Summary
In this second lesson of the "Lord of the Flies" unit, students examine leadership qualities, looking especially at characters Jack and Ralph. Students analyze multiple points of view in the text.
Essential Question(s)
How does the author use symbolism to develop characterization and theme?
Snapshot
Engage
Students participate in a Chain Notes activity, analyzing characteristics of a good leader.
Explore
Students reread a portion of the text annotating and highlighting, looking at Jack and Ralph in particular.
Explain
Students create a T-chart identifying leadership qualities of Jack and Ralph.
Extend
Students use the Step in, Step Out, Step Back strategy to reflect on different characters’ perspectives and experiences.
Evaluate
Students analyze statements and theorize which character would say they are true.
Materials
Lesson Slides (attached)
Chain Notes Handout (attached; one per group)
Step In, Step Out, Step Back Graphic Organizer (attached; one per student)
True for Who Statements (attached; one per student)
Jack and Ralph T-Chart (attached; one per student)
Close Reading Passages (attached; one per student)
Pens/pencils
Highlighters (2 different colors)
Laptops or devices with internet access
Engage
Begin the lesson by displaying slide 2 from the attached Lesson Slides.
Display slide 3. Share the essential question for this unit. Read the question aloud and tell students that, by the end of the lesson, they will develop ideas about William Golding’s use of symbolism.
Display slide 4. Share the lesson’s learning objectives.
Distribute the attached Chain Notes handout. Display slide 5. Ask students to answer the question, What makes a good leader? Have them use the instructional strategy, Chain Notes, to aid in their understanding of the characters.
Use the timer in slide 5. Ask students to write as many responses as they can in 90 seconds. When the timer goes off, have students pass their papers to a partner. Ask students to continue to pass their sheets around until they create sufficient lists. Once allotted time is up, stop the activity. Have students share and discuss their responses.
Explore
Display slide 6. Distribute the attached Close Reading Passages with excerpts from chapters 1-3. Have students use the instructional strategy, Categorical Highlighting, as they focus on Jack and Ralph. Ask students to look for the following:
What specific leadership characteristics do you see in each character?
What individual qualities are apparent in the excerpts?
What makes each character unique?
What would make one a good leader?
What qualities would not make them good leaders?
Have students highlight Ralph’s qualities in one color; Jack’s in another.
Explain
Have students return to the list of qualities of a leader they completed in the Chain Notes activity and in the Categorical Highlighting close reading.
Display slide 7 and introduce the T-Chart strategy. Distribute the attached Jack/Ralph Leadership Qualities T-Chart. Instruct them to think specifically about Jack and Ralph and their leadership qualities as they complete their T-Charts.
Extend
Display slide 8. Explain the Step in, Step Out, Step Back strategy and have students choose a character to focus on.
Distribute that attached Step In, Step Out, Step Back handout.
Display slide 9. Read the Step In prompt: Given what you see and know at this time, what do you think this person might feel, believe, know, or experience? Direct students to the corresponding box on the handout and give them time to complete this section of the handout based on their chosen character.
Display slide 10. Read the Step Out prompt: What else would you like or need to learn to understand this person’s perspective better? Direct students to the corresponding box on the handout. Give students time to complete this section of the handout based on their chosen character.
Display slide 11. Read the Step Back prompt: Given your exploration of this perspective so far, what do you notice about your own perspective and what it takes to take somebody else’s? Direct students to the corresponding box on the handout and give them sufficient time to complete this section of the handout based on their chosen character.
Direct students to share out what they reflected on. As they are sharing, remind them to take notes on the handout in the box labeled: Notes about other characters from the share-out.
Evaluate
Display slide 12. Introduce the next activity, True for Who?
Put the students in groups of 3 of 4. There are two options to continue. You can choose to do the True for Who activity digitally with Google Slides or with the paper handout.
Distribute a copy of the attached True for Who? handout to each group. Instruct students to read and follow the directions on the top of the page.
After the students complete the activity, have them choose one of the statements and, using text evidence, briefly write about why they think that statement is fitting for their chosen character.
Students can complete the writing assignment on paper or via Google docs. Have them submit their work to you when completed.
Resources
Cassaro, A. (2012). Man-made monsters. [Digital image]. Behance. https://www.behance.net/gallery/13858009/Lord-of-The-Fliesce
Emperor Deathsaur. (2014) Lord of the Flies island. [Digital image] Wikimedia. https://commons.wikimedia.org/wiki/File:Lord_of_the_Flies_Island_that_is_Featured_in_the_Story_%22Lord_of_the_Flies%22.jpgons
Gabriel, S. (n.d.). Lord of the flies. [Digital Image]. ArtStation. https://www.pinterest.com.mx/pin/299278337739256207/
Golding, W. (1954) Lord of the Flies. Faber and Faber.
K20 Center. (n.d.). Categorical highlighting. Strategies. https://learn.k20center.ou.edu/strategy/192
K20 Center (n.d.). Chain notes. Strategies. https://learn.k20center.ou.edu/strategy/52
K20 Center (n.d.). Step in, step out, step back. Strategies. https://learn.k20center.ou.edu/strategy/1585
K20 Center. (n.d.). T-Chart. Strategies. https://learn.k20center.ou.edu/strategy/86
K20 Center (n.d.). True for who? Strategies. https://learn.k20center.ou.edu/strategy/1586
Library as Incubator Project. (2015). Banned books trading cards. [Digital image]. Chapel Hill Public Library. http://www.libraryasincubatorproject.org/?p=17307
Shmoop. Piggy’s glasses. [Digital image]. https://www.shmoop.com/study-guides/literature/lord-of-the-flies/analysisoop
