if not closely supervised. Probably a quarter of the
class is highly motivated academically, most of the others will do their assignment with normal
encouragement and prodding, and four or five of them have to be constantly pushed to get
assignments in.
Most of the students are very comfortable using technology, and some of them are
extremely good at using computer capabilities and finding information on the Internet.
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Physical arrangement of the classroom:

This classroom is on the second floor and has great windows but share an accordion
curtain with another very noisy class that is terribly distracting on most days. The teacher shares
it with another teacher and as a result, we have little space and no walls to post on. The teacher
whose classroom this is, does not like us to rearrange the desks and we do not like his
configuration. He is a drill sergeant/coach social studies teacher who walks around with a
baseball bat. He arranges desks in the typical rows facing front with his desk at the back..
There is a large whiteboard for posting yearbook assignments and deadlines dominates
the south wall, shelves, the class TV and U.S. flag are mounted high on the wall in the southwest
corner. Only the teachers computer is networked to the school network and the Internet and we
have use of a projector because it is a history classroom; none of the English teachers in the
building do. There are a lot of history and sports posters cover the walls. There is nothing related
to English teaching in the entire classroom and my mentor teacher seems too intimidated to ask
him.
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Materials Needed:
Copies of Lord of the Flies for all students

Computers for all students (access to library computer labs)
Video clips of Lord of the Flies
Paper, pencils, pens, etc.
Mask supplies; paper, paper plates, brown bags, yard, glitter, colored paper, feathers, markers
Supplemental worksheets, readings, graphic organizers, instruction sheets, anchor charts, story
Maps
Poster paper
Classroom folders
Vocab and novel quizzes
Book sign-out slips
Background info/handouts
Computer images/power point
CD of music
Copy of Castaway DVD
Vocab lists and quizzes
Copies of Antaeus in Manhattan
Copies of The Littlest Killers
Acting your Age: Considering the Age of Responsibility
Convicted at 14: Student kills favorite teacher
Girl Power article
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Unit Timeline for LORD OF THE FLIES

Monday
Tuesday
Wednesday
Thursday
Friday
Day 1
Day 2
Day 3
Introduce EQ
Review Power and

control
Review chpt 1,2

questions
Share reaction to
school observations
Go to comp lab
Introduce Write ons!

Brainstorm Good
and Evil definitions
Demonstrate the
class blog, look at
examples of other
LOTF class blogs
Hand out books

Pass out books
Introductory
exclusion game
Groups introduce
the novel with
material to review
first.
Power and Control

Wheel Discussion
Create folders
Show how they will

post to the Good
and Evil Log, how
they will respond to
other classmates,
Hand out checklists,

calendars
Homework: School
groups observation
Essay
Show where to find

class assignments,
missing
assignments, vocab,
calendar
Explain vocab
process, do vocab
for ch1-2
Explain annotating
the novel
Read chpt 1
Practice doing blog

post #1
Homework:
Homework::
Read chpt 2
Read chp 3
Respond to
classmates Blog
post #1
Day 4
Day 5
Survival Day
music
Quiz chpt 1-3
Review reading/ new

ch questions
Lifeboat Activity
Reading review
questions
Group discussion
on group dynamics
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Group share
Share responses
Discuss link to the

book/leadership/
group dynamics,
cooperation,
emergency decisions
Read Anteus in
Manhattan, teach
reading strategies
and comprehension.
Students Share
Write on! To
connect reading to
self
Character graphic
organizers/maps
Mini lesson on
Literary devices
Vocab mini lesson
Group search and

share/ annotation
modeling
Homework:
Read chpt 5
Vocab game and

review
Homework:
Read chpt 4
Day 6
Reading Review
Day 7
Day 8
Collect vocab 6-7
Vocab and ch
quizzes 3-6
Allegory/symbolism
mini lesson
Grade each other
Movie clips on fire

symbolism
Finish Conch
posters
Group symbolism
hunt/share
Map project
Reading review
Conch Shell poster

and research in
computer lab
Homework:
Blog post #2
Respond to
classmates
Vocab chpt 6-7
Gallery Walk
Update Character
maps
Mini lesson: vocab
Mini Lesson; Word
choice and sentence
fluency.
Brainstorm on
leadership
Power and control
wheel traits and
leadership with
LOTF
Fish Bowl
discussion on
leadership strengths
and weaknesses of
Jack, Ralph, Roger
Vote for a leader
Homework:
Read 6-7
Reminder:chpt 3-6
quiz and vocab 4-7
Write on
leadership qualities
reflection in other
and in themselves.
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quiz next class
For exit ticket

Vocab 8 review
game
Homework:
Read chpt 8
Blog post #3
Responds to 2 other
classmates posts
Day 9
Day 10
Reading review
Vocab and chpt 69quiz
I will survive song

Reading review
What if brainstorm
discussion
Peer Edit/writing
workshop
Girl Power lesson

Computer lab
Just Because Poems
Writing sites,
animate poetry,
wordle, timelines,
cartoons
Vocab lesson ch 10
Homework: Read ch
9-10
Homework
Blog Post #4
Finish computer
projects
Work on poems,
bring back drafts
next class
Post to the Blog:
Reminder chpt 6-9

quiz next class
Day 11
Day 12
Day 13
Reading review
Collect Write on!

Prompts
Reading review
discuss end of book
Reading review
Complete character
maps
Readings in Groups:
Littlest Killers
Mini lesson on
21
compare and
contrast essay
Convicted at 14
Age of
Responsibility
Mini lesson on 5
traits for creative
writing
Human Rights
Poster
Show examples of
different genres of
LOTF writing
Fishbowl Discussion
Transfer to compare
and contrast graphic
organizer
Groups 1,2 Questions

Stanford Milgrim
Experiment Clip And
discussion
Explain creative
writing project
Vocab 12
Writing Workshop
Homework: Post
Reflective writing
Vocab mini lesson
Homework: chp 1112
to Blog # 6
Personal
conferences
Read and
respond to 2
classmates post.
Revising
Homework:
Blog post Blog #6
Work on creative
writing and past
poetry projects
Bring copies of any
class writing for
peer editing and
workshop
conferences for
next class.
Catch up on
Blog Post #5
Write comparison
essay
All Write on!

