Unit Plan

Subject: ELA I Grade: 9th Unit: 2 Suggested 6 weeks

Duration:

Unit Title
What is a concrete, cohesive name for the work students will be doing during this unit?
Social Boundaries
Unit Summary
Narrative summary/overview of the unit. What will students be learning and doing? Why are they learning this? What should they be able to do
by the end of the unit?
In this unit, students will explore ideas about human nature and the social contract using Lord of the Flies as an anchor text. They will analyze the
novels allegorical representation of civilization and savagery, good and evil, exploring how Golding uses literary elements and stylistic devices to
convey thematic meaning. As they work through the book they will analyze how the author develops literary elementscharacter, setting, conflict,
symbolism, motifsto develop thematic meaning. They will also read and discuss philosophical perspectives and contemporary articles that
examine the issues of good and evil.

Students will write OERs throughout the unit and the unit will culminate with a literary analysis essay that synthesizes several of those OERs and
an expository, STAAR aligned essay that addresses the essential questions and enduring understandings for the unit.
Enduring Understandings Essential Questions
What are the big ideas? What provocative questions will foster inquiry, understanding, and
What specific understandings about them are desired? transfer of learning?
What misunderstandings are predictable?
Philosophers have explored the question of whether humans are Do humans have an inherent tendency towards good or evil?
inherently good or evil for many centuries What happens to a community when social norms and constraints
Literature explores big questions about the human condition are removed?
through fictional representations that have a larger symbolic How does literature use figurative and symbolic narratives to
significance explore large questions about the human condition?
Authors use archetypes to represent universal situations and
characters.

ELPS
What are the English language proficiency level descriptors and student
expectations for English language learners (ELLs)?
Reading
4D Use pre-reading supports such as graphic organizers, illustrations,
and pre-taught topic-related vocabulary and other pre-reading activities
to enhance comprehension of written texts
4F Use visual and contextual support and support from peers and
teachers to read grade-appropriate content-area text, to enhance and
confirm understanding, to develop vocabulary, to grasp language
Misconceptions
What misunderstandings are predictable?
People inherently know the right thing to do and act on it
Literary texts are meant to be taken literally rather than figuratively
Students will struggle with the following skills:
o Making connections across texts
o Analyzing rather than summarizing
o Selecting strong supporting evidence from the text
o Providing supporting examples for expository writing
structures, and to tap background knowledge needed to comprehend o Integrating the grammar skills they learn into their writing
increasingly challenging language
4G Demonstrate comprehension of increasingly complex English by
participating in shared reading, retelling or summarizing material,
responding to questions, and taking notes commensurate with content
area and grade level needs
4I Demonstrate English comprehension and expand reading skills by
employing basic reading skills such as demonstrating understanding of
supporting ideas and details in text and graphic sources, summarizing
text, and distinguishing main ideas from details commensurate with
content area needs
4J Demonstrate English comprehension and expand reading skills by
employing inferential skills such as predicting, making connections
between ideas, drawing inferences and conclusions from text and
graphic sources, and finding supporting text evidence commensurate
with content area needs
4K Demonstrate English comprehension and expand reading skills such
as evaluating written information and performing critical analyses
commensurate with content-area and grade-level needs
1A Use prior knowledge and experiences to understand meanings in
English
1B Monitor oral and written language production and employ self-
corrective techniques or other resources
1C Use strategic learning strategies such as concept mapping, drawing,
memorizing, comparing, contrasting, and reviewing to acquire basic and
grade-level vocabulary
1E Internalize new basic and academic language by using and reusing
it in meaningful ways in speaking and writing activities that build
concept and language attainment
1H Develop and expand repertoire of learning strategies such as
reasoning inductively or deductively, looking for patterns in language,
and analyzing sayings and expressions
Writing
3G Express opinions, ideas, and feelings ranging from communicating
single words and short phrases to participating in extended discussions
on a variety of social and grade appropriate academic topics
5B Write using newly acquired basic vocabulary and content-based
grade-level vocabulary
5D Edit writing for standard grammar and usage, including subject-verb
agreement, and appropriate verb tenses commensurate with grade-
level expectations as more English is acquired
5E Employ increasingly complex grammatical structures in content area
writing commensurate with grade level expectations
5F Write using a variety of grade-appropriate sentence lengths,
patterns, and connecting words to combine phrases, clauses, and
sentences in increasingly accurate ways as more English is acquired
5G Narrate, describe and explain with increasing specificity and detail
to fulfill content area writing needs as more English is acquired
Listening
2C Learn new language structures, expressions, and basic and
academic vocabulary heard during classroom instruction and
interactions
2D Monitor understanding of spoken language during classroom
instruction and interactions and seek clarification as needed
2E Use visual, contextual, and linguistic support to enhance and
confirm understanding of increasingly complex and elaborated spoken
language
2G Understand the general meaning, main points, and important details
of spoken language ranging from situations in which topics, language,
and contexts, are familiar to unfamiliar
2H Understand implicit ideas and information in increasingly complex
spoken language commensurate with grade-level learning expectations
2I Demonstrate listening comprehension of increasingly complex
spoken English by following directions, retelling or summarizing spoken
messages, responding to questions and requests, collaborating with
peers, and taking notes commensurate with content and grade-level
needs
Speaking
3B Expand and internalize initial English vocabulary by learning and
using high-frequency English words necessary for identifying and
describing people, places, and objects, by retelling simple stories and
basic information represented or supported by pictures, and by learning
and using routine language needed for classroom communication
3C Speak using a variety of grammatical structures, sentence lengths,
sentence types, and connecting words with increasing accuracy and
ease as more English is acquired
3D Speak using grade-level content area vocabulary in context to
internalize new English words and build academic language
3E Share information in cooperative learning interactions
3G Express opinions, ideas, and feelings ranging from communicating
single words and short phrases to participating in extended discussions
on a variety of social and grade-appropriate academic topics
3H narrate, describe, and explain with increasing specificity and detail
as more English is acquired
3I Adapt spoken language appropriately for formal and informal
purposes
3J Respond orally to information presented in a wide variety of print,
electronic, audio, and visual media to build and reinforce concept and
language attainment
Key Vocabulary Resources
What key terms do students need to know for this unit? What external resources (texts, documents, etc.) are necessary
to teach and learn during this unit?
Theme Specific: Lord of the Flies by William Golding
Human nature Young Killers are Punished by Hubert Herring
Social contract A Chilling Crime and a Question: Whats in a Childs mind?
Ethics To Study Aggression, a Fight Club for Flies
Content Specific Beyond Profanity, Dirty Dealing Swindlers Take God's Name in
Allegory Vain
Symbol/ Symbolism For the Worst of Us, The Diagnosis May be Evil by Benedict
Narrative Carey
Characterization Excerpts from Hobbes, Rousseau and Locke
Archetypes
Internal conflict
External conflict
Theme
Thematic statement
Pronoun
Antecedent
Independent clause
Subordinate/dependent clause

