Lord of The Flies Lesson
Lord of The Flies Lesson
Lord of The Flies Lesson
Ministry Expectations
(Taken from the Grade 9 and 10 English Curriculum Guidelines)
Specific Expectations Overall Expectations
3. 3.2 Reading Unfamiliar Words – By the end Reading with Fluency – use knowledge of words and
of this lesson, students will: use appropriate cueing systems to read fluently
decoding strategies to read and understand
unfamiliar words
4. 4.2 Interconnected Skills – By the end of this Reflecting on Skills and Strategies – reflect on and
lesson, students will: identify a variety of their identify their strengths as readers, areas for
skills in listening, speaking, writing, viewing, improvement, and the strategies they found most
and representing and explain how the skills helpful before, during, and after reading
help them read more effectively
Learning Objectives
Skills
Demonstrate critical reading and analytical skills by evaluating the effectiveness of setting to theme and
plot development in the novel
Assessment for learning – the purpose of these prompts are to assess where students are in the close reading
process. That is, are they able to identify character development, plot development, setting, symbolism and
themes? Or, do they require more guidance and prompts to begin thinking analytically about the novel?
Student responses will inform subsequent lessons, including how we move forward in the novel study unit.
Materials
- Prompts; chalkboard; chalk
In order for students to identify these elements in the novel, they must have a good understanding of what they
mean. Thus, a brief lesson on each of the elements is necessary.
DAY TWO
Parts A and B of Activity 2 are examples of assessment as learning, as students are learning with and from one
another. They first critically analyze the text independently before sharing their ideas in small groups. Each
group then shares their response with the class. Classmates have the opportunity following presentations to ask
questions and/or seek clarification from their peers as well as the teacher (peer/self/teacher assessment).
Through observations and individual discussions with students, the teacher is able to assess student knowledge
and understanding of the novel so far.
Assignment Distribution and Explanation (15 minutes)
- Distribute “Message in a Bottle” assignment
- Go through assignment instructions and expectations with students: students are to write a message
detailing their stranded situation. They must include a very brief description of the island, information
about who they have met and what has happened to them. Students may ask questions and/or seek
additional clarification on the assignment at this time
Assessment of learning – By completing this assignment, students demonstrate their understanding of the
novel’s setting, and the importance of setting to character, plot, symbol and theme development. This
assignment allows students to demonstrate their imagination and creativity through identification with the
characters in the novel. It also demonstrates their ability to make connections to specific themes and symbols,
based on their preliminary reading and analysis of Chapter 1
Materials:
- Blank paper (x30); Island image (access online and project on screen)
- Chapter 1 handout (x30)
- Chart paper (10 sheets); Markers (x5)
- Novel, Lord of the Flies (x1)
- “Message in a Bottle” assignment + rubric (x15)
Consolidation
(Approximately 5 minutes)
Exit ticket!
- Students must respond to the following prompt on lined paper and hand it in before leaving the class: If
you were stranded on the island, would you rather be Ralph or Jack?
- This question prompts students to begin thinking about a comparison between the novel’s two main
characters. Although students are only one chapter in, this prompt does make students think critically
about what they do know about the characters so far. Students must carefully analyze and consider each
character’s behaviour, speech and thoughts (as was revealed in the first chapter)
Assessment for and as learning. Students demonstrate what they currently know, which in turn, influences
subsequent lessons. This concluding activity also introduces students to writing compare and contrast essays.
They begin to look for similarities and differences between the protagonist and antagonist of the novel.
Materials:
- Prompt; Lined paper
Reference
Watson, P. (2015). Lord of the Flies Study Guide. Department of Basic Education. Retrieved from:
https://www.education.gov.za/Portals/0/Documents/Manuals/MTG%20EFAL%20P2n%20LOTF%2019
_01_2015%20WEB.pdf?ver=2015-01-20-094418-000.