Unit+Plan+-+Lord+of+the+Flies

Joseph Schimmel ENG 409 10/26/11

__(__ALL CHANGES ARE IN CAPS AND UNDERLINED)

__ Unit Plan __ Thematic Unit for //Lord of the Flies//, by William Golding

**__ Week 1. __**

//__Day 1.__// Purpose: To introduce the novel, //Lord of the Flies// and talk a little bit about the author, William Golding. Giving the students a sense of when the book was published and what was going on in the world will give them a helpful perspective before they begin to read. I also want them to be able to relate to the characters if at all possible, so we will begin working on that aspect of the unit as well.

Preparation: The teacher will supply the textbook and journal books for the students to write in throughout the unit and while they are reading the book if they so choose. Also, the students will be taking a “survival quiz” on the first day that will be provided.

Procedure: The first day will start with a journal entry. The students will be asked to envision a deserted island in which they have found themselves. How they got there will be up to them. Who wound up on the island with them shall also be up to them. The teacher will ask them to pay close attention to their senses and describe in as much detail as possible, their surroundings. This will take 15 minutes. Upon completion, students will be asked to share what they’ve written. The following 30 minutes will allow the teacher to introduce the novel and talk about its author and give a brief account of time and place of publication. The students will then take the “survival quiz”, which will take up the remaining 10 minutes of class. They will hand this in, but keep their journals with them.

Assessment: The journal entries will be reviewed at the end of each week. The “survival quiz” will be scored but not count towards their grades.

//__Day 2.__//

Purpose: To continue our discussion of the novel that will be starting as homework and what may have been influential and historic at the time of publication (1954). The group work that the students will be involved in today will demonstrate the importance of community and communication. Going over the “survival quizzes” will give the students a chance to have a little fun.

Preparation: The teacher will bring the scored “survival quizzes” back to class. Historic information will be provided by the teacher that will allow the students to discuss what may or may not have been important during the time of publication.

Procedure: The class will begin with lecture and entire class discussion about the author and the time period – this should take no more than 30 minutes. After that, the class will be divided into groups of 4-5 students. They will be asked to imagine that they have been shipwrecked on a deserted island. They must assign jobs/create a hierarchy/initiate some distress or escape plan/and triage a “to-do-list”. After 20 minutes we will reconvene as a class and openly discuss who will be doing what in each of the groups and why. The remaining 10-15 minutes will be used for going over the “survival quizzes” that the teacher has scored.

Assessment: Group participation and active involvement must be paramount throughout this unit and today’s lesson will provide the teacher with some baseline information in regards to who’s into it and who’s not. __HOMEWORK: START READING THE NOVEL. CHAPTER 1.__

//__Day 3.__//

Purpose: Discussion of the author and time frame of the novel will continue. Journal writing will also continue as a way to further set the scene for this unit. There will be a lot of student writing, so we will start off strong. Students will also have a chance to work on groups again and start to feel more comfortable working with each other.

Preparation:

These questions will be much more interesting after they have read the book, so don't waste them now.
We will talk about Atomic/Nuclear threats and the driving force behind Golding’s question regarding the innate “goodness” or lack thereof within human beings. “Are people born bad? Or, does society make us bad?”

Procedure: The journal writing that we start the day with will be centered around the question: “Are people born evil or does society make us evil”? The students will be given 10-15 minutes to write and we will then spend about 20-30 minutes discussing this topic. The students will then get in groups of 4-5 to talk come up with 3 questions about atomic bombs/bombings that they would like to know the answers to. After school, as homework, they will be required to find answers to those questions via the internet or libraries.

Assessment: Class participation should start to be noticed by the teacher and monitored throughout the unit. Students are to research atomic bomb related questions that they have come up with in groups.

//__Day 4__//

Purpose: The students will get back to group work a bit and come up with some consensus on the individual research they did. We will also start the novel in class with a form of “popcorn” reading. We won’t read a great deal, but we will discuss the first few pages just to give the students an idea of what to expect while they read this book and clarify any early misunderstandings.

Preparation: The teacher should be prepared to spend a majority of the class period talking about the atomic bomb issues and questions that the students posed in groups. The teacher should also be prepared to read a portion from the opening of the novel and have the students participate.

