lord of the flies novel study unit plan

Lord of the Flies Novel Study Unit Plan Christopher Jordan

Spring 2020

Objectives:

The Student Will…

… read a complete novel critically as a scholar … construct meaning from text and connect with literature … define, explore, and comprehend the author’s use of a variety of literary terms to advance the

purpose and meaning of the novel Lord of the Flies … Build skills in literary analysis through reading Lord of the Flies and shorter complementary

works … identify key themes and their role in a novel

… learn to work collaboratively, present information orally, and construct arguments individually and as part of a team

… write shorter and longer essays of literary analysis … use the novel Lord of the Flies to investigate human nature and relate the themes of the novel

to self and society

Essential Questions

Are humans inherently good or evil?

How do people react to fear and stress?

Does power corrupt?

Concepts

Frailty of human nature

Power and its application

The influence of fear

Savagery vs. order

Rationality and Emotion

Key Themes:

Human Nature

The Nature of Evil

Civilization and “Savagery”

Rationality and Fear

Loss of Innocence

Abuse of Power

Fear

Key Symbols:

The conch

The scar

Fire

The Beast

The glasses

Assessment

Over the course of the entire novle unit, students will complete a variety of tasks that will provide the

teacher with formative and summative assessment. Throughout the unit, the teacher will evaluate this

assessment data and adjust instruction accordingly.

The final assessment of the unit will be a literary analysis essay to fulfill the expectations of the county

and address the Virginia Standard of Learning for 10th grade English. Students will be provided the

essay topics (slightly adjusted to avoid spoilers) early in the unit process along with the rubric against

which the essay will be measured.

Throughout the unit, interim assessments will be designed to build the skills necessary for students to

successfully produce a high quality essay of literary analysis.

OVERVIEW

This two week unit represents the culminating two weeks of a nine week novel unit. At Christiansburg

High School in Montgomery County, the 10th grade English curriculum calls for class reading of at least

one full length novel that will form the basis for a student paper of literary analysis. In this classroom,

we chose Lord of the Flies as our novel.

This unit plan will focus on the final two weeks of instruction, but I will provide an overview of the first

seven weeks to demonstrate the background knowledge the students built to undergird their analysis,

as much of the note-taking and skil-building required to compose the essay draws on work done in the

first seven weeks of the unit.

I designed the unit as mastery based progression -- introducing or reinforcing knowledge of literary

analytical skills in the first sections of the unit - laying the foundation of disciplinary skills on which later

sections will build, culminating in an essay of literary analysis that employs the skills and knowledge

introduced and reinforced throughout the unit to produce a polished essay demonstrating mastery of

the skills of literary analysis.

To ensure that all students possess the necessary background and skills to successfully produce a

polished final product, the first sections are focused on introducing (or reinforcing) the needed

disciplinary skills, understanding of literary terms, and the analytical skills required to conduct literary

analysis. The next two sections of the unit focus on extending and applying these understandings in

shorter written and graphic products. The final section brings the skills and knowledge introduced and

refined in the first seven weeks of the unit to bear in the production of a literary analysis essay.

General Overall Plan for Lord of the Flies Novel Study

Throughout the novel unit, students will complete vocabulary and grammar study designed to build

skills in English language. Vocabulary will introduce challenging words from the novel. Grammar study

will be drawn from the school’s English curriculum. Throughout the unit, I will monitor student progress

and comprehension using a variety of formative and summative assessments, and I will use the data to

adjust instruction to match the level of challenge and support to learner need.

Unit 1: Chapters 1-3

Content:

Chapters 1-3 of Lord of the Flies

Focus:

Identify Characters, Setting, Symbolism, Theme, and Conflict in Lord of the Flies, understanding

definitions and application of key literary terms, and making connections with the text.

Essential Questions:

Who are the characters in this novel?

What unusual situation do they find themselves in?

What can we learn from their experience in this environment?

