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Lord of the Flies Lesson 1

Name: Kourtney Gorham Grade/Subject: 12 ELA B30Date: Monday 17th, 2014 Length: 1 hr.

Content/Topic: Lord of the Flies Ch. 1 and 2 Teaching Strategies:Oral storyHandout/Group work

Outcomes: CR B30.1; Group work

Students will be able to work in groups and rate the survival tasks. They will use their knowledge of Ch. 1 and 2 to compare and contrast their results to the experts and to the book. This will prepare them for the compare and contrast essay (summative evaluation at the end).

Indicators: CR B30.1 b.

Students are respectful of each other and are participating.

Assessment:

HW checkGroup contributions (informal)Exit Slip

Pre-requisite learning:Students have read Ch.1 and 2 and completed the questions. Students also have a general understanding of the time period, author, etc.

Lesson Preparation:

Photocopy 22 Exit Slips and 22 worksheets

Materials/Equipment:

Exit slips, worksheetsLord of the Flies bookhttp://www.wikihow.com/Live-on-a-Deserted-Island

Language Strands:

Listening – to the oral story and classmatesReading – Survival sheetWriting – down answers/notesSpeaking – during discussion

Adaptive Dimension:N/A (all learners can complete).

TAPS: Groups are used (randomly selected by row as a plane crash would have a random group of people and not necessarily friends, etc.). The grouping choices make this assignment easy for all. Students will participate in groups and whole class sharing/scaffolding. This is a beginning mastery task.

Classroom Management/Expectations:

- No cell phones unless it deals with instruction

- Hands up to answer questions- Bathroom = 2 minutes- Respect for others- Participate- Work in any grouping assigned- Come on own time to get missed

assignments- Get missed notes on own time

http://www.wikihow.com/Live-on-a-Deserted-Island

http://www.wikihow.com/Live-on-a-Deserted-Island

Set (15 minutes):

- Attendance and homework check - Read out scenario:

After a terrible plane crash, you and your classmates are stranded on an island. Your location is unclear. You are unsure about what resources are available on the island or if the island is inhabited. Whatever you are wearing today and have in your pockets is all you have with you. You quickly realize that you are free of all of your responsibilities. You no longer need to answer to the demands of your parents or the adult world. There is no one who will reprimand, chastise, or rule you. There are no institutions, such as schools. You are giddy with the freedom that has suddenly been thrust upon you. Close your eyes and start to imagine the things that you want to do. However, with this freedom comes a great responsibility. There is no electricity and therefore you can only play about 8 games of Candy Crush before your cellphone is out of power. There is no one else on the island to help you and as a class you must work together if you intend to survive. Furthermore, you have no way to know if you will ever be rescued but there is a chance that a ship or plane might eventually pass the island. This realization has turned your giddiness to fear and groups start to form. Your row is now your team. As a group you must:

Development (20 minutes):

- Organize the survival tasks on the handout from 1 to 15 using both an individual and group rating.

- 1 = 1st priority; 15 = last priority - Add any other tasks to the list (optional) - Write down the order these tasks occurred in Lord of the Flies (some may not apply) - Students will get survival worksheet (see attached) - In rows, students will fill out the worksheet

Closure (20 minutes):

- Discuss expert choices- Compare and contrast the boys’ choices in Lord of the Flies to the experts- Exit slip questions - Collect questions - Extra time: Reading

Survival 101 Answers

Individual Rating Task

Find Clean/Fresh Water

Calm Down Self and Others

Evaluate Your Resources/Island Resources

Create A Signal For Help

Create a Shelter

Never Give Up

Consider Safety Precautions

Find Food

Group Together and Brainstorm/Collect Names

Select Jobs/Tasks

Collect Fire Wood and Start a Fire

Try to Make Contact (Ex. Radio Signal)

Decide on a Meeting Spot and a Leader

Enjoy Your Freedom

Decide on Routines and Procedures (Ex. Bathroom Area)