Procedure: For the first 10 minutes of class, the students will reconvene in their groups from the day before and discuss what they were able to find regarding their three questions. They will then have a chance to come up with some uniform answers to share with the class. This entire process of group discussion as well as sharing with the class will take nearly the entire class period. Afterwards, the students will begin the book by “popcorn” reading the first few pages. The teacher will then ask the students what they are able to envision while reading and what sort of setting have they encountered in their minds. The students will also be encouraged to start the novel from page 1 when they tackle their assigned reading as homework.

Assessment: __HOMEWORK: CHAPTER 2__.

//__Day 5__////__. __//

Purpose: To allow the students to continue with their journal writing. The students will also get a chance to discuss the ideas of a fresh start and Piggy’s reluctance to inform Ralph of his nickname back in England. The students will continue to discuss in small groups.

Preparation: The students will have read the first chapter and shall discuss it in class. The students will also add to their journals with a topic about communication. The teacher will need to be prepared give them topics to respond to in small groups.

Procedure: For the first 10 minutes of class the students will be asked to respond in their journals. The prompt: //Think of how simplistic the conch is compared to modern day cell phones and has the advancements in communication technology been more positive or negative on society as a whole?// Students will once again be asked to share anything they’ve written, including from day 1 or anything they’ve elaborated upon or written the night before while reading the text. The following 30 minutes will be class discussion of chapter 1 and the themes that may be emerging. We will focus on Piggy’s concerns about his nickname and the importance of starting fresh somewhere new. We will talk about how a hierarchy is formed and the value it should have for the children on the island. The students will be separated into small groups and each group (4 groups) will be given one area or theme to discuss. __Group 1__: What are they values of laws and how may the lack of their enforcement affect the children on the island? __Group 2__: How is power created and how is it used to control society? __Group 3__: How do fear and desire for acceptance influence human behavior? __Group 4__: What does society offer the individual and how does society hinder or get in the way at times? These discussions will be continued on day 4.

Assessment: Students will be asked to read chapter 3 as homework. The students will be asked to hand in their journal entries up to this point for review, but will not be graded.

**__ WEEK 2 __**

//__Day 6__////__. __//

Purpose: The students will write in their journals today. They will also get a chance to work in groups once again, to continue their discussions from the day before and then talk about their topics with the entire class. The students will also get a chance to think about and discuss how a society survives and what may prove detrimental to development and growth.

Preparation: Journals will be passed back with feedback, but no grades. Give the students a journal topic: //How would you assess the relationship between Jack and Ralph at this stage of the novel. Where do you see their relationship going based on their early interactions?// Provide the students with a copy of the poem, “Bleeder” by Stephen Dobyns. Be prepared to discuss how the poem relates to the text, //Lord of the Flies// or any characters within.

Procedure: At the beginning of class, the students will be asked to re-join their groups from the day before and finalize their discussions. They should also prepare themselves to discuss their topic with the class. This group work will take no more than 30 minutes. The students will then be asked to write in their journals for 10 minutes about survival. We will then talk as a class about chapters 2 and 3. The teacher should allow the students to discuss anything within the first three chapters, but attempt to create a focus on the relationship between Jack and Ralph as well as key survival tools and methods the children on the island will need to develop. The poem, “Bleeder” will be passed out and read in class, allowing different students a chance to read. If there is time in class, the students should discuss the poem – if not…that discussion will be saved for the following day’s lesson. __WE WILL GET INTO CHARACTER DEVELOPMENT. WE WILL DISCUSS JACK AND RALPH'S CHARACTERS AND RELATIONSHIP WITH EACH OTHER FROM EARLY ON IN THE NOVEL. WE WILL ALSO DISCUSS AND ATTEMPT TO PREDICT PIGGY'S OUTCAST ROLE AND WHAT MAY BECOME OF HIM.__ __ Think about all of the characters-- what is the "pecking order" in this group? what traits confer power on each boy? __

Assessment: For homework, the students should read chapter 5 and prepare for their first comprehension quiz. Participation from day 4 should be evaluated.

//__Day 7__////__. __//

Purpose: To give the students a chance to view something. To allow them to further discuss the poem and the text. To test them on what they’ve read to this point and give them a chance to discuss any questions they may have on a one-to-one with the teacher.

