final 7.2 lord of the flies unit plan - center city pcs...

7th Grade English Language Arts Unit 2: Analyzing Characters in Fiction

Anchor Text(s) Lord of the Flies by William Golding Pacing 6 Weeks

Unit Overview In this unit, students will examine how an author of fiction develops distinct and complex characters. They will explore what motivates these characters and analyze how the author develops each unique point of view in a way that reveals universal messages and themes. To practice these skills, students will read Lord of the Flies by William Golding, a classic novel that is simultaneously a tale of adventure and survival and an allegorical commentary on society and human nature. By getting to know each main character in Lord of the Flies closely and by analyzing conflicts between them, students will unearth the novel’s most significant themes about human nature. Close reading and character analysis will focus on Ralph (a symbol of civilization and government), Piggy (a symbol of intellect and technology), Jack (a symbol of the savagery, violence, and desire for power that lies within all of us), and Simon (a symbol of spirituality and moral goodness). The changing relationships and growing tension between these characters represents the innate conflict between order and chaos that William Golding wants to convey. Interspersed throughout the unit are three major areas of understanding:

Ø Inferring character traits through words, actions, thoughts, and descriptions Ø Analyzing a character’s motivation and development (in response to conflicts, events, or other forces) Ø Analyzing how characters and objects can act as symbols that reveal themes

By the end of the unit, students will be able to perform thoughtful analyses of multiple characters in fictional texts. They will come away from this unit with a greater understanding of complex characters, and also with a strengthened idea of morality, humanity, and leadership in our world. Additional goals of this unit include honing speaking and listening skills, making text-‐text connections (including interpreting literary allusions), and writing clear, arguable claims supported by ample text evidence.

Unit 7.2: Analyzing Characters in Fiction

Essential Questions Genre and Standards-‐Based

Vocabulary Cutting to the Core

Standards-‐Based Essential Questions: I. What do a character’s words, actions,

thoughts, and descriptions reveal about him or her? How can we use these clues to create theories about characters and defend them with evidence?

II. What forces (plot events, conflicts, setting,

etc.) impact a character’s motivation and development? How do these forces provoke changes within characters and in relationships between characters?

III. How does an author use symbolism to

develop characters and convey important themes about human nature and our world?

Thematic Essential Questions:

I. Are humans inherently good or bad? What causes “good” people to devolve into evil?

II. What purposes do systems of government and rules of civilization serve? What causes these systems to fail, and what are the consequences when they do?

III. How can the pursuit and acquisition of

power influence an individual?

• Allegory • Allusion (biblical) • Protagonist • Antagonist • Characterization • Static vs. Dynamic • Motivation • Symbolism • Theme • Character development • Point of view • Perspective • Dystopia • Turning Point • Plot

o Exposition o Conflict (internal vs. external) o Rising action o Climax o Falling action o Resolution

• Interaction • Morality • Spirituality • Human nature • Dichotomy

o Savagery vs. Civilization o Utopia vs. Dystopia o Good vs. Evil o Individual vs. Society o Government vs. Anarchy o Order vs. Chaos o Weak vs. Strong

• Authority • Leadership • Dominance

I: Building knowledge through content-‐rich nonfiction and informational texts Ø “Students need to be grounded in information about

the world around them if they are to develop the strong general knowledge and vocabulary they need to become successful readers”

II: Reading and writing grounded in evidence from the text Ø “Quality text-‐based questions, unlike low-‐level "search

and find" questions, require close reading and deep understanding of the text”

III: Regular practice with complex text and its academic vocabulary Ø “The ability to comprehend complex texts is the most

significant factor differentiating college-‐ready from non-‐college-‐ready readers. This shift toward complex text requires practice, supported through close reading”


Common Core State Standards (Including how the standards progress across grade levels) RL.6.1. Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

RL.7.1. Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

RL.8.1. Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.

RL.6.2. Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.

RL/RI 7.2 Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text.

