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Lord of the Flies CC20074

Assessment Rubric..................

Lord of the Flies

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..................Before You Teach


Introductionur literature kit is designed to give the teacher a number of helpful ways of

making the study of this novel a more enjoyable and profitable experience for the students. Our guide features a number of useful and flexible components, from which the teacher can choose. It is not expected that all of the activities will be completed.

One advantage to this approach to the study of a novel is that the student can work at his or her own speed, and the teacher can assign activities that match the student’s abilities.

Our literature kit divides the novel by chapters and features reading comprehension and vocabulary questions. Themes include social prejudices, the duality of human nature, morality, and common versus individual good. Lord of the Flies presents classrooms with an opportunity to discuss society and social conventions, democracy, and the allegorical significance of various characters and how they reflect on current civilization.

How Is Our Literature Kit™ Organized?sTudenT handOuTsChapter activities (in the form of reproducible worksheets) make up the majority of this resource. For each group of chapters, there are BEFORE YOu READ activities and AFTER YOu READ activities.

• TheBEFOREYOUREADactivitiespreparestudentsforreadingbysettingapurposeforreading.Theystimulate background knowledge and experience, and guide students to make connections between what they know and what they will learn. Important concepts and vocabulary from the chapter(s) are also presented.

• TheAFTERYOUREADactivitiescheckstudents’comprehension and extend their learning. Students are asked to give thoughtful consideration of the text through creative and evaluative short-answer questions and journal prompts.

Six Writing Tasks and three Graphic Organizers are included to further develop students’ critical thinking and writing skills, and analysis of the text. (See page 6 for suggestions on using the Graphic Organizers.) The assessment rubric (page 4) is a useful tool for evaluating students’ responses to the Writing Tasks and Graphic Organizers.

PiCTure CuesThis resource contains three main types of pages, each with a different purpose and use. A Picture Cue at the top of each page shows, at a glance, what the page is for.

Teacher Guide • Information and tools for the teacher

student handout • Reproducible worksheets and activities

easy Marking™ answer key • Answers for student activitiesEZ

easy MarkinG™ ansWer keyMarking students’ worksheets is fast and easy with this answer key. Answers are listed in columns— just line up the column with its corresponding worksheet, as shown, and see how every question matches up with its answer!

Teacher GuideOur resource has been created for ease of use by both TEACHERS and STUDENTS alike.

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Every question matches up with its answer!

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©Lo

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2007 11 12 13 14 15 16

Answers will vary.

Answers will vary.

1.

2.

Vocabulary

1. efflorescence

2. effulgence

3. sniggers

4. clambering

5. indignation

6. immured

7. fulcrum

8. decorous

a) 4 C

b) 4 B

c) 4 A

d) 4 D

e) 4 A

1.Ralph encounters a boy

nicknamed Piggy. Answers will vary, but may include: The nature of where they

are stranded (i.e. an island), whether there are any adults,

and how they came to be stranded there.

2.There is a sense of freedom to the island: “He became

conscious of the weight of his clothes.” Being there, away

from adults, is exhilarating: “He patted the palm trunk softly;

and, forced at last to believe in the reality of the island, laughed delightedly again and stood on

his head.” Answers will vary.

4.The boys were fleeing an

atomic bomb.

5.Answers will vary, but may include: Jack desires the

admiration of the other boys and doesn’t want to appear

afraid.

3.Ralph believes his daddy will save everyone. His father is a

commander in the Royal Navy.

Answers will vary.

Answers will vary.

1.

2.

1. I

Vocabulary

2. A

3. J

4. D

5. C

6. H

7. F

8. G

9. E

10. B

1.

a) F

b) T

c) F

d) F

e) T

f) T

2.

a) 6

b) 1

c) 3

d) 2

e) 5

f) 4

1.Answers will vary, but may include: Ralph wants to

establish order and believes it is important to prevent

fights and implement reason amongst the group.

2.Answers will vary.

3.Africa or India.

4.Answers will vary, but may

include: Laughing at the boy who says he saw a beast (“Ralph laughed, and the

other boys laughed with him. The small boy twisted further

into himself”), picking on Piggy (“You’re always scared. Yah

– fatty.”)

5.Ralph says everybody wants

to have fun on the island and to be rescued.

6.Jack appears to be afraid, but doesn’t want to admit

it: “That’s how you can feel in the forest. Of course

there’s nothing in it. Only” ... “I know how they feel.” Jack is becoming more violent and

antagonistic. “I had to go on” ... “I thought I might kill.”

Answers will vary.

6.Answers will vary.

1.

NAME:

...................Before You Read


Vocabulary Choose a word from the list that means the same or nearly the same as the underlined word. Be careful - a couple are a bit tricky!

lone jumped hauling lopingquivering heaved unfathomable sagely

1. The spring is considered a time of blooming.

2. The summer is alive with the brightness of the sun.

3. Dave was angered by the laughs as he sang his favorite song.

4. Steve laughed at his dog scrambling over an enormous pillow.

5. The horse’s resentment was felt by the jockey.

6. The girl felt confined by the classroom.

7. The lever pivot seemed to be way off center.

8. Respectable behavior is crucial at the formal dance.

Answer the questions in complete sentences.