Preparation: The teacher will need to provide the first comprehension quiz. The students will also be viewing an episode of __Man Vs. Wild__ in which the show’s host, Bear Grylls, isolates himself on an uninhabited island. During the episode the teacher will talk to students who may have questions about the text at this point. The teacher should also be prepared to call back individual students who may not be participating very much, if at all, to discuss problems or issues he or she may be experiencing.

Procedure: The students will have a chance to continue their discussion about the relationship the poem, “Bleeder” has with the novel. This will be done as an entire class. We will also discuss chapter 5 and anything else from the novel up to Ch. 5. The students will then take a 3-question comprehension quiz that will be worth 9 points with each question being worth 3 pts and 1 extra credit question at the end. The remainder of the class period will be used to watch __Man Vs. Wild.__ Throughout the episode students will be encouraged to discuss questions or problems with the teacher. __VOCAB SHEET:__ __FOR THE VOCAB SHEETS, STUDENTS WILL BE GIVEN THE WORDS AND ASKED TO LOOK UP THE DEFINITIONS AS HOMEWORK AS WELL AS BE PREPARED TO GIVE US THE SENTENCE FROM THE BOOK WHICH I WILL PROVIDE THE PAGE NUMBER FOR.__ Assessment: The quizzes will be graded. No assigned reading will be required.
 * Chapter 1 || Page || Definition: Click on word for further info. ||
 * efflorescence || 12 || Blooming of flowers, state of flowering ||
 * enmity || 14 || Deep seated hatred; State of being an enemy ||
 * decorous || 15 || Exhibiting appropriate behavior or conduct ||
 * chorister || 22 || A singer or leader of a choir ||
 * bastion || 29 || A stronghold or fortification; similar to a stronghold ||
 * hiatus || 31 || A gap or interruption in continuity; a break or pause ||
 * Chapter 2 || Page ||  ||
 * ebullience || 38 || Zestful or spirited enthusiasm ||
 * recrimination || 43 || The act of accusing in return; opposing another charge ||
 * tumult || 43 || Commotion of a great crowd; disorder ||
 * tirade || 45 || A long angry or violent speech; a diatribe ||
 * tirade || 45 || A long angry or violent speech; a diatribe ||

//__Day 8__////__. __//

Purpose: To go over and discuss the quizzes. To continue their journal writing. The teacher will recap where the students are in the novel through class discussion and continue to discuss chapter 5. To grab the student’s attention, the teacher will provide a list and power- point of famous monsters.

Preparation: Viewing – The students will view different famous monsters and be asked to create one from their imagination. A class discussion about the novel up to chapter 5 will take place. The teacher will also need to provide crayons, colored pencils, markers, paper, etc. for students to draw on.

Procedure: The teacher will first go over the comprehension quizzes and answer any questions about it. During the following 10 minutes of class, the teacher will show the students some famous monsters and allow them to talk about where they come from, what they do, if and how they used to fear them and if they still do. They will then be asked to write in their journals and create a new monster. The students will also be asked to draw a picture of their creature. This process will take 20 minutes. Afterwards, the students will be asked to share what they’ve written and tape their monsters up on the classroom walls. The remaining 30 minutes or so will be used to talk about character development up to this point in the novel.

Assessment: Their monsters will not be graded, but participation will certainly be noted. The students will be asked to read chapter 6 as homework.

//__Day 9.__//

Purpose: For day 7, we will continue our discussion of the text and work more on journal writing. The students will also get a chance to have a little fun while they play a Jeopardy game with a variety of topics related to the book or issues surrounding the book.

Preparation: The students will have read up to the halfway point by now. The jeopardy game that they will be playing today will take up most of the class period. The teacher will need to think of multiple questions and assign point values and teams.

Procedure: At the beginning of class, the students will be asked to work individually in their journals for 10-15 minutes. The topic will be: Predict what will happen. We are now at the half-way point in the novel and the students are getting ideas about who these characters are and what might happen to them as a group and individually. They may write about the kids as a group or individual characters and what may transpire in the chapters to come. After the students complete their journal entries, they will of course be asked to share. The teacher will need to start really making notes in regards to who is sharing on a consistent basis and who is remaining silent. Sharing is not required, but highly encouraged and at this point, those who haven’t shared should be approached about perhaps changing that. After the students share and we’ve discussed chapter 6 a bit, we will spend the rest of the class period playing Jeopardy. The students will be separated into teams and the game will run just like the TV. show with a Final Jeopardy question at the end. The winning team will get small snack-size bags of pretzels.

