The Lord of the Flies - Ms. Hauck's 7th Grade Classmshaucksclass.weebly.com/.../0/6/57066661/the_lord_of_the_flies_w… · Contextualizing Lord of the Flies What You Already Know:

The Lord of the Flies Week 1

February 16 – 19

Name: ______________________

This Packet is Due February 19

Anticipation Guide Lord of the Flies

Directions: Circle the answer that most fits your opinion

1. Groups should only have one leader.

Disagree -- 1 2 3 4 5 6 7 8 9 10 – Agree

2. Everyone in a group should get an equal vote in decision-making.

Disagree -- 1 2 3 4 5 6 7 8 9 10 -- Agree

3. Children are capable of taking care of themselves without adult supervision.

Disagree -- 1 2 3 4 5 6 7 8 9 10 -- Agree

4. Superstitions should be believed in and followed.

Disagree -- 1 2 3 4 5 6 7 8 9 10 -- Agree

5. If a leader orders you to hurt someone, you should do it.

Disagree -- 1 2 3 4 5 6 7 8 9 10 -- Agree

6. Food is more important than shelter.

Disagree -- 1 2 3 4 5 6 7 8 9 10 -- Agree

How do you think you have been influenced by modern American society? How has it shaped your values, beliefs, identity, etc...?

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Contextualizing Lord of the Flies

What You Already Know:

A UTOPIA is a description of an ideal society based around notions of equality, social harmony, economic prosperity, and political stability.

In contrast, a DYSTOPIA in its most basic sense, you could say that dystopia is the opposite of utopia, referring to f ict ional societies that are incredibly imperfect.

Microcosms and Macrocosms:

A MACROCOSM is the “big picture,” or universe meant to represent the a large group of people at a specific point in time.

A MICROCOSM is a “little world.” It is usually represented as a small group of people meant to represent a much larger group (the macrocosm.)

Lord of the Flies is a story about a microcosm meant to comment on the macrocosm of the world during _________________.

• Macrocosm: ____________________________________________________

• Microcosm: ____________________________________________________

World War II

WWII begin in Europe on _____________ and ended on _________________ ALLIED POWERS:

1. 2. 3. 4. 5.

Jot down what you already know…

AXIS POWERS 1. 2. 3.

Cold War In WWII, the US and Soviet Union (USSR) were allies but this alliance fell apart after the war. Joseph Stalin, leader of the USSR wanted to expand communism, which the US interpreted as a direct attack on the “free world” The Red Scare: _________________________________________________________________ Words that describe the Cold War:

Activity: Survivor Job 1 If you were stranded on an island, write down the names of 4 people you would want with you and how they are related to you. Name of Person Relationship to You (mom, dad, friend,

etc…) 1 2 3 4 Situation: You and the other members of your group have been stranded on an island after your airplane crashed. The pilot died in the crash, so there is no adult supervision. Your survival depends completely on you and the other members of your group. There is no sign you will be rescued in the near future, but there is a chance a ship or plane may pass near the island eventually. You have been elected the leader of your group.

Job 2 Decide on a name for your island and write it down: _____________________________

Job 3 Make a list of tasks you and your group members must do to survive on the island (like building shelter) and assign them to your group:

1. _________________________________________________________________

2. _________________________________________________________________

3. _________________________________________________________________

4. _________________________________________________________________

5. _________________________________________________________________

6. _________________________________________________________________

7. _________________________________________________________________

8. _________________________________________________________________

Job 4 Make a list of ten rules your group will need to follow and obey if you are to survive in peace and harmony (with little conflict): 1. _________________________________________________________________

2. _________________________________________________________________

3. _________________________________________________________________

4. _________________________________________________________________

5. _________________________________________________________________

6. _________________________________________________________________

7. _________________________________________________________________

8. _________________________________________________________________

9. _________________________________________________________________

10. ________________________________________________________________

Job 5: As a leader, what do you think your most important responsibility is? __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Chapter 1: The Sound of the Shell

Literary Device Review:

Symbolism A symbol is an _________________________________________________________. Symbols are often used in literature to add meaning to a text. They are often shown through ________________________________________. To identify a symbol I should:

• Look for something that the author draws attention to that may signify additional meaning

• Consider what this may represent given the way the author uses it • Determine what meaning the author is trying to convey

Foreshadowing & Inferences Foreshadowing is _______________________________________________ We use foreshadowing to make an __________________. An inference is a _______________________________________________ _____________________________________________________________.