Draw a Map

Group Rating Expert Rating

3

1

6

9

4

11

2

5

7

N/A

8

10

N/A

N/A

N/A

N/A

Lord of the Flies

p. 20 – Jack

Don’t do this – p. 34

1st – pg. 1, 15

p. 18 – Jack

p. 26 – Ralph

N/A

N/A

1st by Choir – pg. 15, p. 27

Piggy 1st – p. 5

p. 20 explore islandp. 22 Piggy’s job – names ; p. 36 Ralph, p. 39N/A

Piggy 1st – p. 5; p. 18 Ralph

Ch. 3

p. 31 Conch; hands up

p. 24 Ralph

Survival 101

Individual Rating Task

Find Clean/Fresh Water

Calm Down Self and Others

Evaluate Your Resources/Island Resources

Create A Signal For Help

Create a Shelter

Never Give Up

Consider Safety Precautions

Find Food

Group Together and Brainstorm/Collect Names

Select Jobs/Tasks

Collect Fire Wood and Start a Fire

Try to Make Contact (Ex. Radio Signal)

Decide on a Meeting Spot and a Leader

Enjoy Your Freedom

Decide on Routines and Procedures (Ex. Bathroom Area)

Group Rating Expert Rating Lord of the Flies

Experts:

Calm Down. The most important thing is to remain calm and think clearly. If you start panicking, you can lose control and end up losing your chance of survival. You're not going to do so well if you've driven yourself mad. Read William Golding's novel 'Pincher Martin' for a great account of how you can convince yourself of almost anything if you don't take control of deserted rock because he lets panic get the better of him. Also to calm down you can find something to make a buddy out of. If you make a buddy to talk to it will help you calm down. Your priorities should be Safety, Water, Shelter, Food. In that order.

Look around for safety precautions. Is the area you are in safe? Are there wild animals? Risk of flooding? Establishing physical safety is the first important step.

Look for a clean fresh water supply. Most people start by looking for food, but it is a fact that almost all "lost" people are found in a matter of hours or a couple days. You can live for 2 weeks without food but only 3-4 days without water. If there is no natural source of water, look at constructing a way to collect rainwater.

Create a shelter. You will need protection from the elements and natural predators. This could be a natural shelter such as a cave, or one you construct.

Find food sources. The ocean is filled with life. Try constructing a low V shaped wall out of stones at low tide, with the point of the V pointing out to the sea. At high tide, fish should swim inside but become trapped as the tide flows out. There are lots of edible roots and berries, but watch out! Some are poisonous. Only eat them if you are sure they are safe. The best, and most reliable source of food is bugs. Yes, bugs. They are everywhere and an excellent source of protein. If deciding to fish with the bugs instead, a hook can be fashioned by carving out a stick into a hook shape and putting a barb on it. Tie string to it and you're in business.

Evaluate your resources. Do you have a source of fresh water? Do you have a long range radio, satellite phone, or other means of communication? Are there other people? People, if managed correctly, can be your greatest resource.

Act on all approved ideas together. Everyone in the group should work together to ensure that all needs are met, and to ensure that all resources available are put to good use.

Start a fire. This may seem like a trivial thing on a deserted island, but fire has a number of uses. At the very least, it is a morale booster. You have accomplished your first task, which is key for morale. Fire can also be used to distill water (more on that later), cook, and provide light for you and your rescuers. If you can't start a fire, don't worry, just move on to the next task and keep trying.

Arrange rocks or large objects on a clear path to signal for help. In William Golding's novel 'Pincher Martin', the stranded man builds a figure out of rocks that can be seen by passing ships. The recognized mountain distress signals are based on groups of three (six in the UK). A distress signal can be three fires or piles of rocks in a triangle, three blasts on a whistle, or three flashes of a light, in succession followed by a one minute pause and repeated until a response is received. Three blasts or flashes is the appropriate response. If you are clear view of boats attempt to make a large red X.

Try to make contact. Build big, unnatural looking shapes using bright colors and shiny things. Use a radio, if available, to contact possible rescuers. Use signal mirrors, fires and flashlights and whatever else to draw attention to yourself. This can be done while you wait.

Never give up. Desperate acts can be lethal to you and others with you. Willpower is what allows people to survive without food for weeks. Without the will to live, you won't. Always envision the great life that you will have, if you give up, that will be the end.