Assessment: The Jeopardy game is not a form of assessment, however, participation will be noted. Participation points will also be noted for the journal entries and sharing what they’ve written or talking about the book in some way. The reading homework for the night will be to read chapter 7.

//__Day 10__//

Purpose: To introduce the summative assessment to the students and encourage them to start working on it since we are at the halfway point for this unit. The students will be asked to re-visit their very first journal entry: The deserted island scenario. The students will also have a chance to get into groups to formulate ideas related to the final assessment.

Preparation: The summative assessment must be finalized and fully prepared to discuss with the students. The due date must be finalized and the description must be clear. Students will be asked to look at their original journal entry and create a new one based on what they’ve read so far. Time will be saved at the end of class (5-10 min) for group discussion about the final assessment as there will be two options.

Procedure: At the beginning of class, the students will take a look at their journal entries from the very first day. They will then be asked to re-write about that topic. Their entries can reflect a great deal of change or little to no change at all, however, there must be a new entry in the journal as they will be collected after class for review. The journal entries should take no more than 20 minutes. The remaining time will be spent talking about the final project with some time saved at the end for groups to meet and discuss. For the summative assessment the students will be given two choices: 1. Work individually on an essay. 2. Work in a group on a presentation. The students will be allowed to form their own groups (no more than 4 people per group). If there are students who are having trouble joining a group the teacher will need to make exceptions as to the amount of students within a group. Some groups may have only 3 students or some groups may have 5 students. No one will be left out or required to choose the other option if that is not what he/she wants to do. //Attached is the Summative Assessment for both options and a corresponding rubric//.

Include the sentence and let students guess the meanings. 

 * Chapter 3 || Page ||  ||
 * oppressive || 49 || Using power unjustly; burdensome ||
 * inscrutable || 49 || Difficult to understand, mysterious ||
 * vicissitudes || 49 || A change or variation; unexpected changes in life ||
 * declivities || 54 || Downward slopes, as of a hill ||
 * tacit || 55 || Not spoken; implied by actions or statements ||
 * Chapter 4 || Page ||  ||
 * blatant || 58 || Totally or offensively obtrusive; very obvious ||
 * taboo || 62 || Excluded or forbidden from use or mention ||
 * sinewy || 64 || Lean and muscular; stringy and tough ||
 * malevolently || 71 || Having an ill will or wishing harm to others; malicious ||
 * Chapter 5 || Page ||  ||
 * ludicrous || 78 || laugibly and obviously absurd; foolish ||
 * ineffectual || 79 || Insufficient to produce an effect; useless ||
 * jeer || 84 || to abuse vocally; taunt or mock ||
 * inarticulate || 89 || Incomprehensible; unable to speak with clarity ||
 * jeer || 84 || to abuse vocally; taunt or mock ||
 * inarticulate || 89 || Incomprehensible; unable to speak with clarity ||

Assessment: Students will turn in their journal entries up to this point for review; however, they will still not be graded. Students will also be asked to read chapters 8-9 before the next class period.

**__ WEEK 3 __**

//__Day 11__//

Purpose: To work in their journals once more and get back into their groups to discuss their project. Those students working on individual essays will be allowed to spend their time in the library.

Preparation: The teacher must be prepared to start working with groups and/or individuals regarding the final project. The presentations will be given during week 4 and will take up the entire 5 days. If there are only a few groups the extra time will be allowed for continued work on the summative assessments.

Procedure: The journals should be passed back to the students with updated commentary but still no grades. The students will spend the first 10-15 minutes continuing to write in the journals. Topic: Whose side are you on, Jack’s or Ralph’s? And why? The students will be asked to take a stand. Would they run off with Jack or stay where they are with Ralph? Which “tribe” offers them more in terms of survival, organization, leadership, etc.? Once again, the students will be encouraged to share. We will then have a brief class discussion about chapters 8 and 9. The remaining class period will be spent working on group collaboration and/or individual essay writing. Those students writing an essay will be allowed to leave class and head down to the library to work. They must sign in at the library.

Assessment: Assigned reading: Chapter 10. Continue to work on presentations and essays outside of class.

