William Golding's Lord of the Flies Unit Plan Proposed Class Description: Honors, 50-minute English class for 20 sophomores (10 males, 10 females), from 10:30 - 11:20, Monday - Friday. The students' desks have been laid out in a U-shape (Bean 34), with my desk at the head of the class. The Context: My sophomore class has just entered into the Lord of the Flies six-week unit. Earlier in the semester, the students had the opportunity to read and discuss another novel, as well as a number of short stories and poems. They are familiar with such terms as metaphor, symbolism, characterization, imagery, and theme, and should have little problem applying these terms to their analysis of LOTF. Additionally, my class is familiar with close readings and analysis of text, as well as in-class discussions and small-group work. The LOTF unit begins with the LOTF Deserted Weekend, where another adult and I take the class for an overnight camping trip. During this overnight trip, the students will experience a sort of desolation similar to that of the boys in LOTF. The following four weeks will see the class engaging in in-class and at-home reading of the text, whole class and small group discussions, and a number of writing assignments that will help the students better understand the text (see Assignments). The fifth week will have the students participating in a "Mock Trial," and the sixth week will have the students watching the 1963 version of LOTF. The unit will end with the students handing in a LOTF Critical Portfolio of all the work they've done in the unit (see Assignments). Objectives: 1. Prior to the introduction to the book, the students will experience a simulated situation in which they are "deserted" on an "island" (see LOTF Deserted Weekend). With very little in the way of supplies, and no direct adult authority whatsoever, the students will experience first-hand what it must have been like for the boys of LOTF. (Sunderman 49) During the overnight trip (Saturday afternoon, evening, and night, and Sunday morning and afternoon), the students will: a. experience a form of desolation, similar to what the boys felt in LOTF, that will help them become members of both the authorial and narrative audiences (Rabinowitz and Smith 5, 21). b. explore and experience nature in a way they might never have before, thus introducing them to one of the themes of the text: the power nature has over man. c. reflect, through their Reading Journals (see Assignment #7), what changes they experiences during their "desolation" time (socially, physically, mentally, emotionally, etc.). d. read the first chapter of LOTF aloud, as a group, and discuss similarities between the experiences of the boys and the students (desolation, cooperation or lack-there-of, responsibility, prioritization, "tribalization," etc)., thus creating a relevance between the text and the students. e. help create a reader response based environment (Sunderman 50), so that the students will become "active" participants in the reading of LOTF, thus allowing them to explore their own individual, unique ideas and concepts about the text. f. examine and define various words within the text that might be confusing, so as to help them better understand the story itself, as well as expand their own vocabulary. 2. The term symbolism (Abrams 209) will be reinforced from previous lesson plans and, through close reading and analysis of the text, the students will identify a number of the symbolic concepts as seen in the text. By expanding the students' understanding of symbolism to include characters, dialogue, events, actions, setting, physical objects, and the narrator's descriptions, students can understand the important role symbolism plays in literature, as well as more easily and effectively identify examples of symbolism (Spain 1), such as: a. Piggy and his glasses (intelligence; social order; clear-sightedness). b. Ralph and the conch (order; civility; democracy). c. Simon ("Christ figure;" purity; goodness). d. Roger ("Satan figure;" evil; chaos). e. Jack (anarchy; savagery; totalitarianism). f. the island (the world), g. the beast (dark side of humanity; the beast within all of us). h. the Lord of the Flies (immense danger or evil; the devil; pure chaos). i. the parachute man (end of adult supervision and authority). j. fire and smoke (hope and rescue; survival). k. facepaint and masks (infiltration of evil within the boys; hiding from civilization; excuse for savagery). l. the "scar" upon the island (man's destructive force; man vs. nature). m. as well as others the students might indicate. 3. The term theme (Abrams 121) will be reinforced from previous lesson plans and, through close reading and analysis of the text, the students will identify a number of the thematic concepts in LOTF, such as: a. the roles order and chaos plan in a society, and how they are developed or undermined. b. lack of civility and society's rules and laws brings about anarchy and savagery. c. morals stem from civilized surroundings, and a lack of those surroundings brings about a lack of morals. d. uncontrolled power will become abused power. e. anarchy and savagery bring about a hierarchy within society. f. external savagery will eventually bring about internal savagery. g. the fear of the unknown is sometimes a more powerful force than the fear of the known. h. human nature has a strong influence on how well a society can be governed. i. inherently, man is evil, and if left to his own devices, will exemplify and exploit this evil. j. additional themes offered by the students could accompany the above incomplete list. 4. Through close reading and analysis of the text, as well as whole-class and small-group discussions, the students will be able to identify the development of the characters (Abrams 23) in LOTF (their roles as leaders and followers, their evolution and de-evolution as civilized beings, their relationships with each other, the hierarchy of the group, etc.), such as Ralph, Piggy, Jack, Roger, Sam and Eric, Simon, Maurice, Henry, Percival, Johnny, the "littluns", and the beast. 5. The students will increase their vocabulary and their comprehension the text of LOTF, as well as reinforce their membership in the authorial audience, by identifying and defining unknown or unfamiliar words within the chapters, such as: a. Chapter 1: efflorescence, enmity, decorous, chorister, bastion, hiatus, wacco, wizard, passenger tube b. Chapter 2: ebullience, recrimination, tumult, tirade c. Chapter 3: oppressive, inscrutable, vicissitudes, declivities, tacit, crackers, node, sepals, susurration, tendril, trotters d. Chapter 4: blatant, taboo, sinewy, manevolently, bloody, dazzle paint, ha'porth, lashings, opalescence e. Chapter 5: ludicrous, ineffectual, jeer, inarticulate, bollocks f. Chapter 6: leviathan, clamor, guano, plinth, waxy g. Chapter 7: crestfallen, impervious, enterprise, dun, scurfy, traverses, windy h. Chapter 8: glowered, rebuke, demure, fervor, "do you," flink, iridescent, prefect i. Chapter 9: corpulent, sauntered, bourdon, phosphorescence j. Chapter 10: compelled, "round the bend," "bomb happy" k. Chapter 11: luminous, myopia, sniveling, quavered, parried, talisman, myopia, truculently l. Chapter 12: acrid, cordon, elephantine, epaulettes, diddle, pax, ratings Additional unfamiliar words identified by the students could accompany the above incomplete list. (Golding, William, Lord of the Flies; also, Gerenser 6-7; also, Dewsnap 9-35) The students will have to: first, define the word with a dictionary definition, but reword the definition in their own words while maintaining the meaning of the word (the logic is that if the students can write their own correct definition of a word, then they should understand that word); second, locate where in the text the word is located and write out the sentence containing it, as well as briefly explain the situation surrounding the sentence (with a solid definition of the word, the students should have a clear understanding of its meaning and use within the context of the text); and third, create a sentence of their own, using the word appropriately. 6. The students will engage in class discussions that will better help them understand the themes, characters, and symbols within the text, on such topics as: a. conflict b. civilization c. savagery d. fear e. pride f. the Lord of the Flies itself g. human nature h. authority i. the importance of rules and leaders j. justice k. the "masks" people wear l. democracy and anarchy m. as well as any other topics the students identify as being important for class discussions. 7. The students will engage in eleven quizzes (one for Chapters 1 & 2, and one for every chapter thereafter) that will assess them on their closeness and completeness of the required reading. The questions will be comprised of short answer report and generalization questions. Each quiz will be worth ten (10) points, and the lowest quiz score will be dropped. The final grade for the quiz will be calculated from a total of 100 points. 8. The students will create a LOTF Critical Portfolio that will enhance their understanding of the text specifically, and increase their ability to analyze a text generally. It will be the culmination of all of the work the students do during the unit, and should show their development throughout their reading and understanding of LOTF. The portfolio will be comprised of seven separate Assignments and eleven quizzes: Assignment #1: Symbolism List Assignment #2: Letters from the Island Assignment #3: Situation/Idea Response Assignment #4: Visual Interpretation Assignment #5: Post-Reading Analysis Assignment #6: Book vs. Movie Comparison/Contrast Assignment #7: Reading Journal Quizzes: A total of 11 quizzes (10 report and generalization questions each), with the lowest grade dropped. 9. The students will participate in a week-long "Mock Trial" (see "Mock Trial"), where they will take on the roles of the surviving boys, the defenders and prosecutors, outside witnesses and experts, and the jury. They will cite primarily from the text as they debate as to whether or not Jack and his tribe should be found guilty of murder, and whether or not he/they should receive life in prison, or capital punishment. 10. The students will watch the 1963 version of Lord of the Flies and, through writing exercises (see Assignment #6) and whole-class and small-group discussion, compare the movie to the text. This assignment will introduce the students to a cinematic interpretation of Golding's book, as well as assess them on their closeness and comprehension of their reading. 11. The students will work on a number of activities and assignments in their workshop groups (see: Bullock, Richard), that will: a. open them up to a wider range of interpretation from fellow students. b. help them engage in a reader response based environment as they share their own responses to certain situations, and understand why they decided upon those responses (Kelly 112). c. work on their communication and cooperating skills. d. create student-centered learning (Bullock 35). e. empower the students with the responsibility of a workshop role: Recorder (takes notes on group discussions and provides a written summary for presentation); Reporter (presents the group's findings); Leader (maintains control of the discussion so that the group remains focused on the topic at hand); and Timekeeper (ensures that the group completes the necessary work in the time allotted) (Knapp 1). 12. The students will read aloud several chapters in LOTF, allowing them to experience the text through the interpretive readings of their fellow classmates. Reading the text aloud in class could help auditory learners comprehend the actions and events of the text. Additionally, it could also create a forum for immediate question and answer results for the students. 13. The students will be exposed to other supportive materials outside of the LOTF book itself, so as to reinforce, or restate, one or several of the book's themes or examples of symbolism. Additionally, supportive materials could help the students better understand the situation of the boys (narrative audience (Rabinowitz 5)), as well as what Golding might have been thinking when he wrote the book (authorial audience (Rabinowitz 21)). Week One Sequence Monday: Objectives: * The students will complete a quiz over Chapters 1 and 2, comprised of ten (10) report and generalization questions, that will assess them on the closeness and completeness of their reading (see Objective 7). * The students will engage in a whole-class discussion on Chapter 2. The students will identify and discuss various examples of symbolism, as seen in the characters (Ralph, Jack, Simon, Piggy, and the "little'uns"), various physical objects (Piggy's glasses, the conch, fire & smoke), and the natural terrain (the granite platform, the mountaintop, the "snake") (see Objective 2a-c, e-f, g, j, and 6). * The students will recognize the growth and development of certain characters within the chapter (Ralph, Jack, Piggy, etc.) (see Objective 4). * The students will identify and attempt to define various unfamiliar words found within the chapter (see Objective 5b). * The students will work within their workshop groups, discussing the topic ideas of "order" and "chaos" (see Objectives 3a, 6, and 11), two essential themes in LOTF. * As homework, the students will write an entry in their Reading Journals on the topic ideas of "order" and "chaos" (see Objectives 3a and Assignment #7) Activities and Procedures: 1) Chapters 1 & 2 quiz (5-7 minutes). 2) Whole-class discussion on Chapter 2 and the unfamiliar vocabulary within (25-30 minutes). 3) Workshop group topic discussion on the ideas of "order" and "chaos" (15 minutes). 4) Homework: Reading Journal entry on the workshop group's thoughts, as well as the student's own thoughts, on the ideas of "order" and "chaos." Tuesday: Objectives: * The students will break off into their workshop groups and present their thoughts from the previous day's discussion on the topic ideas of "order" and "chaos" (see Objectives 3a, 6, and 11). * The students will read aloud Chapter 3 (see Objective 12). * Through whole-class discussion, the students will identify components and examples of symbolism in Chapter 3 (see Objective 2). * Through whole-class discussion, the students will recognize the development of specific characters (Ralph, Jack, and Simon mostly) within the chapter (see Objectives 3e and g, 4, and 6b-c and h-i). * Through whole-class discussion, the students will be able to identify characteristics of order and chaos within the chapter (see Objectives 2 and 3a). * Through a Reading Journal entry, the students will be introduced to the theme of civility, and how Ralph and Piggy are symbols of civilization (see Objectives 2a-b, 4, and 6b, and Assignment #7). * The students will be exposed to supportive materials (a passage from John Dryden's The Conquest of Granada) (see Objectives 6b-c and 12). * As homework, the students will complete their reading of Chapter 3, as well as write an entry in their Reading Journals on numerous unfamiliar vocabulary words (see Objective 5c). Activities and Procedures: 1) Workshop group presentations of results on previous day's discussion of the topic ideas of "order" and "chaos" (20 minutes). 2) In-class reading by students of Chapter 3, including whole-class discussion of the chapter as we go (20 minutes). 3) Reading Journal entry on the following topic: What, in your opinion, is civilization/to be civilized (10 minutes)? 4) A brief reading from John Dryden's The Conquest of Granada (2 minutes). 