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Lord of the Flies

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Title: Lord of the Flies


1
Lord of the Flies
  • Intro 1.4.3

2
Today well comprehend the Atomic Age and how it
was experienced by the survivors of WWII by
taking notes on a lecture.
3
Warm-Up
  • In your journal, speed-write about a new weapon
    that would destroy all life on earth.
  • Share Comment

4
Cultural Background Atomic War
  • August 6, 1945, The US dropped an atomic bomb on
    the Japanese city of Hiroshima. Three days later,
    they dropped another on Nagasaki, thus ending
    World War II.

5
405,399 Americans died in WW II
  • Sprawled bodies on beach of Tarawa, testifying to
    ferocity of the struggle for this stretch of
    sand. November 1943.
  • The beach of Betio Island, Tarawa Atoll, Gilbert
    Islands, Japan.
  • We won.

6
Moral Quandary
  • Japan bombed Pearl Harbor on December 7, 1941.
  • May 7, 1945 German forces unconditionally
    surrendered.
  • The war continued in Japan. 106,207 were killed
    and 248,316 wounded or missing in the Pacific
    Theater.
  • Did the US do the right thing by dropping the
    bomb and ending the war?

7
Bomb Casualties225,000
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8
Recall Night
  • Do you think the revelation of the atrocities in
    German POW camps contributed to the US decision
    to bomb Japan?

9
Homework
  • Read Orwells You and the Atomic Bomb.
  • Annotate for vocabulary.
  • Highlight main idea in each paragraph.

10
Reflection
  • In your journal, reflect on the difficulty of
    making decisions when all the choices are evil.

11
Lord of the Flies
  • Intro 1.4.4

12
Today well come to a deeper understanding of the
mindset of WWII survivors by examining William
Goldings World using a WebQuest.
13
Warm-up
  • In your journal, briefly summarize Orwells You
    and the Atomic Bomb.
  • You may not look at the text or your notes.

14
Discussion
  • Orwell predicted that nuclear weapons would put
    an end to large-scale wars at the cost of
    prolonging indefinitely a peace that is no
    peace.
  • Consider the wars in Iraq and Afghanistan.
  • Was Orwell right?

15
William Goldings Lord of the Flies
  • Published in 1954, LOF examines a group of
    pre-pubescent boys stranded on a tropical island
    during an atomic war.
  • Goldings view is essentially pessimistic.
  • To prepare for this text, you will complete a
    short research unit using a WebQuest.

16
WebQuest
  • A WebQuest is a guided research program in which
    credible sources have been identified for you.
  • Credible sources include .gov sites, many .edu
    sites, and sites maintained by reputable
    organizations.
  • Credible sites do not include Wikipedia, blogs,
    and sites dominated by advertisements.

17
Research
  • Go to William Goldings World.
  • anamcdonald.com
  • LOF
  • Scroll to the bottom and click William Goldings
    World.
  • You will choose one of the topics and take notes
    on at least two of the sites provided.
  • You must make citations for each site youll use
    for this project.

18
Create a Works Cited page
  • Go to CitationMachine.net (not .com!).
  • MLA
  • Web Document
  • Fill in the boxes with the information on the
    webpage.
  • If you cant find that information, leave that
    box blank.
  • the name of the webpage is usually at the top of
    the page where you found your information. Often,
    it is found on the tab.
  • the name of the website is generally highlighted
    in the URL bar. It consists of everything after
    www. and before the first backslash.
  • The date published or last revised may be at the
    top of the page or the bottom. If its not there,
    dont waste time hunting for it.
  • Many sites dont have a publishing organization.
    If you cant find it, leave it blank.
  • Make Citation
  • Copy into a Word document. Save this on your
    y-drive and on your flash drive. To be extra
    safe, email the document to yourself using your
    school email program.
  • Make citations for each page you use. For
    photographs, illustrations, or charts, use gtMLA
    gtWeb Image.

19
Reflection
  • In your journal, record the new information you
    have gained from your research and how it expands
    your understanding of the Post World War II
    mentality.