Disciplinary Concepts/Key Terms:

Characterization

Symbolism

Setting

Conflict

Theme

Plot

Main Lessons:

Purposes for Reading

Characterization

Symbolism

Culminating Assessment:

Short Essay on Character analysis


Content:


Focus:

Extending comprehension and application of literary analysis tools. Explore character development,

recognize rising conflict and its role in the story, examine more themes.


How do people respond to adversity and challenge?

How does fear shape our experince of the world?

Is there a “beast” in each of us?


Characterization

Symbolism

Setting

Conflict

Theme

Main Lessons:

Allegory

Conflict

Theme

Setting


Annotated Map


Content:


Focus:

Deepen understanding of literary tools and their role in the text by exploring the characters’

development in relation to rising conflict and development of themes. Extend analysis of symbols into

analysis of Archetype.


How do humans overcome fear?

What is the influence of others on our moral compass?

Are people innately good or evil?

How can symbols help us make sense of the world?


Characterization

Symbolism

Setting

Conflict

Theme

Main Lessons:

Archetype -- the ultimate symbol

Character Analysis compare and contrast

Theme

Tragedy


Character Analysis


Content:


Focus:

Apply the tools of literary analysis to synthesize information learned from reading a piece of literature to

explore how the literary elements of character develompent, symbolism, and resolution of conflict

advance the themes of Lord of the Flies in a formal literary essay.

Unit Objectives:

In the final section of the novel unit, we will wrap up our study of the novel and apply what we have

learned to the production of a well-written essay of literary analysis.


How do people react to stress and the absence of social constraints?

What role do fear and power play in interpersonal relationships?

How do the actions of others influence our own actions?

What can we as readers learn about human nature from reading literature?


Characterization

Symbolism

Setting

Conflict

Theme

Lessons:

Text Structure and Climax

Theme

Socratic Seminar novel summary

Writing Workshop


Literary analysis paper (rubric)

Focused on symbolism, character, theme

Specific Lesson Progression for Introductory Unit of Novel Study

Lesson Plan Introducing Lord of the Flies - Pre-Reading activities - Unit 1, Lesson 1

Lesson Title Pre-Reading Activities for Lord of the Flies

Grade Level English 10

Curricular Areas English

Time 1 day - 35 minutes

Materials/Resources Lord of the Flies

Reading Notebook

Collaborative Learning Roles Document

Chromebooks

“Stranded” Pre-Reading Activity

Technology Used Student chromebooks

Standard(s) of Learning 10.1 The student will participate in, collaborate in, and report on small-group

learning activities

a) Assume responsibility for specific group tasks.

b) Collaborate in the preparation or summary of the group activity.

c) Include all group members in oral presentation.

d) Choose vocabulary, language, and tone appropriate to the topic, audience, and

purpose.

e) Demonstrate the ability to work effectively with diverse teams to accomplish a

common goal.

f) Collaborate with others to exchange ideas, develop new understandings, make

decisions, and solve problems.

g) Access, critically evaluate, and use information accurately to solve problems.

h) Evaluate one’s own role in preparation and delivery of oral reports.

i) Use a variety of strategies to listen actively.

j) Analyze and interpret other’s presentations.

k) Evaluate effectiveness of group process in preparation and delivery of oral

reports.

10.4 The student will read, comprehend, and analyze literary texts of different

cultures and eras.

a) Identify main and supporting ideas.

b) Make predictions, draw inferences, and connect prior knowledge to support reading

comprehension.

c) Explain similarities and differences of techniques and literary forms represented in

the literature of different cultures and eras.

d) Analyze the cultural or social function of literature.

e) Identify universal themes prevalent in the literature of different cultures.

f) Examine a literary selection from several critical perspectives.

g) Explain the influence of historical context on the form, style, and point of view of a

literary text.

h) Evaluate how an author’s specific word choices, syntax, tone, and voice shape the

intended meaning of the text, achieve specific effects and support the author’s purpose.

i) Compare and contrast literature from different cultures and eras.

j) Distinguish between a critique and a summary.

k) Compare and contrast how rhyme, rhythm, sound, imagery, style, form, and other

literary devices convey a message and elicit a reader’s emotions.

l) Compare and contrast character development in a play to characterization in other

literary forms.

m) Use reading strategies to monitor comprehension throughout the reading process.