Adapted from: http://www.wikihow.com/Live-on-a-Deserted-Island

http://www.wikihow.com/Start-a-Fire-with-Sticks

http://www.wikihow.com/Build-a-Survival-Shelter-in-a-Wooded-Area

http://www.wikihow.com/Calm-Down

Professional Development Plan:

Name: Kourtney Gorham Grade/Subject: 12 ELA B30Date: Monday 17th, 2014 Topic:

Observer:

Professional Target/Goal/Objective: Set/Closure – focus at the beginning of the lesson and logical conclusion

Steps to Achieve Target/Intentions: Engage at start with an oral story; close with a comparison to the novel and exit slips.

Instructions for Observer: Please complete the chart by simply checking the appropriate box. Please provide any relevant evidence.

Yes No EvidenceSET

Was the set engaging/interesting?

Did the set capture the students’ attention?

Did the set prepare the students for the lesson?CLOSE

Did I bring the lesson to a logical conclusion?

Did I review what the students were to learn?

Did I make connections to the next lesson?

Additional Comments:

Professional Reflection:


Name: Kourtney Gorham Grade/Subject: 12 ELA B30Date: Tuesday 18th, 2014 Length: 1 hr.

Content/Topic: Characters in Lord of the Flies Teaching Strategies:Think, Group, ShareBell WorkCold CallNote taking /DiscussionStudents to write on board who have extra energyNote taker for those missing

Outcomes: Group work; comprehend and respond to book.

CR B 30.1View, listen to, read, comprehend, and respond to a variety of grade-appropriate international, including indigenous, texts that address:

o identity (e.g., Sense of Self)o social responsibility (e.g., Social Criticism), ando social action (agency) (e.g., Addressing the

Issues).

SWBAT: Participate in the group work and come up with 10 points about an assigned character, plus three quotes.

Indicators: participation and ability to complete 10 points and 3 quotes

b. View, listen to, read, and respond to a variety of historical and contemporary literary and informational (including business and technological communication) texts by authors from a variety of cultures, backgrounds, and time periods.

Assessment:HW read Ch. 3Group contributions being assessedFist of five for contributions (self-evaluation)

Pre-requisite learning:Two introduction classes to Lord of the Flies. We went over the novel information and the survival information (opening crisis).

Lesson Preparation:Print lessonWrite schedule and assignment on boardAfter: copies of scribe notes

Materials/Equipment:Lord of the FliesVideo on computer: http://www.youtube.com/watch?v=yLSeApmBwuYCharacter overview

Language Strands:Listening – to the video and classmates during discussion.Reading – Ch. 3Writing – by taking notes and bell work.Speaking – during class discussion.

Adaptive Dimension: Note taking volunteer; writing on board volunteers

Think individually and then group and then share so that students can build off one another.

I am expecting students who can to go above and

Classroom Management:


- Hands up to answer questions- Bathroom = 2 minutes- Respect for others

beyond the required number of points. This expands off of their character worksheets and will hopefully guide individuals who are struggling to start this.

Grouping Choices: Groups were made based on location in the room. I also tried to separate Nathan and Jaxon. I allowed Mika to work with Timara so they do not get up as much. So far, I have not seen any other issues with groups that need to be addressed.

- Participate- Work in any grouping assigned- Come on own time to get missed


Set (10 minutes):

- Bell work: Grab three pieces of paper. On the top of each page (front and back), write a name: Ralph, Jack, Piggy, Roger, Simon, and the Littleluns. Jot down a few character traits, physical descriptions, etc. about each character. You can include things that they have done or their beliefs, etc. (5 minutes)

- Attendance while bell work is going on. - Watch the survival video to connect to last lesson: http://www.youtube.com/watch?

v=yLSeApmBwuY (5 Survival Myths That Will Kill You) (5 minutes)

Development (30+ minutes):

- Students will be put into 6 groups (see below). They will be asked to list 10 points for each topic. They must find 3 quotes to support their points. (15 minutes)

- Inform students of participation mark - Group 1: Ralph - Group 2: Jack - Group 3: Piggy - Group 4: Choir and Samneric - Group 5: Simon and Setting - Group 6: Littluns - After this, they will share these with the class.- Cold call if not answering. - The teacher will write on the board and one student will volunteer as scribe (notes copied for

those missing). Adaptation: get two students who are rambunctious to write on the board so teacher can circulate. (10 minutes)


- Read Chapter 3 and complete questions (Homework) - As students are reading, I will go around and ask students from 1-5 how they contributed - Photocopy notes for teacher, missing students and board volunteers

http://www.youtube.com/watch?v=yLSeApmBwuY

http://www.youtube.com/watch?v=yLSeApmBwuY

- Collect exit slips from last class.


