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Lord of the Flies Lesson 11

Name: Kourtney Gorham Grade/Subject: 12 ELA B30Date: Monday 31, 2014 Length: 1 hr.

Content/Topic: Lord of the Flies Summary/Gender Teaching Strategies:BWCold CallTalking CircleBrainstormDiscussion/RecapQuestions

Outcomes:CR B 30.1View, listen to, read, comprehend, and respond to a variety of grade-appropriate international, including indigenous, texts that address:

o identity (e.g., Sense of Self)o social responsibility (e.g., Social Criticism), ando social action (agency) (e.g., Addressing the

Issues).

SWBAT: Apply their knowledge of gender to the book and discuss.

Indicators:

c. Make connections between the ideas in texts and personal knowledge, experiences, and insights; between other texts; and between texts and the world.

e. Analyze texts in terms of messages, ideas, information, universal questions, themes, and issues; provide evidence from the texts to support analysis.

Assessment:- Letters are due!- Take in bell work out of 5.- Cold Call- Questions for discussion

Pre-requisite learning:Two introduction classes to Lord of the Flies. We went over the novel information and the survival information (opening crisis). We went over characters and setting. We will review Chapters 1 to 4. We discussed human nature, government styles and a bit on leadership. Students have discussed leadership and presented about it.

Lesson Preparation:Print lessonWrite schedule and assignment on boardPut room in circle

Materials/Equipment:Lord of the Flies

Language Strands:Writing – bell work and brainstorm and notesRepresenting – knowledge of chapter, themes, characters, book, etc. during activity.Speaking – in talking circle and discussionReading – the novel.Responding – to what their classmates have to say

Adaptive Dimension: N/A

Grouping Choices: Whole class instruction

Classroom Management:

- No cell phones unless it deals with instruction

- Hands up to answer questions- Bathroom = 2 minutes

- Respect for others- Participate- Work in any grouping assigned- Come on own time to get missed

assignments- Get missed notes on own time

Set (10 minutes):

- Bell Work: How would Jack, Piggy and Simon each respond to the following situations: o Being approached by a drug dealer?o Offered a million dollars?o Voted Prime Minister of Canada suddenly

- Attendance - HW check for book - Hand in letters and question packages - Alex to present!!!

Development (30 minutes):

- Take up Chapters 5-7 (discussion based off homework check) – talking circle possibly? (20 minutes)

- Gender (10 minutes)- In talking circle: Why do you think Golding used boys exclusively on the island? How would

the story be different if girls would have nee used? - Brainstorm: Traits of girls and boys

Possible answers:

Feminine Traits- dependent- emotional- passive- sensitive- quiet- graceful- innocent- weak- flirtatious- nurturing

- self-critical- soft- sexually submissive- accepting

Masculine Traits- independent- non-emotional- aggressive- tough-skinned- competitive- clumsy- experienced- strong- active- self-confident- hard- sexually aggressive- rebellious

- Who fits the masculine stereotypical traits best? (Jack) Who fits the feminine stereotypical traits best? (Piggy)

- What do you think would have happened if there was one girl on the island? If half the members were girls? All girls?

- Reveres Garden of Eden with men to blame. - “Fancy thinking the beast was something you could hunt or kill!” and “You knew, didn’t

you? I’m part of you? Close, close, close.” – The Sow to Simon (pg. 158)-When the Sow is talking to Simon it is either in reality or a hallucination. We can infer from the symbolism and title of the story that Simon is having a conversation with devil in which he learns that the beast is within all of the boys; their barbaric nature.•The Sow is the only female mentioned throughout the novel and her killing foreshadows what may have occurred to the females on the island

Closure (20 minutes):

- Reading time (20 minutes) - Correct BW as they read

Professional Development Plan:

Name: Kourtney Gorham Grade/Subject: 12 ELA B30Date: Monday 31, 2014 Topic: Lord of the Flies Overview Ch. 5-7; Gender

Observer:Professional Target/Goal/Objective: Effective Lecturing

Intention: Have students engaged in beneficial conversation.

Instructions for Observer: Please fill out the chart with descriptive notes and comments.

Behavior Descriptive Notes CommentsRelate lecture to previous and future lessons.

Showed interest and enthusiasm.

Got students to participate orally and find answers on their own.

Supplemented with visuals, questions or discussion.

Use examples to illustrate key ideas.

Delivery was appropriate for note taking.

Time was appropriate.

Students seemed engaged.

Professional Reflection:


Name: Kourtney Gorham Grade/Subject: 12 ELA B30Date: Tuesday, 2014 Length: 1/2 hr.

Content/Topic: Lord of the Flies Review Teaching Strategies:DiscussionGroup workDirect Instructions



Issues).

SWBAT: Complete the carousel activity and discuss important characters, themes, and symbols.