5) Homework: Reading Journal entry on a number of vocabulary words from the day's reading, as well as read the rest of Chapter 3 for class discussion the following day. Wednesday: Objectives: * The students will write a journal entry on a particular prompt, touching upon one of the book's themes (see Objectives 2e, 3a and d, 4, and 6c). * The students will complete a quiz over Chapter 3, comprised of ten (10) report and generalization questions, that will asses the students on the closeness and completeness of their reading (see Objective 7). * The students will engage in a whole-class discussion on Chapter 3, paying particular attention to what was not covered the previous day. The students will identify and discuss various examples of symbolism (see Objective 2). * Through whole-class discussion, the students will recognize the development of specific characters (Ralph, Jack, and Simon mostly) within the chapter (see Objectives 3e and g, 4, and 6b-c and h-i). * Through whole-class discussion, the students will further their understanding of the themes of "order" and "chaos" (see Objectives 2 and 3a). * Referring back to their journal entry at the beginning of the class, the students will be able to identify characteristics of savagery (see Objectives 2e, 3e, 4, and 6d). * The students will identify and attempt to define unfamiliar words found within Chapter 3 (see Objective 5c). * The students will work within their workshop groups, discussing the characteristics of the boys they've read about in Chapters 1-3 (see Objectives 2, 4, and 11). Activities and Procedures: 1) Reading Journal entry on the following prompt: Can there really be such a thing as a "noble savage?" (10 minutes). 2) Chapter 3 quiz (5-7 minutes). 3) Discuss remainder of Chapter 3 and the vocabulary within (20-25 minutes). 4) Workshop group discussion on characteristics of the boys in LOTF (20 minutes, or extended if necessary). 5) Handing in of Reading Journals. Thursday: Objectives: * The students will break off into their workshop groups and present their thoughts from the previous day's discussion on the characteristics of the boys (see Objectives 2, 4, and 11). * The students will read aloud Chapter 4 (see Objectives 12). * The students will identify and attempt to define various unfamiliar words found within the chapter (see Objective 5d). * Through whole-class discussion, the students will: 1) make comparisons between the lists of the boy's characteristics and the various examples of symbolism in the book (see Objectives 2, 3, 4, and 6). 2) be able to identify examples of the themes of order, chaos, savagery, and civilization in Chapter 4, and relate these themes to the previously read chapters (see Objectives 2, 3, and 4). 3) recognize the development of specific characters within the chapter (see Objectives 2a-3, 4, and 6). * As homework, the students will complete their reading of Chapter 4, as well as write an entry in their Reading Journals on numerous unfamiliar vocabulary words (see Objective 5d). Activities and Procedures: 1) Workshop group presentations of results of previous day's discussion of the boys' characteristics and symbolic meanings (20-25 minutes). 2) Return Reading Journals and make necessary comments (10 minutes). 3) In-class reading by students of Chapter 4, including whole-class discussion of the chapter as we go (15-20 minutes). 4) Homework: Reading Journal entry on a number of vocabulary words from the day's reading, as well as read the rest of Chapter 4 for the class discussion the following day. Friday: Objectives: * The students will complete a quiz over Chapter 4, comprised of ten (10) report and generalization questions that will assess them on the closeness and completeness of their reading (see Objective 7). * The students will identify and attempt to define various unfamiliar words in Chapter 4 (see Objective 5d). * Through whole-class discussion of the remainder of Chapter 4, the students will: 1) make comparisons between the lists of the boy's characteristics and the various examples of symbolism in the book (see Objectives 2, 3, 4, and 6). 2) be able to identify examples of the themes of order, chaos, savagery, and civilization in Chapter 4, and relate these themes to the previously read chapters (see Objectives 2, 3, and 4). 3) recognize the development of specific characters within the chapter (see Objectives 2a-3, 4, and 6). * The class will participate in a two-group Ralph vs. Jack exercise (see Objectives 2b and e, 3, 4, and 11). * As homework, the students are to complete Assignment #1: Symbolism List (see Assignment #1 and Objectives 2, 4, 6, and 11). Activities and Procedures: 1) Chapter 4 quiz (5-7 minutes). 2) Whole-class discussion on the remainder of Chapter 4 and the unfamiliar vocabulary within (15-20 minutes). 3) Ralph vs. Jack as the better leader (15 minutes). 4) Explanation of Assignment #1: Symbolism List (10 minutes). 5) Homework: Work on Assignment #1: Symbolism List, which is due the day after the weekend; additionally, write a Reading Journal entry on the following prompt: How well do you think you would have done if you had been in Ralph's/Jack's shoes? Day 1 Chapter 2 "Fire on the Mountain" The Context: My students have experienced the LOTF Deserted Weekend. As a whole class, and in smaller workshop groups, my class read aloud and discussed Chapter 1. They compared and contrasted, both verbally and in their Reading Journals (see Assignment #7) the experiences they had during Saturday afternoon and evening of "desolation" to what the boys in LOTF experienced (see Objective 1a-f). By experiencing some of what the boys experienced in the first chapter, the students in my class have established feelings of empathy, and/or sympathy, and/or remorse for the boys, thus creating a sense of relevance between the text and the students. The students were assigned to read Chapter 2. Additionally, they were to work on two assignments in their Reading Journals: first, they were to define a number of unknown or unfamiliar words (see Objective 5a); second, they were to write on the following prompts: "Golding goes into great detail about the layout of the island, and he touches upon several significant natural features. From your reading of Chapters 1 & 2, what natural feature can you find, and what meanings, if any, do you think they have?" (see Objective 2). In today's class, following the students' first quiz (see below and Objective 7), we will discuss Chapter 2. The students will build upon their understanding of symbolism as we look at several of the characters (Ralph, Jack, Simon, Piggy, and the "little'uns"), physical objects (Piggy's glasses, the conch, fire & smoke), and natural features (the granite platform, the mountaintop, the "snake") within the chapter (see Objectives 2 and 4). With approximately 15 minutes left in the class period, the students will break off into their workshop groups and engage in a topic discussion on the ideas of "order" and "chaos." Their homework for the following day will be an entry in their Reading Journals on their workshop group's thoughts, as well as their own, on what "order" and "chaos" are (see Objectives 3a, 6, and 11). Objectives: * The students will complete a quiz over Chapters 1 and 2, comprised of ten (10) report and generalization questions, that will assess them on the closeness and completeness of their reading (see Objective 7). * The students will engage in a whole-class discussion on Chapter 2. The students will identify and discuss various examples of symbolism, as seen in the characters (Ralph, Jack, Simon, Piggy, and the "little'uns"), various physical objects (Piggy's glasses, the conch, fire & smoke), and the natural terrain (the granite platform, the mountaintop, the "snake") (see Objective 2a-c, e-f, g, j, and 6). * The students will recognize the growth and development of certain characters within the chapter (Ralph, Jack, Piggy, etc) (see Objective 4). * The students will identify and attempt to define various unfamiliar words found within the chapter (see Objective 5b). * The students will work within their workshop groups, discussing the topic ideas of "order" and "chaos" (see Objectives 3a, 6, and 11), two essential themes in LOTF. * As homework, the students will write an entry in their Reading Journals on the topic ideas of "order" and "chaos" (see Objectives 3a and Assignment #7) Activities and Procedures: 1) Chapters 1 & 2 quiz (5-7 minutes). 2) Whole-class discussion on Chapter 2 and the unfamiliar vocabulary within (25-30 minutes). 3) Workshop group topic discussion on the ideas of "order" and "chaos" (15 minutes). 4) Homework: Reading Journal entry on the workshop group's thoughts, as well as the student's own thoughts, on the ideas of "order" and "chaos." Activity #1: Chapters 1 & 2 quiz (5-7 minutes). The students will take a quiz over Chapters 1 & 2 (see Objective 7). It will be comprised of ten (10) report and generalization questions. The students will have approx. 3 minutes to complete the quiz, after which time they will hand the quizzes in. We will then spend the next 2-4 minutes going over the questions on the quiz, and I will use the "cold calling" technique of asking the questions on the quiz to specific students. The quiz will be worth a total of 10 points (1 point per question). The quiz will be as follows: 1) Who is the first character we meet? 2) How did the boys arrive on the island? 3) What is the "scar?" 4) What did Ralph use to call the first assembly? 5) Who climbed to the top of the mountain the first time? 6) Why does Ralph think they need a fire? 7) What was unique about the "little'un" who first mentioned the "snake-thing?" 8) What were used to light the fire? 9) Who suggests that shelters should be built on the beach? 10) Presumably, who is the first boy to die? Activity #2: Whole-class discussion on Chapter 2 and the unfamiliar vocabulary within (25-30 minutes). As a whole class, we will discuss Chapter 2, and I will ask the students questions, such as: 1) What kinds of images are created in your mind just by the name of this chapter - "Fire on the Mountain?" 2) What is the scene as of the first two paragraphs of Chapter 2? Does this more resemble a leaderless society with no order, or a controlled, structured group of individuals? What leads you to this conclusion? 3) Why is it suggested that hunters are needed? Is there agreement among the bigger kids? 4) By the middle of page 32, Golding has presented descriptions of, and dialogue from, Ralph, Jack, and Piggy. Looking at what they say and how they act, what can you tell about their personalities? 5) Do you think the boys truly understand the situation they're in? Why or why not? 6) Golding introduces the little boy with the mulberry-colored birthmark near the top of page 33. What does he bring to the assembly that Jack, Ralph, and Piggy haven't mentioned? Why do you think the small boy has seen the "beastie," but no one else has? 7) What explanation is given for the mentioning of the "beastie?" Is everyone convinced that there is no "beastie" or "snake-thing?" How do Ralph, Jack, and Piggy approach the idea of the "beastie?" 8) What two things does Ralph say the boys "want" to do, as seen at the top of page 35? How does he plan on getting rescued? In your opinion, what sort of requirements/responsibilities will be necessary for Ralph's plan to succeed? 9) What is the opinion of the other kids when Ralph mentions the prospect of getting rescued? How do they react when Ralph tells them that they need to "make a fire?" How does Ralph act? Why, and what odes this say about him? Activity #3: Workshop topic discussion on the ideas of "order" and "chaos" (15 minutes). The students will break off into their prearranged workshop groups and begin separate topic discussions on the ideas of "order" and "chaos," two important themes in LOTF that the students need to become familiar with as early as possibly, so as to see the development of these themes throughout the book. The workshop prompt will be presented as follows: "In any number of things around you, there is a balance between one side and another. For example, you could say that water balances out fire and, as you've learned in your science classes, protons balance out electrons. And in any number of things around you, there is order, and there is chaos. Can someone give me another example? In my example of the balance between water and fire, water could be looked at as containing order, for it can put out the chaos of fire. Discuss within your groups the ideas of "order" and "chaos,' and how you think they might apply to yourselves, your family, your community, the school, etc." (see Objectives 3a, 6, and 11). Activity #4: Homework: Reading Journal entry on the workshop group's thoughts, as well as the student's own thoughts, on the ideas of "order" and "chaos." For homework, the students will be asked to write in their Reading Journals, discussing the topic ideas of "order" and "chaos." Their entries should explain their workshop group's opinions on "order" and "chaos," as well as the student's own opinions. I will collect the Reading Journals on the third day of the first week (see Objectives 3a and Assignment #7). Looking Ahead/Feedback: The students will return to their workshop groups first thing the following day, and we will have a short class discussion on what the groups came up with in terms of "order" and "chaos." The groups' Reporters will present the results of their group's discussion from the previous day. We will then apply what the groups came up with regarding "order" and "chaos" to the developing story in Chapter 3. Day 2 Chapter 3 "Huts on the Beach" The Context: Upon arriving in class, my students will break off into their workshop groups and present their previous day's findings on the topic ideas of "order" and "chaos." After comparing and contrasting the results from all five workshop groups, we will begin reading aloud Chapter 3 of LOTF, stopping periodically to discuss the text and any unfamiliar words the students might have questions about. I will then ask the students to write for ten minutes on their idea of civilization. I will end the day with a quote from John Dryden's The Conquest of Granada. For homework, the students will be required to read the rest of Chapter 3 for class discussion the following day, as well as define a number of vocabulary words in their Reading Journals. Objectives: * The students will break off into their workshop groups and present their thoughts from the previous day's discussion on the topic ideas of "order" and "chaos" (see Objectives 3a, 6, and 11). * The students will read aloud Chapter 3 (see Objective 12). * Through whole-class discussion, the students will identify components and examples of symbolism in Chapter 3 (see Objective 2). * Through whole-class discussion, the students will recognize the development of specific characters (Ralph, Jack, and Simon mostly) within the chapter (see Objectives 3e and g, 4, and 6b-c and h-i). * Through whole-class discussion, the students will be able to identify characteristics of order and chaos within the chapter (see Objectives 2 and 3a). * Through a Reading Journal entry, the students will be introduced to the theme of civility, and how Ralph and Piggy are symbols of civilization (see Objectives 2a-b, 4, and 6b, and Assignment #7). * The students will be exposed to supportive materials (a passage from John Dryden's The Conquest of Granada) (see Objectives 6b-c and 12). * As homework, the students will complete their reading of Chapter 3, as well as write an entry in their Reading Journals on numerous unfamiliar vocabulary words (see Objective 5c). Activities and Procedures: 6) Workshop group presentations of results on previous day's discussion of the topic ideas of "order" and "chaos" (20 minutes). 