Name: Kourtney Gorham Grade/Subject: 12 ELA B30Date: Tuesday 18th, 2014 Topic: Lord of the Flies Characters

Observer:Professional Target/Goal/Objective: Movement Management

Intention: Have materials ready; assignment on the board; circulate to all groups; finish lesson in 1 hr.

Instructions for Observer: Please fill out the chart with descriptive notes and comments.

Behavior Descriptive Notes CommentsReducing dead times from one activity to the next (smooth transitions)

Having materials ready

Giving clear directions, both orally and visually

Rapid distribution of materials

Move around the room to all groups

Appropriate pacing of lesson

Additional Comments:



Name: Kourtney Gorham Grade/Subject: 12 ELA B30Date: Wednesday 19th, 2014 Length: 1 hr.

Content/Topic: Setting in Lord of the Flies Teaching Strategies: Bell work, group work, kinesthetic and artistic work

Outcomes:

Outcome: CC B 30.1

Create a range of visual, multimedia, oral, and written texts that explore:

o identity (e.g., Sense of Self)o social responsibility (e.g., Social

Criticism), ando social action (agency) (e.g., Addressing

the Issues)

SWBAT: Apply their knowledge of Ch.’s 1 -3 to create a replica of the island in groups of 3-4.

Indicators:

d. Use spoken, written, and other forms of representing to achieve specific purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information).

Assessment:HW read Ch. 4Group contributions being assessedSee rubric (attached)

Pre-requisite learning:Two introduction classes to Lord of the Flies. We went over the novel information and the survival information (opening crisis). We also discussed the characters.

Lesson Preparation:Print lessonWrite schedule and assignment on boardGet materials read (clay, construction paper, floss, and hand sanitizer, and paper towel)

Language Strands:Writing – the bell work.Listening – to each group member.Reading – Ch. 4 and setting descriptions.Representing – a replica of the island.Speaking – to each other in groups.

Adaptive Dimension: N/A

Grouping Choices: I am keeping the groups from last class because the students worked efficiently. It is good to separate Nathan and Jaxon and let Timara and Mika work together.

Classroom Management:




Set (10 minutes):

- Bell work: List the physical appearance of the island on a piece of paper. Consult pages 4, 6, 7, 10, 20, 22, 23, 51, 58, 59, 60. Consult your notes from yesterday.

- Reminder: Last class I was very proud of your group contributions. Thank you for that. However, a few of you opted out on taking notes. As young adults, your education is in your hands. Everything we do will lend itself to a larger assignment: essay, visual project, exam, etc. Maintaining your full participation and engagement (doing your best) is the only way to ensure success. Today you will be making a replica of the island in your groups. Let’s resume your initial efforts from yesterday.

- Attendance while bell work is going on- HW check Ch. 3- Collect overdue books

Development (30+ minutes):

- Students will be put into 6 groups (same as day before) - Students will create a replica of the island.

In your groups from yesterday, you have 30 minutes to create a visual of the island. You may consult your bell work notes and the discussion notes from yesterday. Your visual must fit on a piece of construction paper (base). You will make the island a 3D visual with plasticine. Your island must include the: mountain, Castle Rock, platform/meeting area, bathing area, huts, signal fire, the scar, pig run, trees, and anything else you can think of. You are being assessed on the inclusion of these elements, group contributions, using time effectively, and the attractiveness of your replica. You are also being marked on completion. You will be given half an hour and after that whatever you came up with will be marked out of 25. This assignment is not meant to be tricky and should be an easy 25 marks if you make the most of it.

- Thumbs up if understand.- Students will work. - Afterwards: Show them the picture and they can see how well they did.


- Read Chapter 4 and complete questions (Homework) - Reminder: In order to complete to complete this novel study, it is required that you read a

chapter a day. This means that you will read two chapters on the weekend. You will also complete the questions (which we will take up later on). Then your questions will be checked and you will get a completion mark.