Indicators:



Assessment:- Take in bell work out of 5.- Cold Call- Exit slips- Thumbs up

Pre-requisite learning:Two introduction classes to Lord of the Flies. We went over the novel information and the survival information (opening crisis). We went over characters and setting. We will review Chapters 1 to 4. We discussed human nature, government styles and a bit on leadership. Students have discussed leadership and presented about it. Students have gone over characters, themes, and symbols. They have also have gone over questions in the chapters.

Lesson Preparation:Print lessonSchedule on board/posters upChart paper and markersExit slips

Materials/Equipment:Lord of the FliesSee above

Language Strands:Writing – bell work and during carousal activity on chart paper. Also, students will fill out their charts.Representing – knowledge of chapter, themes, characters, book, etc. during activity.Listening/Viewing – to the group contributions on the chart paper.Speaking – about their contributions (each group gets a color).Reading – the entire novel and the chart paper.Responding – to what their classmates have to say about each theme/character and making

notes about it.Adaptive Dimension: Carousal allows students to scaffold each other’s information/knowledge.

Grouping Choices: Based on ability (equal in all groups). Students will work individually, in small groups, and as a class.



- Hands up to answer questions- Bathroom = 2 minutes- Respect for others- Participate- Work in any grouping assigned- Come on own time to get missed


Set (10 minutes):

- Bell work: Create 10 interview questions that the Captain could ask Ralph: Based on Ralph’s personality how would he respond? Would he tell on the boys?

- Attendance - Hand things back – mark for letters and presentations - Play the song Demons by Imagine Dragons: http://www.google.ca/url?

sa=t&rct=j&q=&esrc=s&source=web&cd=1&sqi=2&ved=0CCwQyCkwAA&url=http%3A%2F%2Fwww.youtube.com%2Fwatch%3Fv%3DmWRsgZuwf_8%26feature%3Dkp&ei=WLY4U_asPIjkrAHtiIH4DA&usg=AFQjCNHyZkSFSV93GefgXcg_XUxslKWNTw&sig2=ARhYCEUH6I_gUIe7K_GJ5w&bvm=bv.63808443,d.cWc


- Take up questions 8-10 in a discussion format

Close (30 minutes):

- Students will go to meeting for last half of class

*enter letters and presentation marks

http://www.google.ca/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&sqi=2&ved=0CCwQyCkwAA&url=http%3A%2F%2Fwww.youtube.com%2Fwatch%3Fv%3DmWRsgZuwf_8%26feature%3Dkp&ei=WLY4U_asPIjkrAHtiIH4DA&usg=AFQjCNHyZkSFSV93GefgXcg_XUxslKWNTw&sig2=ARhYCEUH6I_gUIe7K_GJ5w&bvm=bv.63808443,d.cWc




Name: Kourtney Gorham Grade/Subject: 12 ELA B30Date: Tuesday 1, 2014 Topic: Lord of the Flies Overview Ch. 8-10

Observer:Professional Target/Goal/Objective: Effective Lecturing

Intention: Have students engaged in beneficial conversation.


Behavior Descriptive Notes CommentsRelate lecture to previous and future lessons.

Showed interest and enthusiasm.

Got students to participate orally and find answers on their own.

Supplemented with visuals, questions or discussion.

Use examples to illustrate key ideas.

Delivery was appropriate for note taking.

Time was appropriate.

Students seemed engaged.



Name: Kourtney Gorham Grade/Subject: 12 ELA B30Date: Wednesday 2, 2014 Length: 1 hr.

Content/Topic: Lord of the Flies Review Teaching Strategies:Discussion/Group shareCarousel ActivityModeling/ExamplesGroup workBell workCold call



Issues).

SWBAT: Complete the carousel activity and discuss important characters, themes, and symbols.

Indicators:



Assessment:- Take in bell work out of 5.- Cold Call- Exit slips- Thumbs up- Carousel activity (color coded groups)


Lesson Preparation:Print lessonSchedule on board/posters upChart paper and markersExit slips

Materials/Equipment:Lord of the FliesSee above

Language Strands:Writing – bell work and during carousal activity on chart paper. Also, students will fill out their charts.Representing – knowledge of chapter, themes, characters, book, etc. during activity.Listening/Viewing – to the group contributions on the chart paper.Speaking – about their contributions (each group gets a color).Reading – the entire novel and the chart paper.

Responding – to what their classmates have to say about each theme/character and making notes about it.

Adaptive Dimension: Carousal allows students to scaffold each other’s information/knowledge.

Grouping Choices: Based on ability (equal in all groups). Students will work individually, in small groups, and as a class.



- Hands up to answer questions- Bathroom = 2 minutes- Respect for others- Participate- Work in any grouping assigned- Come on own time to get missed


Set (10 minutes):

- Take attendance- Hand back any bell work, etc.