Knowledge Skills
What will students KNOW as a result of this unit? What will students be able to DO as a result of this unit?
Theme Identify authors central claims and main ideas
The basic claims about key theories regarding human nature Write accurate summaries of text
and the social contract Explain how text structure contributes to authors purpose
Content Synthesize various viewpoints and explain how they are similar and
The definition of allegory and how an allegory functions to different
develop theme Identify supporting details and explain how they contribute to the
The definitions and key elements of: development of central claims
o Characterization Infer meaning of unfamiliar vocabulary using context clues
o Setting Analyze how an author uses allegory to develop symbolic and
o Symbolism thematic meaning
o Archetypes Analyze how authors use literary elements such as character,
o Internal and external conflict setting, plot, conflict and point of view to develop thematic meaning
o Plot Analyze how authors use literary devices such as foreshadowing,
A complete sentence must be a complete thought with a figurative language and symbolism to develop thematic meaning
subject and a verb Write an analytical essay that contains a clear main idea, effective
Phrases and dependent clauses add important information to a topic sentence, supporting evidence and a logical organization
sentence Write an expository essay that contains a clear main idea, effective
Commas are used in specific ways to divide the parts of a topic sentence, supporting evidence and a logical organization
sentence
A pronoun must agree with its antecedent
Transition words must be appropriate to the structure of the
sentence or paragraph in which they are used

Formative Assessments Summative Assessments

What methods will you use to assess whether students are learning What methods will you use to assess whether students have learned
during the unit? the material at the conclusion of the unit?
OERs Vocabulary Test
Quizzes Grammar Test
Do nows Literary analysis essay
Exit tickets Expository essay
Graphic organizers Revised OERs
Debates

Daily Calendar Suggested Pacing Guide

Day 1
Standard(s):
ACT:
AIM(s): SWBAT engage
with the idea of human
nature through a pre-
reading activity for LOTF
Suggested activities:
Do now:
Freewrite in response to
the following statement:
To prefer evil to good is 2. Students free-write in
not in human nature; and
when a man is compelled
to choose one of two evils,
no one will choose the
greater when he might
have the less (Plato).
Do you agree or disagree
with this? Why? What are
your thoughts about the
natural inclinations of
humans towards good and
evil?
Turn and talkstudents room and have students
talk with a partner about
their response to the
quote.
Partners share their ideas
with the classrecord examples.
students arguments
regarding human
tendencies towards good
and evil.
Day 2 Day 3
Standard(s): 9.9 (C) Standard(s):9.9(C)
ACT: ACT:
AIM(s): SWBAT identify AIM(s): SWBAT explain
authors main ideas or how main ideas/ central
central arguments about arguments are developed
human nature. through the logical
structure of a text.
Suggested Activities:
Do Now: Suggested Activities:
1. Grammarreview unit Do Now:
1 grammar 1. Grammarreview
2. Students read and
response to the annotate section on
following: Why do we Rousseau in Modern
need laws and social Social Contract
norms? What do you Theory identifying
think would happen if main ideas and
we did not have laws paraphrasing in the
and norms? What margins.
examples can you give
to support your Review do now to ensure
argument? students have understood
Rousseaus main ideas.
Post social contract/human
nature quotes around the Link Rousseaus main
ideas to Rousseau quotes
complete a chalk talk posted around the room.
activity where they
respond to each quote, Facilitate a class
stating whether they agree, discussion around the
why/why not, and providing differences and similarities
between Hobbes view of
human nature and
Give students Modern Rousseaus. Pose the
Social Contract Theory following questions: What
article. is different about their
Day 4 Day 5
Standard(s): 9.9 (D) Standard(s): 9.9(C)
ACT: ACT:
AIM(s): SWBAT synthesize AIM(s): SWBAT explain
various viewpoints on how supporting details
human nature and explain contribute to the
how those viewpoints differ development of main ideas
based on the supporting in a nonfiction text.
details authors use to
develop their viewpoints.
Suggested Activities:
Suggested Activities Do Now:
Do Now: 1. Grammar quizreview
1. Grammar--review of first 6 weeks
2. Students read and
annotate section on Students read the short,
Locke in Modern two paragraph article titled,
Social Contract Young Killers are
Theory identifying Punished and then
main ideas and respond to the following:
paraphrasing in the Do you feel that the boys
margins. in the article received a
just punishment for their
Review do now to ensure crimes? Should children
students have understood this young be held
Lockes main idea accountable for their
crimes and be tried as
Divide students into small adults? Why or why not?
groups and give them At what age do you think
excerpts from the original that a child who commits a
texts by Hobbes, crime knows and
Rousseau and Locke with understands that what he
text dependent questions. or she is doing is wrong,
Students answer the and why? Students stand
questions and annotate up, find two or more
excerpts to show main partners and share their
ideas and supporting responses.