1. Lord of the Flies was published in 1954 and is considered a modern classic novel. Going from the title alone, what do you think the story will be about?

2. The island setting of the novel plays a critical role in the plot. Is there any part of today’s society you would consider to be ‘island-like’? What does this say about human nature?

Chapter One

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1,2,3Graphic Organizers

The three Graphic Organizers included in this Literature kit™ are especially suited to a study of Lord of the Flies. Below are suggestions for using each organizer in your classroom, or they may also be adapted to suit the individual needs

of your students. The organizers can be used on a projection system or interactive whiteboard in teacher-led activities, small group activities, and/or photocopied for use as student worksheets. To evaluate students’ responses to any of the

organizers, you may wish to use the assessment rubric (on page 4).

1CharaCTer deveLOPMenTJack Merridew is the leader of a renegade tribe of savages,but began his story as a simple choir leader. Ultimately,his actions become the main cause of strife on the island.ExamineJack’sactionsanddescribehoweachactionchangedyour perception of the character throughout the novel.Found on Page 53.

2TheMesFollowing the completion of the novel, have a discussionofthenovel’sthemes.Themajorthemesare:•AllegoricalRelationships.•SocialConventions.•Morality.•Mankind’sDuality.•CommonversusIndividualGood.Found on Page 54.

3The use OF LanGuaGe in LoRD oF THE FLiESWilliam Golding uses various words to describe objects and locations in the novel from the perspective of children.Examine some of the slang the boys came to use. Have adiscussion on the use of the outlined words and their significance. Found on Page 55.

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BLOOM’s TaxOnOMy:6 LeveLs OF ThinkinG

*Bloom’s Taxonomy is a widely used tool by educators for classifying learning objectives, and is based on the work of Benjamin Bloom.

Bloom’s Taxonomy* for Reading ComprehensionThe activities in this resource engage and build the full range of thinking skills that are essential for students’ reading comprehension. Based on the six levels of thinking in Bloom’s Taxonomy, questions are given that challenge students to not only recall what they have read, but to move beyond this to understand the text through higher-order thinking. By using higher-order skills of applying, analyzing, evaluating and creating, students become active readers, drawing more meaning from thetext, and applying and extending their learning in more sophisticated ways.

This Literature Kit™, therefore, is an effective tool for any Language Arts program. Whether it is used in whole or in part, or adapted to meet individual student needs, this resource provides teachers with the important questions to ask, inspiring students’ interest and creativity, and promoting meaningful learning.

Teaching Strategies WhOLe-CLass, sMaLL GrOuP and indePendenT sTudy

This study guide contains the following activities:

Before reading activities: themes are introduced and thought-provoking questions put forward for the students to consider.

vocabulary activities: new and unfamiliar words are introduced and reviewed.

after reading Questions: the first part of this section includes short answer questions dealing with the content of the text. The second part features questions that are more open-ended and feature concepts from the higher order of Bloom’s Taxonomy.

Writing Tasks: creative writing assignments based on Bloom’s Taxonomy that relate to the plot of the particular chapters.

a comprehension quiz is also included comprised of multiple-choice, true/false and short-answer questions.

Graphic Organizers: three full-page reproducible sheets have been included and can be used for teaching purposes throughout the text.

Bonus sheets are also available online.

The study guide can be used in a variety of ways in the classroom depending on the needs of the students and teacher. The teacher may choose to use an independent reading approach with students capable of working independently. It also works well with small groups, with most of the lessons being quite easy to follow. Finally, in other situations, teachers will choose to use it with their entire class.

Teachers may wish to have their students keep a daily reading log so that they might record their daily progress and reflections.

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OTher reCOMMended resOurCes

JosephConrad,HeartofDarkness©1899

GeorgeOrwell,AnimalFarm©1945

IrisMurdoch,UndertheNet©1954

KenKesey,OneFlewOverTheCuckoo’sNest©1962

KurtVonnegut,Slaughterhouse-Five©1969

CormacMcCarthy,TheRoad©2006

SuzanneCollins,TheHungerGames©2008

Suggestions for Further Reading

OTher BOOks By WiLLiaM GOLdinG

The inheritors © 1955

Pincher Martin © 1956

The Spire © 1964

The Scorpion God © 1971

Darkness Visible © 1979

The Paper Men © 1984

plane full of British boys crash lands on an uninhabited island paradise following a wartime evacuation. Ralph gathers all the

boys and is quickly elected ‘chief’ to the chagrin of rival and choir leader Jack Merridew. While the boys

attempt to establish a civilized society with rules and jobs, they are plagued by a beast of unknown origin. As word of the beast spreads through the island’s young inhabitants, their society unravels and descends into savagery.