20
Lord of the Flies
  • Original Research 1.4.5 1.5.1

21
Today well conduct original research on our
topic using an Advanced Search.
22
Warm-up
  • Read your notes and identify the most important,
    interesting aspect of the knowledge you gained.
  • Choose key words or phrases that identify this
    aspect. You will use these words/phrases in
    todays search for new material.

23
Credible Sources
  • Currency the information is fairly recent or the
    site has been updated recently
  • Authorship the author is an expert by virtue of
    education or experience
  • Type of Site the sites maintained by a
    reputable organization (note Wikipedia and blogs
    do not fit this category)
  • Logical the information makes sense it is
    presented logically, not emotionally

24
Searching Using Google
  • Go to google.com
  • Type in the title of your research subject (from
    the Webquest)
  • Scroll to the bottom of the page and click
    Advanced Search.
  • Scroll down to Then narrow your results by
  • In the site or domain box, type in .edu
  • Read the titles and sample text from each hit
    until you find one that sounds interesting.
  • Scan the page. If it fits your research interest,
    evaluate its credibility.
  • If the site is credible, take notes.

25
Images
  • Choose 1-2 images from the webpages you used
    yesterday and today.
  • Create citations for them using Citation Machine.
  • Instead of web document, use gtMLA gtWeb Image.
  • Save the citation on your Works Cited page.
  • Print your chosen images. If the image is in
    color, use the color printer.
  • Control Print
  • Find Printer
  • Type in _________________
  • OK
  • OK

26
Reflection
  • In your journal, record the new information you
    have gained from your research and how it expands
    your understanding of the Post World War II
    mentality.

27
Lord of the Flies
  • Visual Representation 1.5.2

28
Today well identify the most important
understanding weve gained from our research
using a visual representation.
29
Warm-up
  • Find a seat in the section of the room devoted to
    your research topic.
  • Quietly share your notes with someone sitting
    near you.
  • Comment on your partners notes using red ink.

30
Format the Works Cited page
  • Open the document with your citations.
  • Title it Works Cited (centered)
  • Place the citations in alphabetical order using
    the first word of the citation.
  • Format the type Control-A gt Font size 10
  • Highlight and give the citations a hanging
    indentation using the ruler bar or gtFormat
    gtParagraph gtIndentation Special Hanging
  • Format the page gtFile gtPage Setup.
  • Under the Margins tab, set top and left to .5 and
    right to 5.
  • Print to my printer and trim to a ½ inch margin
    on the left and the bottom.

31
Visual Presentation Required Elements
  • Using ½ sheet of poster board, begin the layout
    of your presentation.
  • In the lower left-hand corner, block off a 4 x 6
    inch space.Handwrite your name and your class
    color in small print. Leave the majority of this
    corner blank. (We will use this area for voting
    later.)
  • In the lower right-hand corner, paste your Works
    Cited list.

32
Choosing the Layout
  • Layout is the arrangement of words and images.
  • Your audience is your teacher and your
    classmates.
  • Your purpose is to inform viewers of one specific
    aspect of the Post-WWII mentality.
  • Choose a color scheme.
  • Summarize this as a strongly-worded phrase. This
    phrase will use the largest font.
  • Write short (3-5 sentence) paragraphs explaining
    the most important things your viewers should
    understand.
  • Choose at least one image to illustrate your
    design. Be sure it has a border.
  • Arrange the elements on your ½ sheet of poster
    board. It should be easy to read from 2-3 feet
    away. Be sure to use the white-space carefully to
    set off the various sections of your design.

33
Revision and Editing
  • Using the rubric, evaluate your visual
    presentation.
  • Double-check that all required elements are
    present.
  • Be sure that all handwriting is legible.
    Paragraphs must be handwritten in cursive.
  • When you are confident that you have created an
    attractive, informative visual, post it in the
    appropriate location.

34
Reflection
  • Read this prompt carefully in order to do it
    correctly.
  • In your journal, summarize what youve learned
    about research. Continue writing until the bell.
  • Next Monday, bring your copy of Lord of the
    Flies, if you have one of your own.
  • If you dont have, one will be issued to you. You
    will need to bring sticky notes instead.