7) In-class reading by students of Chapter 3, including whole-class discussion of the chapter as we go (20 minutes). 8) Reading Journal entry on the following topic: What, in your opinion, is civilization/to be civilized (10 minutes)? 9) A brief reading from John Dryden's The Conquest of Granada (2 minutes). 10) Homework: Reading Journal entry on a number of vocabulary words from the day's reading, as well as read the rest of Chapter 3 for class discussion the following day. Activity #1: Workshop group presentations of results on previous day's discussion of the topic ideas of "order" and "chaos" (20-24 minutes). The students will immediately break off into their workshop groups and spend five minutes reviewing what they had discussed the day before on the topic ideas of "order" and "chaos." Then, one at a time, each group's Reporter will present her/his group's thoughts. I will write the results on the chalkboard as they are given. After all of the groups have presented their thoughts on the ideas of "order" and "chaos," the class will compare the lists on the board and discuss similarities and differences (see Objectives 3a 6, and 11). Activity #2: In-class reading by students of Chapter 3, including whole-class discussion of the chapter as we go (25-29 minutes). As a class, the students will begin reading aloud Chapter 3 (see Objective 12). I will interject at certain moments in the students' reading of the text to ask questions, at places such as: 1) After the second paragraph on page 44, after the narration: "The forest and her were very still." 2) Near the bottom of page 45, after the narration: "He did not notice when Jack spoke." 3) Near the middle of page 47, after the narration: "Ralph rolled ... the grass." 4) Near the bottom of page 48, after the narration: "he sat up, rubbing one shoulder with a dirty hand. 5) Top of page 50, after the narration: "On the end ... the brilliant water." 6) Near the bottom of page 50, after the narration: "All the warm ... them together again." 7) Near the middle of page 51, after the narration: "The littluns ... ripe fruit." 8) The end of the chapter, on page 52. Activity #3: Reading Journal entry on the following topic: What, in your opinion, is civilization/to be civilized (10 minutes)? Students will take out their Reading Journals and write for ten (10) minutes on the following prompt: What, in your opinion, is civilization/to be civilized? This entry will introduce the idea of civility in LOTF, as well as Ralph and Piggy as symbols for civilization (see Objectives 2a-b, 4, and 6b, and Assignment #7). Activity #4: A brief reading from John Dryden's The Conquest of Granada (2 minutes). With two minutes remaining in the period, I will read a brief passage from John Dryden's The Conquest of Granada: I am as free as nature first made man, Ere the base laws of servitude began, When wild in woods the noble savage ran. (Oxford Dictionary of Quotes, p. 195) I will then pose the following question as "food for thought": Can there really be such a thing as a "noble savage"? This question will be touched upon again on the following day. Activity #5: Homework: Reading Journal entry on a number of vocabulary words from the day's reading, as well as read the rest of Chapter 3 for class discussion the following day. The students will finish reading whatever wasn't read of Chapter 3 in class. Additionally, the students will define numerous vocabulary words in their Reading Journals (see Objective 5c). Looking Ahead/Feedback: Tomorrow's class will begin with a ten (10) minute journal writing assignment on the question I posed after reading the passage by John Dryden: Can there really be such a thing as a "noble savage"? After this, the students will take the Chapter 3 quiz, and then we will continue to discuss the chapter, defining unfamiliar vocabulary words as we go. I will collect the Reading Journals at the end of the period for a "quick" overnight evaluation, so as to make sure the students are on track with their Reading Journal assignment (see Assignment #7 for details). Day 3 Chapter 3 "Huts on the Beach" The Context: I will begin class by having the students write an entry in their Reading Journals on the following prompt: Can there really be such a thing as a "noble savage," as was mentioned in the passage by John Dryden? Following the journal writing, the students will take the quiz on Chapter 3. After this, the class will briefly review what was discussed the previous day before continuing our discussion on Chapter 3. With twenty minutes remaining in the class, the students will break off into their workshop groups and begin a discussion on the characteristics of the boys in the book. The students won't have any homework due for the next day's class. Objectives: * The students will write a journal entry on a particular prompt, touching upon one of the book's themes (see Objectives 2e, 3a and d, 4, and 6c). * The students will complete a quiz over Chapter 3, comprised of ten (10) report and generalization questions, that will asses the students on the closeness and completeness of their reading (see Objective 7). * The students will engage in a whole-class discussion on Chapter 3, paying particular attention to what was not covered the previous day. The students will identify and discuss various examples of symbolism (see Objective 2). * Through whole-class discussion, the students will recognize the development of specific characters (Ralph, Jack, and Simon mostly) within the chapter (see Objectives 3e and g, 4, and 6b-c and h-i). * Through whole-class discussion, the students will further their understanding of the themes of "order" and "chaos" (see Objectives 2 and 3a). * Referring back to their journal entry at the beginning of the class, the students will be able to identify characteristics of savagery (see Objectives 2e, 3e, 4, and 6d). * The students will identify and attempt to define unfamiliar words found within Chapter 3 (see Objective 5c). * The students will work within their workshop groups, discussing the characteristics of the boys they've read about in Chapters 1-3 (see Objectives 2, 4, and 11). Activities and Procedures: 6) Reading Journal entry on the following prompt: Can there really be such a thing as a "noble savage?" (10 minutes). 7) Chapter 3 quiz (5-7 minutes). 8) Discuss remainder of Chapter 3 and the vocabulary within (20-25 minutes). 9) Workshop group discussion on characteristics of the boys in LOTF (20 minutes, or extended if necessary). 10) Handing in of Reading Journals. Activity #1: Reading journal entry on the following prompt: Can there really be such a thing as a "noble savage?" (10 minutes). First thing, the students will take out their Reading Journals and write for ten (10) minutes on the following prompt: Can there really be such a thing as a "noble savage," as was mentioned in the passage by John Dryden? The contradiction of the phrase "noble savage" could have the students thinking about the de-evolution of the character of Jack, as he regresses from civilized being to savage. It could also make them aware of another of the book's themes: savagery (see Objectives 2e, 3a and d, 4, and 6c). Activity #2: Chapter 3 quiz (5-7 minutes). The students will take a quiz over Chapter 3 (see Objective 7). It will be comprised of ten (10) report and generalization questions. The students will have approx. 3 minutes to complete the quiz, after which time they will hand the quizzes in. We will then spend the next 2-4 minutes going over the questions on the quiz, and I will use the "cold calling" technique of asking the questions on the quiz to specific students. The quiz will be worth a total of 10 points (1 point per question), and is designed to asses the students' closeness and completeness of the assigned reading. The quiz will be as follows: 1) As the chapter opens, what is Jack doing? 2) What are Simon and Ralph doing? 3) What were the boys using to hold drinking water? 4) What is Jack trying to kill? 5) What type of weapon does Jack carry with him? 6) What are the rest of the hunters doing? 7) Who is Ralph referring to when he says: "He's queer. He's funny."? 8) Who helps the "littluns" get fruit? 9) Was Simon with the others in the bathing pool? 10) Where is Simon at the end of the chapter? Activity #3: Discuss remainder of Chapter 3 and the vocabulary within (20-25 minutes). Questions to follow ... Activity #4: Workshop group discussion on characteristics of the boys in LOTF (20 minutes). The students will break off into their prearranged workshop groups and discuss the characteristics of the boys in LOTF. They will be required to focus on one boy in particular (Ralph, Simon, Jack, Roger, Piggy, etc.), and try to list as many characteristics as possible about that boy. Additionally, the groups will have to speculate on what they think the boys might symbolize, if anything. The groups will have to prepare their findings for presentation the following day (see Objectives 2, 4, and 11). Note: If most or all of Chapter 3 was discussed the previous day, the time for this assignment will be expanded accordingly. Activity #5: Handing in of Reading Journals. The students will hand in their Reading Journals (see Assignment #7) at the end of the period. I will look them over that night and hand them back the following day, making minor comments as needed. I will be looking for completeness in assigned writing exercises (journal entries on topics, vocabulary words, notes in class, questions and comments from reading at home, etc.) and a sense that the students are understanding both the Reading Journal assignment itself and the book as a whole. If I see major flaws in writing assignments or notes on the text, I will address that/those student(s) separately, in a one-to-one conference. Looking Ahead/Feedback: The students won't have any homework for the following class. Tomorrow, I'll begin the class period by having the workshop groups get together and go over what they came up with the previous day. The groups will then present what they found on the characters within the story, and the class will discuss the results. I will hand back the Reading Journals and make any necessary comments/suggestions/further instructions, as I see fit. We will then begin reading Chapter 4 aloud in class, and I will ask the students to pay particular attention to the lists of characteristics they came up with, as well as our previous day's discussion on the topic ideas of "order" and "chaos." We will discuss any unfamiliar vocabulary found in Chapter 4. Day 4 Chapter 4 "Painted Faces and Long Hair" The Context: The students will get into their workshop groups at the beginning of class and take five minutes to prepare their findings from the previous day's discussion on the characteristics of the boys. The groups' Reporters will then present their group's findings, and I will record them on the board. When all groups have presented, we will discuss the results. After this, I will hand back the Reading Journals and make any necessary comments/suggestions/further instructions, as I see fit. We will then begin reading aloud Chapter 4, stopping to discuss unfamiliar vocabulary. The students will be asked to pay particular attention to the lists of characteristics on the board, as well as to the discussions we had the previous days on "order," "chaos," and "civilization." For homework, the students will be required to finish reading Chapter 4, and work out some unfamiliar words in their Reading Journals. Objectives: * The students will break off into their workshop groups and present their thoughts from the previous day's discussion on the characteristics of the boys (see Objectives 2, 4, and 11). * The students will read aloud Chapter 4 (see Objectives 12). * The students will identify and attempt to define various unfamiliar words found within the chapter (see Objective 5d). * Through whole-class discussion, the students will: 4) make comparisons between the lists of the boy's characteristics and the various examples of symbolism in the book (see Objectives 2, 3, 4, and 6). 5) be able to identify examples of the themes of order, chaos, savagery, and civilization in Chapter 4, and relate these themes to the previously read chapters (see Objectives 2, 3, and 4). 6) recognize the development of specific characters within the chapter (see Objectives 2a-3, 4, and 6). * As homework, the students will complete their reading of Chapter 4, as well as write an entry in their Reading Journals on numerous unfamiliar vocabulary words (see Objective 5d). Activities and Procedures: 5) Workshop group presentations of results of previous day's discussion of the boys' characteristics and symbolic meanings (20-25 minutes). 6) Return Reading Journals and make necessary comments (10 minutes). 7) In-class reading by students of Chapter 4, including whole-class discussion of the chapter as we go (15-20 minutes). 8) Homework: Reading Journal entry on a number of vocabulary words from the day's reading, as well as read the rest of Chapter 4 for the class discussion the following day. Activity #1: Workshop group presentations of results of previous day's discussion of the boys' characteristics and symbolic meanings (20-25 minutes). The students will get into their workshop groups and will review their findings from the previous day's workshop discussion on the characteristics of the boys on the island, as well as what, if any, symbolic meanings the boys have. The groups' Reporters will then present their group's findings, and I will write them on the board in a list fashion. The class will then discuss the lists on the board, making comparisons and/or contrasts between the results of each group. This assignment should not only make the students more aware of the types of individuals stranded on the island and what they could represent, but it should also prepare them for the upcoming Symbolism List (Assignment #1) and "Letters from the Island" (Assignment #2) activities. Additionally, it will broaden their understanding of the text (see Objectives 2, 4, 11, and Assignments #1 and #2). Activity #2: Return Reading Journals and make necessary comments (10 minutes). I will return the students' Reading Journals (see Assignment #7) that I had collected the previous day. While I won't assess the Journals with a grade ("A," check-plus or check-minus, etc.), I will make brief comments in each Journal, letting the students know if they're on the right track or not. Essentially, I'll be looking for several things: 1) completed vocabulary assignments, covering the three sections of the assignment (see Objective 5). 2) journal entries on suggested topics, or book-related topics thought up by the students (see Objectives 1c, 2, 3, 4, and 6). 3) notes and (if the student was the Recorder at the time) assignments from workshop group activities (see Objectives 2, 3, 4, 6, and 11). 4) reading questions and comments the students might have thought up while reading in class or at home (see Objective 12). 5) general whole-class discussion notes. 