Specific Objective TSW consider the influence of context on a work of literature

TSW imagine the setting of the novel

Bloom’s Taxonomy

Level

TSW imagine (interpolate) themselves in a novel situation

TSW connect their imaginative processes with the characters in the text

Multiple Intelligences

Addressed

TSW use imagination to begin exploring the context of the characters in the novel

TSW work collaboratively to construct a group response

Differentiation This lesson will need little to no differentiation, as all students should be able to

approach the concept as presented and extensions to push higher performing students

will come later in the unit as we explore character development.

Relevance By imagining themselves in the situation of the characters in the novel, students will

build personal connections with the characters and the setting of Lord of the Flies.

Focus Activity

(5 min)

Journaling: What is your idea of a natural paradise?

Direct

Teaching/Modeling

(5 min)

Introduce Collaborative Learning - define roles and expectations

Introduce the “Stranded” activity - this will be imaginative work setting the stage for

the novel

Tell students they are going to work in groups to complete the “Stranded” activity

Check for Understanding

(ongoing)

Teacher will verbally confirm that all students understand the task and collaborative

learning roles, then further confirm by circulating among the groups.

Guided Practice

(15 minutes)

Teachers circulate among students aiding them as necessary to complete the stranded

activity.

Reconvene for whole class discussion of class answers

Independent Practice

(see above)

Collaborative Learning

Accommodations, if

necessary

None of the students in this class have individual needs that will require

accommodations for this lesson.

Closure

(10 minutes)

Reconvene for whole class discussion of group conclusitons.

Teacher will explore student learning using probing questions.

Evaluation/Assessment

(outside of class)

Teacher evaluation of class discussion and group submissions

Source Stranded Activity provided by co-teacher Maria Figaro

Lesson Plan Introducing Lord of the Flies - Pre-Reading activities - Unit 1, Lesson 2

Lesson Title Pre-Reading Activities for Lord of the Flies


Curricular Areas English, Social Studies (leadership)

Time 1 day - 35 minutes


Reading Notebook

Collaborative Learning Roles Document

Chromebooks

Class discussion questions


Standard(s) of Learning 10.1 The student will participate in, collaborate in, and report on small-group learning

activities.





purpose.


common goal.







k) Evaluate effectiveness of group process in preparation and delivery of oral reports.

10.4 The student will read, comprehend, and analyze literary texts of different cultures

and eras.



comprehension.







literary text.








literary forms.


Specific Objective TSW recognize the context and inspiration of the novel Lord of the Flies

TSW consider the influence of context on a work of literature

TSW imagine the setting of the novel

TSW examine the characteristics of leadership

Bloom’s Taxonomy

Level

TSW


Addressed

TSW use imagination to begin exploring the context of the characters in the novel

TSW work collaboratively to construct a group response

Differentiation This lesson will need little to no differentiation, as all students should be able to approach

the concept as presented and extensions to push higher performing students will come

later in the unit as we explore character development.

Focus Activity

(5 min)

Journaling: What makes a great leader?

Direct

Teaching/Modeling

(5 min)

This lesson builds on the lesson of the previous day.

Remind students that we are mentally exploring the setting and situation of the novel

Lord of the Flies to better understand the characters and their actions in the novel.

“Today, we are going to focus on the situation the characters will find themselves in at

the beginning of the novel. They are stranded on an island, and they have to prepare

themselves for the challenges. We are going to do this by thinking about the social

conventions we take for granted and how they might change in a novel situation.”

Activate student thinking by questioning about the reasons for rules and social order.

What is important and what isn’t?

Distribute group discussion questions and outline the task.


(ongoing)

Teacher will verbally confirm that all students understand the task and collaborative

learning roles, then further confirm by circulating among the groups.

