Lord of the Flies Unit- A1629593...reflect individually on what we have learnt about Lord of the...

Miss Cross A1629593

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Lord of The Flies Unit Miss Cross

Stage 1 English

2016 Term 2

Overview of Unit: Text response to William Golding’s 1954, Lord of the Flies

Previous Unit: Oral language based unit

Subsequent Unit: Intertextuality literary based unit

Prerequisites & Assumed Knowledge:

• English completion at a year 10 level.

• Read “Lord of the Flies” over the two week holiday period.

Learning Aims & Objectives of Unit:

• Challenge students’ moral positions and individual values in regards to the dystopian imagery presented in Lord of the Flies and its effects upon choices,

communities, rules, hegemony and reality.

Educational Standards Addressed:

• KU1, KU2, AN2, AP2, AP3, C1, C2

Assessment Type:

• Text response- argumentative essay (up to 800 words)

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Lesson 1: Stage 1 English 2016 Term 2 Week 1

Focus/Topic/Title: Introduction to Lord of the Flies

Essential Questions:

• What are your positions and individual values when it comes to the dystopia presented in Lord of the Flies?

Grade:

Year 11

Duration:

50 Minutes

Objectives/Learning Outcomes:

• Students’ will engage with one another to begin to understand themes of choices, rules, communities and hegemony that are explored through the novel. The games will allow students to put these into practice with one another.

Assessment:

• Formative

Lesson Format:

• Introduction: discussion about holidays and where the class is all at in regards to reading their assigned novel.

• Starter remembering game: students will be arranged into a circle and will be instructed to each decide upon one thing they would take with them if they were stranded on a desert island. One student will begin then the next student will have to say both items said and then continued around the circle. For example, “If I was stranded on a desert island I would choose to bring water and sun block, etc.”

• Game follow-up activity: I will select 4 leaders and ask them to each choose students based on what that particular student chose to bring to the island and then in groups apply Edward de Bono’s Worksheet (Appendix A) to aid group discussions about each group’s individual island experience. (Hunter 2013)

Time:

• 3-5 minutes

• 10-15 minutes

• 25-30 minutes

Resources and Materials:

• Lord of the Flies novel • Edward de Bono Worksheet

Differentiation:

• Provide spare copies for any students’ who may have misplaced their novel.

• Can discuss de Bono’s Worksheet questions instead of writing them down.

Homework and Practice:

• Re-reading chapter 1 of the novel with an emphasis on the themes discussed today.

Differentiation:

• Assign specific pages to students’ that are struggling to keep up to focus on.

• Provide large print version of novel.

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Lesson Closing/Plenary:

• Group Discussion: brainstorming questions written below the Blooms worksheet.


Focus/Topic/Title: Introduction to Lord of the Flies


• How does William Golding use symbolic techniques in his novel Lord of the Flies?

Grade:

Year 11

Duration:

50 Minutes


• Students’ will be able to interpret images that directly relate to the themes and plot from Lord of the Flies and from there be able to apply a deeper level of thinking when reading the assigned text.

Assessment:

• Formative

Lesson Format:

• Starter: Using a projector, I will project a series of optical illusion pictures (Appendix B) to challenge the class’s visual thinking processes and discuss as a class what we interpret the images as. (Google 2016)

• Activity: I will put 4 more images (Appendix B) on the projector for the class to view and have a brief discussion about each and its relation to Lord of the Flies, before distributing an individual worksheet for the class to complete (Appendix C). (Google 2016)

• Individual work time: I will be walking around the class assisting as many students one on one as possible in regards to their individual understandings of the symbols used in Lord of the Flies.

Time:

• 5 minutes

• 30 minutes

• 10 minutes


• Lord of the Flies novel • Projector • Microsoft PowerPoint • Student Laptops/iPads • Worksheet (Appendix C)

Differentiation:

• Provide printed copies of the images for any students that have difficulty viewing content from the projector.

• If students are really having trouble, they can work with in an assigned pair.


• Continuing with the worksheet until at least one point is made for each section is complete.

• Joining the class’s Edmodo & viewing attached material.

Differentiation:

• If students are more comfortable discussing with me rather than writing it down then I will accept that if I deem it a sufficient answer.

• If any students wish to work more on this task after class hours, I will make time for them during recess or lunch to further assist.

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(Hunter 2013)

In Between Lessons: Week 1:

• Lesson 3 (90 minutes): Class focused on referencing techniques and how and why it is necessary. Class learnt how to reference from different sources and practiced with paraphrasing and direct quoting.