Reflections due next
class
Day 14
Day 15
.Hand back all write

on! Prompts for test
review. Discuss final
quiz and essay.
Turn in any late and

final writing
assignments
Final quiz and essay
Vocab quiz 7-10

Collect books
Mini less on Peer
editing techniques
Writing/editing
workshop
Mini lesson on
essays for final
Create class rubric
Collect portfolios
Comp lab: Post and
publish all
assignments to class
blog
22
for final
review Write on !
Prompts and
Good and Evil
log postings for
final quiz essay
23
Notes:
The reading reviews each day after the readings will be to discuss whatever the students want to
about the reading but also the questions I have posted in the lesson plans.
There are not Write on! questions for days we will be going to the lab and they will be all
collected on day 12 so that I can get them back to the students for their study for the final essay
question. They will also have all of their Good and Evil blog posts to draw from for their final
essay.
The final essay will be on the unit essential question, Does mans propensity for evil outweigh
his desire to be good? Students will write about how their opinions changed from the beginning
of the unit. Use examples from characters or scenes in the novel and your reflections and posting
throughout the unit to express your feelings on the topic.
As a class, we will develop a rubric for this essay.
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Accommodations
I will be aware of any IEPs and 504 and work to incorporate the guidelines and
accommodations of these into my instruction. I will help student feel comfortable asking
questions and trying to do their best on all assignments. I will make opportunities for students to
work together to help each other in pairs or in small groups Visual aids, pictures, overheads, and
graphic organizers will be used to help students remember information. I will adjust the room so
it is conducive to learning with no major distractions. I will give preferred seating to students
who need it, and make seating arrangements as needed to maximize student focus and success. I
will use portfolios and classroom folders , calendars and schedules to help students organize,
complete and turn in assignments. I will make sure to use the closed captioning for videos and
DVDs for the student with special auditory needs, as well as make sure he is sitting where he
can best hear and read lips.
I will identify students strengths and weaknesses through assessments and observations
so I can target the areas in which they are having the most difficulties. I will use students
interests to engage them in activities whenever possible. I will try to explicitly teach concepts in
a clear and effective manner. I will provide extra scaffolding by teaching students good learning
strategies such as effective note-taking, review techniques, and mnemonic strategies. I will teach
reading strategies such as previewing, re-reading sections that were not understood,
summarizing, and asking questions. I will give examples of writing samples for projects ans well
as rubrics for self monitoring of work quality and expectations. I will try to make connections to
the students prior information. When appropriate, I will allow some students to use summaries
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and analyses as supplements, or I might shorten the assignment. I will give additional time when
it is necessary. I will work one-on-one with those who have emotional disturbances or
difficulties staying on task as well as use teacher interviews as needed fir students who require
extra support. I will use group skills tracking sheets to identify problems for students working in
groups. I will provide reading list of books for lower level readers as well as more challenging
books for higher level learners. I will be prepared with more challenging options for higher level
students, as well as provide appropriate reading materials and options for struggling readers.
I will try to work closely with parents in helping their student succeed. I will keep them
informed by posting daily assignments and will communicate with them through email, phone
calls, or in person conferences when necessary. I will try to make my expectations for students
clear to them and to the students. I will be willing to give extra help during MST, lunch time, or
after school.
I will make accommodations as needed on the writing projects and especially on the
culminating project. I will make sure that several choices of projects and assessments are used to
best meet the needs and learning styles of the students. I will provide time for students to come
in after school, lunch and breaks as needed for any individual assistance with projects.
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The Good and Evil of Human Nature

in
Lord of the Flies
Unit Essential Question: Does mans propensity for evil outweigh his desire to be good?
Lesson Plan for Day 1
Classroom Arrangement Desks are in clusters of 4 desks arranged throughout the room and
will stay this way throughout the unit unless otherwise noted.
Learning Outcomes:
Identify and describe good and evil characteristics, power and control dynamics
Identify and explain the consequences of physical and verbal abuse.
Materials Needed:
Folders
Markers
Power and control wheel handout
Activities and Instruction:
I will introduce the daily Write on! prompts and reflections that will be done throughout the unit.
I will remind students how this writing is important to the unit, to better understand how they
think and feel about the essential questions we will be learning about and discussing and how
sharing their reflections can teach others. They will also be able to see how their thoughts and
beliefs are influenced, refined and expanded through their learning process.
Write on! Responses are to be kept together in their binders and will be collected at week 5, 10
and 12 for 10 points for each Write on! response. If students are absent it will be their
responsibility to ask a friend or teacher or look on the class blog for the prompts to keep up with
during the weeks.
Write on! (5 minutes)
Do you believe that the individual can be both good and evil? What makes people good?
Anticipatory Set: (15 min)
1. As a class, define: Good and Evil (and propensity)
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2. On the board: Brainstorm qualities of Good and Evil

3. I will ask the class to generate a list of names: examples of people who are good and people
who are evil. In class discussion, ask what makes these people good and what makes others
evil?
4. Why might someone choose evil or good?
5.I will ask for some students to share their Write on! responses.
I will make sure the issue of power comes up in the responses to lead us to discuss that power is
one of the factors that influences goo and evil. That will lead us onto the next activity. Also I will
discuss the idea that there is no definition for evil but the absence of good. (Emerson)
Introductory activity: (20 min)
Game: I will use this to get the students curious and interested in the new unit, I will set up the
game that will introduce them to the issues of power and control, exclusion, inclusion, and group
dynamics.
Im Going to a Party and Im Bringing
Ask for 3 volunteers to be Leaders and take them into the hall to explain their roles.
(See attached for game instructions and outcomes)
Play until the class has become divided into 2 groups, those who got into the party group, and
those who have been excluded through the process of the game. I will observe and make notes of
interesting developments to discuss afterwards.
Then have them go back to their seats.
Discuss Results- (10 min)
I will lead a Discussion of the following questions:
-
How did it feel to be in charge?

How did it feel to be able to come to the party?
How did it feel to be left out of the party?
What happened when certain people could or could not get into the group/party?
Was leadership challenged? If so, how? What here the results?
In this game, who had power and control?
In what ways were power and control used?
I will remind students that while this was just a game, repeated and intentional exclusion among
groups and between individuals happens every day. I will explain that using power to exclude
another individual or group from attending a party many be hurtful, but the repeated and
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intentional use of power and control to exclude and isolate can be abuse. I will tell the class that
they are going to explore ways that power and control are used among groups and individuals in
the book Lord of the Flies.
Discussion (30 min)
Power and Control Wheel- read through the examples together.
Respect Wheel- read and discuss
I will tell them that Lord of the Flies is a novel that explores themes of autonomy and groups,
acceptance and fear as motivators and defects of society; after a group of British school boys,
escaping England during WW II, end up marooned on a tropical island, they attempt to establish
a social order and a plan for being rescued; that the book follows their attempts at a social order
and the results of those attempts.
Homework:
Observe the student population in your school and the various groups that exist. Look at the
characteristics that define and distinguish each group, such as mannerisms or clothing
preferences. What do these groups have in common? In what ways do individuals behave
differently when in a group versus alone? Does each group have a leader? What distinguishes the
leader from other group members? (Observations can be conducted from a movie or TV show or
previous school a students attended, as an alternative to this school.)
Entrance ticket for next class: Write a 1 page reflection on this observation.
Assessment:
-Class discussion of power and control good and evil during the discussion after the game.
- Entrance ticket reflection for observation due next class
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Learning Outcomes:
By the end of this class period, my students will have learned about.
(1) the setting (time and place) of Lord of the Flies, how the author uses setting to establish
mood; (2) will be informed about the author, William Golding (3) the events and actions of the
Cold War, atomic bombs and the historical background of this era. (4) Students will learn how
events and culture around them can shape their thinking, values and experience within a society.
(5) practice annotations and increase vocabulary.
Materials needed:
Lord of the Flies, copy for each student
Book sign-out slips
Background info/handouts
Computer images
Student Pocket Folders
Effective Responses handout
Vocab. 1-2
Write on! (5 min) What makes an individual powerful?
Discussion: (10 min)
I will ask for some students to share their response; review the discussion from last class about
power and control. Ask some students to share their observations from the homework last class.
Assign Novels to students (5 min)
I will have a person in each row get books for students in the row. I will pass out book sign-out
slips and have each student carefully fill out the slip. I will talk about each students
responsibility to take care of his/her book and bring it to class daily, go over consequences for
damaged or lost books. I will then collect book sign-out slips. Encourage students to buy their
own copies if they wish to mark them up. Otherwise they will be annotating with post it notes.
Introduction to Novel: (15 min)
Group work: I will give each group a portion of the background info to read, discuss and present
to the rest of the class. I will supplement with additional images or supportive computer related
info (War images, island, airplane crashes, atomic bombs, images of the book covers, pictures
from inside the book, cartoons, etc)
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Create Unit Folder: (15 min)

