Lord of the Flies

Lord of the FliesIntro 1.4.3

Today we’ll comprehend the Atomic Age and how it was experienced by the survivors of WWII by taking notes on a lecture.

Warm-Up• In your journal, speed-write about a new weapon that

would destroy all life on earth.

• Share & Comment

Cultural Background: Atomic War• August 6, 1945, The US

dropped an atomic bomb on the Japanese city of Hiroshima. Three days later, they dropped another on Nagasaki, thus ending World War II.

405,399 Americans died in WW II• Sprawled bodies

on beach of Tarawa, testifying to ferocity of the struggle for this stretch of sand. November 1943.

• The beach of Betio Island, Tarawa Atoll, Gilbert Islands, Japan.

• We won.

Moral Quandary• Japan bombed Pearl Harbor on December 7, 1941.

• May 7, 1945: German forces unconditionally surrendered.

• The war continued in Japan. 106,207 were killed and 248,316 wounded or missing in the Pacific Theater.

• Did the US do the right thing by dropping the bomb and ending the war?

Bomb Casualties225,000 • A

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Recall Night

• Do you think the revelation of the atrocities in German POW camps contributed to the US decision to bomb Japan?

Homework• Read Orwell’s “You and the Atomic Bomb.”

• Annotate for vocabulary.

• Highlight main idea in each paragraph.

Reflection• In your journal, reflect on the difficulty of making

decisions when all the choices are evil.

Lord of the FliesIntro 1.4.4

Today we’ll come to a deeper understanding of the mindset of WWII survivors by examining William Golding’s World using a WebQuest.

Warm-up• In your journal, briefly summarize Orwell’s “You and the

Atomic Bomb.”

• You may not look at the text or your notes.

Discussion• Orwell predicted that nuclear weapons would “put an

end to large-scale wars at the cost of prolonging indefinitely a ‘peace that is no peace’.”

• Consider the wars in Iraq and Afghanistan.

• Was Orwell right?

William Golding’s Lord of the Flies• Published in 1954, LOF examines a group of pre-

pubescent boys stranded on a tropical island during an atomic war.

• Golding’s view is essentially pessimistic.

• To prepare for this text, you will complete a short research unit using a WebQuest.

WebQuest• A WebQuest is a guided research program in which

credible sources have been identified for you.

• Credible sources include .gov sites, many .edu sites, and sites maintained by reputable organizations.

• Credible sites do not include Wikipedia, blogs, and sites dominated by advertisements.

Research• Go to “William Golding’s World.”

anamcdonald.com

LOF

Scroll to the bottom and click William Golding’s World.

• You will choose one of the topics and take notes on at least two of the sites provided.

• You must make citations for each site you’ll use for this project.

Create a Works Cited page• Go to CitationMachine.net (not .com!).

MLA Web Document Fill in the boxes with the information on the webpage.

• If you can’t find that information, leave that box blank. • the name of the webpage is usually at the top of the page where you found your

information. Often, it is found on the tab.• the name of the website is generally highlighted in the URL bar. It consists of

everything after www. and before the first backslash. • The date published or last revised may be at the top of the page or the bottom. If it’s

not there, don’t waste time hunting for it. • Many sites don’t have a publishing organization. If you can’t find it, leave it blank.

Make Citation Copy into a Word document. Save this on your y-drive and on your flash drive.

To be extra safe, email the document to yourself using your school email program.

Make citations for each page you use. For photographs, illustrations, or charts, use >MLA >Web Image.

Reflection• In your journal, record the new information you have

gained from your research and how it expands your understanding of the Post World War II mentality.

Lord of the FliesOriginal Research: 1.4.5 – 1.5.1

Today we’ll conduct original research on our topic using an Advanced Search.

Warm-up• Read your notes and identify the most important,

interesting aspect of the knowledge you gained.

• Choose key words or phrases that identify this aspect. You will use these words/phrases in today’s search for new material.

Credible Sources• Currency: the information is fairly recent or the site has

been updated recently

• Authorship: the author is an expert by virtue of education or experience

• Type of Site: the site’s maintained by a reputable organization (note: Wikipedia and blogs do not fit this category)

• Logical: the information makes sense; it is presented logically, not emotionally

Searching Using Google• Go to google.com

• Type in the title of your research subject (from the Webquest)

Scroll to the bottom of the page and click Advanced Search.

Scroll down to “Then narrow your results by…”

In the “site or domain” box, type in .edu

• Read the titles and sample text from each hit until you find one that sounds interesting.

• Scan the page. If it fits your research interest, evaluate its credibility.

• If the site is credible, take notes.