Guided Practice/Indepent

Practice

(20 minutes)

Teachers circulate among students aiding them as necessary to complete the group

discussion activity.

Closure

(10 minutes)

Reconvene for whole class discussion of class answers.

Background

Information/Goal

setting/Relevance

Following whole class discussion, teacher will present background information on the

setting and context of the novel Lord of the Flies using a slideshow.

Teacher will present the novel as an opportunity to explore human nature - to explore the

darker side of the human experiment.

Connect this to student life by explaining that one of the purposes of literature is to

explore different aspects of the human condition - to examine what makes us human --

preferably without being actually stranded on a desert island with a large group of middle

schoolers.

This is a central concept of the discipline of English, and one of my goals as a

teacher is to show students how to explore their own thoughts and lives through the

medium of literature. We will return to this idea throughout our reading.

Closure/Assessment Exit Ticket: “How does power affect people?”

Accommodations, if

necessary

None of the students in this class have individual needs that will require accommodations

for this lesson.


(include estimated time

for completion)

Students will be evaluated on their participation in collaborative work and on the product

their group creates.

Source Graphic Organizer downloaded from Read-Write-Think

Lesson Plan for Characterization in LOTF - Unit 1 Lesson 3

Lesson Title Characterization in LOTF



Time 3 days - 40 minutes each


Reading Notebook

STEAL Visual

Character Journal Graphic Organizer

STEAL Character Sketch Graphic Organizer


Standard(s) of Learning 10.4 The student will read, comprehend, and analyze literary texts of different cultures

and eras.



comprehension.







literary text.








literary forms.


Specific Objective TSW identify character traits in LOTF

TSW recognize the characters in the novel and the relationships among the characters

and how this advances the author’s purpose in the novel.

TSW analyze Golding’s characterization in the novel

Bloom’s Taxonomy

Level

TSW understand the techniques Golding uses to present characters

TSW apply this understanding to create character sketches

TSW integrate this understanding in the production of written character sketches


Addressed

TSW employ interpersonal intelligence to recognize the relationships among characters

TSW exercise verbal-linguistic intelligence to discover and represent meaning

Differentiation This lesson will need little to no differentiation, as all students should be able to approach

the concept as presented and extensions to push higher performing students will come

later in the unit as we explore character development.

Relevance Understanding how the author characterizes the people in the novel helps us to

understand the message of the book. Which helps us to understand it and to learn lessons

from it. It also enables us to see the behavior of others in different ways. We learn about

people’s motivations and their reasons for acting as they do. Again, literature as a lens on

life.

Day 1

Focus Activity

(5 minutes)

The teacher will show a short slideshow and deliver a brief reminder/reintroduction of the

literary term characterization, and explain that we will be focusing on character in this

series of classes.

The teacher will also use this time to direct students to the (electronic) character chart in

their classroom folder and introduce the tool as a journaling device for students to track

character development.

Completing this chart will be modeled throughout the lesson.

Input/Direct

Teaching/Modeling

(20 minutes)

The teacher will begin reading Chapter 1 from Lord of the Flies.

As the teacher reads the text, he will stop and identify key elements of characterization

for students to add to their graphic organizers.

Examples:

On page 1, the author gives a clear description of Ralph - his appearance

Piggy is introduced as “the fat boy”

The teacher will identify these characters and use the smartboard to add details in the

character graphic organizer that the students will use to model the practice.

The teacher will also point out the other literary elements present in the chapter -- setting,

plot, conflict, symbols, and the like to ensure that students are following the development

of the text. This input will help students to complete the reading questions as

independent practice.


(Ongoing checks)

Throughout the reading, the teacher will check in with students to make sure they are

understanding the novel’s plot, and the elements of characterization that are present.

Guided Practice

(ongoing with direct

teaching)

As the teacher continues to read, he will pause to point out aspects of characterization for

students to enter into their graphic organizers.