- Collect exit slips from last class

Art Project: Setting in Lord of the Flies ELA B30Name:______________________Group:______________________Date:_______________________Group Participation /5Completion /5All Components Included (Mountain, Castle Rock, Platform/Meeting Area, Bathing Area, Huts, Signal Fire, The Scar, Pig Run, Trees) /5Visually Appealing/Noticeable Effort /5Efficient Use of Class Time /5

Total: /25

Comments:


Total: /25

Comments:


Total: /25

Comments:


Total: /25

Comments:


Name: Kourtney Gorham Grade/Subject: 12 ELA B30Date: Wednesday 19th, 2014 Topic: Lord of the Flies Setting/Art Project

Observer:Professional Target/Goal/Objective: Using Cooperative Learning

Intention: Have materials ready; assignment on the board; circulate to all groups; finish lesson in 1 hr.

Instructions for Observer: Please fill out the chart with observations and comments. Check if completed.

Behavior Observations CommentsArranging Groups

Group Size

Time Allotments

Physical Arrangements

Providing Materials

Setting Task and Goal

Checking for Understanding

Monitoring and ProvidingFeedback

Circulating and Observing

Helping with Group Maintenance


Lord of the Flies Lesson 4 and 5

Name: Kourtney Gorham Grade/Subject: 12 ELA B30Date: Thursday 20th and Friday 21st, 2014 Length: 2 hrs.

Content/Topic: Lord of the Flies Human Nature. Political Structure and The Beast

Teaching Strategies:

ReviewTalking Circle (1st Nations)Bell Work/Today’s MeetLecturing/Cold Call DiscussionInquiry/Internet Search/Define

Outcomes:CR B 30.1View, listen to, read, comprehend, and respond to a variety of grade-appropriate international, including indigenous, texts that address:

o identity (e.g., Sense of Self)o social responsibility (e.g., Social Criticism), ando social action (agency) (e.g., Addressing the

Issues).

SWBAT: Share information in the talking circle, make connections to text and self, and find information out about government styles. Students will be able to make connections to the philosophers and their own worldviews. Students will be able to connect the WW2 time period to the author’s presentation of human nature.

Indicators:

a. Make connections between the ideas in texts and personal knowledge, experiences, and insights; between other texts; and between texts and the world.

b. Consider how historical, cultural, political, and social contexts influence the presentation of ideas, themes, and issues in texts.

Assessment:

HW checksCheck questionsTalking circle contributionsToday’s MeetCold CallCollect Bell Work

Pre-requisite learning:Two introduction classes to Lord of the Flies. We went over the novel information and the survival information (opening crisis). We went over characters and setting. We will review Chapters 1 to 4.

Lesson Preparation:Print lessonWrite schedule and assignment on boardPrint conch

Friday – put room in a circle beforehand

Materials/Equipment:Lord of the FliesConch shell picture

Language Strands:Reading – Ch. 5, 6, and 7 and definitions.Writing – bell work and notes.Listening – to classmates in class discussion and talking circle, Michael Jackson, philosopher quotes, and passages from Lord of the Flies.Viewing – Video of Nicenomination.

Adaptive Dimension: Classroom Management:

Grouping Choices: We have worked in small groups and pairs for the last view lessons. We will now work individually and as a whole class to utilize all of TAPS.




Set (5 minutes):

- Bell work: In Chapter 3, Ralph is concerned with building shelters and Jack is concerned with hunting pigs. Based on the four survival steps (safety, shelter, water, food), who has the right idea? Ralph works for the common good and protection. Does Jack work for the common good? If yes, how so? If not, then what does he work for?

- Attendance while bell work is going on; overdue books - HW check Chapter 4


- Take up questions for Chapters 1-4 (15-20 minutes); go student to student down the rows. - Using cell phones, students will inquire about a few things from Chapters 1 to 4. - Remind students that if they participate in discussion they just need to take notes and can work

together to form answers. If not, they will have to finish the questions on their own for homework (and they have enough work to do already!). Cold call if necessary.