Ask students to move to
one half of the room
depending on whether they
believe humans are
inherently good or evil.
Once students have
selected their position, ask
them to work in small
groups to brainstorm
support for their position.
Small groups join together
and form one group for
each position to put small
group ideas onto a poster.
Ask students to delegate a
discussion director, writer,
and reporter from their
group. Discussion director
facilitates the transfer of
information to poster,
writer writes information on
poster, reporter will
present poster to whole
class.
Each side of the room
presents the ideas on their
posters. Tell students if
they would like to change
their minds they can move
to the other side of the
room at this point.
Groups switch posters,
select new discussion
Popcorn read small pre-
selected sections of the
article explaining Hobbes
philosophy of human
nature and the social
contract.
Model identifying authors
explanation of Hobbes
main idea and annotating
the text.
Students paraphrase main
ideas identified in the
article in the margins of the
text.
Link Hobbes main ideas to
the Hobbes quotes posted
around the room
Exit Ticket: Students
answer the following: What
is Hobbes main idea/
central argument about
human nature? How does
he support this view?
arguments? How do the evidence. Groups connect
authors develop their information in the excerpts Briefly ask pairs to share
arguments differently? to information in the with the whole class
What is the same about Modern Social Contract
their arguments? How do Theory article. Students partner up and
the authors develop their read A Chilling Crime and
arguments in similar ways? On chart paper groups a Question: Whats in a
create a graphic organizer Childs Mind? Have
Exit Ticket: Identify and to illustrate the authors students annotate by
explain one difference view of human nature with summarizing each
between Hobbes and connecting quotes. paragraph and capturing at
Rousseaus views of least two main ideas of the
human nature Students complete a article.
gallery walk to gather
information from other In groups of 3 or 4, have
groups posters. students put together a list
of supporting details the
Students chose three author uses to develop his
articles from the week and main ideas. Have them
use a Venn Diagram to explain HOW these details
chart the similarities and develop or contribute to
differences. Students are the main ideas as they
to use evidence from all discuss. Have each group
texts to support their share out.
reasoning.
Exit Ticket: Write a
Exit ticket: Choose two paragraph explaining how
articles weve read this one supporting detail in the
week. Write an OER in article contributes to or
response to the following develops the main idea.
question: How do the
authors perspectives on
human nature differ?
directors, writers and
reporters, and discuss
ways to rebut the other
position and write these on
the other groups poster. In
order to write a rebuttal for
a point on the poster they
must provide some kind of
supporting evidence.

Each side explains their

rebuttals to the other side.

Explain theme for unit 2

social boundaries--and
provide an overview of the
texts you will be reading.
Connect the day 1 activity
with the larger question of
the necessity for social
contracts to regulate
behavior. Tell students the
anchor text Lord of the
Flies deals with the
question of what happens
when children find
themselves in a situation
unregulated by adults and
is an exploration of what
happens when social
constraints are removed.