As part of this guided reading, the teacher will question students to gauge understanding

and make sure they are capturing the elements of characterization in their notes.


(30 minutes)

Students will continue reading Chapter 1 on their own or with partners, completing the

graphic organizer on the characters.

When they have finished reading the chapter, students will complete the Reading

Questions on Chapter 1 to ensure that they are following the plot in addition to the

character development.

Accommodations, if

necessary

None of the students in this class have individual needs that will require accommodations

for this lesson.

Closure

(5 minutes)

Temporary closure: Inform students that we will continue to track character development

throughout the story and that tomorrow, they will draw on this organizer to create a

character sketch on one of the characters.


(included in time for

guided practice)

Ongoing teacher checks of student progress.

Day 2

Focus Activity

(3 minute)

Use the smartboard to flash an image of a idyllic Pacific island.

Recap the story so far:

- The boys are stranded

- There are no grownups

- Some of them are delighted

Query students: “would you be delighted or appalled to be marooned”?

Input/Direct

Teaching/Modeling

(20 minutes)

Input: Recap the first chapter.

Teacher review of the reading questions to address misconceptions and ensure that

students are following the progress of the text.

Informally solicit student entries into the character graphic organizer to use student work

as a model for completing the character journal.

New information: mini-lesson on character analysis using the STEAL method.

Teach students that authors present characters in a variety of ways.

Speech

Thoughts

Effect on Others

Actions

Looks

And Direct Characterization.

Define these terms, and apply them to one of the three main characters in Chapter 1:

Ralph, Piggy, or Jack. Allow students to select the character, and complete one entry

under each of the STEAL categories for the character (use page numbers).


(Ongoing checks)

Throughout the reading, the teacher will check in with students to make sure they are

understanding the novel’s plot, and the elements of characterization that are present.

Guided Practice

(10 minutes)

Pass out the STEAL graphic organizer, direct students to choose one of the characters and

assist students to begin completing the organizer.


(20 minutes)

Students will continue completing the graphic organizer for their chosen character.

Day 3

Focus Activity

(1 minute)

Use the smartboard to flash an image of Piggy from the LOTF movie.

Remind students of previous day’s work, creating the STEAL organizer.

Direct

Teaching/Modeling

(15 minutes)

Explain to students that we are going to use the STEAL organizer they created to write a

short character analysis of their chosen character.

Write in front of the students. First, complete a STEAL organizer for Simon - identify his

speech, thoughts, effect on others, actions, and looks.

Then use that to write a paragraph analyzing the early character of Simon as he is

presented in the first chapter.


(Ongoing checks)

Use questions and feedback to gauge student understaning.

Guided

Practice/Independent

Practice

(30 minutes)

Students will use their STEAL organizer to compose a short character analysis of their

chosen character. The teachers will support this process.

Closure Bring students back together - ask if using the organizer made writing easier. Explain

that graphic organizers can be a useful pre-writing activity. Understanding how authors

portray characters can help readers to follow their development.

Sponge Students can begin reading Chapter 2

Lesson Plan for Symbolism in LOTF - Unit 1 Lesson 4

Lesson Title Symbolism in LOTF - The conch and the fire



Time 2 classs periods - 40 minutes each

Materials/Resources Lord of the Flies text

Slide show images of conch and fire

Symbolism Worksheet

Technology Used Chromebooks

Standard(s) of Learning 10.4 The student will read, comprehend, and analyze literary texts of different cultures

and eras.



comprehension.







literary text.








literary forms.


Specific Objective TSW explore the author’s use of symbolism in the text

TSW identify recurring symbols and their meaning

Bloom’s Taxonomy Level TSW analyze text to discover the meaning of symbols

TSW distinguish the techniques Golding uses to convey information about the symbols

TSW work together to interpret the meaning of symbols in the text


Addressed

TSW exercise verbal-linguistic intelligence to discover symbols and their function in the

text

TSW employ interpersonal intelligence in collaborative work

Differentiation Some of the less abstractly-oriented students will need more support on this task.