Week 2:

• Lesson 1 (50 minutes): Class was introduced to their summative assessment for this unit, an argumentative essay of up to 800 words (Appendix D) (Hunter 2013 p. 22). Students were taught about what an argumentative essay is and the processes involved when writing one. Students practiced with simple ideas regarding the presentation of dystopia and drafted practice essay drafts before beginning to organize their ideas for the summative task.

• Lesson 2 (50 minutes): Class was re-introduced to the rubric system used for Stage 1 English (Appendix E) and taken through the grading system step by step. Students’ worked on their essay plans aiming to improve with regards to the standards set by the rubric (SACE 2016).


• For the remaining 5 minutes of the class I will ask the class to each join the class’s Edmodo online group that I will have set up specifically for the Lord of the Flies unit. Here I will attach a video relevant to the class’s current work on the novel and also upload video content that briefly describes the plot, this will cater to the learner’s that prefer visual content. For any enthusiastic learners/achievers, I would encourage them to source content of their own that is relevant for the class and ask them to upload their findings to the group’s Edmodo site.

Useful websites to add to Edmodo:

• http://www.shmoop.com/lord-of-the-flies/ • http://www.aipsych.org.au/articles/aip4-lord_of_the_flies.pdf • http://www.bbc.co.uk/schools/gcsebitesize/english_literature/proselordflies/

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Focus/Topic/Title: Lord of the Flies Character Analysis


• Do the characters’ individual choices and decisions reflect their personalities? What do you base your decisions upon?

Grade:

Year 11

Duration:

90 minutes

Objectives/Learning Outcomes

• Students will be able to think deeper about each character and be able to build complex contrasts between them all in relation to specific themes explored throughout Lord of the Flies and the effect each characters’ role has upon the story and its audience.

Assessment:

• Formative

Lesson Format:

• Starter: “Call my Bluff”: 4 students are given a word. One has the correct definition and the others make up definitions. The other team has to work out which is the correct definition (Hunter 2013 p. 136).

• Activity: Class will be divided into 3 groups that each represent a character and view the time on the island from their point of view (Jack, Ralph and an audience of adult judges: parents, police, etc). The Jack and Ralph group will discuss as small groups the questions from the relevant worksheet (Appendix F) and the adult audience group will devise a number of questions that will enable them to pass judgment upon groups’ Jack and Ralph’s decisions. The questions devised by the “adults” must elicit objective and subjective answers.

• Presentation: Class will come back together and the room will be adjusted to reflect a courthouse. The adult audience group will interrogate the Jack & Ralph group and then formulate their conclusion based on their gathered evidence and decide if any punishments (stay in class an extra 3 minutes) or rewards (early minute) should be given out.

• Individual working time on summative task: argumentative essay.

Time:

• 3-5 minutes

• 20 minutes

• 30-40 minutes

• 15 minutes


• Props to easily identify and separate the Jack, Ralph & adult audience groups

• Worksheet (Appendix F) • White board and/or interactive white

board • Craft materials for students wanting

Differentiation:

• Instead of the entire group speaking to answer the audiences’ questions or creating questions for the Jack and Ralph group, each group could elect one speaker who feels more confident.

• If the room was too small for the task at hand, I could move our class to the oval for a change in scenery and have an outdoors component to

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to reflect their groups’ ideas upon a poster

• Lord of the Flies novel

my lesson. The change of space could allow the students to feel more relaxed and comfortable in a natural environment.


• Students can write a 150-200 word summary of what they think Jack and Ralph represent and which leader they would choose to follow and why? Provide evidence.

• Students must reflect upon their argumentative essays in regards to their chosen content, analysis and evidence to support their ideas on their presentation of dystopia.

Differentiation:

• Students could make a podcast or a PowerPoint presentation to do this homework if they felt they needed more multimodal tools to explain their decisions and findings.

• In the final 15 minutes of the class during individual working time, I will be walking around the room discussing essay layout and ideas one on one with students.


• For the remaining 5-10 minutes of the class I will reiterate to the students that their draft Argumentative Essay is due at the beginning of the next lesson. I will ask the students’ to reflect individually on what we have learnt about Lord of the Flies including: themes: choices, hegemony, communities and rules, aspects of symbolism and complex character contrasts. I will also ask students’ to reflect upon lessons we had on correct referencing and how to write an argumentative essay.

• To finish, I will state that I look forward to seeing their completed drafted essays next lesson that I will review ONCE before returning it to them to edit and hand up by the end of the week.

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Focus/Topic/Title: Essay Editing and Reflection


• In the essay: What are you talking about? How do you know this? So what? (Hunter 2013 p. 22).

Grade:

Year 11

Duration:

50 Minutes


• Students will gain confidence and editing skills via practice with peers before applying that knowledge to their individual summative tasks.