6) any additional freewriting the students might do. If necessary, I will make necessary comments/suggesting/further instructions on aspects of the Reading Journals that I feel a number of students might be having trouble with / lacking, in terms of detail and completion. At no time will I ask students to share their personal journal entries (notes, reading questions and comments, freewriting) with the class. Activity #3: In-class reading by students of Chapter 4, including whole-class discussion of the chapter as we go (15-20 minutes). As a class, the students will begin reading aloud Chapter 4 (see Objective 12). I will interject at certain moments I the students' reading of the text to ask questions, at places such as: 1) Near the top of page 54, after the narration: "Ever since ... and cried often." a. What can you tell about the situation with the boys just by looking at the title of this chapter? b. At this point in the book, the boys fell into a daily rhythm that followed the rising and setting of the sun. And yet, near the bottom of 53, Golding writes: "Nevertheless, the northern European tradition of work, play, and food right through the day, made it impossible for them to adjust themselves wholly to this new rhythm." Why do you think the boys couldn't adjust wholly to the rhythm? 2) In the middle of page 55, after the narration: "He muttered ... broke into a trot." a. Why do you think there's such a rift between the older boys and the "littluns?" b. What do Maurice and Roger do when the come upon the "littuns" playing in the sand? c. Why would Golding point this event out? What might he be implying? d. Why do Maurice and Roger move off in different directions after destroying the sand castle? 3) Near the top of page 57, after the narration: "Then Henry lost interest in stones and wandered off." a. What does Henry do when he wanders off to the beach? b. Why would he do this? What would the importance of it be? c. What does Roger do when he follows Henry to the beach? d. Does he hit Henry? Why not? What's stopping him from hitting the "littlun" with a stone? 4) Near the middle of page 58, after the narration: "The mask compelled them." a. In the short paragraph that begins, "Jack was standing ...," what do you notice about the character of Roger? b. Why does Jack want to put clay on his face? c. What does this say about Jack's character? d. What happens to Jack as a person when he sees his reflection? e. What does the line "The mask compelled them" mean? 5) Near the top of page 63, after the narration: "He noticed blood ... and laughed." a. What is Piggy thinking about making? Where is Piggy's frame of mind at this point? b. What does Ralph think of Piggy's idea? Of their situation on the island thus far? c. What does Ralph see on the horizon? Who else sees it? d. What, then, might this say about what Ralph sees? e. What are Jack's priorities? What are Ralph's? f. Ralph and Jack have had yelling matches before. Why do you think they haven't come to blows yet? g. Looking at Simon, what do you think the line, :Passions beat about Simon on the mountain-top with awful wings." Might mean? h. Was Jack sincere in his apology for letting the fire go out? i. Why do you think no one asked Ralph to move wile they were building a new fire? 6) The end of the chapter, on page 68. a. A bond is still maintained between Jack and Ralph. What, according to Golding, is it, and why is it so important? b. Piggy's glasses are the only means of starting a fire, and yet Jack doesn't want to give him meat. Why not? c. What other example is there that shows Simon's passionate side? What might this be saying about his character? d. Why, as Ralph watches the others play the kill-the-pig game, is he both envious and resentful? e. By the end of the chapter, what has become of Ralph's leadership? f. What do you think the chances are that the boys will ever be rescued? Activity #4: Homework: Reading Journal entry on a number of vocabulary words from the day's reading, as well as read the rest of Chapter 4 for the class discussion the following day. The students will finish reading whatever wasn't reading Of Chapter 4 in class. Additionally, the students will define numerous vocabulary words in their Reading Journals (see Objective 5d). Looking Ahead/Feedback: Tomorrow's class will begin with a quiz over Chapter 4. We will then continue our discussion over Chapter 4, and I will ask the students to reflect upon the lists of characteristics we worked on today (left on the board overnight), as well as the themes or order, chaos, savagery, and civilization. With approximately 10 minutes left in the period, I will explain Assignment #1: Symbolism List (see Assignment #1). Our discussions on the themes of order, chaos, savagery, and civilization, as well as our detailed breakdown of the characters in the book, should help the students create their lists. Additionally, our discussions will also help them with next week's Assignment #2: "Letters from the Island," where the students write a letter home to a friend or family member in the guise of one of the stranded boys, making sure to pay careful attention to the aforementioned lists of characteristics. Day 5 Chapter 4 "Painted Faces and Long Hair" The Context: My students will begin the class period by taking a quiz over Chapter 4. After this, we will continue our discussion over Chapter 4, paying particular attention to the characteristic lists we made the day before, as well as to the previously discussed themes of order, chaos, savagery, and civilization. As the discussion progresses and the students read deeper into the chapter, I will ask them if they would like to amend any of the characteristic lists on the board, so as to assess the students' ability to identify character development. The class will then be divided into two, and each side will work on coming up with why either the character of Ralph or Jack would make the better leader. I will record the comments on the board. With approximately ten minutes left in the period, I will explain Assignment #1: Symbolism List (see Assignment #1). Our discussions on the themes of order, chaos, savagery, and civilization, as well as our characteristic lists, should help the students create their symbolism lists. Additionally, our discussions over these same points should help them with next week's Assignment #2: "Letters from the Island" (see Assignment #2). For homework, the students will have to work on their Symbolism Lists, which will be due after the weekend. Objectives: * The students will complete a quiz over Chapter 4, comprised of ten (10) report and generalization questions that will assess them on the closeness and completeness of their reading (see Objective 7). * The students will identify and attempt to define various unfamiliar words in Chapter 4 (see Objective 5d). * Through whole-class discussion of the remainder of Chapter 4, the students will: 7) 1) make comparisons between the lists of the boy's characteristics and the various examples of symbolism in the book (see Objectives 2, 3, 4, and 6). 8) be able to identify examples of the themes of order, chaos, savagery, and civilization in Chapter 4, and relate these themes to the previously read chapters (see Objectives 2, 3, and 4). 9) recognize the development of specific characters within the chapter (see Objectives 2a-3, 4, and 6). * The class will participate in a two-group Ralph vs. Jack exercise (see Objectives 2b and e, 3, 4, and 11). * As homework, the students are to complete Assignment #1: Symbolism List (see Assignment #1 and Objectives 2, 4, 6, and 11). Activities and Procedures: 6) Chapter 4 quiz (5-7 minutes). 7) Whole-class discussion on the remainder of Chapter 4 and the unfamiliar vocabulary within (15-20 minutes). 8) Ralph vs. Jack as the better leader (15 minutes). 9) Explanation of Assignment #1: Symbolism List (10 minutes). 10) Homework: Work on Assignment #1: Symbolism List, which is due the day after the weekend; additionally, write a Reading Journal entry on the following prompt: How well do you think you would have done if you had been in Ralph's/Jack's shoes? Activity #1: Chapter 4 quiz (5-7 minutes). The students will take a quiz over Chapter 4 (see Objective 7). It will be comprised of ten (10) report and generalization questions. The students will have approx. 3 minutes to complete the quiz, after which time they will hand the quizzes in. We will then spend the next 2-4 minutes going over the questions on the quiz, and I will use the "cold calling" technique of asking the questions on the quiz to specific students. The quiz will be worth a total of 10 points (1 point per question), and is designed to assess the students' closeness and completeness of the assigned reading. The quiz will be as follows: 1) Which "littlun" "played little and cried often? 2) What had the "littluns" constructed? 3) Which two boys destroyed the "littluns" constructions? 4) Who "still felt the unease of wrongdoing?" 5) What did Roger toss at Henry? 6) What did Jack put on his face? 7) What was Piggy thinking of making? 8) What did Ralph see on the horizon? 9) Why weren't the boys rescued? 10) What does Ralph do at the end of the chapter? Activity #2: Whole-class discussion on the remainder of Chapter 4 and the unfamiliar vocabulary within (15-20 minutes). Refer to discussion questions from Day 4 - Activity #3 Activity #3: Ralph vs. Jack as the better leader (15 minutes). I will split the class into two even groups, and I will explain to the students that they comprise all of the children on the side, except for two: Ralph and Jack. One group will be assigned Ralph, and the other Jack, and the object of the exercise is to come up with as many valid reasons as possible (with textual support) why their character, either Ralph or Jack, should be the leader of the children. Their arguments should be based on the characteristic lists that we made up, as well as on the class discussion we've had during the past week. Each group will take turns giving a reason why Ralph or Jack should be the leader or, if possible, one group could refute the other group's reason for leadership. The "winning" group could, perhaps, receive 2 extra credit points for each student, while the other group only receives one. This exercise should test the students on their comprehension ability, as well as they ability to speculate on what they think might happen if the other group's character became leader, thus bringing about the option to refute an answer (see Objectives 2b and e, 3, 4, and 11). Note: If the class discussion over Chapter 4 run long and time doesn't permit the playing of this exercise, it can be saved and played on the day after the weekend. Activity #4: Explanation of Assignment #1: Symbolism List (10 minutes). As I hand out the sheet for Assignment #1: Symbolism List to the students, I will explain the instruction and the basic structure of the assignment (see Assignment #1). Simply put, the students have to refer to the first four chapters of LOTF and compile a list of ten symbols that have appeared in the novel thus far. These symbols can be physical, descriptive, dialogue, actions and/or interactions, characters themselves, events, etc. If the students can think of more than one symbolic meaning for something, I'll ask them to provide as many meanings as possible. After the weekend, the students will get into their workshop groups and compile a "Top Ten" symbol list, and then present it to the class. From this assignment, the students should have a better understanding of the importance of symbolism in literature, as well as experience a broader range of symbolic interpretation from their peers (see Objectives 2, 4, 6, and 11). Activity #5: Homework: Work on Assignment #1: Symbolism List, which is due the day after the weekend. For homework, the students are to work on their Symbolism Lists (see Objectives 2, 4, 6, and 11). Looking Ahead/Feedback: After the weekend, the students will break off into their workshop groups and begin compiling a "Top Ten" list of symbols from their individual Symbolism Lists. As they do this, I will move around from group to group, checking to make sure the assignment was completed. After approximately fifteen minutes, the Reporters from each group will present their group's findings, and I will write them on the board. The, as a class, we will discuss the lists of symbols compiled by the groups. (Note: If time didn't permit the Ralph vs. Jack exercise on the day previous, it will be played here). After this, I will handout the sheet for Assignment #2: "Letters from the Island" and explain the activity to the students. If time permits, the students can begin working on Assignment #2. For homework, the students will have to read Chapter 5 and work on Assignment #2. Week Two Sequence Monday: Objectives: * The students will write a journal entry on a particular prompt, touching upon one of the book's themes (see Objectives 2g, 3g, and 6d). * The students will work within their workshop groups to comprise a list of "Top Ten" symbols (see Objectives 2, 4, 6, and 11). * The students, in their workshop groups, will present their lists of "Top Ten" symbols (see Objectives 2, 4, 6, and 11). * As homework, the students are to begin working on Assignment #2: "Letters from the Island," which will incorporate the elements of theme, symbolism, characterization, creative writing, and analysis and speculation, as seen within the first five chapters of the book (see Assignment #2 and Objectives 2, 3, 4, and 6). Activities and Procedures: 1) Reading Journal entry on the following prompt: Describe a time when you were afraid of something that turned out to be nothing (10 minutes). 2) Workshop group activity on "Top Ten" symbolism list (10 minutes). 3) Workshop group presentation of "Top Ten" symbolism list and discussion (20 minutes). 4) Explanation of Assignment #2: "Letters from the Island" (10 minutes). 5) Homework: Read Chapter 5 and work on Assignment #2. Tuesday: Objectives: * The students will write a journal entry on a particular prompt, touching upon one of the book's themes (see Objectives 2g-h, 3g, 6b-d). * The students will complete a quiz over Chapter 5, comprised of ten (10) report and generalization questions that will assess them on the closeness and completeness of their reading (see Objective 7). * Through a whole-class discussion of Chapter 5, the students will: 1) make comparisons between discussions on the themes of chaos, order, civilization, savagery, and fear, and the events of the chapter (see Objectives 2, 3, 4, and 6). 2) identify and attempt to define various unfamiliar words found in the chapter (see Objective 5e). 3) recognize the development of specific characters within the chapter (see Objectives 2a-e, 3, 4, and 6). * The students will work on Assignment #2: "Letters from the Island," which will incorporate the elements of theme, symbolism, characterization, creative writing, and analysis and speculation, as seen within the first five chapters of the book (see Assignment #2 and Objectives 2, 3, 4, and 6). * As homework, the students will complete their work on Assignment #2: "Letters from the Island" (see Assignment #2 and Objectives 2, 3, 4, and 6). Activities and Procedures: 1) Reading Journal entry on the following prompt: What is the earliest memory you have of your first "monster" experience (10 minutes)? 2) Chapter 5 quiz (5-7 minutes). 3) In-class discussion of Chapter 5 and unfamiliar words (25 minutes). 4) In-class work on Assignment #2: "Letters from the Island" (10 minutes). 5) Homework: Complete Assignment #2: "Letters from the Island." Wednesday: Objectives: * The students will present their "Letters from the Island" to the class (see Assignment #2 and Objectives 2, 3, 4, and 6). * Through an in-class reading and discussion of Chapter 6, the students will: 1) identify elements of the themes of order and chaos, civility and savagery, leadership and the importance of laws and rules (see Objectives 3, 4, 6, and 12). 