Exit ticket: After having this

discussion, do you think
humans are inherently
good or evil? Which pieces
of supporting evidence
presented today do you
find most convincing and
why?
Day 6
Standard(s): Fig 19; 9.5(A)
ACT:
AIM(s): SWBAT
summarize a nonfiction
article as a pre-reading to
Lord of the Flies
Suggested Activities:
Do now:
Make a list of 10 rules that
a society should live by.
What are your ten
commandments?
Turn and talkshare your
rules with a partner.
Use a World Caf protocol
for students to discuss the
following questions:
1. Why are codes created
to regulate behavior?
2. What roles do the Ten
Commandments play
in our lives today?
3. What are some codes
of conduct that people
have created to
regulate an aspect of
life (e.g., good
sportsmanship,
etiquette, good citizen,
the Scouts Honor,
Day 7
Standard(s): 9.1 (B) & (C)
9.5 (A)
AIM(s): SWBAT define
allegory and explain the
effects it has on a
narrative.
Suggested Activities:
Do Now:
1. Grammar comma
use
2. Students begin reading
Lord of the Flies. Have
them read the first 3
pages of LOTF and
complete the
vocabulary exercises.
Students examine the
context in which he
vocabulary word is
used and define it
based on that context.
Students complete the
remainder of the
vocabulary activities,
writing sentences using the
Vocab words
Directly teach the term
Allegorygive definition,
give examples, students
turn and talk, putting it in
Day 8 Day 9 Day 10
Standard(s): 9.5 (A) Standard(s): Fig 19. (B) Standard(s):9.5(B)
ACT: ACT: ACT:
AIM(s): SWBAT explain AIM(s): SWBAT identify AIM(s): SWBAT analyze
the effects allegory has on thematic ideas and how Golding uses direct
a novels narrative analyze how quotes and indirect
structure and the literary convey particular themes characterization to develop
elements therein. Ralph, Piggy and Jack into
Suggested Activities: dynamic characters.
Suggested Activities Do Now:
Do Now: Grammar-- comma use Suggested activities:
Grammar-- comma use Chapter 2 quiz Do Now:
Chapter 1 reading quiz Vocabulary and grammar
Ask students to write down quiz
Students turn and talk their response to the
about allegory: What is an following questions: Model completing a
allegory? Whats an What is theme? What do character page for Piggy.
example? you already know about Have students identify
theme? What are you textual evidence that
Give students particular unclear about? shows his appearance,
quotes and ask questions beliefs, others perceptions
about what the characters Students share their of him, his perceptions of
and objects in the quotes response to the do now. himself, etc.
represent given that the Have students reread
story is an allegory. Review theme handout sections of chapter 1 and
Students can work in from unit 1 complete a character
groups, then page for Ralph.
independently. Ask students to identify a
possible list of thematic Exit Ticket: Students
(i.e. what does the conch ideas based on the first 2 identify key quotes that
shell represent for the chapters. show the authors
boys? What do the characterization of Jack
meetings represent? What Model looking at a quote and explain HOW they
does their desire to build and identifying the shows the authors
 etc.)? their own words
4. Why do people choose *Emphasize the idea that
to follow moral and an allegorical story is one
ethical codes of with two meaningsone
behavior that is a literal
representation of the
When each question has events taking place, and
been discussed, ask the other is a symbolic
groups to share responses representation of the
and record a list of events taking place. Thus,
students ideas regarding in an allegorical story,
moral and ethical codes of everything symbolically
conduct. represents some deeper
idea, conflict, etc.
Grammar mini-lesson
comma use Tell students they will
create their own allegories
Students independently in class about themselves.
read the article Beyond
Profanity, Dirty Dealing Have students take a
Swindlers Take God's sheet of white paper and
Name in Vain from the divide it into three sections.
NYT Ten Have them list their
Commandments series favorite things: activities,
and summarize each books, music, etc. and
paragraph. write them in the first
section. Give examples of
Exit Ticket: Write a what the list should look
paragraph explaining how liketailor to meet
the article Beyond students needs or to
Profanity demonstrates achieve certain goals
the necessity for moral perhaps tie to character
codes of conduct in a development in some way.
society. Students could potentially
make a list of things they
want in the future (a big
house, a car, a family, etc,)
huts represent?
Have students begin
reading chapter 2,
identifying their own
symbolic meanings. When
they have found at least 2,
have them list their
meanings on chart paper
posted around the
classroom. Then have
students group up around
the chart paper and
discuss the symbolism
they identified.
Discuss as a whole class
and identify text evidence
that supports students
interpretations.
Exit ticket: Give students a
quote and ask them what
the object or character in
that quote represents
given that the story is an
allegory.
Homework: read chapter 2
for day 9
thematic idea that it characterization.
conveys.
Homework: read chapters
Give pairs quotes to 3 and 4 for day 11
practice identifying
thematic ideas. Students
write their quotes and
themes on notecards and
use block party protocol to
share.
When students have
shared with 3 or 4 other
people, ask for volunteers
to share with the whole
class, explaining clearly
how the quote connects to
their thematic idea.
Exit Ticket: Students
match quotes with
thematic ideas
independently and explain
the connections.
 Then have students write
what those things in the list
represent or suggest about
them as individuals.
Desiring to have a nice car
suggests that you are
ambitious, etc.

Have students share their

lists and representations
with partners.

Exit ticket: Pose the

question, If LOTF is an
allegory, what does that
mean about the
characters, objects,
places, and everything in
the story? Have students
discuss the question then
write an answer.