//__Day 12__//

Purpose: Reading comprehension quiz #2; to test them on what they’ve read up through chapter 10. Class Discussion.

Preparation: The class will discuss topics such as fear; propaganda, guilt and death.

Procedure: The severity of these issues is very important and the teacher should lead the entire class period in discussion relating these topics to the book. __VOCAB SHEET #3:__
 * Chapter 6 || Page ||  ||
 * leviathan || 105 || Something very large; giant sea creature in the Bible ||
 * clamor || 108 || A loud outcry; great expression of discontent ||
 * mutinously ||  || Unruly; insubordinate or constituting a mutiny ||
 * Chapter 7 || Page ||  ||
 * crestfallen || 117 || Dispirited and depressed; dejected ||
 * impervious || 121 || Incapable of being penetrated or affected. ||
 * enterprise || 122 || An undertaking or business organization; industrious ||
 * Chapter 8 || Page ||  ||
 * glowered || 127 || Looked at or stared angrily or sullenly ||
 * rebuke || 128 || To criticize sharply; check or repress ||
 * demure || 133 || Modest and reserved in manner or behavior ||
 * fervor || 133 || Great intensity of emotion; intense heat ||
 * Chapter 9 || Page ||  ||
 * corpulent || 146 || Excessively fat ||
 * sauntered || 150 || To walk at a leisurely pace; stroll ||
 * Chapter 9 || Page ||  ||
 * corpulent || 146 || Excessively fat ||
 * sauntered || 150 || To walk at a leisurely pace; stroll ||

Assessment: Class participation. Assigned reading; chapter 11.

//__Day 13__//

Purpose: The students should start analyzing the text as an entire piece of writing and not just assigned pages read a little at a time. They will have a chance to reflect on characters as they have changed throughout the novel. The students will do some journal writing and group work today.

Preparation: The teacher should provide a journal entry topic. There should also be some continued class discussion about the novel up through chapter 11. Allow the students to work in groups to discuss their journal entries for the day.

Procedure: The students will begin the class by writing in their journals. The topic of the day should be; Which character has changed the most throughout the novel and why/how? After the journal writing the students will be given a chance to share with the entire class.

Assessment: Class participation. Assigned reading; Finish the book.

//__Day 14__//

Purpose: The students will have completed the novel at this point. There will be a final journal entry and one final discussion about the book and how topics brought up throughout the novel resonate with today’s youth.

Preparation: The teacher should present the students with a chance to write one final journal entry that reflects on the novel and their experiences with it. The teacher should also be prepared to lead discussions about the entire text, the unit as a whole, questions regarding their final projects, and of course how the issues in the book are still relevant today. __VOCAB SHEET #4:__
 * Chapter 10 || Page ||  ||
 * compelled || 167 || To force or drive; exert a strong, irresistable force on ||
 * Chapter 11 || Page ||  ||
 * luminous || 169 || Emitting light; full of light ||
 * myopia || 169 || Nearsightedness ||
 * sniveling || 170 || To sniffle; complain or whine tearfully ||
 * quavered || 174 || Trembled, or spoke in a trembling voice ||
 * parried || 179 || Deflected or warded off; avoided ||
 * talisman || 180 || An object with magical power ||
 * Chapter 12 || Page ||  ||
 * acrid || 186 || Unpleasantly sharp or bitter taste or smell ||
 * cordon || 191 || A line of people or ships stationed to guard ||
 * elephantine || 194 || The size of an elephant; enormous size/strength ||
 * epaulettes || 200 || A fringed strap worn on military uniforms ||
 * elephantine || 194 || The size of an elephant; enormous size/strength ||
 * epaulettes || 200 || A fringed strap worn on military uniforms ||

Procedure: The first 10-15 min should be allotted for the students to do one final journal entry; Write whatever you would like about the book, the unit so far, and or both. Give the students a chance to share what they’ve written. Spend the rest of class talking about the issues addressed above.

Assessment Collect their journals.

//__Day 15__// Purpose: Begin watching the movie version of __Lord of the Flies__//.// Preparation:  Bring DVD of 1990 version, __Lord of the Flies.__ Assessment:  Comment on but do not grade journals.

**__ WEEK 4 __**

=Day 16=

Purpose: Give the students a break. Continue watching movie.