Students will design/color/create a title for their LOTF unit material, from discussion and images
shown in introduction. They will need to keep this folder with them while reading to write
information about characters, symbols and themes.
I will hand out a checklist of written assignments, a calendar for the unit, and a schedule of blog
posting dates and assignments. They will staple this to the inside cover of the folder. Tell them
that this is where they will keep their Write on! prompts, reflections, handouts, stories, class
projects, vocab., character maps, etc. Students will keep the folder in a class file unless they have
been assigned to take them home to work with.
Vocab: (15 min)
I will hand out vocab book marks for chpt 1 and 2 and explain how to use them when reading
and how we will be using them in class and for quizzes. I will have students fold the lists so that
the assigned words are on one side and the personal unknown words will be on the other. They
will then keep this in their books as a bookmark and also use it to note words that are unfamiliar
to them. I will explain how to use both sides of the vocabulary lists and what to expect of the
weekly vocabulary quizzes. Have them leave the books in class for today and tell them will
begin reading the story next period.
Define: I will ask the class to fill out as many definitions as we know together and then have the
rest look the definitions up on their cell phones and share with the class.
Annotation and Reading (20 min)
Pass out post it note packets for each student
I will show an example of an annotated book using post it notes. I will talk about the different
things that should be annotated, character traits, quotes, summaries, themes, symbols, vocab.,
asking for input from students who have used this technique before. I will be giving them overall
questions to consider when reading the entire novel as well as questions and things to watch for
in each chapter for their post it notes.
Read:
Chpt 1 together, modeling effective use of annotations for symbols, themes, quotes, setting,
character traits, in Chapter 1 and tell them we will discuss these further next class.
I will tell them to put Vocab in their books; leave the folders in the class file in the correct
alphabetic folder; tell them we will be going to the computer lab next class to be introduced to
the class Web page. Take books home.
Homework: Read chpt 2, annotate, use vocab
Assessment: Folders created for organization, calendar reviewed for clarity of the unit
expectations.
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Learning Outcomes: Students will learn about computer/software skills, technology

practice, and effective use of reader responses and learn new vocab.
Materials Needed
Computer lab
Vocab 3-4
Discussion/Review: I will discuss the important issues in the homework reading and what to be
looking for in the upcoming chapter.
How did Ralph soften the blow for Jack when he is not elected chief?
Is the island too small for both of them?
Make some predictions about what might happen next, what might happen to the boy with the
birth mark?
Computer Lab: Model/Instruction: (20 min)

I will have the students will take their unit folders to the computer lab so they can review the
calendar that will be in the folder as well as on the class Blog and where they can mark the
checklist when todays assignment is complete. Show them the syllabus where the assignment
points are located and discuss how the computer assignments are to be entered, how they will be
scored, when they are due.
I will show them an example of a LOTF blog published by another English class
I will use the projector to show them our class Blog, and show them how to access the unit
calendar, homework assignments links, how to post assignments, how to access class reading
assignments and class notes. Tell them that this is where they will be accessing some of the unit
information and posting reflections and responding to others. Model how they will be expected
to respond to others writing.
Pass out and review a handout on Effective Responses to writing and show them where this
handout is posted on the blog for future review.
Guided Practice: (15 min)
I will have the kids log in; then have them explore the class sites together as I direct them to the
various links and locations. Have them ask questions, help each other until they are familiar with
all aspects of the blog and the assignment/materials locations. Show them how to access the
Good vs. Evil Log for the first entry.
Blog entry: (15 min)
Have them locate the Good vs. Evil log and post their response to:
Good vs. Evil Log #1 Who is a survivor?
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Vocab In the Lab: (30 min)

I will show them how to use VisualThesuarus.com and Yourdictionary.com ,wordnik.com and
other interactive dictionaries. Have them define the vocab. for chpt 3-4 using these words and
word charts.
Using the tools, use the words in sentences and post vocab. definitions to a document and print
out for bookmark to take home.
Return to class
Homework:
Read chpt 3
Blog Response: Respond to 2 other students posts on Log #1.
Posting is due the night before the next class.
Assessment:
Observations in the computer lab, making sure each student is logged into the Blog, completed
Vocab activity. Blog post due next class
33
Lesson for Day 4

Learning Outcomes: Students will have learned aspects of group decisions, elements of
survival, how choices affect outcomes, annotating novel reading, and elements of literary
devices.
Materials needed:
Graphic organizers
Literary Device pretest
lifeboat handouts
Poster Paper/Markers
CD
I will have theme song to TV show "Survivor" playing as students enter class
Write on! (5 min) Would you rather be stranded on an island alone for 3 years (with food) or
stranded with a group of people and struggle for survival? Explain your choices.
Reading review and Discussion:( 10 min)
I will review the following questions from the last chpt reading:
Why was Jack so eager for meat on an island with so much fruit and shellfish?
What evidence was there that Jack is fully focused on hunting?
Have several students share their Write on! response.
Questions to write on their post it notes for next chpt
Lifeboat Survival Activity (15 min)
I will have the class choose their own groups of 3-4 students. Give each group markers and
poster paper.
I will read all of the directions on the handout and give each group the handout of directions
including the rubric of expectations.
I will tell the students: you are going on a cruise for their senior class trip through the South
Pacific to Tahiti when a fire breaks out on your ship.
You find yourself in a lifeboat with these other people in your group and in order to survive you
must throw over 20 of the items on the list. You will present your throwaway list to the class and
explain why each item was tosses and why some were kept. Also, as a society within the
lifeboat, make a list of the first 5 things you must do and list them in the order of importance.
You will have 15 minutes to work on your plan and then you will present it to the class.
34
Group Presentations: (10 min)

Class discussion on results: (10 minutes) I will discuss as a class, the comparisons between
groups, interesting similarities, patterns, logic used. I will ask the groups to weigh in afterwards,
on whether they would change their decisions after hearing from the other groups. Relate this
activity to what happens on the island with the boys. Then I will discuss the importance of group
decision making, the emergence of natural leaders, and conflict within a group and any other
related issues that come up.
We will discuss how this activity relates to the experiences in the novel so far:
Who makes the decisions in a group? How hard was it to agree? What happens when you dont
agree? Do natural leaders emerge? Can you see how anger and struggle for power emerges?
Discuss as a class how this power and survival struggle is evident in out lives, in government,
social structures, schools etc.
Character Graphic Organizers and Close Reading Themes Chart-(15 min)
I will hand out and have them transfer information about characters from their annotations in to
the graphic organizers. Tell them that this information with help them with future writing and
discussions about the book. They will keep their character map with their vocab and the book as
they read.
Mini Lesson: I will teach literary devices giving several examples and having the students
contribute previous knowledge on these. Review additional symbols and literary devices that
have appeared in the chapters they have read. Have them annotate any that they have not already
done.
Group work: (15 min)
I will have the student work with a partner, students find other devices used in the book so far;
swap their devices with another pair, read their information and then see if they need to edit or
add to their own information. Each student will need their own list and they will keep it to add
examples to as they progress through the novel. Go through chpt 1-3 and annotate examples of
symbols, traits of characters etc.
Groups will share the devices and examples they have found with the class and see what each
can add.
Vocabulary Review-(10 min)
I will teach Vocab root words, definitions, use in a sentence, and spelling. Play the define athon game where students have to use the word in a correct sentence for words from chp1-4.
Discuss any self chosen student words from the reading.
Homework:
Read chpt 4 paying attention and annotating images, setting descriptions and any foreshadowing
to discuss next class. Tell them there will be a reading and vocab quiz next class on chpt 1-3
Blog post:
Assessment group work and class discussion
35