Exit Ticket 1. Describe the major characters: Ralph, Piggy, and Jack.

Direct Characterist ics (what their personality is like—ie. Nice, shy, etc.)

Indirect Characterist ics (what they say and think, what they look like, how

they act)

Ralph

Piggy

Jack

2. What instances of foreshadowing occur in this chapter? What predictions can you make about what sorts of things might happen later in the novel? 3. What do the boys‟ attitudes and actions (e.g. Ralph‟s joy at being free of “grownups,” the vote for leader, Ralph‟s telling the other boys about Piggy‟s nickname) reveal about human nature? 4. What is the significance (the meaning and importance) of the boys‟ encounter with the wild piglet? 5. What do you think the “sound of the shell” and the conch itself might symbolize?

Chapter 2: Fire on the Mountain

1. What do you think is the significance of the “snake-thing” or “beastie”? (Consider the little boy’s description of the creature, the discussion of nightmares, Ralph’s feeling that he is “facing something ungraspable” when confronted with this problem, and his need to repeat loudly that “there isn’t a beast.”) 2. What does Jack’s behavior in this chapter suggest about him (e.g. his attitude toward killing pigs and hunting the beast, his excitement about the rules and the consequences of violating them, his treatment of Piggy etc.)? In what way(s) might the behavior of the boys during the meeting foreshadow later events? 3. What do you think Piggy’s glasses might represent? Consider their normal function, the use they are put to in this chapter, Piggy’s intelligence, and Piggy’s helplessness without them.

Develop What new information do we learn in

this chapter about him?

Interact How does he interact with others?

Advance the Plot What problems does he cause that

now need to be solved? Jack

Ralph

Do Now:

Chapter 3: Huts on the Beach

Writing an Analytical Paragraph

An_______________________________ is a paragraph that uses evidence to back up an argument.

• In every paragraph you write, you should be using the book to prove your point.

Analysis is a _____________________________________________________________________

TEPAC

1. ____________________

• Identify what your argument will be in your paragraph.

2. ____________________

• Include specific details from the text to support the topic sentence

3. ____________________

• Use your own thinking and language to express the author’s ideas

4. ____________________

• Explain the significance of the evidence and interpret it

5. ____________________

• Explain how the evidence connects to your topic sentence claim

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Language of Good Paragraphs YOU ARE EXPECTED TO BE USING THESE NOW THAT WE’VE GONE OVER IT!

1. _______________________: Use the present tense when for ELA writing assignments (ex: Ender feels sad vs. Ender felt sad) 2. Use the ______________________ you have learned 3. Use the ______________________ of a word (ex: to/too, their/there) 4. Cite where you found your _____________at the end of the sentence.

• ex: When Ender discusses his relationship with Peter, he makes it clear that he and his brother have fundamentally different outlooks on life (22).

TEPAC Analytical Writing Language Supports

Language Frames for Citing Evidence

“What evidence do you have to support your topic sentence/claim?” • For example, on page (or in lines ), says, “...” ! • As an illustration, in the text on page (or in lines ), it reads, “...” ! • For instance, in the text it states, “...” !

Language Frames for Paraphrasing Information

“How can you paraphrase the evidence?” • In other words, is • In this quote, compares ! • At this point in the story/poem, • That is to say, feels/thinks • To sum up/ In summary, ... ! • According to ___________

Language Frames for Analyzing Information “What is the significance of the evidence?” • From this, (I/we) can infer that ... ! • I interpret this to mean ... ! • The author (This) suggests/ conveys • Refers to / represents • Possibly/ Maybe the character/speaker is ! • May suggest (is suggesting) that • It seems to me that ... ! • On a figurative level/ Figuratively speaking, • Like/Similar to ! • Is compared to ! • The author makes this comparison because • The evidence highlights that... ! • The author includes this fact to emphasize...