Use the phrase the [object] stands for [an idea/concept] and we see this when [action].

The teachers will support these students, who should be assisted through completing the

chart activity by their peers.

These students again may need help with composing the written response.

Accommodations, if

necessary

This lesson will not require accommodations.

Focus Activity

(10 minutes)

Relevance/Anticipation/

Motivation

Show an image of a conch on the smartboard.

Remind students that understanding the symbols will help us to understand the text.

To emphasize the relevance and importance of symbolic thinking, spend some time

talking about symbols as a class. Class brainstorm of symbols and how they function.

Guide students to recognize the importance we give to symbols in every day life (the flag

and its burning or not, the cross or the crescent and their display and where, the stone

tablet magnets so common in Giles and other communities, the V-Sabres or the VT logo.

Share the story of the VT crew that installed the floor at JPJ arena in Charlottesville.

They hid a VT logo under a board in the floor -- this humorous anecdote should help

break any tension raised by using religious iconography).

Through this exercise, lead students to see the importance of symbols to people in their

lives. Planting the seed for the signiicance of the symbols in the text.

Direct Teaching/Modeling

(10 minutes)

Input: From focus discussion, segue into symbolism in literature.

Tell students that all authors use symbols to convey meaning and explore the themes and

message of the text. They are kind of a shortcut for all the things they stand for.

Lord of the Flies is a particularly symbol-heavy book. Golding made liberal use of

symbols and we will explore his use of the symbols throughout our reading. In this

lesson, we will concentrate on the conch and the fire.

The teacher will re-read the passage where Ralph and Piggy discover the conch. Draw

attention to Piggy’s excitement over its value “it’s ever so expensive,” and Ralph’s

curiosity and simple joy in its beauty.

Guide students to see the importance Golding places on the conch through this extended

revelation of the shell.


(oncoing through the

discussion)

Throught the reading, the teacher will ask probing questions to draw student attention to

the conch’s attributes.

Q: Why do you think Piggy is so consumed by the conch’s value?

Q: Does Ralph see it the same way? Or does he just see it as a pretty thing?

Q: How do the boys bond over the conch?

A: Laughter - togetherness

Q: What do they eventually do with the conch?

A: Blow it

Q: Does it work?

A: Yes, the boys come

etc..

Guided Practice

(10 minutes)

The teacher will return to the assignment, present the chart, and then walk students

through filling in the chart using the first entry as an example.

The term “signifier” will be tricky here, needs thorough explanation and support in

independent practice.

Model this on the smartboard. Finding the quote, thinking aloud about what it means,

selecting the quote, and then answering the “explanation” question.


(40 minutes over two

days)

Two stages:

1) Students will first re-read the first two chapters and read the third completing

the chart on their own [With teacher support]

2) Collaborative learning -- students will reorganize in groups to share their

findings and discuss

Closure

(10 minutes)

Reonvene and have groups present their findings, then lead a whole class discussion on

the symbols. Guide students to see the dual symbolic role of the fire if they do not bring

it up.

Evaluation/Assessment/E

Extension

(include estimated time

for completion)

The chart and the class discussion will give evidence of student achievement of the

objectives.

Lesson Plan for Theme in LOTF - Unit 1 Lesson 5

Lesson Title Themes in Lord of the Flies



Time Three 40 minute class periods

Materials/Resources Novel

Padlet for big ideas

Technology Used Chromebooks

Padlet

Smartboard for brainstorm

Standard(s) of Learning 10.1 The student will participate in, collaborate in, and report on small-group

learning activities





purpose.


common goal.







k) Evaluate effectiveness of group process in preparation and delivery of oral

reports.

10.4 The student will read, comprehend, and analyze literary texts of different cultures

and eras.



comprehension.







literary text.








literary forms.