Lesson Outcomes: students will discuss and evaluate group dynamics in society, develop vocab
skills.
Materials Needed:
Overhead projector
Images or power point pictures
Copy of story for overhead
Computer
Copies of Antaeus in Manhattan
images for the reading
quiz for chpt 1-3
vocab quiz 1-3
vocab 5
Write on! (10 min) What are some of the social, cultural, and psychological benefits of being
part of a society? or Do groups influence individuals or do individuals influence groups?
Troubleshoot any class for questions or problems anyone encountered with accessing and
posting to the blog for homework.
Activities and Instruction
Quiz: (10 min)
Have the students take a short quiz on chapters 1-3 . (10 min)
Discuss Reading: ( 10 min)
I will discuss the flowing questions: Who mimics Roger cruelty? What difference is there in the
reactions of Ralph and Jack to missing the ship? How do you think you would have reacted?
What do you predict will change for Piggy in the next chapters? I will give assignments of what
to watch for in next chpt.
Groups: (15 min)
I will review the game from day one about joining and being left out of groups. Then have the
students get into 4 groups and give each group one of the following questions. Have them
discuss, write down their ideas and be prepared to share them with the class.
In chapter 3 Ralph and Jack discuss the feeling of the boys on the island. Based on your reading
discuss your answers for:
1. Why do people choose to join a group?
2. Why do groups choose to accept others into their groups?
3. Why do groups choose to reject others from their group?
4. Why do people choose to remain in a group? What are the risks of leaving a group?
36
Groups share: (10 min) Ask groups to share their responses with the class
Read and discuss: (20 min)

Antaeus in Manhattan
I will have a copy on the overhead and model annotating and reading strategies. Students will
follow along. Ask students to use markers to annotate/highlight areas they dont understand, note
vocab, ask students for definitions and explanations and connections to what they are learning in
different classes. Give them the chance to be experts.
I will teach how we read difficult texts and make meaning, connections, assumptions, inferences,
and figure out vocab. by contexts.
I will show related images (ant farm, aerial view of a snaking line of people, ants and termites
antennae, colony at work,
Ask class to discuss and give examples of how this story relates to Lord of the Flies.
- What do they think about communities, societies, individuals, death and deprivation?
- How does this link back to the activity in the game we played the first day of class?
- Why and how do they think this happens to people?
- What examples do we see around us or in our society?
Connect to self (5 min)
I will ask for volunteers to share their write on! response and if they learned anything new from
this reading and discussion that they would add to it.
Vocab (10 min)
For Chpt 5 vocab, I will assign each group several words, have them use a cell phones to find
the definitions and the groups will teach each other and write down the definitions. Each group
will also model the word using it is a sentence. Keep this vocab. in the book as a marker and to
refer to when reading.
Homework:
Read chpt 5
Assessment:
Chap 1-3 quiz
Vocabulary Test 1-3
Class Discussion
37

Learning Outcomes: By the end of this class period, my students will have learned about
literary devices used in Lord of the Flies. They will have a better understanding of symbolism
and allegory.
Materials Needed:
Poster Paper
Markers
Copy of Castaway DVD
Copy of LOTF movies
Check of computer lab reservation
Write on! (5 min) What is your greatest fear?
Reading Review: ( 10 min) I will discuss the questions:
What particularly worries Ralph about the boys adjustment to life on the island? Why might
Piggy be fearful of people?
I will also discuss the Conch shell meaning as symbol and ask what is happening? Are they
working together?
Allegory/Symbolism Mini lesson: (10 min)
I will give a mini lesson on how the book is an allegory and how this theme and the symbolism
inform the novel. I will also lead a discussion about how and symbolism is used in literature.
Movie clips: (10 min)
I will have the students will view scenes from the movie Castaway when Tom Hanks creates fire.
I will tell the students that we will be focusing on the meaning of fire; what does it symbolize in
this movie and in Lord of the Flies?
Discussion: I will ask the following questions:
What did fire mean to this man? Why was he so determined to have fire? Compare to the boys in
LOTF. Discuss the issues that lack of fire create; the issues fire implies, psychologically, for
survival, cooking, warmth, signal for rescue, companionship, gathering place etc. Discuss fire as
a symbol hope.
Group Symbolism: (10 min)
Now that we have discussed and modeled one of the symbols I will divide class into 8 groups,
each group will have 2 symbols to discuss together and then report to the class. (See handout)
38
Symbols Posters (35 min)

In groups of 4, I will have the students find information on their symbols and make a poster of
the shell probably used by the boys in the novel. background of where the chosen symbol is
found and the symbolic meaning in the novel.. As a response to literature, the poster will
advance a judgment that demonstrates a comprehensive grasp of the significant ideas of the
symbol, support key ideas through accurate and detailed references to the novel, and assess the
impact of the symbol's ambiguities. They can search the following sites for information about the
shell.
Group Share: (15 min)
Each group will share their discussion info with the class.
This student essay presents some interesting interpretations of the novel's symbolism including
the meaning of the conch.
HomeworkPost to Good and Evil Log #2 Who is a Survivor.
Read and respond to 2 other classmates blog postings. Blog postings will be due by midnight
the day before the next class. (Ex. Assignment given Tues will be due on Blog by midnight
Wed.)
Due next class at entrance ticket
Assessment: Group work and poster, class discussion
39

Learning Outcomes: Students will learn to make connections to literature, interpret story maps,
and increase vocabulary skills.
Materials needed:
Vocab 6-7
Posters, marker, paper
Write On! When faced with an emergency is being strong all that matters? If not, what else do
you think matters?
I will collect vocab 6-7
I will have the students finish Posters from previous Period ( 20 min)
Mapping the island: Individual Activity: (20 min)
I will 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 colors Golding describes. Refer to pg. 31. ((This map will be a useful reference for
the students as they continue reading.)
Gallery Walk (10 min)
I will have the students hang maps and Conch posters and have the students walk around and
look at the maps. Have students keep them in their folders afterwards.
Update character maps: ( 10 min)
I will give them time to work in groups and get their character maps updated from their reading
annotations.
Mini Lesson on Vocab. Chpt 6-7
I will teach about how to figure out words from context of sentence. and give them the
worksheet to use vocab in the lab website at home
Mini Lesson:
I will give a lesson on sentence fluency and word choice with examples from LOTF and how the
sentences work because of specific word choices and length variations.
Homework:
40
Read chapter 6-7

Remind them there is a vocab and chpt 3-6 quiz next class
Assessment: Maps, Posters
41

Classroom arrangement: set up for a fish bowl activity 2 circles
Learning Outcomes:
By the end of this class period, my students will have learned: to identify leadership styles and
traits in themselves and others.
Materials Needed
Vocab handout 8
Book
Poster paper
Markers
Tape
Quiz for Chpt 3-6
Vocab Quiz chpt 4-6
Write on! (10 min) What makes a good leader? What leadership qualities do I have, or would
I like to have?