Language Frames for Connecting to Theme/Claim

“How can you connect the evidence back to your topic sentence/claim?”

• _________clearly suggests • To sum up/ In summary, • As one can see, • __________illustrates/ examines/ demonstrates • _________connects with/to

Signal Words/Phrases for Citing Evidence:

• For example • As an illustration • For instance • To illustrate this idea/theme

Signal Words/Phrases for Paraphrasing Information:

• In other words • That is to say • Literally speaking • To sum up/ In summary • According to • Basically

Signal Words/Phrases for Analyzing

Information: • Infer • Interpret ! • Suggest ! • Convey/ Imply ! • Illustrate ! • May suggest ! • Figuratively speaking !

Signal Words/Phrases for Connecting to Theme/Thesis:

• Clearly suggests ! • To sum up ! • As one can see ! • Illustrate/examine/demonstrate • Connect (to/with) ! • Emphasize !

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Name: __________________________ TEPAC Analytical Paragraph Chart

Choose one of the following questions and write an analytical paragraph in response Prompt 1: Discuss the change in Jack’s personality that is described at the beginning of the chapter. What is Jack’s highest priority, and what does this tell us about him? Prompt 2: What does this chapter reveal about Simon’s personality, and what importance do you think this will have later in the novel? (How do you think the other boys will react to Simon?) Topic Sentence: ____________________________________________________________________________________________ __________________________________________________________________________________________________________ __________________________________________________________________________________________________________ __________________________________________________________________________________________________________

Evidence Paraphrase Evidence Analysis of Evidence Concluding Statement

Paragraph: __________________________________________________________________________________________________________

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ANALYTICAL PARAGRAPH RUBRIC (TEPAC)

Learning Targets (Content) Strong Evidence 4 Some Evidence 3

Little Evidence 2

No Evidence 1

Topic sentence

Introduces the main point/claim.

Introduces the main !point/claim !

Clear, precise, and !arguable !

Introduces main !point/claim !

May need to be !arguable or more precise !

Main point/claim is !implied (needs to be !directly stated) !

May need to be !arguable or more precise !

Unclear or missing a topic sentence

Evidence

Provides evidence that supports the main point/claim (such as:

examples, quotes, facts, statistics, stories, descriptions, definitions...).

Supports the main !point/claim !

Relevant and logical !

Proper citations (MLA !Style) !

Supports or !somewhat supports !the main point/claim !

Minor errors in !citations (MLA Style) !

Evidence is unrelated !to the main point/claim (needs evidence that supports topic sentence) !

May need proper citations (MLA Style) !

Missing evidence

Paraphrase of evidence

Original version of information expressed by someone else.

Restates !information/ideas expressed by the author ! Accurate, concise, an

original !

Restates !information/ideas expressed by the author ! May be lengthy or too similar to the !author’s version !

Repeats what the !author states !

Needs to restate in a !new version the key information/ideas expressed by the author !

Copies author directly !OR !

No evidence of !paraphrasing !

Analysis of evidence

Breaks apart the evidence (referring to specific words, phrases, or ideas) and explains how it supports the main idea/claim.

Explains, interprets, !and discusses how the evidence supports the main point/claim !

Logical and insightful !

Explains, interprets, !and discusses the !evidence !

Logical interpretation !

Does not fully explain !how this evidence supports the main point/claim !

Needs to provide an !interpretation of how the evidence supports the main point/claim !

Retells (rather than analyzes) evidence !

Missing analysis

Concluding statement

Emphasizes how the evidence connects to the main point/claim.

Emphasizes the connection between the evidence and the main point/claim

An implied connection is made between the evidence and the main point/ claim

Concluding statement !is off topic !

Needs to make a !connection between the evidence and the main point/claim !

Missing a concluding statement

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Focused!Feedback!for!Revision:!

1. _____________________________________________________________________________________________________________________________________________________________________________________________________________________!!!

2. _____________________________________________________________________________________________________________________________________________________________________________________________________________________!!

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