Homework: finish reading

chapter 1 of Lord of the
Flies

Day 11 Day 12 Day 13 Day 14 Day 15

Standard(s): 9.1 (B) & (C) Standard(s): 9.5 (A) Standard(s): 9.2(C) Standard(s):9.2(C) & 10.16 Standard(s):9.2(C)
ACT: ACT: ACT: ACT: ACT:

AIM(s): SWBAT analyze
internal and external
conflict in Lord of the Flies
Suggested Activities:
Do now:
1. Chapter 3 and 4
reading quiz
AIM(s): SWBAT Identify
and analyze symbols in
LOTF and provide
supporting quotes
Suggested Activities:
Do Now:
1. Grammar comma
AIM(s): SWBAT analyze
how the author uses
symbolism to convey his
message about the nature
of civilization and society.
Suggested Activities:
Do Now:
AIM(s): SWBAT identify AIM(s): SWBAT revise an
and analyze archetypal OER for main idea,
characters in LOTF. supporting evidence and
grammar/conventions
Suggested activities: based on peer feedback
Do now:
1. Grammar-- comma Suggested activities:
use Do now:

Have students split their
page in half. On one side
they make a list of
examples of external
conflicts and on the other
side examples of internal
conflicts [generic, not from
LOTF]
Discuss and record
students lists and group
conflicts together
according to similarities
Use the discussion to
explain that there isnt
always a clear delineation
between external and
internal conflicts since
external conflict creates
internal conflict.
Using chapter 1, model
identifying internal and
external conflict, finding
textual evidence to support
and then identifying
connections between them
[how external leads to
internal or vice versa]
Divide students into groups
and assign one chapter.
Groups identify examples
of internal and external
conflicts and create a
graphic organizer to show
use 1. Grammar comma
2. Show students images use
of famous symbols 2. Show images of fire
[flags, buildings, being used by
religious images, humansprimal
political icons etc.] photos, political
Have them identify cartoons, etc. Have
what the symbols are students explain what
and what they fire means for humans
represent. in each photo.
Discuss students Students share their
responses and review responses with the class.
definition of symbolism.
In small groups, students
Using chapter 3, model trace the appearance of
identifying symbolism and fire in LOTF to answer the
analyzing meaning. following questions:
Emphasize finding images, 1. What conflicts does it
or material objects that create?
stand for something else. 2. How does it bring
Tell students that almost characters together?
everything in the book can 3. What is the purpose of
be seen as symbols the fire according to
characters, objects, Ralph? Who is
images, etc. negligent of the fire?
4. Why is he negligent of
Students work in groups, it?
reading and annotating the 5. What does fire
first 4 chapters for represent?
symbols. Have students
create a list. Discuss group response as
a whole class and ask
Groups send out spies to students to consider the
find symbols identified by following question
other groups that they individually:
dont have on their lists. How does Golding use the
fire as a symbol to convey
2. Chapter 5 reading quiz 1. Grammar quiz
Review ACT questions Model OER revision using
from day 13 exit ticket a student sample from the
previous day. Break the
Ask student to freewrite in OER into elements and
response to the following: provide feedback on each
After reading chapters 1- one (main idea, evidence,
5, what seem to be the commentary, concluding
main differences between sentence)
each of the following
characters: Piggy, Ralph, Students select one of
Simon, Jack? their OERs and form small
groups.
Have students partner up
and share their responses. Students pass their OER
to the right and use the
Tell students to take out RISE protocol to provide
their archetype handouts feedback on the main idea
from unit 1 and review the sentence.
definition of an archetype.
Students pass to the right
Make a connection again and use the protocol
between the idea of to provide feedback on the
archetypal characters and connection between main
the novel as allegory idea and supporting
remind students that evidence
characters, situations, Repeat the process with
objects etc. have symbolic students providing
meaning. feedback for each of the
following elements:
Model finding textual Analysis/commentary
evidence to show the (explains connection
archetype of Ralph using between main idea
the archetype handout. and evidence)
Concluding sentence
Have students identify (thematic link)
what each character Grammar and
the relationship between
the two types of conflict.
Groups transfer their
graphic organizers to
posters and present to the
class.
Grammar mini-lesson
comma use
Exit ticket: Analyze the
connection between one
internal and external
conflict from the first four
chapters of LOTF. Support
your analysis with
evidence from the text.
Homework: read chapters
5 for day 14
Groups share their lists
with the whole class,
explaining what the
symbols represent.
Use this discussion to
ensure students
understand that a symbol
represents something interpretations.
other than itself. They
should be able to clearly
identify what symbols
represent.
Create a class list of
symbols and have
pairs/groups find quotes
that illustrate the symbol
and its meaning.
Exit ticket: Identify one
symbol from the first 4
chapters and write a
paragraph analyzing what
the symbol represents.
Support your analysis with
evidence from the
selection.
a message about represents in the story conventions
civilization? using the handout and Style (embedding
finding textual evidence to quotes, sentence
Discuss as a class, support it. variation, vocabulary)
exploring the possibilities
for the fires symbolic Exit Ticket OER: What Students return OERs and
meaning and identifying human archetype does use RISE self-evaluation to
quotes that support these Piggy, Jack, or Ralph assess their own work
embody? How do they
embody this archetype? Exit ticket: Revise your
Exit ticket: Passage with OER based on the
ACT question stems feedback you received
from your peers and your
self-evaluation (summative
grade)
Homework: read chapter 6
and 7 for day 16

Day 16 Day 17 Day 18 Day 19 Day 20

Standard(s): 9.5(C) Standard(s) 9.5 (C) Standard(s) 9.2(C) Standard(s):10.16&9.2(C) Standard(s): Fig 19. (B)
ACT: ACT: ACT: ACT: ACT:

AIM(s): SWBAT infer word
meaning based on the
context in which unfamiliar
words are used.
AIM(s): SWBAT trace and
explain the significance of
the parallel plot lines and
dramatic irony established
through them in of LOTF
AIM(s): SWBAT analyze
how Golding uses
symbolism and allusion to
develop thematic meaning.
AIM(s): SWBAT identify
quotes that relate to the
thematic ideas of
civilization vs. savagery
AIM(s): SWBAT take a
positon regarding human
nature and support it using
textual evidence, prior
knowledge and personal
SWBAT explain how the
narrators point of view in
Lord of the Flies
contributes to the
development of the
characters and plot
Suggested Activities
Do Now:
1. Chapter 6 and 7
reading quiz
Students read pages 96
100 and complete the first
vocabulary activity
defining words based on
the context in which they
are used.
Students work in groups to
complete the rest of the
vocabulary activities.
Give students examples of
st nd
texts written in 1 , 2 ,
rd
person 3 person limited
rd
and 3 person omniscient
point of view and ask them
to work in pairs to identify
the difference between
each piece of text.
Discuss students
observations and provide
definitions for each point of
view.
Based on the pieces of
Suggested Activities:
Do Now:
1. Grammar practice--
pronoun-antecedent
agreement
2. Chapter 8 quiz
Ask students to look
through chapter 8 to
identify the different plot
lines using this chart to
map out the text.
Model using Simons
sections. In pairs students
complete Ralph and Piggy.
Discuss students
responses.
Independently students
complete Jacks section.
Discuss to ensure students
were able to identify tone
and meaning.
Introduce the term Irony
and then have students
discuss the following: How
do the parallel plot lines
develop dramatic irony in
the story?
Model with one example to
show how the readers
knowledge of all three
plotlines creates tension in
the chapter.
Suggested Activities:
Do Now:
1. Grammar practice--
pronoun-antecedent
agreement
2. The title of the novel,
Lord of the Flies is
another term for
Beezlebub which
means Satan or
devil. What is the
significance of the title
based on this meaning
and your knowledge of
the story so far?
Discuss students
responses and tell them
you will be looking closely
at Simons sections in
chapter 8 to identify how
Golding uses stylistic
devices and Simons
character to develop the
connection between the
title and the story.
Explain to students what
an allusion is, specifically a
Biblical allusion, and
provide some examples in
addition to the title of the
book. Ask students to pay
attention to any allusions
they notice in the
passages.
Read the first short
Suggested activities: experience
Do Now:
1. Grammar practice-- Suggested Activities:
pronoun-antecedent 1. Grammar quiz
agreement pronoun-antecedent
2. Passage with ACT agreement
question stems 2. List the behaviors you
would like to see your
Discuss/review students peers displaying during
responses the discussion and
then list the behaviors
Divide the class into 3 you expect to see from
sections and assign each students who are
section one chapter (6, 7 speaking.
or 8). Students look
through their chapter Briefly have students share
identifying quotes that out their DO NOW
relate to the ideas of responses and then set
civilization and savagery. expectations and CFS for
class discussion.
Students form small
groups with one person Set very clear rules and
from each of the three procedures for the debate
sections and share their and act as mediator,
quotes. following the procedure on
the handout.
Introduce the following
statement to prepare for Students move to the
Philosophical Chairs the section of the room that
following day: correlates with their
Humans are inherently opinion and begin
savage and when the discussion.
normal rules and restraints
of civilization are removed At various points in the
they will revert to a discussion, allow students
savage, barbaric state. the opportunity to move to
a different section of the
Discuss the statement as a room depending on their
text, ask students to
identify the effect of using
each point of view.
Have students identify the
points of view on each
page of pages 96 100
Students discuss in groups
why they think the author
chose to shift his point of
view on page 99 to second
person. What affect does
this have on the plot?
Give students specific
quotes from pages 96
100 and ask them to
rd
discuss the ways the 3
person omniscient point
view helps to develop the
characters and plot. What
would the reader not know
about the characters and
plot if the story were not
told from this point of
view?
Grammar mini-lesson
pronoun-antecedent
agreement
Exit Ticket; How does the
rd
author use 3 person
nd
omniscient or 2 person
point of view to develop
the characters or the plot
of LOTF?
passage together,
Exit Ticket: Passage with modeling annotation for
ACT question stems. stylistic devices and
meaning, paying particular
Homework: read chapters attention to connotations
9 and 10 for day 21 and patterns.
Based on your
annotations, ask students
to identify the emerging
tone and any examples of
foreshadowing they see in
the passage. Also ask if
they can suggest any
additional meanings in
Simons name. If students
are unable to identify the
allusion move onto the
other passages to give
them time to think about it.
Students read Simons
second passage in small
groups, identify key
words/phrases that they
see as exemplifying the
tone of the passage and
share with the class.
As groups share, create a
list of key words then ask
students to group similar
words together and identify
tones for those groups.
Discuss how the second
scene intensifies the tone
of the first scene and ask
whole class, allowing
students to explore their
opinions briefly.
In small groups, students
identify quotes LOTF and
the readings from the first
week of the unit that
support and refute the
claim.
Remind students that they
can also draw on prior
knowledge and personal
experience BUT they
should not rely heavily on
these and must use text
evidence to perform
effectively in the
discussion.
Review the Philosophical
Chairs handout and remind
students of the norms and
protocols for the
discussion.
Exit ticket: Without looking
at your handout, write
down the norms and rules
for Philosophical chairs.
How will you ensure you
are prepared for the
discussion tomorrow?
position.
Debriefallow students to
express how the debate
worked for themwhat did
they enjoy? What was
challenging? What made
them uncomfortable? What
encouraged them to speak
up? Give them time to
record their thoughts
briefly in writing before
discussing.
Exit ticket: What was your
experience of our
discussion? Do you feel
you performed well? What
were your frustrations?
What did you enjoy? How
did this differ from the first
Philosophical Chairs
debate? Did your
participation improve? Did
students do a better job of
following norms and
expectations?
 students how this helps to
Homework: Read chapter develop the significance
8 and meaning of Simons
experience.