I will give students the quiz for Chpt 3-6 and vocab 4-6 ( 10 min)
Reading review: I will lead a discussion on the following questions:
What is the significance of the parachutist? What does the conch symbolize?
Read: (5 min)
Whos the Boss a picture book to focus their attention on leadership.
Discussion: (10 min)
Leadership Brainstorming
I will ask the class to discuss examples of world leaders and write on the board the qualities they
would expect of a leader based on their observations. Have some share their ideas from Write
on! I will bring up questions such as: does a leader making decisions alone make the best
decisions? What makes a good leader or teammate?
Leadership in LOTF (10 min)
I will have 3 posters up with the names Jack, Ralph, Roger written. Have the class go up and
write all the leadership traits for each of these characters on the posters.
42
Review: ( 10 min)
I will discuss as a class. The leadership qualities with the Power and Control/Respect
Wheel in their folders from Day 1 and the questions about the previous chapter:
What do the focus on hunting and the desire to kill the pig reveal about the boys understanding
life, violence, power and control? How do the leaders physical characteristics influence people?
How do they use their personality traits to influence? Are they respectful of others? How
successful in controlling others is each of these boys? How does each boy acquire power? Are
these characteristics valued in society today? How? How does this affect who you would follow
and what type of leader you might be?
Fishbowl Discussion: (10 min)
I will divide the class by those who would choose Jack as the leader and those who would Ralph
as their leader. Have one group move to the outside circle and one on the inner. The inner group
discusses all the reasons they would want to follow Jack as the leader. The outside circle
observes. Then they switch places and this inner circle discusses reasons to have Ralph as the
leaders.
Vote :( 5 min)
After the discussion I will ell students to reconsider all of the reasons and have them cast secret
ballots to vote who their choice would be for their leader. The ballots will be collected and tallied
and the winner announced.
What type of leader do I want to be: ( 15 min)
Now that we have discussed these traits in the book, I will have the students reflect and free
write about leadership traits they are impressed with in others and what they would like to
develop in themselves. This will be their exit ticket.
Vocab 8 (15 min)
I will review the vocab and have them play the Matching game. Group competition
Homework:
Post in Blog: Good and Evil Log #3 .. the beast within us
Read and respond to 2 other posts.
Read Chpt 8
Assessment:
Class and group discussion and participation.
Exit ticket
Blog post
quiz
43

Learning Outcomes: By the end of this class period, my students will have learned about
gender role expectations and their influences in their lives, in popular books, and in politics.
Students will develop character maps and learn vocab.
Materials Needed:
Girl Power Article
Poster paper
Markers`
CD
Vocab 9
Graphic organaizer
Write on! (5 min) What do you think as the differences between girls and boys when it comes
to being good or evil?
Lesson and Instruction:
Reading Review Discussion: ( 10 min)
Questions I will ask:
What is the value of Simons imagination? What is the source of the rising tension between Jack
and Ralph? What are Piggys feelings when Jack departs? What does the voice of the school
master represent? New questions for next chapters.
Activities:
Have the song -I will survive playing when they enter the classroom.
What If Discussion: (40 min)
I will lead the class to discuss :
What if it had been girls instead of boys on the island? How would things have been different?
What if girls and boys had both been there together? How would leadership have been affected?
Would there have been violence? What challenges would have been different? Would they have
gotten food and fire?
Girl Power Read Girls will be Girls
(See article for lesson plan notes to be further developed here for discussion questions)
Discussion will include examples and influences of social, political, gender issues.
Group discussions: I will have the students work in pairs and groups o discuss some of the
readings and issues that are included in the article. Each group discuss what they thought would
44
have happened/how things would have been different. Groups share their main findings with
class
Just Because poems http://writingfix.com/Literature_Prompts/Lord_of_Flies3.htm ( 40 min)

I will connect the idea that the novel is a classic example of how voice can be controlled, limited
or taken away altogether in a society with an unbalanced power structure. Students will look at
todays society and find those in need of voice, possibly even themselves, and write new "Just
Because" poems so they, too, can be heard.
In groups they will brainstorm all the ways people are stereotyped on a high school or middle
school campus. List all ideas on the overhead or board: race, gender, sexuality, hobbies, grade
point average, socio-economic status, physical appearance, etc. Tell students to be thinking of
examples they have personal experience with both as the one doing the stereotyping and the one
being stereotyped.
Then we will share with the class and take a look at some examples of Just Because poems ( see
link)
We will talk about how voice, mood, passion and perspective is evident in each poem. Have
students point out areas where the authors quality details send a clear message about how he or
she feels.
I will have the students use a graphic organizer to develop notes for how they can show
individual voice, and how they can apply that knowledge to Lord of the Flies. Give each small
group the graphic organizer to help them to analyze power and voice in the novel.
http://writingfix.com/PDFs/Classics_Lit/Just_Because_LOTF_GO.pdf (graphic organizer)
I will encourage kids to really think about the perspective of each character. What voice do they
have? What voice do they want? What might they say if given an equal voice in the novel?
Remind them that they will be writing two Just Because poems. The first will be from the
perspective of a character in the novel and the second will be from someone in modern society,
possibly themselves, that needs to have their voice heard.
I will discuss how the use of best use of verbs and adjectives convey voice, and to use details
that will make their idea development more memorable.
Pair and Share: I will have them do this several times to get feedback on their poem drafts
Vocab (10min) Mini lesson on vocab:
I will give a lesson on identifying roots of words and suffixes: and have a review game
Homework:
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Read Chpt 9-10

Post to Good and Evil Blog: #4 the only real danger that exists is man himself.
Work on poems bring drafts back to next class
Vocab and reading quiz 6-9 next class
Assessment: posting to blog, poem drafts, vocab game review
46

Learning Outcomes:. Students will be familiar with new forms of digital literacy, practice using
technology, learn about poetry skills and practice new forms of poetry, writing and creating
timelines and creative digital media formats.
Materials Needed
Computer lab
Vocab and chpt quiz 6-9
Editing Notes for 6 traits
Reading Review Discussion or Vocab/chpt quiz 6-9 ( 5 min)

I will discuss :
In what way is Piggy parental? What fate do Simon and the parachutist share?
Peer Edit and rewrite Just Because Poems from last class ( 15 min)
I will give the students the 6 traits of writing editing post it form to help edit and comment on
each others poems
(See handouts)
Computer Lab: (70 min)

Demonstration: (10 min)
I will teach how to post writing, video and created interactive projects to the class blog.
Demonstrate how to use the following websites:
Rhymezone.org, Animoto.com, Dipity.com, Hollywoodhigh.org
Rhymezone.org and Animoto.com: (20 min)

I will have students can edit and post their poems. This site will show them how to find words to
use that rhyme and how to create an animated poetry forums for their poetry project and post
their poems.
Wordle: This site lets them type in their poem and hit the scramble button and it will format it
into a fun word picture that we will display in the classroom.
47
Dipity.com (20 min)