A

Summary of the Story

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List of VocabularyChaPTer 1 • clambering • lodgements • creepers • proffer • flinked • stockings • chief • acquaintance • bow-stave • crooks • spectacles • contours • apprehension • upheavals • efflorescence • decorous • hither • thither • conch • effulgence • fulcrum • sniggers • indignation • immured • coign

ChaPTers 2 TO 3 • evacuation • uninhabited • exasperation • ungraspable • conspiratorial • authority • cheerfulness • spontaneously • admiration • borne • triumph • ebullience • grotesque • quota • glamour • wizard • gesticulated • perpendicular • muttering • murmur • dubiety • oppressive • bolting • uncommunicative • gaudy • primitive • furtive • avidly • bole • pallor • trodden • inscrutable • castanet • vicissitudes • antagonism • declivities • rapt • susurration • bewildered

ChaPTer 4• rhythm • whelming • opalescence • trivial • batty • aimless • assemblies • seldom • fuss • belligerence • obedient • unease • trot • detritus • myriad • vagrant • scavengers • runnels • crooning • fronds • swarthiness • beckoning • appalled • taut • ravenously • anxiously • sombre • parody • hysteria

ChaPTer 5• jeeringly • concealing • splendors • urgency • comprehension • frayed • perpetuity • grim • speculation • foreign • reverence • transparency • subdued • twister • assent • tottery • lavatory • crisis • tensely • overrode • scowling • gloom • grumbling • whittling • abruptly • effigy • sough

ChaPTer 6• ghostly • unhandidly • corkscrew • hauled • huddled • fitful • festoon • slacken • bowed • idly • irritably • gaze • peaked • inconstant • oblong • paling • menace • interminable • tremulously • chasms • plinth

ChaPTer 7 • dun • wallow • experimentally • indulged • scurfy • ceaseless • momentous • cascades • brute • obtuseness • curtly • loiter • vividly • bounding • intimidating • skilful • luxuriance • gurgled

ChaPTer 8• unconsciously • contemptuously • inexpertly • astir • menace • humiliating • enraged • whimpered • prefect• serenading • rubuke • astonished • derisive • babble • fervour, abruptly • cynicism • taboo • howling

ChaPTers 9 TO 10• Brassy • refreshment • gushed • unearthly • drearily • interspersed • stagger • pitilessly • indignity • primly • protruded • bourdon • succulent • sauntered • demented • minutely • loathing • torrid • assimilating • corruption • foully • rotting • furiously • shrilled • exulting

ChaPTer 11• sophomore • reckless • idolized • solidly • guardian • flinching • acquitted • lousing • compositions • flunking • consideration • circumstances • roundabout • corny • bolted • veered • welled

ChaPTer 12• tendrils • thicket • elaborate • lair • cynically • inquisitive • lashed • isolation • quivering • boldly • outcast • acrid • inimical • staleness • fierceness • essayed • antiphonal • ululation • goaded • pax • elephantine

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Spotl iGht On......................

© Lord of the Flies CC200710

•Lord of the Flies has been made into a feature film three times. It was done twice in English in 1963 and in 1990, and once in

Filipino in 1976.

•Goldingkeptanextensivejournalforlongerthan20years.Thousandsof pagesworthofhisdreams,thoughts,andexperiencesremainunpublished.

•WhenGoldingdiedin1993,hehadbeenworkingonanewnovel.InJune 1995thenovel,titledThe Double Tongue,waspublishedposthumously.

Did You Know?

William Golding

SirWilliamGeraldGolding was born on September 19, 1911 in the fishing port of Newquay in Cornwall, England. He grew up in Marlborough, Wiltshire with his father Alec and

mother Mildred. From 1921 to 1930 Golding attended Marlborough Grammar School where his father worked as science master. In 1930 he moved to Brasenose College, Oxford, to pursue an education in natural sciences, but switched to English literature in 1932.

In June 1934 Golding earned a second-class degree and in the fall published Poems, his first major work. Between 1935 and 1939 he earned a diploma of education from Oxford, took on a teaching position, and met and married his wife Ann Brookfield.

With the Second World War underway, Golding joined the Royal Navy. In 1943 he was sent to New York where he helped escort newly constructed minesweepers back to the United Kingdom. Late in the war Golding commanded a landing craft equipped with rocket guns during the D-DAY landings and the invasion of Walcheren. At the war’s conclusion, Golding returned to teaching. In 1952 he began work on a novel he titled ‘Strangers from Within.’ The work was rejected by a number of publishers before finally being accepted by Faber and Faber, where it was published in 1954 as Lord of the Flies.

Though he published many novels afterward, Lord of the Flies remained Golding’s most acclaimed work. In 1983 he was awarded the Nobel Prize for Literature and in 1988 Golding was knighted. He died of heart failure in 1993 at the age of 81.

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