Images• Choose 1-2 images from the webpages you used yesterday and

today.

• Create citations for them using Citation Machine.

Instead of web document, use >MLA >Web Image.

Save the citation on your Works Cited page.

Print your chosen images. If the image is in color, use the color printer.

Control Print Find Printer Type in _________________ OK OK

Reflection• In your journal, record the new information you have

gained from your research and how it expands your understanding of the Post World War II mentality.

Lord of the FliesVisual Representation: 1.5.2

Today we’ll identify the most important understanding we’ve gained from our research using a visual representation.

Warm-up• Find a seat in the section of the room devoted to your

research topic.

• Quietly share your notes with someone sitting near you.

• Comment on your partner’s notes using red ink.

Format the Works Cited page• Open the document with your citations.

• Title it Works Cited (centered)

• Place the citations in alphabetical order using the first word of the citation.

• Format the type: Control-A > Font size: 10

• Highlight and give the citations a hanging indentation using the ruler bar or >Format >Paragraph >Indentation: Special: Hanging

• Format the page: >File >Page Setup.• Under the Margins tab, set top and left to .5 and right to 5.

• Print to my printer and trim to a ½ inch margin on the left and the bottom.

Visual Presentation: Required Elements• Using ½ sheet of poster board, begin the layout of your

presentation.

• In the lower left-hand corner, block off a 4 x 6 inch space.Handwrite your name and your class color in small print. Leave the majority of this corner blank. (We will use this area for voting later.)

• In the lower right-hand corner, paste your Works Cited list.

Choosing the Layout• Layout is the arrangement of words and images.

• Your audience is your teacher and your classmates.

• Your purpose is to inform viewers of one specific aspect of the Post-WWII mentality.

• Choose a color scheme.

• Summarize this as a strongly-worded phrase. This phrase will use the largest font.

• Write short (3-5 sentence) paragraphs explaining the most important things your viewers should understand.

• Choose at least one image to illustrate your design. Be sure it has a border.

• Arrange the elements on your ½ sheet of poster board. It should be easy to read from 2-3 feet away. Be sure to use the white-space carefully to set off the various sections of your design.

Revision and Editing• Using the rubric, evaluate your visual presentation.

• Double-check that all required elements are present.

• Be sure that all handwriting is legible. Paragraphs must be handwritten in cursive.

• When you are confident that you have created an attractive, informative visual, post it in the appropriate location.

Reflection• Read this prompt carefully in order to do it correctly.

• In your journal, summarize what you’ve learned about research. Continue writing until the bell.

• Next Monday, bring your copy of Lord of the Flies, if you have one of your own.

• If you don’t have, one will be issued to you. You will need to bring sticky notes instead.

Lord of the FliesChapter 1: 1.5.3

Today we’ll examine Golding’s characterization using close reading and charts.

Warm-Up• View gallery of Visual Presentations and vote for the

presentation that is most informative. • Consider quality of information, ease of reading, and

attractiveness.• Vote for the most informative presentation by placing your

sticker in the lower right hand corner of the presentation.

• You may not vote for your own presentation.

Sign in and take out your copy of LOF• If you don’t own a copy, take one from the box and sign

your name & ID next to the book’s number.

• Pre-read your book. • Examine the front cover. What does it suggest about the

contents?• Read the back cover. Identify how the picture on the back differs

from the one on front. • Read the chapter titles. Speculate about their contents. • Scan Epstein’s essay at the back of the book.

Golding’s Diction• Read the first paragraph.

• “The boy with fair hair” is an allusion to the expression “fair-haired boy.”

• a promising young man; a favorite; a person who is given special treatment.

• Why did Golding alter the expression

• Complete this chart for the 4th and 5th sentences. Use as many rows as needed.

• Based on the diction, characterize the setting.

Nouns Adjectives Verbs Adverbs

Characterize the boys• Read the dialogue through the next-to-last paragraph on

page 9. (“Hi!” it said…. He climbed over a broken tree and was out of the jungle.)

Characterization• What the character says

• What the character does

• What other people say or respond to the character

• What the narrator tells the reader

Characterization in LOF• Fill in the chart below.

• Based on this evidence, write a 2-3 sentence description of each character’s personality.

The Fair-Haired Boy The Fat Boy

What he says

What he does

How the other character responds to him

What the narrator tells us about him

British Public Schools• In England, public school students pay tuition.

• Prestigious and historic• Deep and rigorous education• Social life is governed by associations and traditions• Funded by charitable trusts• Usually boarding schools• Students wear uniforms

• What Americans call “public schools,” those funded by the government, are called State Schools or Independent Schools in England.

