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Lord of the Flies
Essential Question
Standards
Activating Strategy
Teaching Strategies
Summarizer/Assessment
(Objective of lesson)
(Common Core standards
addressed. Bold standard is primary
standard of the lesson.)
RI.9-10.5. Analyze in detail how an
author’s ideas or claims are
developed and refined by particular
sentences, paragraphs, or larger
portions of a text (e.g., a section or
chapter).
(Specific info about a graphic organizer,
vocabulary intro, story, video clip, music etc.
to be used)
(Specifically what and how content/skills will be taught)
(formal and/or informal; formative and/or
summative)
1. What is the
relationship
between allegory
and symbolism?
(2 days)
Monday and
Tuesday
2. How can Freudian
theory and Maslow's
hierarchy of needs
provide a framework
for understanding
Lord of the Flies?
(Chapters 1, 2)
Wednesday through
Friday
RI.9-10.3. Analyze how the author
unfolds an analysis or series of
ideas or events, including the order
in which the points are made, how
they are introduced and developed,
and the connections that are drawn
between them.
Look at the definition of “allegory”
(Google: “define: allegory”)
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What is the key word/phrase
in the definition?
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What term from our lit terms
most accurately reflects
this?
What are some things you need to
survive in the world? Make an ordered
list: most important to least important.
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Starter: Write a summary of the film The
Matrix.
Discuss the film and when it was created.
Point out it actually dates from 360 B.C.E.,
and was originally known as Book VII from
Plato's Republic.
“Allegory of the Cave”
◦ Read in class
◦ View video summary
Trapped on desert island
Group work
◦ Formulate a list of needs to be
considered for the survival of the boys
on the island.
◦ Read your information on Maslow's
hierarchy of needs. Prepare a definition
and examples.
▪
Physiological needs. Biological
necessities such as food, water,
and oxygen. These needs are the
strongest because a person would
die if they were not met.
▪
Safety needs. People feel unsafe
during emergencies, or times of
disorder like rioting. Children more
commonly do not have this need
met when they feel afraid.
▪
Love and belonging needs. The
need to escape loneliness and
alienation, to give and receive love,
and a sense of belonging.
▪
Esteem needs. The need to feel
valuable; the need to have selfrespect and the respect of others. If
a person does not fulfill their
esteem needs, they feel inferior,
weak, helpless, and worthless.
▪
Self-actualization needs. Maslow
taught that a very small group of
people reach a level called selfactualization, where all of their
needs are met. Maslow described
self-actualization as a person’s
finding their “calling.” He said, “a
musician must make music, an
artist must paint, and a poet must
write.”
◦ Share with group
◦ What sort of environment is necessary
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Informal teacher
observation
Graphic organizers
Informal teacher
observation
Completed hierarchy
work
Essential Question
Standards
Activating Strategy
Teaching Strategies
Summarizer/Assessment
(Objective of lesson)
(Common Core standards
addressed. Bold standard is primary
standard of the lesson.)
(Specific info about a graphic organizer,
vocabulary intro, story, video clip, music etc.
to be used)
(Specifically what and how content/skills will be taught)
(formal and/or informal; formative and/or
summative)
•
•
3. What is taboo, and
how is it formed?
(Chapters 3, 4)
RI.9-10.6. Determine an author’s
point of view or purpose in a text
and analyze how an author uses
rhetoric to advance that point of
view or purpose.
What are some things that you
absolutely cannot do in public?
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4. What is authority?
RI.9-10.4. Determine the meaning
What do you think the main argument
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for each of Maslow's needs to be
fulfilled? What kind of development
would you expect in the following
situations?
▪
A Jewish child in hiding during the
Second World War?
▪
A child growing up in home where
one parent is addicted to drugs?
▪
A child growing up in an ultra-rich
family.
◦ Which of Maslow's hierarchy of needs
most directly applies to the situation that
the boys are placed in? Be prepared to
defend your answer(s).
◦ Create/describe the perfect environment
for a person to fulfill all levels of needs.
Pair work
◦ Divide into pairs
◦ Prepare three questions about the
selection we read:
▪
One question that deals with one of
the three domains (text, personal,
outside knowledge)
▪
Two questions that combines two
of those domains
Inside/outside circle (using prepared
discussion questions)
Distribute copies of the following quote:
Roger gathered a handful of stones and
began to throw them. Yet there was a space
round Henry, perhaps six yards in diameter,
into which he dare not throw. Here, invisible
yet strong, was the taboo of the old life.
Round the squatting child was the protection
of parents and school and policemen and the
law.
Introduction to sociology: These are the basic
principles of sociology:
◦ People behave differently in groups than
they do as individuals.
◦ People obey rules that are socially
constructed.
◦ People socially construct the rules.
◦ Some people have more say-so than
others in making the rules.
◦ There are rewards for following the rules
and penalties for breaking the rules.
◦ The rules of society can be studied
scientifically.
Online writing
Reading about Milgrim's experiment: text
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Informal teacher
observation
Online writing
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Marked text
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Essential Question
Standards
Activating Strategy
Teaching Strategies
Summarizer/Assessment
(Objective of lesson)
(Common Core standards
addressed. Bold standard is primary
standard of the lesson.)
of words and phrases as they are
used in a text, including figurative,
connotative, and technical
meanings; analyze the cumulative
impact of specific word choices on
meaning and tone (e.g., how the
language of a court opinion differs
from that of a newspaper).
(Specific info about a graphic organizer,
vocabulary intro, story, video clip, music etc.
to be used)
(Specifically what and how content/skills will be taught)
(formal and/or informal; formative and/or
summative)
RL.9-10.9. Analyze how an author
draws on and transforms source
material in a specific work (e.g.,
how Shakespeare treats a theme or
topic from Ovid or the Bible or how
a later author draws on a play by
Shakespeare).
How much do you know about the
New Testament account of Jesus in
the desert?
RL.9-10.2. Determine a theme or
central idea of a text and analyze in
detail its development over the
course of the text, including how it
emerges and is shaped and refined
by specific details; provide an
objective summary of the text.
What do you know about flash mobs?
RL.9-10.1. Cite strong and thorough
textual evidence to support analysis
of what the text says explicitly as
well as inferences drawn from the
text.
Make a list of things in the novel that
might be symbols.
(Chapter 5, 6)
Monday
5. How does Golding
draw on Biblical
concepts in Lord of
the Flies?
(Chapters 7, 8)
6. What is mob
psychology?
(Chapters 9, 10)
Monday
7. What is the sum
total of the novel's
symbols?
(Chapters 11, 12)
Wednesday
RI.9-10.1. Cite strong and thorough
textual evidence to support analysis
of what the text says explicitly as
well as inferences drawn from the
text.
concentration camp workers used to
justify their participation in the
Holocaust?
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marking
Socratic Seminar: Is this a justifiable excuse?
Small group work: How to apply this to LotF
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Online extended
response
Mark text about temptation and passage from
LotF.
Compare and contrast
Socratic Seminar: What is the Lord of the
Flies and what connection does it have with
today's reading?
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Marked texts
Self-eval from Socratic
Seminar
Online extended
response
Flash-mob informational text reading and
marking
Small group work: applying to LotF
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Marked text
Online extended
response
Symbol work graphic organizer
Socratic Seminar:What are the major
symbols?
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Graphic organizer
Final extended response
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