With a partner, and using their notes, create an interactive timeline of LOTF with a partner. Post
to class blog.
Hollywoodhigh.org (15 min)
Students will check out the site for cartoon scripts and ideas. Work with a partner to create a
cartoon for any theme or event or character in the story. Post to the class blog.
Print and display the cartoons on the poster outside door of the classroom.
Assessment:
Posting rough drafts of projects to blog for classmate feedback
Homework:
Finish any projects not completed in the computer lab. Bring to class next period for peer review
and editing.
Check out class postings on these sites; respond with helpful feedback to 2 students work
Revise and edit your projects for improvement
48
Learning Outcomes:
By the end of this class period, my students will have learned about the dynamics, complications
of groups in society and examine conflict, age of responsibility.
Materials Needed
Copies of The Littlest Killers
Acting your Age: Considering the Age of Responsibility
Convicted at 14: Student kills favorite teacher
http://learning.blogs.nytimes.com/2001/05/18/taking-age-into-account/
Copy of question outline for each group
Vocab 11
Write on! (5 min) Why do people often do stupid things when in a group? Write about a time
when being part of a group negatively affected your decision or behavior.
Reading Review and Discussion:
I will discuss the following chpt questions:
How do Ralph and Piggy avoid their guilt for the death of Simon? How does jack run hos
meetings? Share a few write on! experiences. I will give them new questions/literary devices to
look for in next chpt.
Reading and Discussion: (45 min)
The Littlest Killers
Convicted at 14: Student kills Favorite Teacher,
Acting Your Age The Age of Responsibility
Have different groups each read 1 of the articles with their desk cluster groups. Have each group
give a brief summary of their article before getting in the Fishbowl discussion circle. Give each
group a different set of questions to focus on and discuss after their reading.
Fish Bowl: Group 1 will be in the center discussing their opinions related to the reading and the
questions
Questions for The Littlest Killers
1. Why would a child murder?
2. Would this have happened if there was only one boy involved?
49
3. What factors were involved in contributing to why the crime happened?

4. What is a possible profile of a child who would kill?
5. What can our society do to help stop these crimes?
Questions for other articles found at:
Fishbowl Group 2
Do you think that Nathaniel Brazill meant to kill his teacher? If not, do you think he still
deserves to be punished?
Do you think that it is fair to sentence a fourteen-year-old to life in prison, even if he may come
to regret his crime when he grows up? What punishment would you consider fair in such a case?
-Would you consider yourself accountable for all of your actions? Do you think that, because
you are still young, you sometimes act in a way that an adult would not? Do you think that this is
an excuse to commit violent crimes and not to be accountable for them?
-Do you think that children and young adults have a different perception of life and death than
adults do? How do you think these different perceptions contribute to the committing of violent
crimes?
-Do you think that the media has played a role in the recent increase in juvenile violent crimes?
Do you think that children and young adults are more affected by the media than adults?
-Do you think that something like this could ever happen in your school? What could you do to
try to prevent such things from happening?
During the discussion, circulate among groups to facilitate discussion and mediate the heated
arguments that may arise from the discussion of such a sensitive topic. After discussion, each
group shares with the class he question or comment that was agreed upon by all members of the
group and the question or comment that yielded that greatest conflict among group members.
Stanford Milgrim Experiment: Why people would inflict pain on others when told to do so?
I will show them this startling video of people who willing inflicted pain on others just because
they were told it was ok to do so.
You Tube Video: (10 min)
Discussion (10 min)
I will ask them to discuss: How do we see this happening on the Island? By whom? What do you
think about this? How would you have reacted? What other historical events can you connect
this to?
Reflect and write (10 min)
After this activity I will ask the students to do a free write reflecting on the following questions
about how their group functioned:
Who read, who led, who asked questions, who disagreed, who was not listened to, who held
back from participating, why do you think they did, was anyone bullied, was anyone put down,
excluded, was everyone respected? What was it like being part of your group and what was your
role? Were you satisfied with it? How does your experience connect to LOTF? This will be there
exit ticket. I will ask for any who might want to share something that will help the class connect
this assignment to LOTF understanding.
50
Vocab 11: (15 min)

Mini Lesson on vocab from chapter 10-11 then have the students Play Use- it- in- a-sentence
Vocab Bee. Prize for last 2 challengers standing.
Homework:
Read chpt 11
Post to Blog : Good and Evil Blog #5 Write on! (5 min) In spite of everything, I still
believe that mankind is good at heart. Anne Frank
Reflect on what happened to Anne Frank, what happened in LOTF and your feelings about this
statement.
Assessment: Vocab game, class discussion/participation, free write, post to blog
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Lesson Plan Day 12
Lesson Outcomes -. Students will make connections of LOTF to cultural perspectives and write
a comparison essay.
Materials Needed:
Graphic organizers
Poster paper /markers
Vocab 12
Computer lab
Write on! (5 min)Who do you think is inherently good and evil in the novel? Has this changed
for you from your initial impressions?
Knowing your own darkness is the best method for dealing with the darknesses of other
people. both by Carl Jung
Reading Review and Discussion: ( 10 min)
What does Piggy say is the one thing jack hasnt got? Do you think the choice of Piggys name is
significant?
Mini lesson: ( 30 minutes)
I will teach and model effective development of a compare and contrast essay using graphic
organizer forms, compare and contrast tool kit (see materials). We will look at examples of these
types of essays, practice creating one together, evaluate it using a rubric and then students will
work in groups on comparing and contrasting and then work on their own essay of their choice
from the discussion of the novel, comparing cultural abuses in the world.
I will teach skills for better organization, topic sentences, openings, middles and endings.
I will have students get into pairs and show them an example of a Spider Map they will be
creating that will discuss three real-world situations of human right abuse by current
governments. We will discuss as a class, the abuses Jack and the hunters inflict on the boys after
Jack gains power. Pairs will research a real -world human rights violation situation and compare
it to the events of LOTF. The information should be brief and factual and include similar
situations to the novel, and : it should supports key ideas, and demonstrates awareness of theme.
Human Rights Examples Poster: ( 30 min)
I will discuss these questions that will be on the assignment hand out for the students to consider
52
How does a culture determine social justice?

What responsibilities do human beings have to one another?
How do we make a fair and just society?
The students can access the web using some of these suggested sites and topics.
Students can search the internet to find information about human rights situations
around the world. Be sure to visit these sites first so you can prepare your students
as they include descriptions of torture and other human rights violations.
Kenya
URL: http://www.amnesty.org/ailib/intcam/kenya/report/append1.htm
El Salvador
URL: http://www.amnesty.org/ailib/intcam/cemexico/salvador.htm
Turkey
URL: http://www.amnesty.org/ailib/intcam/turkey/
Iraq/ Afghanistan/ India
Compare and contrast Graphic Organizer: ( 15 min)

I will have each student will transfer the information they have used for their poster into a
compare/contrast graphic organizer and write a 5 paragraph essay comparing the human rights
violations of the culture they researched with the LOTF situations.
Homework:
Post to Blog Good vs. Evil Log # 6 a good man can be stupid and still good
Read and respond to 2 classmates post.
Chpt 12 vocab list to vocab in the lab at home
Read chpt 12
Last day to turn in writing prompt due next class
Write essay
Assessment: group participation, graphic organizers, posting on blog
53
Lesson Plan Day 13

