Literature in the Classroom: Lord of the Flies Preliminary points

1
Literature in the Classroom Lord of the
FliesPreliminary points

• Frequency one session per week (double lesson if
  possible) in order to give enough time for home
  reading
• Level intermediate, year 4

2
Literature in the Classroom Lord of the
FliesAims and Focus

• Learn how to write summaries (5 key words)
• Learn how to characterise
• Acquire basic interpretation skills
• critical work with / approach to secondary
  sources
• Give short presentations (input for lesson)

3
Literature in the Classroom Lord of the
FliesOverview of Activities

• Weekly summaries
• 5-10min presentations
• (Wall-) charts
• Home reading never without a task
• Comprehension test, week 4
• Essay, week 14

4
Literature in the Classroom Lord of the
FliesProgramme
1 Introduction Overview Imagine that you are lost on a remote island. What would you do? (Rules? What to establish?) - Group and class discussion Introduce novel Introduce programme Start reading HW Read part of ch. 1, worksheet on characterisation (Ralph/Piggy).
2 The Sound of the Shell (7-34) Introduce Chart(s) for Characterisation . . HW Finish ch. 1, read ch. 2, note what rules are established.
3 2. Fire on the Mountain (35-52) Rules What do you think of the rules? How would you adapt your rules? Individual work, written What would you say if you had the conch? Announce test next week HW Read ch. 3, take notes What are Jack's and Ralph's arguments?
5
Literature in the Classroom Lord of the
FliesProgramme
4 3. Huts on the Beach (53-62) Brief COMPREHENSION TEST on chapters 1-3 What is more important hunting or building huts? Collect arguments and discuss in class How to write a summary HW read ch. 4, prepare summary
5 4. P. faces and l. Hair (63-82) Compare summaries Discussion What punishment would be suitable for breaking rules (e.g. letting the fire go out)? Individual work, written Diary. Summarise the first 4 chapters from the point of view of Jack/Ralph/Piggy/Simon HW jigsaw reading. 2 groups for ch. 5 and 6, prepare summary
6 5. Beast from Water (83-103) 6. Beast from Air (104-119) Jigsaw reading pair work, 1 of each group. Tell each other the story, ask questions. True-false statements to answer at the end. INPUT fear and anxiety Discussion in class HW read ch. 7, worksheet, summary
6
Literature in the Classroom Lord of the
FliesProgramme
7 7. Shadows and Tall Trees (120-136) Class/group discussion What if it was a group of girls instead of boys? What would be different? Continue diary HW read ch. 8, worksheet, summary
8 8. Gift for the Darkness (137-159) INPUT sacrifices and rituals Close reading and discussion The Lord of the Flies speaks (film scene?) HW read ch. 9, worksheet, summary
9 9. A View to a Death (160-170) Watch film sequence of Simon's death Why was Simon killed? Individual writing Continue your diary referring to Simon's death HW re-read the scene of Simon's death, read ch. 10, take notes of the boys' reactions to Simon's death What do they say?
7
Literature in the Classroom Lord of the
FliesProgramme
10 10. The Shell and the Glasses (171-186) ) Collect reactions INPUT peer pressure and group dynamics Group work/Role play defend or accuse the boys (Trial in class)
11 Interpretation INPUT interpretation 1 (Simon as Jesus) INPUT interpretation 2 Group discussion What do you make of it? Do you agree? Discussion on what interpretation can/is allowed to do HW read beginning of ch.11
12 11. Castle Rock (187-201) Watch film scene, stop before Piggy dies How does the novel end? Group work present solutions in class HW read end of ch. 11 and ch. 12
8
Literature in the Classroom Lord of the
FliesProgramme
13 12. Cry of the Hunters (202-223) micro-teaching
14 Essay Write a newspaper article (different styles) or interpretative essay HW finish the article/essay.
9
Literature in the Classroom Lord of the
FliesClose-up of session 2 Characterization

• What information can we find on Ralph, Piggy and
  Jack? Group work on categories
• Appearance, behaviour, attitude towards island
  and others, personal background
• Parallel to that focus on language how does the
  author do that concretely?
• Actions, speech, view of self and
  characterization through others, descriptive
  language (verbs,
• nouns, adjectives) and figurative speech. What
  can we find in the text and what can we deduce
  from that?
• Collect what students have found on posters with
  pictures of the three characters taken from a
  film version and put up in classroom
• Keep adding information to poster, form 3 groups
  which are responsible for a character each

10
Literature in the Classroom Lord of the
FliesClose-up of session 10

• chapter 9 Simon is killed.
• chapter 10 After Simon's death, Piggy and
  Ralph have difficulty coping with the
  implications of what they have done.

11
Literature in the Classroom Lord of the
FliesClose-up of session 10

• Preparation
• Homework Re-read the scene of Simon's death in
  ch. 9. Read ch. 10. How do the boys react to
  Simon's death? Take notes.

12
Literature in the Classroom Lord of the
FliesClose-up of session 10

• Lesson on chapter 10
• Collect reactions.
• INPUT on peer pressure, group dynamics (e.g.
  article on sociological experiment) Key question
  To what extent are we responsible for what we do?
• Introduce court vocabulary.
• 2 groups prosecutors and lawyers. Find arguments
  that could be used in a trial. Back them up with
  quotes from the novel, if possible.
• Trial in class prosecutors against lawyers.
• Final vote / conclusion Guilty or not guilty?
• Follow-up question What factors influence the
  boys' behaviour?

13
Literature in the Classroom Lord of the
FliesAdditional Comments

• Film sequences instead of the whole film
• Comparing 2 film versions, comparing film(s) with
  novel
• Individual reading journal

14
Literature in the Classroom Lord of the
FliesQuestions

• Single or double lessons?
• How can we check on students' work/reading?
• Can you keep the students' attention/interest for
  14 weeks? How?
• Are there any other issues you would like to
  discuss?