Specific Objective TSW identify themes in text

TSW connect to big ideas in novel

TSW monitor his or her own reading and thinking

Bloom’s Taxonomy Level TSW abstract themes from text

TSW discover big ideas in text


Addressed

TSW employ interpersonal intelligence to recognize the relationships among characters

TSW exercise verbal-linguistic intelligence to discover and represent meaning

TSW employ intrapersonal intelligence in text analysis and connecting to text

Differentiation Intellectually, all the students in this class should be able to handle the concepts here, but

some may struggle with the independence of the task, and others will likely struggle with

the abstraction of “big ideas”. Using the preassessment data and the teacher’s

knowledge of the class, the teacher will monitor those students and support as needed.

Relevance Agency. This lesson gives the students more agency, more input into the class and the

track we take reading the book. This should be motivating and promote engagement.

Day 1

Focus Activity

(1 minute)

The Big Ideas

Visual of a light bulb on smartboard

Tell students that the next two class sessions are theirs to control

Input/Instructions

(5 minutes)

Instructions:

Teacher talk - “By this stage in the novel, you should begin to have some pretty good

ideas about the big ideas underlying the text. What is the author’s purprose? What

problems of human nature is Golding exploring in the text? What are the big ideas?

I want you to tell me what you’re finding in the text. The author certainly had a purpose

when he wrote the novel, but as a reader, you are making your own meaning, coming to

your own understanding of the text.

I want to know what big ideas you’re uncovering in the text. What themes and ideas are

you discovering? What is the novel making you think about?

Input:

We will begin by re-reading the text we have already read.

Some might question the validity of re-reading, but it is in re-reading that we become

accomplished critical readers. By re-reading, we uncover new meaning, we notice things

we had not noticed before, and for “big ideas,” for themes, we need to re-read to make

sure we are understanding the ideas and building understandings of the text that are

meaningful to us.

While you’re reading, I want you to think of the “big ideas” in the text. What are the big

ideas underlying this chapter and the first two chapters in the book?

After reading, we will brainstorm potential big ideas, themes and put them on the

smartboard.

Then you will select the ideas that most interest you or that you think are most

significant, and you will work in small groups to explore those ideas, to find them in the

text and to share your findings with the class next session.

Input

(20 minutes)

Students will read Chapter 3 on their own or in small groups

If they finish, they can begin reading their text to explore big ideas


(ongoing, see input above)

Teacher circulate to monitor reading comprehension and on-task behavior.

Guided

Practice/Indepedent

Practice

(15 minutes on Day 1)

After reading, students will re-read the entire text and try to find 2-3 big ideas in the text

that interest them -- note page numbers and the ideas

The teacher will share a link to a padlet (a virtual blackboard)

Closure

(10 minutes)

Reconvene for a class brainstorming session

The teacher will create a padlet, and students will fill the padlet with their contributions -

- their big ideas.

Class discussion of these big ideas/seek parallels/interest.

For Day 2, students will choose a theme and working in groups or individually, they will

explore that theme in depth to share in class discussion wrapping up Chapter 3.


Class discussion, padlet contributions, teacher questioning

Day 2

Guided

Practice/Indepedent

Practice





Class discussion





Closure

(5 minutes)

Student-directed.

The teacher will ask open-ended questions like “what did you learn?”

And “what ideas interest you as we continue reading?”

Strive to reinforce student ownership of reading through closure.


Class discussion, padlet contributions, teacher questioning

Day 3

Focus Activity/

Motivation

Have the padlet up on the smartboard when students come into the room to remind them

of our class conclusions from the previous day.

Briefly remind students of yesterday’s discussion and the importance of discovering big

ideas in literature in order to learn about how people act and think, to examine and

question cultural values and beliefs

Extension Written response -- Informal exploration of thinking in writing

- Explain to students that I want them to choose one of these big ideas, these

themes, and to think about in two ways;

1) How does the big idea function in the novel? How can you tell it’s important

to Golding?

AND

2) What about this big idea is important to you? Why is this idea important?

Have you encountered this idea in other books, in movies, in music, in life?


Class discussion, padlet contributions, teacher questioning, informal writing

lord of the flies novel study unit plan

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