Preparation: Bring the DVD, //Lord of the Flies.//

Procedure: Finish watching the movie. If the movie ends with some remaining class time, discuss similarities and differences between the novel and the film.

//__Day 17__//

Purpose: Give the students one final class period to finalize their projects and/or essays. The students will be allowed to work in class if they have any questions for the teachers or work outside the classroom (library, outside, cafeteria, lounge, etc.).

**__Day 18.__** **PRESENTATIONS** **__Day 19.__** **PRESENTATIONS**

//__Day 20.__//

Purpose: To wrap up the unit. Return journals so that they may add one final journal entry.

Preparation: The teacher should wrap up the unit plan with one final overall discussion about the novel. The final presentations will wrap up and one last journal entry will take place.

Procedure: Normally, the journal entries take place at the beginning of class. However, on the last day of the unit, the final 10 minutes of class will be saved for the students to write. Topic: Overall assessment of the book and the unit as a whole; what the students liked about the book – didn’t like; what they liked about the assignments, projects, videos, discussions, etc… - didn’t like.

Assessment: The journal entries will be collected for review and a grade. The essays will be collected and everything will be evaluated and graded accordingly.

Joseph Schimmel ENG 409 **__ Formative and Summative Assessment: __** // Lord of the Flies // Unit

Formative Assessment: 3 Comprehension Checks. Journal Writing. Class Participation.

Summative Assessment: __INDIVIDUAL PRESENTATIONS__

The comprehension checks will be designed to ensure that they students are reading the novel and are able to comprehend what they are reading. There will be 3 quizzes with 3 questions on each test. Each question will be worth 3 points for a total of 9 points. There will also be 1 extra credit question available on each quiz. Rubric: Three points will be awarded for full and complete answers that demonstrate that the student has read what was required and is able to formulate a coherent response with little to no grammatical errors. Two points will be awarded is the student is able to demonstrate that they read the required reading but is lacking slightly in the area of comprehension. One point will be awarded if the student partially demonstrates that they have read some of the required reading and can formulate a coherent reponse, and/or their response has drastic grammatical errors. No points will be awarded if the student demonstrates that they have not read the required reading and/or cannot display a coherent response. Comp Check 1: Question 1: Who finds the conch shell and how is it used in the beginning of the novel? Question 2: Where do the boys build the fire and what is its significance? Question 3: Why is Ralph upset with Jack and the hunters when they finally do kill a pig? Extra Credit: Whose glasses are used to spark flame for the fire? Comp Check 2: Question 1: Why does Jack run off into the jungle to live separate from the group? Question 2: What does the beast represent to you? Question 3: Why do the boys kill Simon? Bonus Question: Who discovers that the beast is just a dead pilot? Comp Check 3: Question 1: Why does Jack insist that anyone associated with Ralph’s tribe are dangerous? Question 2: Who does Jack imply really was the beast, and why? Question 3: How is Piggy killed? Bonus Question: What valuable item is stolen during a raid on Ralph’s camp after Simon’s death?

**__ Summative Assessment __** __STUDENTS WILL BE DOING INDIVIDUAL PRESENTATIONS: EACH STUDENT WILL CHOOSE FROM THEIR JOURNAL ENTRIES 1 THEME THAT, TO THEM, BEST ILLUSTRATES CHARACTER DEVELOPMENT, A SOCIETY WITHOUT LAWS, OR THE PROGRESSION FROM GOOD TO EVIL WITHIN THE NOVEL. THE PRESENTATIONS MAY INCLUDE VISUAL AIDS. EACH PRESENTATION SHOULD BE 10 MINUTES LONG. A ONE-PAGE HANDOUT IS REQUIRED HIGHLIGHTING THE PRESENTATION WHICH WILL BE RETURNED WITH THE INDIVIDUAL GRADES.__ I wish there was more purpose, other than discussing themes, a very dry topic. What if there was a hearing after the boys returned and each character had to explain his role in conflicts of the island? (Reminds me of "Lost"). You could have a list of characters they could choose from for their presentation. Each character could argue his own innocence and the guilt of one other character, referring to specific events in the novel.

__REFENCES__

http://wdb.sad17.k12.me.us/teachers/bburns/com/documents/literature/lof/vocab.html