35
Lord of the Flies
  • Chapter 1 1.5.3

36
Today well examine Goldings characterization
using close reading and charts.
37
Warm-Up
  • View gallery of Visual Presentations and vote for
    the presentation that is most informative.
  • Consider quality of information, ease of reading,
    and attractiveness.
  • Vote for the most informative presentation by
    placing your sticker in the lower right hand
    corner of the presentation.
  • You may not vote for your own presentation.

38
Sign in and take out your copy of LOF
  • If you dont own a copy, take one from the box
    and sign your name ID next to the books
    number.
  • Pre-read your book.
  • Examine the front cover. What does it suggest
    about the contents?
  • Read the back cover. Identify how the picture on
    the back differs from the one on front.
  • Read the chapter titles. Speculate about their
    contents.
  • Scan Epsteins essay at the back of the book.

39
Goldings Diction
  • Read the first paragraph.
  • The boy with fair hair is an allusion to the
    expression fair-haired boy.
  • a promising young man a favorite a person who
    is given special treatment.
  • Why did Golding alter the expression
  • Complete this chart for the 4th and 5th
    sentences. Use as many rows as needed.
  • Based on the diction, characterize the setting.

Nouns Adjectives Verbs Adverbs


40
Characterize the boys
  • Read the dialogue through the next-to-last
    paragraph on page 9. (Hi! it said. He climbed
    over a broken tree and was out of the jungle.)

41
Characterization
  • What the character says
  • What the character does
  • What other people say or respond to the character
  • What the narrator tells the reader

42
Characterization in LOF
  • Fill in the chart below.
  • Based on this evidence, write a 2-3 sentence
    description of each characters personality.

The Fair-Haired Boy The Fat Boy
What he says
What he does
How the other character responds to him
What the narrator tells us about him
43
British Public Schools
  • In England, public school students pay tuition.
  • Prestigious and historic
  • Deep and rigorous education
  • Social life is governed by associations and
    traditions
  • Funded by charitable trusts
  • Usually boarding schools
  • Students wear uniforms
  • What Americans call public schools, those
    funded by the government, are called State
    Schools or Independent Schools in England.

44
Homework Begin now
  • Read through page the next to last paragraph on
    page 23 (He went back to the platform.
  • List the major events in this chapter
  • Add information to your chart on the first two
    boys.
  • Create a new chart for Jack and the boy who has
    fits.

Jack Merridew The Boy Who Fell
What he says
What he does
How the other character responds to him
What the narrator tells us about him
45
Reflection
  • List the major events in this chapter
  • Add information to your chart on the first two
    boys.
  • Create a new chart for Jack and the boy who has
    fits.

Jack Merridew The Boy Who Fell
What he says
What he does
How the other character responds to him
What the narrator tells us about him
46
Lord of the Flies
  • The Edenic Island? 1.5.4

47
Today well examine the island as a character by
comparing it with its allusion.
48
Warm-Up
  • Page 18, paragraph 5 begins thusWithin the
    diamond haze of the beach something dark was
    fumbling along.
  • What was the dark thing?
  • What do these words suggest to you?
  • Diamond haze
  • Something dark
  • Fumbling along
  • What does this diction suggest about the
    characters it introduces?

49
Eden?
  • The island alludes to the Biblical Garden of
    Eden.
  • What happened in Eden?
  • Read the story in the King James Version, written
    in 1611.
  • Genesis 2.4b 3.24
  • Complete the left half of the chart.
  • What happened in Eden?

Striking words and phrases describing Eden Striking words and phrases describing the boys island

50
Compare and Contrast
  • Now read the boys first exploration of the
    island, page 23, last paragraph (The three boys
    walked briskly) through the end of the chapter.
  • Complete the right column of the chart.
  • Compare and contrast the two locations.
  • What does Eden suggest about what will happen in
    The Lord of the Flies?