2) identify and attempt to define unfamiliar words (see Objective 5f). 3) recognize the development of specific characters within the chapter (see Objective 4). 4) Make connections between the characters and their possible symbolic meanings (see Objectives 2a-e). * For homework, the students are to finish reading Chapter 6 and work on unfamiliar words (see Objective 5f). Activities and Procedures: 1) Presentation of Assignment #2: "Letters from the Island" (25 minutes). 2) In-class reading and discussion of Chapter 6 (15 minutes). 3) Explanation of Assignment #3: Situation/Idea Response essay (10 minutes). 4) Homework: Finish reading Chapter 6 and unfamiliar vocabulary. Thursday: Objectives: * The students will complete a quiz over Chapter 6, comprised of ten (10) report and generalization questions that will assess them on the closeness and completeness of their reading (see Objective 7). * Through an in-class reading and discussion of Chapter 6, the students will: 1) identify elements of the themes of order and chaos, civility and savagery, leadership and the importance of laws and rules (see Objectives 3, 4, 6, and 12). 2) identify and attempt to define unfamiliar words (see Objective 5f). 3) recognize the development of specific characters within the chapter (see Objective 4). 4) Make connections between the characters and their possible symbolic meanings (see Objectives 2a-e). * The students will be exposed to supportive materials (a passage from Joseph Conrad's Under Western Eyes) (see Objectives 3, 6, and 13). * The students will break off into their workshop groups and discuss the following prompt: What are the qualities of a good leader (see Objectives 2, 3, 4, 6, and 11). * For homework, the students will read Chapter 7, write an entry in their Reading Journals (What kind of leader would you have been if you had crash-landed with the boys and they had elected you chief?), and (if Reporter) compile the list of leadership qualities (see Objectives 3 and 6). Activities and Procedures: 1) Quiz over Chapter 6 (5-7 minutes). 2) In-class reading and discussion of Chapter 6 (25 minutes). 3) Read quote from Joseph Conrad's Under Western Eyes (2 minutes). 4) Workshop group discussion on the following prompt: What are the qualities of a good leader (20 minutes)? 5) Homework: Read Chapter 7 and write a Reading Journal entry on the following prompt: What kind of leader would you have been if you had crash-landed with the boys and they had elected you chief? Friday: Objectives: This day has been reserved as an Open Day, and will be used to catch up on work that might have slowed down the chronological learning process of the past nine days. I will discuss with the students their topic ideas for Assignment #3: Situation/Idea Response essay. Activities and Procedures: Open day. Day 6 Assignment #1: Symbolism List The Context: Last week, my students participated in the LOTF Deserted Weekend and read and discussed Chapters 1-4. They wrote several Reading Journal entries on unfamiliar vocabulary, as well as topic ideas such as order, chaos, savagery, and civilization. Additionally, they worked in their workshop groups, sharing thoughts and interpretations to better understand the book's themes, symbols, and characters. With regard to assessment, my students have taken three quizzes over the four chapters, and they turned in their Reading Journals on Wednesday for early review and evaluation. By the end of last week, my students should have gained an understanding of the characteristics of the boys in the book, a number of the symbols represented by the characters, physical objects, events, etc., several of the themes of the book, and a sense as to where the book will be leading. In today's class, my students will start off with a Reading Journal entry on the topic idea of "fear," and whether or not there was a time in their lives when they were afraid of something, that turned out to be nothing at all. After this, the students will break off into their workshop groups and begin compiling a "Top Ten" symbolism list for the first four chapters. The groups' Recorders will then present their group's lists and, as a class, we will discuss the findings. Finally, I will spend a little time explaining Assignment #2: "Letters from the Island," which will be due on Wednesday. For homework, my students will have to read Chapter 5 and work on Assignment #2. Objectives: * The students will write a journal entry on a particular prompt, touching upon one of the book's themes (see Objectives 2g, 3g, and 6d). * The students will work within their workshop groups to comprise a list of "Top Ten" symbols (see Objectives 2, 4, 6, and 11). * The students, in their workshop groups, will present their lists of "Top Ten" symbols (see Objectives 2, 4, 6, and 11). * As homework, the students are to begin working on Assignment #2: "Letters from the Island," which will incorporate the elements of theme, symbolism, characterization, creative writing, and analysis and speculation, as seen within the first five chapters of the book (see Assignment #2 and Objectives 2, 3, 4, and 6). Activities and Procedures: 6) Reading Journal entry on the following prompt: Describe a time when you were afraid of something that turned out to be nothing (10 minutes). 7) Workshop group activity on "Top Ten" symbolism list (10 minutes). 8) Workshop group presentation of "Top Ten" symbolism list and discussion (20 minutes). 9) Explanation of Assignment #2: "Letters from the Island" (10 minutes). 10) Homework: Read Chapter 5 and work on Assignment #2. Activity #1: Reading Journal entry on the following prompt: Describe a time when you were afraid of something that turned out to be nothing (10 minutes). Once in class, my students will take out their Reading Journals and write for ten minutes on the following prompt: Describe a time when you were afraid of something that turned out to be nothing. The idea of "fear" has been prevalent since the beginning of the book, and becomes even more so as the rumor of the island's "beastie" continues to grow (see Objectives 2g, 3g, and 6d). Activity #2: Workshop group activity on "Top Ten" symbolism list (10 minutes). The students will break off into their workshop groups and compare their Symbolism Lists, deciding on an overall "Top Ten" symbolism list for Chapters 1-4. As they do so, I will check to ensure that each student completed her or his Symbolism List, assigned the Friday before. The groups' Recorders will have to keep track of their group's "Top Ten" lists, and the Reports will have to present the groups' findings after the ten minutes (see Objectives 2, 4, 6, and 11). Activity #3: Workshop group presentation of "Top Ten" symbolism list and discussion (20 minutes). After ten minutes of workshop group discussion, the groups' Reports will present their group's "Top Ten" list of symbols and their meanings, as found in Chapters 1-4. Through workshop group discussion and whole-class presentation, the students should be exposed to a wide and varied list of symbols and their interpretations (see Objectives 2, 4, 6, and 11). Activity #4: Explanation of Assignment #2: "Letters from the Island" (10 minutes). As I hand out the sheet on Assignment #2: "Letters from the Island," I will explain the instructions and the basic structure of the activity (see Assignment #2). Basically, the students are to pick a character introduced in Chapters 1-5 and, based on class discussions on themes, images, symbolism, etc., as well as on self-interpretation, the students are to write a letter to a friend or family member, from the perspective of their chosen character. The students will be asked to suspend disbelief and assume that the letters will "magically" disappear from the island and reappear in the mailbox of whomever they are addressed. The content of the letter should give a brief account of what happened before the boys crashed on the island, details of how life on the island is going thus far (up to Chapter 5), any future thoughts on being rescued or living on the island forever, and any other comments the students might want to add, again all through the eyes of the characters they choose. This activity will incorporate the elements of theme, symbolism, characterization, creative writing, and analysis and speculation. The "Letters" will be due on Wednesday, and the students will present them before the class. If time permits after the explanation of the assignment, the students can begin working on their "Letters" in class (see Assignment #2 and Objectives 2, 3, 4, and 6). Activity #5: Homework: Read Chapter 5 and work on Assignment #2. For homework, the students will read Chapter 5, as well as work on their "Letters" for Assignment #2. Feedback/Looking Ahead: First thing tomorrow, the students will write a ten minute entry in their reading Journals on the topic idea of "monsters," which should help them relate to Chapter 5 and, for the next two days following, Chapter 6. After this, the students will take a quiz over Chapter 5, which will be followed by an in-class discussion of the chapter, focusing on the aforementioned themes of order and chaos, civilization and savagery, and fear. As the class period nears its end, the students will be given some time to work on their "Letters from the Island," which will be due the following day. Day 7 Chapter 5 "Beast from Water" The Context: Today's class will start off with an entry in the students' Reading Journals, based on the following prompt: What is the earliest memory you have of your first "monster" experience? Following this, the students will take a short quiz over Chapter 5. We will then begin discussing Chapter 5, focusing on the development of the themes of order, chaos, civilization, savagery, and fear, as well as the development of the characters. Near the end of the class period, I will give the students some time to work on their "Letters from the Island" assignments. For homework, the students will have to finish their "Letters," which are due and will be presented in class tomorrow. Objectives: * The students will write a journal entry on a particular prompt, touching upon one of the book's themes (see Objectives 2g-h, 3g, 6b-d). * The students will complete a quiz over Chapter 5, comprised of ten (10) report and generalization questions that will assess them on the closeness and completeness of their reading (see Objective 7). * Through a whole-class discussion of Chapter 5, the students will: 4) make comparisons between discussions on the themes of chaos, order, civilization, savagery, and fear, and the events of the chapter (see Objectives 2, 3, 4, and 6). 5) identify and attempt to define various unfamiliar words found in the chapter (see Objective 5e). 6) recognize the development of specific characters within the chapter (see Objectives 2a-e, 3, 4, and 6). * The students will work on Assignment #2: "Letters from the Island," which will incorporate the elements of theme, symbolism, characterization, creative writing, and analysis and speculation, as seen within the first five chapters of the book (see Assignment #2 and Objectives 2, 3, 4, and 6). * As homework, the students will complete their work on Assignment #2: "Letters from the Island" (see Assignment #2 and Objectives 2, 3, 4, and 6). Activities and Procedures: 6) Reading Journal entry on the following prompt: What is the earliest memory you have of your first "monster" experience (10 minutes)? 7) Chapter 5 quiz (5-7 minutes). 8) In-class discussion of Chapter 5 and unfamiliar words (25 minutes). 9) In-class work on Assignment #2: "Letters from the Island" (10 minutes). 10) Homework: Complete Assignment #2: "Letters from the Island." Activity #1: Reading Journal entry on the following prompt: What is the earliest memory you have of your first "monster" experience (10 minutes)? First thing, my students will write a journal entry on the following prompt: What is the earliest memory you have of your first "monster" experience? The topic idea of "monsters" should help the students relate to the experiences of the boys in Chapter 5 and, over the next two days, Chapter 6. It also ties in with the theme of "fear," which was written about and discussed yesterday. Additionally, the idea of "monsters" undermines the theme of order and reinforces the chaos that is spreading from chapter to chapter (see Objectives 2g-h, 3g, and 6b-d). Activity #2: Chapter 5 quiz (5-7 minutes). The students will take a quiz over Chapter 5 (see Objective 7). It will be comprised of ten (10) report and generalization questions. The students will have approx. 3 minutes to complete the quiz, after which time they will hand the quizzes in. We will then spend the next 2-4 minutes going over the questions on the quiz, and I will use the "cold calling" technique of asking the questions on the quiz to specific students. The quiz will be worth a total of 10 points (1 point per question), and is designed to assess the students' closeness and completeness of the assigned reading. The quiz will be as follows: 11) What is Ralph planning on doing at the beginning of the chapter? 12) Who believes that "fear can't hurt you any more than a dream?" 13) Who thinks "they'll be traveling to Mars and back" after the war? 14) Who scared the littlun by walking around in the jungle at night? 15) What does Ralph think they out to do before they let the fire go out? 16) Where did Percival say the beast comes from? 17) What creature does Maurice introduce as being a possible "monster?" 18) What happens to Ralph's "careful plan of this assembly?" 