Assessment:

• Summative

Lesson Format:

• Starter: “Word grids”- Create a grid that’s square. In column one put adjectives and in top row put nouns. Get the students to blend the two to create noun phrases. To vary this, use nouns and adverbs to create verb phrases (Hunter 2013 p. 136).

• Editing task: students will get into pairs and edit one another’s essays with a different coloured pen using the Stage 1 English rubric (Appendix E) and Argumentative Essay outline (Appendix D).

• Individual essay editing

Time:

• 5 minutes

• 20-30 minutes

• 15 minutes


• Lord of the Flies novel • White board/interactive white board • Different coloured pens • Student laptops/computers

Differentiation:

• Students can choose to edit their own essay individually instead of with a peer.

• Provide spare copies for any students’ who may have misplaced their novel.

• Provide large print versions of the text. • Could book the IT room in the school for this

lesson to give the students a different learning environment for a change.


• Optional: reflect upon the work we have done thus far and list ways in which you hope you improve your presentation of dystopia in your essay.

Differentiation:

• Extended reading on other texts by William Golding.

• Practiced character role-playing with peers.


• I will collect their drafted essays and return them in the next couple of days.

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Follow-up Lessons: Week 3:

• Lesson 2 (50 minutes): Introduction to the next assessment task for the term, an intertextual study. I will return their drafted essays at the end of the lesson and expect them to be completed and finished by the end of the next lesson.

• Lesson 3 (90 minutes): Students will work on their individual summative essays and hand them in by the end of the lesson.

• Remaining 5 minutes: Kahoot quiz online that will challenge what the students’ can remember from all that we have learnt throughout this unit. The quiz will also be a fun and interactive end to what may have been a stressful lesson for some (Kahoot 2016).

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APPENDIX A

Applying Edward de Bono’s Thinking Hats

In your groups, identify how each aspect of de Bono’s thinking applies to your group in regards to your individual items you each selected for the island.

(Hunter 2013 p. 137). Brainstorming Questions:

1. Choices: How we make them, what they are, how they are determined by society and circumstance?

2. Hegemony: How it is obtained, managed and its effect? 3. Communities: How they are created, defined and their effects on individuals? 4. Rules: Relevance, impact and power in our lives?

Red- Feelings/Emotions White- Information/Facts

Yellow- Benefits/Values Black- Difficulties/Weaknesses

Green- Creative Ideas/Alternatives Blue- Summary/Focus

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APPENDIX B Optical Illusion Images:

Lord of the Flies Images: 1. 2.

3. 4.

(Google 2016)

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APPENDIX C Worksheet

Image

How does this image relate to the themes in Lord of the

Flies?

Is there a quotation in the book that shows

this? Provide page reference.

How does this image

affect/deepen my

understanding of the plot?

What is the effect of this image on the

text as a whole?

What is the effect of this image and associated

themes on the audience?

1

2

3

4

(Hunter 2013 p. 21).

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Appendix D Constructing your essay: This is an argumentative essay where you express your opinion, with evidence and analysis. To do this you need to utilize either the: Point – Quotation – Analysis or the Premise – Reason – Interim Conclusion/ Premise – Reason – Conclusion pattern of essay construction. Your point or premise is your topic sentence/key idea which are you going to explore.

• It answers the question ‘what are you talking about?’. Your quotation/reason is the evidence from the text which has given you this idea and which you are about to analyse.

• It answers the ‘how do you know this?’. Your interim conclusion is your analysis of your quotation and its location in the ideas sequence. Your analysis/conclusion is your explanation of the effect of this key idea on the character, the text as a whole and the audience.

• It answers the question ‘so what?’. Remember that your focus throughout the essay is on the presentation of dystopia.

• Whatever examples you choose to analyse, both character-wise and symbol-wise, must move forward your argument about dystopia. I would therefore choose charaters who have many divergent characteristics, for example one who starts off as essentially good and one who starts off as essentially self-serving, to enable you to have complex contrasts to discuss.

Your word limit is 800 words at Stage 1, so you need to be very precise. Planning your answer carefully before you write will make this process far easier to manage. Remember to keep your tone objective and formal: avoid “I” on the first person sentences. Be careful to avoid sweeping statements: this text explores ideas, it doesn’t offer polemic or propaganda, as such. Drafts can be sent at any point, including the planning stage: sending in draft means I can help you individually with structure, register and idea development. (Hunter 2013 p. 22)

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Appendix E Performance Standards for Stage 1 English

- Knowledge and Understanding Analysis Application

A Detailed knowledge and understanding of ideas and perspectives explored in a diverse range of texts.