Students read the third

passage independently
and answer the following
questions:
1. What is Simon
experiencing?
2. What does the pigs
head represent?
3. What does Simon
realize about the Beast
during this scene?
4. What message is the
pigs head trying to
convey to Simon?
5. How do these scenes
set Simon apart from
the other characters?
What does he do that
none of the others are
willing to do?

Discuss students
responses then return to
the allusions in the
passage to see if students
are able to recognize the
additional Biblical
allusions. If not, provide
them with the information
and ask them to discuss
how these add to the
meaning of the scenes.
 Finish with a discussion of
the following question:
What do these scenes
suggest about the human
condition?

Exit ticket: How do Simons

passages from chapter 8
help to develop Goldings
message about the human
condition?

Day 21 Day 22 Day 23 Day 24 Day 25

Standard(s): 9.2 (C) Standard(s): 9.2 (C) Standard(s): 9.2 Standard(s) 9.13(A) Standard(s) 9.15
ACT: ACT: ACT: ACT: ACT:

AIM(s): SWBAT analyze AIM(s): SWBAT analyze AIM(s): SWBAT analyze AIM(s): SWBAT write an AIM(s): SWBAT write an
how Golding uses setting how Golding uses how literary elements outline for a literary essay analyzing how an
to convey foreshadow figurative language to contribute to thematic analysis essay that author uses a literary
coming events and make develop meaning in Lord of meaning in LOTF includes a thesis, topic element to convey
key plot shifts the Flies sentences and supporting thematic meaning
Suggested activities: evidence.
Suggested activities: Suggested activities: Do Now: Suggested activities:
Do Now: Do Now: 1. Grammar-- transitions Suggested activities: Do now:
1. Chapter 9 and 10 quiz 1. Grammar-- transitions 2. Chapter 11 quiz Do now: 1. Grammar quiz
2. Students read the first 2. Passage with figurative 1. Grammar-- transitions transitions
two paragraphs of language questions to Students collect the OERs 2. Chapter 12 quiz
chapter 9 and draw the check students current they have written during Give students 5 minutes to
images that come to understanding the unit and identify Discuss final chapter and raise questions and
mind after reading it. responses that discuss ending. In pairs students concerns about the timed
Discuss students literary elements and answer the following write.
Use a block party protocol responses and clarify any theme. questions:
for students to share and questions or 1. How does the final Reassure students that
explain their images with misconceptions about Give students the following chapter develop the this is a rough draft and
several other students figurative language in the prompt for Fridays timed central themes of the they will have the
passage. write: novel (think about opportunity to revise their
Students make predictions
about what they think will
happen on the island
based on what is
happening in terms of the
physical setting.
Grammar mini-lesson
transitions
Students work in groups to
answer text-dependent
questions about setting
and to identify tone in the
first 2 paragraphs of
chapter 9
Have students read the
next 5 paragraphs and
highlight quotes that reveal
important aspects of the
setting. Prompt students to
think symbolically about
the setting. Have them
take their quotes and ask
themselves:
1. What are these quotes
revealing about how
the plot is about to
shift?
2. What can the reader
infer about what will
happen based on
these quotes?
Exit Ticket: How does the
setting in chapter 9 of
Ensure students know
definitions for simile and
metaphor and provide
examples. Also provide
non-examples for similes
to address misconceptions
(for example comparisons theme in Lord of the Flies.
between two like objects,
analogies rather than
similes where meaning is
not figurative but literal
etc.)
Use a wagon wheel
protocol for students to
respond to figurative
language quotes from the
text.
Write quotes on posters.
Posters might have one
quote only or a group of
quotes about the same
character/situation/symbol
etc.
Small groups move around
the room writing comments
about the quotes. Each
group has a different color
pen. Students should think
about:
1. Context
2. Connotations of the
comparison
3. Characterization based
on comparison
Select one of the following
literary elements:
characterization,
symbolism or setting. Write
an essay analyzing how
Golding uses this literary
element to develop a
Using a sample set of
OERs model selecting
responses to use as a
basis for the essay.
Explain to students that
they should select the
literary element they will
discuss then identify any
OERs (and other pieces of
writing) that discuss that
element as well as any
work they have on theme
(thematic statements and
ideas)
Using a highlighter, identify
relevant material from the
sample OERs.
Students look through their
OERs and other writing
and notes from the unit
and highlight material they
can use for their essay.
Using the same set of
samples, model how to
identify main idea and
write thesis for the essay
character, conflict,
symbols, setting)
2. What does the ending
tell us about Goldings
view of human nature?
Discuss as a class.
on their writing.
Using samples from
previous day, model topic
sentences for the literary
analysis based on thesis
statement and select
appropriate supporting
evidence.
Students write topic
sentences and select
supporting evidence.
Remind students that they
can use material they have
already written, but that
they will need to create
connections/transitions
between their existing
pieces of writing to ensure
their essays are coherent
and focused on the main
idea stated in their thesis.
Model the process of
connecting ideas using
samples.
Model writing a concluding
paragraph that connects
thesis and topic sentences
essay.
Students write their literary
analysis. Circulate to
provide support and help
students who are
struggling to stay focused
Differentiation
suggestions:
1. Scaffold the essay
using sentence
starters for struggling
students.
2. Provide students with
thesis, topic
sentences, evidence
and a frame for the
essay. Students put
these pieces into the
frame in the correct
order.
Exit ticket: How was your
writing experience today?
What were the major
challenges? What do you
feel went well? What
strategies could you use to
overcome challenges next
time you write? Do you feel
your essay will need
extensive revisions?
LOTF connect to the plot? 4. Tone created
5. Thematic connections
Homework: read chapter
11 for day 23 Give groups about 2
minutes for each poster.
When they return to their
original poster, groups
write thematic statements.
Review thematic statement
handout and address any
questions students have.
Remind them that their
thematic statement should
connect to the quotes on
their poster.
based on highlighted
information.
Exit ticket: write a working
thesis for your essay
[check these before day 24
to identify exemplars and
students who may
struggle]
Homework: read chapter
12 for day 24
to the larger thematic
meaning of the novel.
Exit ticket: write 3
sentences that connect
your thesis to the novels
larger thematic meaning.