- Discuss Chapters 11 and 12 (questions) – 10 minutes - Carousel Activity:

o Purpose: To activate prior knowledge of the novel through active discussion. o Procedure: o In groups of five or less, students will each stand at a home base question station on

chart paper. Each group gets a colored marker. Students will have three minutes per station to brainstorm and write their ideas. Groups will rotate in a clockwise order when teacher says “rotate.” The rotation will continue until the groups are back to their home base station. Students will go back to their desks and take notes! Then each group will take three minutes to read what is on the chart paper. They will then present and students will all contribute and add to the discussion.

o Question Stations: 1 - Symbols 1 (broken into four): The Conch; Piggy’s Specs; The Rock; The Fire 2- Symbols 2 (broken into four): The Beast; The Lord of the Flies; The

Parachutist; The Scar/Snake Thing/Creepers/Jungle 3 - Symbols 3 (broken into four): Ralph; Piggy; Jack; Simon 4 - Symbols 4 and Setting/Theme (broken into four): Roger; Samneric; Setting;

Theme 5 - What is the Beast? and Characters Littluns, Samneric, Roger (broken into

four)

6 – Characters Ralph, Piggy, Simon, Jack (broken into four)

o Groups:

Close ():

- Students have time to write down answers and share their responses (above)


Name: Kourtney Gorham Grade/Subject: 12 ELA B30Date: Wednesday 2, 2014 Topic: Lord of the Flies Overview

Observer:Professional Target/Goal/Objective: Organize for Group Work

Intention: Have a smooth Carousal activity.


Behavior Descriptive Notes Comments

Provided an overview of the lesson and what was to be accomplished

Described how students would be assigned to groups

Had a starting place for each group

Got the students into groups quickly and efficiently

Kept the groups to a manageable size

Had materials prepared for the groups

Gave instructions on how to achieve the interpersonal group skills

Gave clear instructions to achieve the academic task

Assessed group contributions (informal or formal)



Name: Kourtney Gorham Grade/Subject: 12 ELA B30Date: Friday 4, 2014 Length: 1 hr.

Content/Topic: Lord of the Flies Review Teaching Strategies:Game – Jeopardy – CompetitionReview



Issues).

SWBAT: review the novel in teams.

Indicators:



Assessment:- Thumbs up- Answers during game


Lesson Preparation:Schedule on board/set up gamePrint lesson

Make cookiesMake notes for each student

Materials/Equipment:Lord of the FliesPowerPoint

Language Strands:Writing – students can take notesRepresenting – knowledge of chapter, themes, characters, book, etc. during activity.Listening/Viewing – to the group contributions and to the game.Speaking – about their contributions (each person has to answer)Reading – the entire novel and the chart paper.Responding – to what their classmates have to say about each theme/character and making notes about it.

Adaptive Dimension: N/A

Grouping Choices: Teams (boy vs. girls or half of room vs. other half)



- Hands up to answer questions

- Bathroom = 2 minutes- Respect for others- Participate- Work in any grouping assigned- Come on own time to get missed


Set (5 minutes):

- Attendance- Hand anything back


- Jeopardy review (see attached PowerPoint) - Teams: - Purpose: Review for exam- Rules:

1. Every member of your team must have the chance to answer a question.2. All members must take notes (this will help you on the exam). 3. At the front of the room, there will be two desks. Each team must send up one member to compete in answering a question.4. The two team members will each sit in one of the desks at the front of the room.5. On the board, there will be a series of categories with dollar amounts. Each team will alternate to choose the category and the amount.6. The teacher will use a random method (pick a number, coin toss) to determine which team will be the first to choose the category and the amount. 7. Once a category and an amount have been chosen, the teacher will read the statement. 8. The first of the two students to “buzz in” (hit the desk, ring the bell provided) first will have the first chance to give his/her answer in the form of a question. 9. In order for the team to receive the dollar amount assigned to that question, the student must have given the correct answer in the form of a question. 10. In a team member does not answer in the form of a question, or give the correct answer, that team will lose the dollar amount assigned to that question. The other team may choose to “buzz in” and attempt to give an answer.11. Each team will send up a member and continue to compete until all of the questions have been answered.12. Each time a question is answered correctly, the team will earn the dollar amount for that question. Each time a team answers a question incorrectly, the team will lose the dollar amount for that question.

13. At the end, each team will add up the dollar amounts that they have and determine how much they would like to wager on Final Jeopardy. The team will write this amount onto a piece of paper and hand it to the host (teacher).14. The team will be able to listen to the question, confer as a team, and then write their answer (in the form of a question) on a piece of paper. You will have one minute after the question has been read to hand your answer to the teacher.15. The host will re-read the question, both answers, and declare a winner!

Close (5 minutes):

- Food, goodbyes and fun


Name: Kourtney Gorham Grade/Subject: 12 ELA B30Date: Friday 4, 2014 Topic: Lord of the Flies Jeopardy

Observer:Professional Target/Goal/Objective: Movement Management

Intention: Have materials ready; assignment on the board; circulate to all groups; finish lesson in 1 hr.


Behavior Descriptive Notes CommentsReducing dead times from one activity to the next (smooth transitions)

Having materials ready

Giving clear directions, both orally and visually

Rapid distribution of materials

Move around the room to all groups

Appropriate pacing of lesson

Additional Comments:


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