19) Near the end of the chapter, what did Ralph have the boys vote on? 20) What does Piggy think would happen if Jack became the chief? Activity #3: In-class discussion of Chapter 5 and unfamiliar words (25 minutes). Activity #4: In-class work on Assignment #2: "Letters from the Island" (10 minutes). With ten minutes remaining in the class period, the students will be given the opportunity to work on their "Letters from the Island." I will circulate throughout the classroom, checking to ensure that the students have at lest begun working on their "Letters," for they are due, and will be presented, in class tomorrow (see Assignment #2 and Objectives 2, 3, 4, and 6). Activity #5: Homework: Complete Assignment #2: "Letters from the Island." For homework, the students are to complete their "Letters from the Island." While the final "Letters" don't have to be typed, they will need to be written clearly (see Assignment #2 and Objectives 2, 3, 4, and 6). Feedback/Looking Ahead: Half of tomorrow's class period will be devoted to the students' presentations of their "Letters from the Island." While I won't be assessing the students' "Letters" during the presentations, I'll still be looking for such things as a brief explanation of what happened before the boys crashed on the island, details of how life on the island is going for the boys thus far, any further thoughts on being rescued or living on the island forever, and any other comments the students might want to add. Most importantly, I'll be looking for characterization through the thoughts and images presented in the "Letters" by the students. After the presentations, we will being to read aloud and discuss Chapter 6, focusing on the themes of leadership, anarchy, fear, order and chaos, and the importance of rules and laws. Additionally, we will discuss the idea of the "monster," as was touched upon in our discussion over Chapter 5, and how "fear in the unknown" can lead people to see crazy things, both externally and internally. Day 8 Chapter 6 "Beast from Air" The Context: Today's class will be more or less split down the middle. The first half of class will be devoted to the students' presentations of their "Letters from the Island." While I won't be assessing the students' "Letters" during the presentations, I'll still be looking for such things as a brief explanation of what happened before the boys crashed on the island, details of how life on the island is going for the boys thus far, any further thoughts on being rescued or living on the island forever, and any other comments the students might want to add. Most importantly, I'll be looking for characterization through the thoughts and images presented in the "Letters" by the students. The second half of the class will be spent reading aloud and discussing Chapter 6. Along with any unfamiliar vocabulary words that will need to be identified and defined, we will focus our discussion on the themes of leadership, anarchy, fear, order and chaos, and the importance of rules and laws. Additionally, we'll discuss the idea of the "monster," as we did while discussing Chapter 5, and how "fear in the unknown" can lead people to see and believe unusual or insane things. Near the end of the period, I will hand out the sheet for Assignment #3: Situation/Idea Response essay and explain it to the students. For homework, the students are to finish reading Chapter 6 and word on a list of unfamiliar words found within the chapter. The students are mid-way through the book, and have come full circle on such themes as order and chaos, civility and savagery. Additionally, they've been introduced to a few more of the books themes: fear, leadership, monsters, and the importance of rules and laws. Through the development of the characters of the book, the students should now be able to speculate as to where they think the story if headed. They should have an understanding of what happens to society when it lacks figures of authority, and how the internal evil of man can be exemplified in his actions. Note: To help the students better understand the importance of a democratic society, as well as the structure of a successful community, I plan on creating a cross-curriculum lesson with a history/social studies teacher. At some point prior to today's lesson, the students would have had a mini-lecture, if not an entire day lesson, on the ideas of democracy, tyranny, community, etc. Objectives: * The students will present their "Letters from the Island" to the class (see Assignment #2 and Objectives 2, 3, 4, and 6). * Through an in-class reading and discussion of Chapter 6, the students will: 5) identify elements of the themes of order and chaos, civility and savagery, leadership and the importance of laws and rules (see Objectives 3, 4, 6, and 12). 6) identify and attempt to define unfamiliar words (see Objective 5f). 7) recognize the development of specific characters within the chapter (see Objective 4). 8) Make connections between the characters and their possible symbolic meanings (see Objectives 2a-e). * For homework, the students are to finish reading Chapter 6 and work on unfamiliar words (see Objective 5f). Activities and Procedures: 5) Presentation of Assignment #2: "Letters from the Island" (25 minutes). 6) In-class reading and discussion of Chapter 6 (15 minutes). 7) Explanation of Assignment #3: Situation/Idea Response essay (10 minutes). 8) Homework: Finish reading Chapter 6 and unfamiliar vocabulary. Activity #1: Presentation of Assignment #2: "Letters from the Island" (25-35 minutes). The students will spend the first half of class presenting their "Letters from the Island" (see Assignment #2). After the presentations, I will collect the assignments for evaluation, and I will hand them back on Friday (see Assignment #2 and Objectives 2, 3, 4, and 6). Activity #2: In-class reading and discussion of Chapter 6 (25-35 minutes). We will spend the second half of class reading aloud and discussing Chapter 6. Along with any unfamiliar vocabulary words, the students will identify and discuss the themes of order and chaos, civility and savagery, fear, leadership, and the importance of laws and rules. Additionally, they will discuss the development of the characters within the chapter, such as Ralph, Jack, Piggy, Roger, and the "littluns." Through their first-hand knowledge and understanding of a democratic society, they should be able to identify the breakdown of the community on the island, and the boys' slow slip into chaos and anarchy. Additionally, they should be able to see how a community is effected when it is has poor leadership, or weak leadership (when compared to its opposition), or the inability of the leadership to maintain a strict set of laws and rules. Finally, the students should be beginning to understand that the boys' slip into savagery is human nature, and that, inherently, man is a savage, and a lack of authority or social moral could bring about an exemplification of this savagery (see Objectives 2, 3, 4, 5f, 6, and 12). Activity #3: Explanation of Assignment #3: Situation/Idea Response essay (10 minutes). As I hand out the direction sheet for Assignment #3: Situation/Idea Response essay, I will explain to the students the particulars of the assignment (see Assignment #3 and Objective 8). Activity #4: Homework: Finish reading Chapter 6 and unfamiliar vocabulary. For tomorrow's class, the students need to read the rest of Chapter 6 and work out and define unfamiliar words in their Reading Journals (see Objective 5e). Feedback/Looking Ahead: We will begin tomorrow's class with a quiz over Chapter 6, followed by a continued discussion of the chapter. Again, the themes of order, chaos, civility, savagery, leadership, and the importance of laws and rules will be discussed, as well as the development of the characters in the text. After the discussion, the students will break off into their workshop groups and discuss the following prompt: What are the qualities of a good leader? The groups will be asked to come up with as many qualities as possible, and during the following class period, the groups' Reporters will present their group's findings for class discussion and interpretation. Day 9 Chapter 6 "Beast from Air" The Context: My students will start the day off by taking a quiz over Chapter 6. After this, we will continue our discussion of Chapter 6, focusing on such themes as fear, order, chaos, civility, savagery, leadership, and the importance of rules. Additionally, we will look at the development of the characters, and speculate as to where these characters might be headed in the book. The students will then break off into their workshop groups and I will read to them a quote from Joseph Conrad's Under Western Eyes. They will then discuss the following prompt: What are the qualities of a good leader? The groups will be asked to come up with as many qualities as possible before the end of the class period. For homework, the students are to read Chapter 7 and write an entry in their journals. Objectives: * The students will complete a quiz over Chapter 6, comprised of ten (10) report and generalization questions that will assess them on the closeness and completeness of their reading (see Objective 7). * Through an in-class reading and discussion of Chapter 6, the students will: 9) identify elements of the themes of order and chaos, civility and savagery, leadership and the importance of laws and rules (see Objectives 3, 4, 6, and 12). 10) identify and attempt to define unfamiliar words (see Objective 5f). 11) recognize the development of specific characters within the chapter (see Objective 4). 12) Make connections between the characters and their possible symbolic meanings (see Objectives 2a-e). * The students will be exposed to supportive materials (a passage from Joseph Conrad's Under Western Eyes) (see Objectives 3, 6, and 13). * The students will break off into their workshop groups and discuss the following prompt: What are the qualities of a good leader (see Objectives 2, 3, 4, 6, and 11). * For homework, the students will read Chapter 7, write an entry in their Reading Journals (What kind of leader would you have been if you had crash-landed with the boys and they had elected you chief?), and (if Reporter) compile the list of leadership qualities (see Objectives 3 and 6). Activities and Procedures: 6) Quiz over Chapter 6 (5-7 minutes). 7) In-class reading and discussion of Chapter 6 (25 minutes). 8) Read quote from Joseph Conrad's Under Western Eyes (2 minutes). 9) Workshop group discussion on the following prompt: What are the qualities of a good leader (20 minutes)? 10) Homework: Read Chapter 7 and write a Reading Journal entry on the following prompt: What kind of leader would you have been if you had crash-landed with the boys and they had elected you chief? Activity #1: Quiz over Chapter 6 (5-7 minutes). The students will take a quiz over Chapter 6 (see Objective 7). It will be comprised of ten (10) report and generalization questions. The students will have approx. 3 minutes to complete the quiz, after which time they will hand the quizzes in. We will then spend the next 2-4 minutes going over the questions on the quiz, and I will use the "cold calling" technique of asking the questions on the quiz to specific students. The quiz will be worth a total of 10 points (1 point per question), and is designed to assess the students' closeness and completeness of the assigned reading. The quiz will be as follows: 21) What fell from the sky in the beginning of the chapter? 22) Who saw the thing that fell from the sky first? 23) What do Sam and Eric tell Ralph they saw? 24) What does Jack want to do about the "beast?" 25) What happens to Piggy while Jack and Ralph are arguing? 26) Where do the boys go to look for the "beast?" 27) What does Jack think this place is good for? 28) What single word does Ralph repeat again, and again, and again? 29) At the end of the chapter, where does Ralph want to go? 30) Who leads the boys across the rock bridge at the end of the chapter? Activity #2: In-class reading and discussion of Chapter 6 (25 minutes). Refer to discussion questions from Day 8 - Activity #2. Activity #3: Read quote from Joseph Conrad's Under Western Eyes (2 minutes). I will read a brief passage from Joseph Conrad's Under Western Eyes: The scrupulous and the just, the noble, humane, and devoted nature; the unselfish and the intelligent may begin a movement - but it passes away from them. They are not the leaders of a revolution. They are its victims (Oxford Dictionary of Quotes, 161). I will read the passage a second time, asking the students to pay close attention to Conrad's list of qualities of a leader (see Objective 3, 6, and 13). Activity #4: Workshop group discussion on the following prompt: What are the qualities of a good leader (20 minutes)? After reading the passage from Conrad's Under Western Eyes, I will have the students break off into their workshop groups so that they can discuss and write on the following prompt: What are the qualities of a good leader? It goes without saying that the groups should not list the same qualities that Conrad points out. They should, however, make as complete and comprehensive a list as possible. They will work on their leadership lists for the remainder of the period, and will present the list to the rest of the class the following class period (see Objectives 2, 3, 4, 6, and 11). Activity #5: Homework: Read Chapter 7 and write a Reading Journal entry on the following prompt: What kind of leader would you have been if you had crash-landed with the boys and they had elected you chief? For homework, the Reporters of the groups will write up their group's leadership qualities lists for presentation the following class period. Also, the students are to read Chapter 7, and write an entry in their journals on the following prompt: What kind of leader would you have been if you had crash-landed with the boys and they had elected you chief (see Objectives 3 and 6)? Feedback/Looking Ahead: At the beginning of tomorrow's class, the Reporters of each workshop group will present their group's leadership qualities lists. I will write the groups' findings on the board, and then, as a class, we will discuss the lists. After this, the students will take a quiz over Chapter 7, followed by a discussion of the chapter that will focus on man's propensity toward savagery, fear of the unknown, and the disintegration of hope and rescue. The roles and levels of power of the characters will be discussed, as will any unfamiliar words. Day 10 Open Day The Context: This day has been reserved as an Open Day, and will be used to catch up on work that might have slowed down the chronological learning process of the past nine days. I will discuss with the students their topic ideas for Assignment #3: Situation/Idea Response essay. Homework: Read Chapter 7 and write a Reading Journal entry on the following prompt: What kind of leader would you have been if you had crash-landed with the boys and they had elected you chief? For homework, the Reporters of the groups will write up their group's leadership qualities lists for presentation the following class period. Also, the students are to read Chapter 7, and write an entry in their journals on the following prompt: What kind of leader would you have been if you had crash-landed with the boys and they had elected you chief (see Objectives 3 and 6)? Week Three Sequence Monday: Objectives: * The students will break off into their workshop groups, discuss, and then present their findings on the following prompt: What are the qualities of a good leader (see Objectives 2, 3, 4, 6, and 11)? * The students will complete a quiz over Chapter 7 that will be comprised of 10 (10) report and generalization questions that will assess them on the closeness and completeness of their reading (see Objective 7). * Through whole-class discussion of Chapter 7, the students will: 1) identify elements of the themes of order and chaos, civility and savagery, leadership, and human nature (see Objectives 3, 4, 6, and 12). 2) identify and attempt to define unfamiliar words (see Objective 5g). 3) recognize the development of specific characters within the chapter, such as Ralph and Simon (see Objectives 2 and 4). 4) make connections between the characters and their possible symbolic meanings (see Objectives 2a-e). * For homework, the students will write an entry in their Reading Journals on the following prompt: Write of a ritual that you know well, and explain why it has significance in your life (see Objective 3 and 6). Activities and Procedures: 1) Workshop group presentation and discussion on the following prompt: What are the qualities of a good leader (20 minutes)? 2) Quiz over Chapter 7 (5-7 minutes). 3) Whole-class discussion of Chapter 7 (25 minutes). 4) Homework: Reading Journal entry on the following prompt: Write of a ritual that you know well, and explain why it has significance in your life. Tuesday: Objectives: * The students will break off into their workshop groups and discuss and write about the comparisons of the characteristics of the boys since the workshop groups' analysis after Chapter 3 (see Week One - Days 3 and 4; also, see Objectives 2a-e, 3, 4, 6, and 11). * The workshop groups will present their findings on the comparisons of the characteristics of the boys since the workshop groups' analysis after Chapter 3, and we will discuss these findings as a class (see Week One - Days 3 and 4; also, see Objectives 2a-e, 3, 4, 6, and 11). * Through in-class reading and discussion of Chapter 8, the students will: 1) identify elements of the themes of order and chaos, civility and savagery, fear, human nature, and the Lord of the Flies itself (see Objectives 3, 4, 6, and 12). 