Lesson Outcomes: Students will develop creative writing skills, and improve in the areas of the
6 traits of writing.
Materials needed:
Computer
6 traits of Writing handout
Writing Prompt: Write on! How do you feel about mans propensity to do evil outweighing
his good? Has your answered changed from the beginning of the unit?
Collect last group of Write on! Prompts so that I can grade them and get them back to the student
to review for final essay
Reading Review: ( 10 min)What might the pigs head now represent for Ralph? How can you
tell that Ralph does not appreciate the danger he is in?
I will give students information to look for in next chpt
Discuss their feelings now that the book is done and class discussion about the last Write on!
Prompt
Update Character Maps (10 min)
I will have the students work together in groups to update their character charts for use in an
upcoming assignment. Using the character Graphic at readwritething.org students will choose a
character to make a character map and write a character sketch of 1-2 characters they would like
to write in next weeks class on creative writing.. Using the Character and personal reflection
comparison chart, I will have the students reflect on traits of several characters and compare their
own traits to those of the characters.
Lesson and Activities:
Mini Lesson: (20 min) I will show them examples of several of the types of articles listed below
on the computer. I will have them look at their 6 Traits of Writing handout and ask them to keep
it to refer to as they do their writing. I will review with them some of the different decisions that
writers make when they choose words and sentences etc. I will also review a creative writing
rubric, discuss elements of word choice, voice, fluency and organization.
I will have students use their books, folders, character maps, theme and symbol charts
54
Writing: (30 min) Using the character maps, and Write on! Responses from the unit we are
going to do some creative writing using the voice of a character. Writing will be 2-3 paragraphs.
Students can choose 2 writing projects from the following activities and will have 2 class periods
to work on this writing project. These projects will be posted to the class blog.
1. Create a list of rules for the island in the voice of your character.
2. Write a letter to Mum or dad from the island
3. Create an inner monologue ( ex jack about Ralph and Ralph about Jack)
4. Write a Dear Diary entry
5. Write and addition to one of the chapters
6. Write a dream your character may have had
7. Write a newspaper article about the crash and a missing plane, or the rescue, or the
homecoming of the boys.
8. Write an obituary or eulogy for the imagined death of your character
9. A what if contrasting story.. ex girls instead of boys on the island.
Conferences and pair shares: ( 15 min)
I will have individual conferences with students while class is writing and sharing with partners,
their first draft ideas.
Homework:
Blog post to Good and Evil Blog #6 Credulity is the mans weakness
Work on creative writing and past poetry projects Bring copies of any class writing for peer
editing and workshop conferences for next class.
Catch up on Writing prompts last set due next class
Assessment- blog post, conferences
55
Learning Outcomes: By the end of this class period, my students increase their skills in peer
editing, revising and writing for an audience as well as develop technology skills.
Materials Needed
Confirm computer lab
Editing Post it notes
Final vocab ( 7-12) quiz ( 10 min)
Instruction and Activities:
Mini lesson: (15 min) I will teach a mini lesson on using the 6 traits of writing editing using the
post it notes and model effective peer editing strategies.
Writing Workshop: (30 min)
I will have the class work together for peer editing, moving stations so that everyone gets to have
at least 2 people review their work. I will have individual conferencing time for students who
need it.
Revisions: I will have the students workshop to review and revise writing articles using the six
traits of writing editing post it notes.
Individual Conferences: I will help students review their portfolio documents for completion as
well as give help with writing revisions.
I will have student and peers help each other choose their best writing to post to published blog
After editing and revising, turn in peer editing and revisions sheets for grading
Turn in character maps
Mini Lesson: ( 30 min)
56
I will teach a lesson reviewing essay format and organization, thesis, topic sentences in
preparation for the final essay quiz. We will review the rubric for the essay.
Students will practice writing topic sentences, thesis statements, intro, and conclusions, after
reviewing samples of various essays.
I will have students print off all of their Good and Evil Blog Posts and hand back their Write on!
Response journals for final essay questions review. We will discuss how they should review
these notes at home to be thinking about their ideas for their final essay.
I will have them look at rubrics and choose the best features of a rubric for this final essay. We
will look at some sample essays and compare them to the rubric..
I will tell them the final essay question will be to write an essay compiling your thoughts on
mans propensity for good and evil from your responses over through the unit, how your
understanding has grown or changed, how your view or opinions have been affected.
Homework:
Review Write on ! Prompts and Good and Evil log postings final quiz essay
Finish posting any late assignments/responses to all blog posts
Completed fiction writing articles due next class.
Study notes/ annotations for final quiz next class
Assessment: posting to blog, edit post it notes, conferences
57

Lesson Outcomes: Students will demonstrate knowledge and understanding of themes and their
own perspectives over the unit. Students will publish their writing on the class blog.
Materials Needed
Final quiz
Instruction and Activities:
Final Test: (45 min)
Test 1-2 essay questions on their final evaluation of Good and evil from their experience with the
book and their Write on! reflection writings and blog post questions..
Computer Lab (35 min)
Finish posting all completed writing to the class blog
Review all the completed work
Publish our blog
Collect class novels
Collect final writing assignments
Compile portfolios
Assessment: Final test/portfolios or writing projects
58
Evaluation Plan:
Formative Assessments: Students will produce writing throughout the unit in the form of blog
responses, Write on! reflections, writing projects, responses to other students writing, classroom
projects and presentations. They will be evaluated in group activities and presentations,
vocabulary and chapter quizzes, various writing projects, and the final test on LOTF. All of the
students work will be presented in a portfolio to be evaluated for completeness. A culminating
class project of posting 2 pieces of writing/art/graphics/video presentation from each class
member and a final expository essay on the theme of Good and Evil, incorporating their writings
and reflection from Write on and publishing their self evaluated best pieces to the classroom
LOTF Blog.
Students will individually answer Write on! prompts in class, post to questions asked in a Good
and Evil Blog , write letters from a particular point of view, write poetry from different
characters voice as well as their own, take quizzes, and fill out personal character maps, do
some research, publish writing on a class blog, respond to classmates ideas, participate in many
group projects and presentation and write a final essay. They will contribute to class and small
group discussions and, as small group members, will collaborate and complete digital writing,
character maps, posters, and create a comparison poster and essay.
These formative assessments will require them to understand and interact with the text, identify
the influences in the lives of the characters and in their own lives that shape beliefs and values,
and determine how beliefs and values impact relationships with others. These activities will also
59
assess their understanding of character, point of view, setting, and symbolism, connections to the
world, society and themselves and build on vocabulary. They will learn new computer and skills
by completing and publishing some of their digital writing projects.
Unit Assessments/Evaluation Plan
Write on! Response Journal:

Students will keep a response journal throughout the unit, writing entries in response to the
literature or prompted by ideas and activities from class, as well as responding to other students
blog entries.
Class Blog/Wiki:
Students will contribute to a class wiki. Their contributions can be monitored and evaluated by
looking at the history in the wiki trail.
Writing Assignments
Students will write/create 2 assignments
2 Just Because Poems
Character Maps
Comparison Essay
Group Human Rights Poster
Cartoons/Timeline/ Interactive poetry
Wordle picture, conch poster
Tests and quizzes-
60
Vocabulary and novel tests given weekly

Students will write a unit test including an essay on a topic related to the theme.
Oral Skills
Students will develop oral skills through classroom discussion, presentations and group work
Activity
Possible points
Write On! Prompts 12 x 10 pts