Define:

1. Conch2. Democracy (http://depts.alverno.edu/dgp/GEC/Types%20of%20Government.html) 3. Dictatorship (http://depts.alverno.edu/dgp/GEC/Types%20of%20Government.html) 4. Savages (Definition) 5. Creepers (Lord of the Flies)

Questions:

1. What is the conch used for?2. What does the conch symbolize?

*The conch is a shell that Ralph finds and Piggy defines. Piggy gets Ralph to blow in the conch to summon the boys. The conch helps organize the society. The conch symbolizes rules and order. When the conch is sounded an assembly occurs. Read pages 10 – 12

http://depts.alverno.edu/dgp/GEC/Types%20of%20Government.html

http://depts.alverno.edu/dgp/GEC/Types%20of%20Government.html

3. During the meetings, whoever holds the conch gets to speak. Are rules a normal part of society? Read p. 31-2

4. Is it natural for the boys to work together or alone? Based on what you can infer from the text, are humans social creatures?

5. Based on the definition you found, is Ralph enforcing a democracy or a dictatorship? Is Jack enforcing a democracy or a dictatorship?

*Ralph is the democratically elected political leader of the group and Jack, "marching" in with his choir is akin to a military leader, assigned to lead the choir as if it were an army. In the beginning, these two elements--the democratic republic and the dictator--appear to be close friends, agreeing to cooperate with one another. The dictator, Jack, agrees to support Ralph as he makes political decisions for the group during the "assembly," going so far as to offer his choir, the army, to watch over the signal fire on the mountain.

6. What role does the conch play in fostering this democracy?

*Ralph continues to establish a democratic political foundation, and the description of the children sitting in organized sections during assembly is reflective of a government meeting. Jack continues to support him offering his choir to protect them against any beast; abiding by Ralph's rules, he addresses the group only when he holds the conch in his hands. Read p. 44.

7. What issue is brought up by the little boy with the mulberry colored birthmark at the meeting?

*Believe there is a beast. Read 34-6.

8. What is the beast actually? What are creepers? Are their fears legitimate? Page 47, 51, 52, 53.9. On page 42, Jack states: “we’ve got to have rules and obey them. After all, we’re not savages.

We’re English…” However, how do his words contrast from his actions on page 54, 66, 71, 74, and 79?

*Jack is acting like a tribal leader with dances and paint. He has now killed a pig and seems to forget all about civilization and being rescued. This causes disorder between Ralph and Jack. For instance, as Ralph struggles to make shelters, Jack is off hunting pigs and does not care about their rescue. He forgets the main goal and insists that the “need meat.” The choir boys are described as hunters (English/civilized term to savages). We can see that Jack cares about himself at this point and forgets the good of the group. After ignoring the fire, Jack ruined a chance for the boys to be saved. A ship was passing and if the fire would have been kept up like Jack promised then they could have been rescued. Jack is now a threat to the group and democracy. He is a warrior-leader with his own power-hungry goals.

10. Jack was unable to kill the pig in chapter one. Why do you think this is not a problem for him in chapter four?

*Further from civilization.


- Read Chapter 5 and complete questions (homework)

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Set (5 minutes):

- Music playing as students walk in: https://www.youtube.com/watch?v=tKAh--ss1r0 (Human Nature by Michael Jackson)

- Bell work (3 minutes): What do you think the beast is? What does it look like? What does it do? Where does it live?

- Attendance while bell work is going on; overdue books - Collect exit slip from Amber - HW check Chapter 5


- Philosopher’s ideas on Human Nature (read aloud):

According to Wikipedia, human nature refers to the ways in which humans naturally behave, think, feel, and act, outside the influence of the culture in which they are raised. Philosophers spend a great deal of time studying what it means to be human.

“Human nature is evil, and goodness is caused by intentional activity” -- Xun Zi

The writer of the above quote, Chinese philosopher, Xun Zi (312-230 BC) believed that man’s natural tendency to do wrong and make bad decisions could be changed through learning and by making choices to do good. Intentional, in this case, means that one must put effort into being and doing good.

Thomas Hobbes, an English philosopher, believed that humans aren’t just greedy but that they are willing to fight with one another over their appetites. In the Leviathan, Hobbes argues that if humans are left to our own devices, without any exterior political force, we will be violent to each other in search for our appetites. He believed that this natural state is uncomfortable and unsafe so that is why we form communities and political structures, so that there is something to stop everyone from going for their every desire.

Karl Marx (Prussia born) in the Communist Manifesto describes our human nature as the human capacity to labour creatively (produce things to live). Unlike Hobbes, Marx views human nature as inseparable from the group so that we can share what we produce and all survive.