2) identify and attempt to define unfamiliar words (see Objective 5h). 3) recognize the development of specific characters within the chapter, such as Ralph, Jack, Simon, and the Lord of the Flies (see Objectives 2 and 4). 4) make connections between the characters and their possible symbolic meanings (see Objectives 2a-e). * For homework, the students will read the remainder of Chapter 8, as well as write an entry in their Reading Journals on unfamiliar words (see Objective 5h). Activities and Procedures: 1) Workshop group discussion on the characteristics of the boys in LOTF, in comparison to the characteristics from the discussion after Chapter 3 (see Week One - Days 3 and 4) (15 minutes). 2) Workshop group presentation and whole-class discussion of the changed characteristics of the boys (15 minutes). 3) In class reading and discussion of Chapter 8 and unfamiliar words (20 minutes). 4) Homework: Finish reading Chapter 8; Reading Journal entry on unfamiliar words. Wednesday: Objectives: * The students will complete a quiz over Chapter 8 that will be comprised of 10 (10) report and generalization questions that will assess them on the closeness and completeness of their reading (see Objective 7). * Through in-class reading and discussion of Chapter 8, the students will: 1) identify elements of the themes of order and chaos, civility and savagery, fear, human nature, and the Lord of the Flies itself (see Objectives 3, 4, 6, and 12). 2) identify and define unfamiliar words (see Objective 5h). 3) recognize the development of specific characters within the chapter, such as Ralph, Jack, Simon, and the Lord of the Flies (see Objectives 2 and 4). 4) make connections between the characters and their possible symbolic meanings (see Objectives 2a-e). * The students will break off into their workshop groups and discuss/peer edit their first rough drafts of Assignment #3: Situation/Idea Response essays (see Activity #3; also, see Objectives 8 and 11). * Through a brief whole-class discussion, the students will ask questions they might have pertaining to their Assignment #3: Situation/Idea Response essays (see Activity #3; also, see Objective 8). * For homework, the students will read Chapter 9 for tomorrow's class discussion. Activities and Procedures: 1) Chapter 8 quiz (5-7 minutes) 2) Whole-class discussion on remainder of Chapter 8 and unfamiliar words (15 minutes). 3) Workshop group peer editing activity on Assignment #3: Situation/Idea Response essay, first rough draft (25 minutes). 4) Brief Q & A on post-editing workshop group activity and Assignment #3: Situation/Idea Response essay (5 minutes). 5) Collect Reading Journals. 6) Homework: Read Chapter 9. Thursday: Objectives: * The students will complete a quiz over Chapter 9 that will be comprised of 10 (10) report and generalization questions that will assess them on the closeness and completeness of their reading (see Objective 7). * Through whole-class discussion of Chapter 9, the students will: 1) identify elements of the themes of order and chaos, civility and savagery, fear, human nature, and the Lord of the Flies itself (see Objectives 3, 4, 6, and 12). 2) identify and attempt to define unfamiliar words (see Objective 5i). 3) recognize the development of specific characters within the chapter (see Objectives 2 and 4). 4) make connections between the characters and their possible symbolic meanings (see Objectives 2a-e). * The students will break off into their workshop groups and discuss and participate in a writing activity that will ask them to review Chapter 9 and parse the most "important" sentence, as it pertains to both the chapter and the book (see Objectives 2, 3, 4, 5, 6, and 11). * For homework, the students will read Chapter 10, write up their workshop group's findings on the most "important" sentence in Chapter 9, and write a Reading Journal entry on the concept of a "scapegoat" (see Objectives 2, 3, 4, 5, 6, and 11). Activities and Procedures: 1) Chapter 9 quiz (5-7 minutes). 2) Return Reading Journals. 3) Whole-class discussion of Chapter 9 and unfamiliar words (25 minutes). 4) Workshop group discussion and activity on the most "important" sentence in the chapter [workshop groups will review Chapter 9 and pick out a sentence or two that, in their opinion, clearly defines the chapter, and quite possibly the book, or at least a major theme] (20 minutes). 5) Homework: Read Chapter 10; prepare findings (if Reporter) of workshop group activity on most "important" sentence in the chapter for presentation; Reading Journal entry on the following prompt: Explain what a scapegoat is, and how a "scapegoat" has influenced your life in one way or another. Friday: Objectives: * The students will break off into their workshop groups, discuss, and the present their findings on an activity that asks them to review Chapter 9 and parse the most "important" sentence, as it pertains to both the chapter and the book (see Objectives 2, 3, 4, 5, 6, and 11). * The students will complete a quiz over Chapter 10 that will be comprised of 10 (10) report and generalization questions that will assess them on the closeness and completeness of their reading (see Objective 7). * Through whole-class discussion of Chapter 10, the students will: 1) identify elements of the themes of order and chaos, civility and savagery, fear, human nature, leadership, and anarchy (see Objectives 3, 4, 6, and 12). 2) identify and attempt to define unfamiliar words (see Objective 5j). 3) recognize the development of specific characters within the chapter, such as Ralph, Piggy, Roger, and Jack (see Objectives 2 and 4). 4) make connections between the characters and their possible symbolic meanings (see Objectives 2a-e). * For homework, the students will write an entry in their Reading Journals, referring back to their Symbolism Lists, and discussing how their ten symbol examples have changed (or not) throughout the text (see Assignment #1; also, see Objectives 2, 4, and 6). Activities and Procedures: 1) Collect Assignment #3: Situation/Idea Response essay, first draft. 2) Workshop group discussion and presentation of findings on most "important" sentence in the chapter (20 minutes). 3) Chapter 10 quiz (5-7 minutes). 4) Whole-class discussion of Chapter 10 and unfamiliar words (25 minutes). 5) Homework: Reading Journal entry: Refer back to your Symbolism List (Assignment #1) and discuss how your ten symbol examples have changed (or not) by the end of Chapter 10. Week Four Sequence Monday: Objectives: * I will return Assignment #3: Situation/Idea Response essays to the students and discuss any suggestions/comments I might have about the essays with the students (see Objective 8). * Through in-class reading whole-class discussion of Chapter 11, the students will: 5) identify the themes of the book and how they have culminated to this climactic point in the text (see Objectives 3, 4, 6, and 12). 6) identify and attempt to define unfamiliar words (see Objective 5k). 7) recognize the development of specific characters within the chapter , as well as compare how they have evolved/de-evolved throughout the book(see Objectives 2 and 4). 8) make connections between the characters and their possible symbolic meanings (see Objectives 2a-e). * For homework, the students will write an entry in their Reading Journals, speculating on what would have happened if Jack had died from the rock dropped by Roger instead of Piggy (see Objectives 2, 3, and 4). Activities and Procedures: 1) Return Assignment #3: Situation/Idea Response essay and make any necessary suggestions/comments (5 minutes). 2) In-class reading and discussion of Chapter 11 and unfamiliar words (40 minutes). 3) Explanation of Assignment #4: Visual Interpretation (5 minutes). 4) Homework: Reading Journal entry: Speculate on what would have happened if the rock dropped by Roger had hit Jack instead of Piggy. Tuesday: Objectives: * The students will complete a quiz over Chapter 11 that will be comprised of ten (10) report and generalization questions that will assess them on the closeness and completeness of their reading (see Objective 7). * Through in-class reading whole-class discussion of Chapter 12, the students will: 1) identify the themes of the book and how they have brought the reader to the end of the book (see Objectives 3, 4, 6, and 12). 2) identify and attempt to define unfamiliar words (see Objective 5l). 3) recognize the development of specific characters within the chapter , as well as compare how they have evolved/de-evolved throughout the book (see Objectives 2 and 4). 4) make connections between the characters and their possible symbolic meanings (see Objectives 2a-e). * For homework, the students will read the remainder of Chapter 12 and write an entry in their Reading Journals on any unfamiliar words (see Objective 5l) Activities and Procedures: 1) Chapter 11 quiz (5-7 minutes). 2) In-class reading and discussion of Chapter 12 and unfamiliar words (30 minutes). 3) Explanation of Assignment #5: Post-Reading Analysis (15 minutes). 4) Homework: Finish reading Chapter 12; Reading Journal entry on unfamiliar words. Wednesday: Objectives: * The students will complete a quiz over Chapter 12 that will be comprised of ten (10) report and generalization questions that will assess them on the closeness and completeness of their reading (see Objective 7). * Through in-class reading whole-class discussion of Chapter 12, the students will: 1) identify the themes of the book and how they have brought the reader to the end of the book (see Objectives 3, 4, 6, and 12). 2) identify and attempt to define unfamiliar words (see Objective 5l). 3) recognize the development of specific characters within the chapter , as well as compare how they have evolved/de-evolved throughout the book (see Objectives 2 and 4). 4) make connections between the characters and their possible symbolic meanings (see Objectives 2a-e). * The students will break off into their workshop groups and discuss/peer edit their second rough drafts of Assignment #3: Situation/Idea Response essays (see Activity #3; also, see Objectives 8 and 11). * Through a brief whole-class discussion, the students will ask questions they might have pertaining to their Assignment #3: Situation/Idea Response essays (see Activity #3; also, see Objective 8). * For homework, the students have nothing specific to work on; however, they can work on their Reading Journals (to be collected on Friday for assessment); work on Assignment #3 (to be collected on Friday for second evaluation); work on Assignment #4; work on Assignment #5. Activities and Procedures: 1) Chapter 12 quiz (5-7 minutes). 2) Whole-class discussion of remainder of Chapter 12 (15 minutes). 3) Workshop group peer editing activity on Assignment #3: Situation/Idea Response essay, second rough draft (25 minutes). 4) Brief Q & A on post-editing workshop group activity and Assignment #3: Situation/Idea Response essay (5 minutes). 5) Homework: Nothing specific - work on Reading Journal (to be collected on Friday for assessment); work on Assignment #3 (to be collected on Friday for second evaluation); work on Assignment #4; work on Assignment #5. Thursday: Objectives: * Through an end-of-the-book Q & A session, the students will be able to discuss questions and concerns they might have about the book and its elements, such as themes, characters, symbols, etc. (see Objectives 2, 3, 4, 5, and 6). * The students will have considerable in-class time to work on their assignments for their Critical Portfolios, as well as ask any questions they might have (see Assignments #3, 4, 5, and 7; also, see Objective 8). * For homework, the students have nothing specific to work on; however, they can work on their Reading Journals (to be collected tomorrow for assessment); work on Assignment #3 (to be collected tomorrow for a second evaluation); work on Assignment #4; work on Assignment #5. Activities and Procedures: 1) End of book Q & A (20 minutes). 2) In-class work time for assignments and general questions (30 minutes). 3) Homework: Nothing specific - work on Reading Journal (to be collected tomorrow for assessment); work on Assignment #3 (to be collected tomorrow for second evaluation); work on Assignment #4; work on Assignment #5. Friday: Objectives: This day has been reserved as an Open Day, and will be used to catch up on work that might have slowed down the chronological learning process of the past nine days. I will collect the students' Reading Journals for assessment, as well as their Assignment #3: Situation/Idea Response essays for second evaluation. Activities and Procedures: Week Five Sequence Monday: Objectives: * I will return Assignment #3: Situation/Idea Response essays to the students and discuss any suggestions/comments I might have about the essays with the students (see Objective 8). * I will explain the "Mock Trial" activity to the students, pick the parts, and then have the students break off into their groups to begin working on their write-ups for the trial (see "Mock Trial" activity; also, see Objectives 9 and 11). * For homework, the students are to work on their write-ups for the "Mock Trial" (see Objective 9). Activities and Procedures: 1) Return students' Reading Journals and Assignment #3: Situation/Idea Response essays, and make any necessary comments/suggestions (15 minutes). 2) Explain "Mock Trail" activity (10 minutes). 3) Pick parts for "Mock Trial," and have students break off into their groups to begin working on their write-ups of the trial (25 minutes). 4) Homework: Work on trial and character write-up for "Mock Trial." Tuesday: Objectives: * The students will break off into their "Trial" groups and work on their write-ups for the "Mock Trial" (see "Mock Trial" activity; also, see Objectives 9 and 11). * For homework, the students are to work on their write-ups for the "Mock Trial" (see Objective 9). Activities and Procedures: 1) Group work on write-up of "Mock Trial" activity (45 minutes). 2) Homework: Work on trial and character write-up for "Mock Trial." Wednesday: Objectives: * The students will break off into their "Trial" groups and work on their write-ups for the "Mock Trial" (see "Mock Trial" activity; also, see Objectives 9 and 11). * As a class, we will discuss the rules and parameters of the "Mock Trial," which will be presented tomorrow (see "Mock Trial" activity). * For homework, the students are to work on their write-ups for the "Mock Trial" (see Objective 9). Activities and Procedures: 1) Group work on write-up of "Mock Trial" activity (35 minutes). 2) Post-"Trial" discussion of activity rules and parameters (15 minutes). 3) Homework: Prepare for tomorrow's "Mock Trial." Thursday: Objectives: * The students will participate in the "Mock Trial" (see "Mock Trial" activity). * For homework, the students will review their write-ups for tomorrow's "Mock Trial" wrap-up; also, they will need to finish Assignment #4: Visual Interpretation, which is due tomorrow (see "Mock Trial" activity; also, see Assignment #4). Activities and Procedures: 1) "Mock Trial" (45 minutes). 2) Homework: Review write-up for "Mock Trial" wrap-up; finish Assignment #4: Visual Interpretation, due tomorrow. Friday: Objectives: * The students will participate in the "Mock Trial" (see "Mock Trial" activity). * The students will break off into their workshop groups and discuss/peer edit their third rough drafts of Assignment #3: Situation/Idea Response essays (see Activity #3; also, see Objectives 8 and 11). * For homework, the students have nothing specific to work on; however, they can work on their Reading Journals (to be collected next Friday in their Critical Portfolios); work on Assignment #3 (to be collected next Friday in their Critical Portfolios); and work on Assignment #5 (to be collected next Friday in their Critical Portfolios). Activities and Procedures: 1) Collect Assignment #4: Visual Interpretation. 