Homework: Begin now• Read through page the next to last paragraph on page

23 (“He went back to the platform.” • List the major events in this chapter

• Add information to your chart on the first two boys.

• Create a new chart for Jack and the boy who has fits.

Jack Merridew The Boy Who Fell

What he says

What he does

How the other character responds to him

What the narrator tells us about him

Reflection• List the major events in this chapter

• Add information to your chart on the first two boys.

• Create a new chart for Jack and the boy who has fits.

Jack Merridew The Boy Who Fell

What he says

What he does

How the other character responds to him

What the narrator tells us about him

Lord of the FliesThe Edenic Island? 1.5.4

Today we’ll examine the island as a character by comparing it with its allusion.

Warm-Up• Page 18, paragraph 5 begins thus:

Within the diamond haze of the beach something dark was fumbling along.

• What was the dark thing?

• What do these words suggest to you?• Diamond haze• Something dark• Fumbling along

• What does this diction suggest about the characters it introduces?

Eden?• The island alludes to the Biblical Garden of Eden.

• What happened in Eden?

• Read the story in the King James Version, written in 1611.

• Genesis 2.4b – 3.24

• Complete the left half of the chart.

• What happened in Eden?

Striking words and phrases describing Eden

Striking words and phrases describing the boys’ island

Compare and Contrast• Now read the boys’ first exploration of the island, page

23, last paragraph (“The three boys walked briskly”) through the end of the chapter.

• Complete the right column of the chart.

• Compare and contrast the two locations.

• What does Eden suggest about what will happen in The Lord of the Flies?

Homework• Finish today’s activity.

Reflection• Is human nature essentially good or essentially evil? Or

is there another alternative? What evidence do you have for your belief?

Lord of the FliesSentence Structure: 1.5.5

Today we’ll examine Golding’s sentence structure and how it reveals meaning using sentence diagramming.

Warm-Up• Briefly review page 28, paragraph 15 (“The scrambled

down”) through the end of the paragraph.

• Consider the juxtaposition (surprising combination) of the candle buds (and what they allude to) with the encounter with the piglet.

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Identify subject and predicate• Using “Sentence Structure and Suspense,”

• Draw a back-slash between each subject and predicate.• Underline the simple subject once.• Underline the verb twice. • For each subject and predicate, classify it as part of an

independent or part of a dependent clause.• Above each subject, write Ind for independent clauses and Dep for

dependent clauses• Identify inverted sentence structures.

• Classify each sentence as simple, compound, complex, or compound-complex.

Phrases!• Circle prepositions and underline the rest of each

prepositional phrase. • Prepositional phrases begin with a preposition, add a noun, and

function as adjectives or adverbs.

• Circle the gerunds and underline the rest of the phrase. • Gerunds are verbs that end in –ing and function as nouns.

• Circle the infinitives.• Infinitive phrases consist of the word “to” with the most basic form

of a verb. They function as adjectives, adverbs, and nouns.

• Draw a box around appositives, and note the punctuation. • Appositive phrases rename, identify, or elaborate. Their information

is nonessential.

QuickWrite• Examine the sentence structures you’ve identified.

• What is the ratio of simple: compound: complex: compound-complex structures.

• Which structure predominates? What is the effect of this structure?

• How do the phrases develop the suspense?• Pay careful attention to parallelism and repetition

• On a separate sheet of paper, write a paragraph explaining how Golding’s use of sentence structure creates suspense.

• Use good handwriting.• Turn this in as you leave.

Reflection• Read your Quickwrite.

• Revise it for precise diction.• Revise sentence structures to emphasize the most important

points.

Lord of the FliesSymbolism: 1.6.1

Today we’ll develop three important symbols: the conch, fire, and Piggy’s glasses using a bubble chart.

Warm-Up• Begin a bubble chart for fire. Free associate.

Fire Hot

Summer

BBQ

Symbolism• A symbol is something that stands for something else.

For example, a flag represents its country.

• Etymology: early 15 < LL < Gk Sym = together. Bol = to throw. To throw many meanings together into one object.

SymbolAllegory

Metaphor Motif

Theme

ArchetypeMetaphor

Simile

Types of Symbols• A symbol can have many different meanings.

• Conventional symbols have meanings recognized by a culture.

• The flag represents its country.• A swastika represents Nazi Germany.

• A literary symbol “can be a setting, character, action, object, name, or anything else in a work that maintains its literal significance while suggesting other meanings…. They gain their symbolic meaning within the context of a specific story.”

Meyer, Michael. "Symbol." Glossary of Literary Terms. Bedford Saint Martins. 20 Jan. 2005.18 Aug 2012.

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