But not everyone believes that human nature is necessarily bad. Take, for instance, Anne Frank, Jewish child whose diary survived the Holocaust although Anne did not and died in Bergen-Belsen concentration camp. Despite being hidden away from the Germans for two years, Anne’s belief in humanity is strong.

https://www.youtube.com/watch?v=tKAh--ss1r0

“It’s really a wonder that I haven’t dropped all my ideals, because they seem so absurd and impossible to carry out. Yet I keep them, because in spite of everything, I still believe that people are really good at heart.” -- Anne Frank, The Diary of a Young Girl

Even the King of Pop, Michael Jackson, wrote in his song, Human Nature: “If they say, why...tell ‘em that it’s human nature.”

- Watch: https://www.youtube.com/watch?v=x-wztJ4m6xE (A South African NekNomination)

- Talking circle with conch shell about human nature.

- Go over rules:

A talking circle is based on the sacred First Nation’s tradition of sharing circles. In a traditional sharing circle the leader would have an elder’s blessing. Special prayers and objects would be used in the

https://www.youtube.com/watch?v=x-wztJ4m6xE

ceremony. In our classroom we are using a less formal version of this to foster a safe environment. Everyone is free to share their point of view with one another, as the talking circle is about respecting the views of others. The intention of the talking circle is to get to know one another and make connections.

In a talking circle, the circle represents completeness and equality.

The rules are that everyone participates, has an equally valued opinion, and starts their speech with “I feel…” or “I think….” Most importantly, members answer the prompt rather than commenting on what the last person said.

We are using the conch for our talking circle. Whoever holds the conch is the only person who can speak. In Lord of the Flies Ralph implements this conch to foster a democratic voice at the meetings. We will pass the conch in a clockwise direction. When you are holding the conch it is your right to speak uninterrupted; when you are not holding the conch, it is your responsibility to listen in a nonjudgmental way.

Share your opinions by drawing from the text and your own personal stories/experiences/beliefs.

- Prompt: The Beast symbolizes the fear of the unknown and the evil within man. How is Golding portraying human nature and why do you think he believes it to be this way based on the time period that he is writing from?

- Golding was in the navy during WW11 and was born in 1911. L of F was published in 1954. WW11 was from 1939-45.

- Prompt 2: How does the Beast align with your belief about human nature? Do you think humans are inherently good like Anne Frank or evil like Hobbes?


- Read Chapter 6 and 7; complete questions (homework for weekend)

Discussion Questions

1. What is the conch used for?2. What does the conch symbolize? Read pages 10 – 12 3. During the meetings, whoever holds the conch gets to speak. Are rules a normal part of society?

Read p. 31-2 4. Is it natural for the boys to work together or alone? Based on what you can infer from the text,

are humans social creatures? 5. Based on the definition you found, is Ralph enforcing a democracy or a dictatorship? Is Jack

enforcing a democracy or a dictatorship? 6. What role does the conch play in fostering this democracy? Read p. 44. 7. What issue is brought up by the little boy with the mulberry colored birthmark at the

meeting? 8. What is the beast actually? What are creepers? Are their fears legitimate? Page 47, 51, 52, 53.9. On page 42, Jack states: “we’ve got to have rules and obey them. After all, we’re not savages.

We’re English…” However, how do his words contrast from his actions on page 54, 66, 71, 74, and 79?

10. Jack was unable to kill the pig in chapter one. Why do you think this is not a problem for him in chapter four?


Name: Kourtney Gorham Grade/Subject: 12 ELA B30Date: Thursday 20th, 2014, Friday 21st, 2014 Topic: Lord of the Flies Human Nature etc.

Observer:Professional Target/Goal/Objective: Effective Lecturing

Intention: Have students engage in meaningful conversation.

Instructions for Observer: Please fill out the chart with descriptive notes and comments.

Behavior Descriptive Notes Comments

Relate lecture to previous and future lessons.

Showed interest and enthusiasm.

Got students to participate orally and find answers on their own.

Supplemented with visuals, questions or discussion.

Use examples to illustrate key ideas.

Delivery was appropriate for note taking.

Time was appropriate.

Students seemed engaged.


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