Groups share their

thematic statements.

Exit ticket: OER: Write a

paragraph analyzing how
Golding uses figurative
language to convey a
theme in Lord of the Flies
[tell students to focus on
the information on one of
the posters, connecting the
quotes to the thematic
statement].

Day 26 Day 27 Day 28 Day 29 Day 30

Standard(s): 9.13 Standard(s): 9.13(E) Standard(s): 9.13(A) Standard(s): 9.15 Standard(s): 9.15
ACT: ACT: ACT: ACT: ACT:

AIM(s): SWBAT provide AIM(s): SWBAT revise AIM(s): SWBAT write an AIM(s): SWBAT write a AIM(s): SWBAT write a
peer feedback and drafts to improve clarity, outline for an expository rough draft of an rough draft of an
suggestions for revising supporting evidence, essay that includes a expository essay that expository essay that
and editing using a
feedback protocol and
rubric
Suggested activities:
Do now:
1. Read over your own
body paragraphs and
identify areas of
weakness that need
revision.
Students use RISE
protocol to provide peer
feedback in small groups.
Circulate to model
thoughtful feedback with
each small group.
Students return papers to
each other and read over
peer comments.
Exit ticket: Look over your
feedback and re-read your
essay. Identify two target
areas that you will focus on
when you revise to
improve your final draft.
Resources
G ra m m a r quiz
P e e r fe e dba ck protocol
analysis and style thesis, topic sentences and
supporting evidence.
Suggested activities:
Do now: Suggested activities:
1. What is your most 1. Do now: give students
important area of the essay prompt and
growth as a writer? ask them to annotate
How will you practice to identify the task.
the skills needed for
growth in that area as Discuss the prompt and
you re-write your make sure students know
essay? what the task is.
Students re-write their Give students graphic
essays, focusing on one or organizer for essay
two target areas for brainstorm and outline.
improvement.
Students complete a mind
map for the prompt.
Share ideas from the mind
map and ask students to
identify the main idea they
will use for their essay.
Pair students with peers
who are focusing on the
same main idea and have
them brainstorm
supporting examples.
Review conclusions and
Pairs share their main provide an exemplar
ideas and supporting
examples with the class.
Class gives feedback on
supporting evidence and
students highlight the
strongest evidence that
includes a thesis, topic
sentences and supporting
evidence.
Suggested activities:
1. Do now: write 2 topic
sentences for your
essay.
Students exchange thesis
statements and topic
sentences with peers and
give feedback. Ask them to
focus on whether the main
ideas for the topic
sentences connect clearly
with the thesis statement.
Review structure for
STAAR expository essay.
As a class brainstorm a list
of possible hooks for the
essay.
Students write their
introduction and first body
paragraph drawing on
evidence selected the
previous day.
Exit ticket: Write a
conclusion for your essay.
includes a thesis, topic
sentences and supporting
evidence.
Suggested activities:
Do now:
1. What is your biggest
challenge in
completing your essay
today? What strategies
will you use to
overcome it?
Students complete their
second body paragraph
and conclusion and turn in
their rough draft
Exit ticket: What were the
strongest and weakest
areas of your essay? How
will you improve on your
final draft?
[build in time at the
beginning of unit 3 to
return and revise essays]
they will use for their
essay.

Exit ticket:
Write a thesis statement
for your expository essay