Blog Posts
7x5
120
30
Blog responses to classmates 10x5
50
Vocab Quizzes- 4 x 20 pts
80
Chpt quizzes
80
4 x 20 pts
Group Work:
Character maps
20
Symbols Poster
20
Timeline
20
Human Rights Poster
20
Graphic Cartoon
20
Individual Work:
School Observations Essay
20
Animated Poetry
20
Wordle Word Picture
20
Comparison Essay
20
Just Because poem 2x 20 pts
40
61
Creative Writing
2x 30pts
60
Good and evil Final Essay
60
Editing
20
Total
700
62
Works Cited
Foster, S.W. and Golding, William. Lord of the Flies. 2002, London; York Press.
Koopmans, Andy. Understanding Lord of the Flies. 1983; San Diego, Thomson Gale.
Handouts from Tracy Poff, Mountain View High School.
Websites:
http://www.webenglishteacher.com/golding.html
http://writingfix.com/Literature_Prompts/Lord_of_Flies3.htm
http:// www.readthingwrite.org
63
Cover Sheet
In this final submission I have made many changes. I have been keeping track and I better
get faster at this process and quicker at making decision and stopping myself from
continually looking and revising and searching and tweaking! I have put in over 80 hrs on
this project and it has been fun, frustrating, exhilarating and time consuming!
I do love the planning but it takes me awhile to sort through and cut and decided just what
is best to use and what has to go. Part of the problem is that I have been building a unit I
am not teaching, and neither of my mentor teachers have taught LOTF. so I have been
trying to create it on my own.
I think it is hard to do this when we have not had a lot of experience to know what will
work and what won't, what has worked before and what hasnt; all of these are things you
know and can see in our work, but it seems like we are flying partially blind into this
assignment and that made it really challenging.0
I took all of your suggestions:
I went back to focusing on my essential question, and made a better effort not to let
any of the activities and projects get in the way.
I took out the fan fiction and added several activities that I thought kept with the
unit focus more aptly. I also changed the final assessment to make better use of the
good and evil prompts and tie together the unit using their reflections on the topic
that they have been writing and thinking about the whole time.
64
I adjusted my point of view in the writing to read more smoothly . I made my

lesson day description more full as you suggested .
I added chapter discussion questions in the beginning of each day to build interest in
reading and discussing what has been happening and what to watch for in upcoming
chapters.
I showed some clips of the movie but took out the full move and the compare and
contras essay.
I added in more teaching of writing, instead of just assigning it.
I added in more teaching of vocab rather than just assigning it.
I took the topics of symbolism and leadership deeper as you suggested I should do.
I gave the students more choices for the poetry projects.
I added poetry about voice, for the characters and the students themselves.
I added a research assignment to tie into the connection to LOTF society and
todays cultures.
I added discussion about the lifeboat activity to tie in to the book, added to the
conch significance. I added to the preparation for the beast and the dance/mask
lesson
I redid my rationale, overview
I had so too many files and revisions that I had a hard time finding what I did when and
which was the last version I submitted to you.
65
I focused on the final assessment and the writing aspects as your recommended, making the
final assessment the Good and Evil essay as well as the final along with the 2 final writing
projects. I feel that the essay will connect all the reflective writing that has been done as
well as the reading and discussions and activities that we have done in class.
I hope that I have made it better after putting more time into the revising. But I guess it
will always be something I will tweak and add to. It was so much work, I sure hope that I
will be able to teach it some time in the future.
66
Lesson 13
Lesson Outcomes: Students will finalize character maps
Materials needed:
Update Character Maps (150 min)

Using the character Graphic at readwritething.org students will choose a character to make a
character map and write a character sketch of 1-2 characters they would like to write in next
weeks class on creative writing..
Write Comparison Essays

Peer Edit using 6 traits of of writing editing and comparison essay rubric
revise
I will discuss with the class, the symbolism of the beast and connect it to the previous days
lesson about young killers. What was it about being in a group, or acting wild that rouses people
to act with abandon, or to feel more in touch with their animal/sadistic natures? What did the
boys do in the novel that led them to feel this wild abandon that led them to their animalistic
behavior
Anchor Chart: (10 min)
Simon says, Maybe there is a beast... What I mean is maybe its only us.
Post an anchor chart; with a partner, have students find examples of the boys as the beast and
using the previous Power Control Wheel Handout come up and add their findings to the anchor
chart.
The left column will contain examples of the boys as beast; the right column will contain
connections to the Power Control Wheel. Discuss the implications of violence and how these are
connected to themes of power and control.
Group work (15 min
Get into 4 groups: Using the Power and Control Wheel to connect the actions of Power, Control,
Fear and Acceptance.
Using a story Map:
Group 1. Trace the boys treatment of Simon from Chap 1-8. How was he treated by individuals
and the groups?
67
Group 2. Trace the boys treatment of Piggy from Chpt 1-11. How was he treated by individuals
and groups?
Do you think this treatment influenced each boys death?
Using a Venn Diagram and Compare and Contrast Organizer:
Group 3. Compare the hunts is chpts 4,7, 8 to the accidental death of Simon in Cho 9. What
characteristics do they share? How and why did intent change?
Group 4. Compare the hunts in chpt 4,7,8 to the capture of Samneric in chpt 11 and to the
intentional murder of Piggy in chpt 12 What characteristics do they share? How and why did
intend change?
Individual Work: Create a Compare and Contrast Essay based on one of the above
discussions or another aspect of your choosing from the novel.
Vocab 12 (10 min)- Mini lesson: Teach the vocab. with the use of the word power game
Assessment:
Exit ticket give each student 3 post it notes. Ask them to write down one example of power,
control and respect. Post it on a Power and Control and Respect Anchor charts before leaving.
Homework: Catch up on Blog/reading any missing log entries, any missing Write on!
Reflections , vocab can be found on the blog site.
Post to Blog # 7 What responsibilities do human beings have to one another?

Lord of the Flies Influence of Good and Evil

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Lord of the Flies Influence of Good and Evil

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1

The Influence of Good and Evil

Goals and Objectives---------------------------------------------------------------------------8-12

Accommodating Special Needs Students----------------------------------------------------24-25

Daily Lesson Plans-------------------------------------------------------------------------------26-56

The objective of every English teacher is to motivate students to read and

Vocabulary development activities will help students increase in reading

Write reflective compositions; persuasive compositions that evaluate, interpret, and

Curriculum Standards and Goals

State Achievement Standards

Meridian Curriculum Goals

Idaho State Standards for 10th Grade:

Meridian School District Curriculum Requirements:

Students will acquire strategies and skills for comprehending texts.

Students will use appropriate technology to produce a final draft

Physical arrangement of the classroom:

Copies of Lord of the Flies for all students

Unit Timeline for LORD OF THE FLIES

Review Power and

Review chpt 1,2

Introduce Write ons!

Hand out books

Power and Control

Show how they will

Hand out checklists,

Show where to find

Practice doing blog

Quiz chpt 1-3

Review reading/ new

Discuss link to the

Vocab mini lesson

Group search and

Vocab game and

Collect vocab 6-7

Grade each other

Movie clips on fire

Conch Shell poster

quiz next class

For exit ticket

Vocab and chpt 69quiz

I will survive song

Girl Power lesson

Post to the Blog:

Reminder chpt 6-9

Collect Write on!

Groups 1,2 Questions

All Write on!

.Hand back all write

Turn in any late and

Vocab quiz 7-10

The Good and Evil of Human Nature

2. On the board: Brainstorm qualities of Good and Evil

How did it feel to be in charge?

Lesson Plan for Day 2

Create Unit Folder: (15 min)

Lesson Plan for Day 3

Learning Outcomes: Students will learn about computer/software skills, technology

Computer Lab: Model/Instruction: (20 min)

Vocab In the Lab: (30 min)

Lesson for Day 4

Group Presentations: (10 min)

Lesson Plan for Day 5

Read and discuss: (20 min)