Extensive knowledge and understanding of the variety of language features, stylistic features, and conventions authors use to make meaning.

Comprehensive knowledge and understanding of ways in which texts are created for a range of purposes and audiences.

Perceptive evaluation of the complex relationship between purpose, audience, and context and how they shape meaning.

Insightful analysis of how language features, stylistic features, and conventions combine to influence readers in various text types.

Analysis of complex intertextual connections between different texts.

Fluent and precise writing and speaking.

Sophisticated use of appropriate language features, stylistic features, and conventions for a range of audiences and purposes.

Detailed and appropriate use of evidence from texts to support conclusions, with textual references integrated into responses.

B Knowledge and understanding of ideas and perspectives explored in a range of texts.

Knowledge and understanding of a range of language features, stylistic features, and conventions authors use to make meaning.

Knowledge and understanding of ways in which texts are created for a range of purposes and audiences.

Effective analysis of the relationship between purpose, audience, and context and how they shape meaning.

Analysis of how language features, stylistic features, and conventions influence readers in various text types.

Analysis of intertextual connections between different texts.

Mostly fluent and precise writing and speaking.

Use of accurate language features, stylistic features, and conventions for a range of audiences and purposes.

Accurate use of evidence from texts to support conclusions, with textual references incorporated fluently in responses.

C Knowledge and understanding of ideas and some perspectives explored in a range of texts.

Knowledge and understanding of some language features, stylistic features, and conventions authors use to make meaning.

Knowledge and understanding of ways in which texts are created for familiar purposes and audiences.

Description, with some analysis of purpose, audience, and context and how they shape meaning.

Description, with some analysis, of how language features, stylistic features, and conventions influence readers in some text types.

Description, with some analysis of intertextual connections between different texts.

Generally fluent and accurate writing and speaking.

Use of language features, stylistic features, and conventions appropriate for familiar audiences and purposes.

Use of evidence from texts to support conclusions, with some textual references incorporated in responses.

D Reference to simple ideas explored in texts. Knowledge and understanding of a narrow range of language features and conventions authors use to make meaning.

Knowledge and understanding of a restricted range of ways in which texts are created for limited purposes and audiences.

Identification of the purpose, audience, and context of texts.

Reference to some ways in which conventions and language features influence readers in some text types.

Recognition of similarities and or differences between texts.

Some control and fluency of expression.

Use of some language features and conventions appropriate for audience and purpose.

Limited use of evidence from texts to support conclusions, with limited textual references to support responses.

E Identification of an idea in a text. Recognition of a restricted range of language features used by authors.

Acknowledgment of one or more ways in which texts are created for a purpose or an audience.

Reference to the purpose and audience of a text.

Recognition of a way in which language features influence readers in a text type.

Recognition of a connection between texts.

Emerging development of control of expression.

Emerging use of some language features appropriate for audience and/or purpose.

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Appendix F

Activity Worksheet: 3 groups

Group

Consider the following questions as a group

The rescued boys who look at the entire island experience from Jacks

point of view.

• Questions must be thought about in preparation for the adult audience’s questions.

• What happened? • What events does each boy have

firsthand knowledge of? • What events did each boy only

hear about? • Which actions will each boy

defend the most emphatically? • What will each boy say about the

others?

The rescued boys who look at the entire island experience from Ralph’s

point of view.

• Questions must be thought about in preparation for the adult audience’s questions.

• What happened? • What events does each boy have

firsthand knowledge of? • What events did each boy only

hear about? • Which actions will each boy

defend the most emphatically? • What will each boy say about the

others?

The audience of adult judges: parents, police and other authority figures.

• You will be preparing questions for both of the other two groups of boys and pass judgment on them.

• What do you as the judges need to find out?

• How can you look beyond the boys’ personalities and leadership styles to find an accurate depiction of what happened on the island?

• What punishments/rewards should be given, if any?

Conclusion: After the “adults” have interrogated each boy, the judges should meet to formulate their conclusion: Who was responsible for each development during the boys’ stay on the island? To what degree? Why do you judges hold specific boys responsible? Evidence? Punishments/rewards?

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Reference List

Word Count: 3375

- Google 2016, Google Images, Google, viewed 19 March 2016,

.

- Golding, William 1954, Lord of the Flies, Faber and Faber, United Kingdom.

- Hunter, Alison-Jane 2013, Approaches to Senior English, South Australian

English Teachers’ Association, Norwood.

- Kahoot 2016, Kahoot Online Quizzes, Kahoot, viewed 19 March 2016,

.

- SACE 2016, English 2016 Subject Outline 2016, SACE Board of South Australia, viewed 19 March 2016, .

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