51
Homework
  • Finish todays activity.

Reflection
  • Is human nature essentially good or essentially
    evil? Or is there another alternative? What
    evidence do you have for your belief?

52
Lord of the Flies
  • Sentence Structure 1.5.5

53
Today well examine Goldings sentence structure
and how it reveals meaning using sentence
diagramming.
54
Warm-Up
  • Briefly review page 28, paragraph 15 (The
    scrambled down) through the end of the
    paragraph.
  • Consider the juxtaposition (surprising
    combination) of the candle buds (and what they
    allude to) with the encounter with the piglet.

55
Examine a paragraph
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56
Identify subject and predicate
  • Using Sentence Structure and Suspense,
  • Draw a back-slash between each subject and
    predicate.
  • Underline the simple subject once.
  • Underline the verb twice.
  • For each subject and predicate, classify it as
    part of an independent or part of a dependent
    clause.
  • Above each subject, write Ind for independent
    clauses and Dep for dependent clauses
  • Identify inverted sentence structures.
  • Classify each sentence as simple, compound,
    complex, or compound-complex.

57
Phrases!
  • Circle prepositions and underline the rest of
    each prepositional phrase.
  • Prepositional phrases begin with a preposition,
    add a noun, and function as adjectives or
    adverbs.
  • Circle the gerunds and underline the rest of the
    phrase.
  • Gerunds are verbs that end in ing and function
    as nouns.
  • Circle the infinitives.
  • Infinitive phrases consist of the word to with
    the most basic form of a verb. They function as
    adjectives, adverbs, and nouns.
  • Draw a box around appositives, and note the
    punctuation.
  • Appositive phrases rename, identify, or
    elaborate. Their information is nonessential.

58
QuickWrite
  • Examine the sentence structures youve
    identified.
  • What is the ratio of simple compound complex
    compound-complex structures.
  • Which structure predominates? What is the effect
    of this structure?
  • How do the phrases develop the suspense?
  • Pay careful attention to parallelism and
    repetition
  • On a separate sheet of paper, write a paragraph
    explaining how Goldings use of sentence
    structure creates suspense.
  • Use good handwriting.
  • Turn this in as you leave.

59
Reflection
  • Read your Quickwrite.
  • Revise it for precise diction.
  • Revise sentence structures to emphasize the most
    important points.

60
Lord of the Flies
  • Symbolism 1.6.1

61
Today well develop three important symbols the
conch, fire, and Piggys glasses using a bubble
chart.
62
Warm-Up
  • Begin a bubble chart for fire. Free associate.

Summer
Fire
Hot
BBQ
63
Symbolism
  • A symbol is something that stands for something
    else. For example, a flag represents its country.
  • Etymology early 15 lt LL lt Gk Sym together. Bol
    to throw. To throw many meanings together into
    one object.

Simile
Archetype
Metaphor
Symbol
Theme
Allegory
Motif
Metaphor
64
Types of Symbols
  • A symbol can have many different meanings.
  • Conventional symbols have meanings recognized by
    a culture.
  • The flag represents its country.
  • A swastika represents Nazi Germany.
  • A literary symbol can be a setting, character,
    action, object, name, or anything else in a work
    that maintains its literal significance while
    suggesting other meanings. They gain their
    symbolic meaning within the context of a specific
    story.
  • Meyer, Michael. "Symbol." Glossary of Literary
    Terms. Bedford Saint Martins. 20 Jan. 2005.18
    Aug 2012.

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Reflection
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Lord of the Flies
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Today well
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Warm-Up
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Reflection
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Lord of the Flies
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Today well
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Warm-Up
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Reflection
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Lord of the Flies
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Today well
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Warm-Up
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Reflection
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Lord of the Flies
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Today well
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Reflection
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Lord of the Flies
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Today well
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Warm-Up
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Reflection
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Lord of the Flies
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Today well
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Warm-Up
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Reflection
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Lord of the Flies
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Today well
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Reflection
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Lord of the Flies
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Today well
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Reflection
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Reflection
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Lord of the Flies
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Reflection
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Reflection
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