2) Wrap-up "Mock Trial" (20 minutes). 3) Explanation of Assignment #6: Book vs. Movie Comparison/Contrast (10 minutes). 4) Workshop group peer editing activity on Assignment #3: Situation/Idea Response essay, third rough draft (20 minutes). 5) Homework: Nothing specific - work on Assignment #3 (to be collected next Friday in Critical Portfolio); work on Assignment #5 (to be collected next Friday in Critical Portfolio). Week Six Sequence Monday: Objectives: * The students will watch and discuss the 1963 version of LOTF (see Objective 10). * The students will break off into their workshop groups and discuss Assignment #6: Book vs. Movie Comparison/Contrast (see Assignment #6; also, see 10 and 11). * For homework, the students are to work on Assignment #6, as well as their Critical Portfolios. Activities and Procedures: 1) Watch and discuss 1963 version of LOTF (40 minutes). 2) Workshop group discussion and work on Assignment #6 (10 minutes). 3) Homework: Work on Assignment #6. Tuesday: Objectives: * The students will watch and discuss the 1963 version of LOTF (see Objective 10). * The students will break off into their workshop groups and discuss Assignment #6: Book vs. Movie Comparison/Contrast (see Assignment #6; also, see 10 and 11). * For homework, the students are to work on Assignment #6, as well as their Critical Portfolios. Activities and Procedures: 1) Watch and discuss 1963 version of LOTF (40 minutes). 2) Workshop group discussion and work on Assignment #6 (10 minutes). 3) Homework: Work on Assignment #6. Wednesday: Objectives: * The students will watch and discuss the 1963 version of LOTF (see Objective 10). * The students will break off into their workshop groups and discuss Assignment #6: Book vs. Movie Comparison/Contrast (see Assignment #6; also, see 10 and 11). * For homework, the students are to work on Assignment #6, as well as their Critical Portfolios. Activities and Procedures: 1) Watch and discuss 1963 version of LOTF (40 minutes). 2) Workshop group discussion and work on Assignment #6 (10 minutes). 3) Homework: Work on Assignment #6. Thursday: Objectives: * As a class, we will discuss the movie and any general comparisons/contrasts it might have with the book (see Objective 10). * The students will break off into their workshop groups and discuss Assignment #6: Book vs. Movie Comparison/Contrast (see Assignment #6; also, see 10 and 11). * The students will have time to ask any final questions regarding the Critical Portfolio (see Objective 8). * For homework, the students are to complete, and compile, their assignments for their Critical Portfolio (see Objective 8). Activities and Procedures: 1) Whole-class discussion on the movie in comparison/contrast to the book (20 minutes). 2) Workshop group discussion and work on Assignment #6 (20 minutes). 3) Questions and general work on Critical Portfolio assignments (10 minutes). 4) Homework: Finish all assignments for Critical Portfolio, to be handed in tomorrow. Friday: Objectives: * As a class, we will have a discussion on the LOTF unit. * As a class, we will have a discussion of the next unit - Joseph Conrad's Heart of Darkness. * For homework, the students have nothing due on Monday. Activities and Procedures: 1) Collect Critical Portfolios from students (10 minutes). 2) Post-unit discussion (30 minutes). 3) Preliminary discussion of next unit - Joseph Conrad's Heart of Darkness (10 minutes). 4) Homework: Nothing. Assignment #1: Symbolism List Directions: The students will be asked to reflect on Chapters 1-4 and compile a list of 10 symbols found within the chapter. These symbols can be physical, descriptive, dialogue, actions and/or interactions, characters themselves, events, etc. The entries should all follow the same format: "__________ represents __________ because ... " The students then need to give an explanation of how/why they believe this symbolic example is valid. Additionally, if the students believe that something might have more than one symbolic meaning, they could write down their other interpretations. Each explanation should be supported by page/line citations. Relevance to Unit: This assignment should: 1) express to the students the importance of symbolism in LOTF, as well as literature as a whole (see Objective 2). 2) provide an opportunity for the students to express their opinions on the development and meaning of the characters and themes in the story (see Objectives 3 and 4). 3) enhance their ability to analyze a text for deeper, richer meaning (see Objective 8). 4) provide support for both the narrative and authorial audiences (see Objective 1a) (Rabinowitz and Smith 5, 21). Time Table: This assignment will be presented to the students on Friday of the first week, and it will be due the following Monday of the second week. Assessment: For this assignment, I will use achievement grading (Adkison and Tchudi 194). The students will be assessed on their completeness of a wide range of work within the assignment, as well as the depth in which they approach their responses. This system should place much of the responsibility of the assignment in the students' laps, thus empowering them to do better. For the range of B- to B+, the students must: * Provide 10 examples of symbolism found within chapters 1-4, using the aforementioned format. * Give brief explanations of each example, including page/line citation, thus supporting the validity of their examples. For the range of A- to A+, the students must: * Complete all of the work necessary to receive a B grade. * Provide more than 10 examples of symbolism, following the proper format. * Include alternative/additional symbolic interpretations for their examples. * Speculate on how the symbolism of each example ties in with the discussed theme(s) of the book. Note: I have not included criteria for a C grade, for I feel this undermines the students' abilities and could very well hinder them from reaching their potential. However, this doesn't mean that student's work won't be assessed a C grade. Feedback/Looking Ahead: I will check to ensure that each student has completed the assignment as they work in their groups on Monday, and then I will collect the Symbolism Lists for evaluation after the group presentations. As was aforementioned, I will use the achievement grading method to assess the students' work. Work that receives a C grade or below will be examined so as to find the cause for the grade. If a troubled area is spotted, a mini-lesson on symbolism, for example, could be taught early in the second week; if necessary, one-to-one conferences with the students will be conducted. Assignment #7: Reading Journal Directions: The students will be required to maintain an in-depth and substantial Reading Journal (Sunderman 52) that will follow the students' progress from the LOTF Deserted Weekend to their handing in of their Critical Portfolios. The Reading Journal will be comprised of several sections: 1) unfamiliar vocabulary words and their breakdown (see Objective 5) 2) entries on topic prompts (see Objective 6). 3) questions and comments made during at-home reading. 4) class notes taken during whole-class and workshop group discussions. 5) workshop group materials (if Recorder) (see Objective 11). 6) any freewriting the students do, either assigned or on their own. 7) independent writing assignments designed by the students. The Reading Journals are the students' own work, and will not be shared with others in the class, unless permission is given by the students. Relevance to Unit: The Reading Journal will be the students' lifeline and link to the text itself. It will be a means of expressing one's questions and thoughts while reading, maintaining written commentary, and exploring the methods and meanings behind Golding's words. Additionally, it is a wonderful vehicle for self-expression, and a way for the students to voice their opinions and belief privately. While not the most heavily-weighed assignment within the Critical Portfolio, it could nevertheless be looked upon as the most important. Time Table: The students will begin working on their Reading Journals while on the LOTF Deserted Weekend. I will collect and check their progress on the Wednesday of the first week, and then on the Fridays of the second and fourth weeks. Finally, I will give the Reading Journals a final assessment at the end of the unit, when the students hand in their Critical Portfolios. Assessment: For this assignment, I will use achievement grading (see Adkison and Tchudi). The students will be assessed on their completeness of a wide range of work within the assignment, as well as the depth in which they approach their responses. This system should place much of the responsibility of the assignment in the students' laps, thus empowering them to do better. For the range of B- to B+, the students must: * complete all of the vocabulary assignment (see Objective 5). * provide substantial entries on topic prompts (see Objective 6). * show evidence of workshop group communication and role responsibility when acting as the Recorder on particular assignments (see Objective 11). * express a sense of understanding through class notes (the students' understanding of the text itself will not be assessed; rather, their understanding to themselves of the material covered). * show evidence of reading reflection by including a few questions and/or lines of commentary per chapter, when reading at home. * express thought and insight through the assigned freewriting activities. For the range of A- to A+, the students must: * complete all of the work necessary to receive a B grade. * display a strong sense of reflection by including substantial questions and comments per chapter, when reading at home. * express thought and insight through several freewriting entries, both assigned and personal. * create an independent writing assignment, authorized by the teacher, that displays understanding and growth within and without the text. Note: I have not included criteria for a C grade, for I feel this undermines the students' abilities and could very well hinder them from reaching their potential. However, this doesn't mean that student's work won't be assessed a C grade. Feedback/Looking Ahead: The students will refer to their Reading Journals on a daily basis. They will need their notes and commentary for nearly all of the assignment in their Critical Portfolios. I will give the Reading Journals a final assessment at the end of the unit, when the students hand in their Critical Portfolios. Annotated Works Cited & Bibliography Adkison, Stephen and Stephen Tchudi. "Grading on Merit and Achievement: Where Quality Meets Quantity." Alternatives to Grading Student Writing. Ed. Stephen Tchudi. Urbana: NCTE, 1997. pp. 192-208. Essay on the "achievement grading" method, where students are assessed for the completion of a wider range of work, as well as the indepthness they go into the works topics/ideas. Baker, James R. and Arthur P. Ziegler, Jr., ed. Lord of the Flies: Casebook Edition. New York: Penguin Putnam, Inc., 1964. Bean, John C. and Dean Peterson. "Grading Classroom Participation." New Directions for Teaching and Learning: Changing the Way We Grade Student Performance: Classroom Assessment and the New Learning Paradigm. Ed. Rebecca S. Anderson and Bruce W. Speck. San Francisco: Jossey-Bass Publishers, 1998. pp. 33-40. Discusses contracting with students on how they think participation should be assessed. Includes sample rubrics for classroom participation grading, as well as classroom management suggestions (classroom layout, for example). Brain, Richard, ed. The Oxford Dictionary of Quotations. 3rd ed. Oxford: Oxford University Press, 1980. P. 195. Passage from John Dryden's The Conquest of Granada. Bullock, Richard, ed. "What Do I Do on Monday (and Tuesday, Wednesday, Thursday, and Friday)?": Experimenting with Workshop Teaching." Why Workshop? Changing Course in 7-12 English. York: Stenhouse Publishers, 1998. pp. 33-38. Talks about the teacher's role in the classroom, and how students can learn a great deal from one another through workshopping. Delbaere-Garant, Jeanne. "From the Cellar to the Rock: A Recurrent Pattern in William Golding's Novels." Modern Fiction Studies 17.4 (Winter 1971-72): 501-512. Dewsnap, Terence. Review Notes and Study Guide to Golding's Lord of the Flies. New York: Monarch Press, Inc., 1964. Provides a chapter-by-chapter summary, as well as commentary. Secondary resource only. Fitzgerald, John F. and John R. Kayser. "Golding's Lord of the Flies: Pride as Original Sin." Studies in the Novel 24.1 (Spring 1992): 78-88. Gerenser, Scott. "Lord of the Flies Info Site." (1999) Online. Internet. 12 March 2000. Available: http://www.gerenser.com/lotf. Golding, William. Lord of the Flies. New York: Putnam Publishing Group, 1954. The text that will be used in class. Gulbin, Suzanne. "Parallels and Contrasts in Lord of the Flies and Animal Farm." English Journal 55.1 (January 1966): 86-88, 92. Hollahan, Euguene. "Running in Circles: A Major Motif in Lord of the Flies." Studies in the Novel 2.1 (Spring 1970): 22-30. Jacobsen, D. "The People vs. Jack Merridew." (1998) Online. Internet. 28 March 2000. Available: http://www3.sympatico.ca/ray.saitz/merridew.txt. Site that contains suggestions for conducting a trial after the book has been read. I've borrowed some of the ideas and modified them for the "Mock Trial" week. Knapp, John V. English 300C: Advanced Composition for Teachers. Northern Illinois University. DeKalb, Spring 1999. Provided an example of the structure of a workshop group, as well as the roles each student could play. Lederer, Richard H. "Student Reactions to Lord of the Flies." English Journal 53.8 (November 1964): 575-579. Lederer, Richard H. and The Reverend Paul Hamilton Beattie. "African Genesis and Lord of the Flies: Two Studies of the Beastie Within." English Journal 58.9 (December 1969): 1316-1321, 1337. Levitt, Leon. "Trust the Tale: A Second Reading of Lord of the Flies." English Journal 58.3 (March 1969): 521-522, 533. Martin, Jerome. "Symbol Hunting Golding's Lord of the Flies." English Journal 58.3 (March 1969): 408-413. Rabinowitz, Peter J. and Michael W. Smith. Authorizing Readers. New York: Teachers College Press, 1998. Chap. 1-2. Discusses the importance of including, and introducing, the reader into both the authorial and the narrative audiences. Radkovsky, Pavel. "A Comparison of Ralph and Jack." (1996) Online. Internet. 12 March 2000. Available: http://www.geocities.com/Athens/4206/wglord.html. Sunderman, Wendy L. "Reading, Living, and Loving Lord of the Flies." English Journal 89.2 (Nov. 1999): 49-54. Where I got the idea for the LOTF Deserted Weekend, as well as the Reading Journal concept. Tchudi, Susan, Heidi Estrem, and Patti-Anne Hanlon. "Unsettling Drafts: Helping Students See New Possibilities in Their Writing." English Journal 86.6 (Oct. 1997): 27-33. Discusses possible reasons why students frown upon revising papers, and then provides 17 suggestions for building student enthusiasm toward revising. Veidemanis, Gladys. "Lord of the Flies in the Classroom - No Passing Fad." English Journal 53.8 (November 1964): 569-574. White, Robert J. "Butterfly and Beast in Lord of the Flies." Modern Fiction Studies 11.2 (Summer 1964): 163-170.