RL.8.2. Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text.

RL.6.3. Describe how a particular story’s or drama’s plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution.

RL.7.3. Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).

RL.8.3. Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision.

RL.6.6. Explain how an author develops the point of view of the narrator or speaker in a text.

RL.7.6. Analyze how an author develops and contrasts the points of view of different characters or narrators in a text.

RL.8.6. Analyze how differences in the points of view of the characters and the audience or reader (e.g., created through the use of dramatic irony) create such effects as suspense or humor.

W.6.1. Write arguments to support claims with clear reasons and relevant evidence. a. Introduce claim(s) and organize the

reasons and evidence clearly. b. Support claim(s) with clear reasons and

relevant evidence, using credible sources and demonstrating an understanding of the topic or text.

W.7.1 Write arguments to support claims with clear reasons and relevant evidence. a. Introduce claim(s), acknowledge alternate

or opposing claims, and organize the reasons and evidence logically.

b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.

W.8.1 Write arguments to support claims with clear reasons and relevant evidence. a. Introduce claim(s), acknowledge and

distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.

b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or

W.6.1 Draw evidence from literary or informational texts to support analysis, reflection, and research.




SL.6.1. Engage effectively in a range of collaborative discussions (one-‐on-‐one, in groups, and teacher-‐led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly.

SL.7.1 Engage effectively in a range of collaborative discussions (one-‐on-‐one, in groups, and teacher-‐led) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly.

SL.8.1. Engage effectively in a range of collaborative discussions (one-‐on-‐one, in groups, and teacher-‐led) with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly.

SL.6.4. Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation.

SL.7.4 Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details and examples; use appropriate eye contact, adequate volume, and clear pronunciation.

SL.8.4. Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-‐chosen details; use appropriate eye contact, adequate volume, and clear pronunciation.

L.6.4. Determine or clarify the meaning of unknown and multiple-‐meaning words and phrases based on grade 6 reading and content, choosing flexibly from a range of strategies.

L.7.4 Determine or clarify the meaning of unknown and multiple-‐meaning words and phrases based on grade 7 reading and content, choosing flexibly from a range of strategies.

L.8.4. Determine or clarify the meaning of unknown and multiple-‐meaning words or phrases based on grade 8 reading and content, choosing flexibly from a range of strategies.


Anchor Text: “Lord of the Flies“

Overview Important Considerations for Instruction

Lord of the Flies begins immediately after a plane – whose purpose was to evacuate children from a raging war in England -‐ crashes on a deserted island. The only survivors are a group of young boys; at first thrilled at the possibility of life without “grown-‐ups.” Two of the boys, Ralph and Piggy discover a conch shell, which they realize can be used to call an “assembly” of all the surviving boys on the island. Once together, they vote Ralph the leader, and he appoints Jack to be in charge of hunting and finding food. Piggy (who is fat, wears “spectacles,” and is generally more intellectual than the rest) immediately becomes a scapegoat for the boys’ teasing. Simon, another boy who is set apart from the rest by his generosity and calm demeanor, accompanies Jack and Ralph as they explore the island and discover they’re its only inhabitants. As the boys settle into life on the island, conflicts arise. There are rumors of an evil “beastie” that will terrorize the island and boys for weeks to come. Jack, the hunter and the book’s symbol of savagery, becomes increasingly obsessed with killing and develops an intense bloodlust that overtakes his desire for rescue. Throughout all of this, Ralph and Piggy, the book’s symbols of civilization and order, desperately attempt to maintain order and the possibility of rescue by imposing new rules and maintaining the signal fire. As the story progresses and rifts deepen between the two leaders (Jack and Ralph), the darkest side of these children emerges in a way that has dangerous and fatal consequences. By the time they are rescued in the book’s final pages, everything has been irreparably changed.

I. Text Complexity: Lord of the Flies has a Lexile level of 770, but its allegorical nature and mature, complex themes around civilization, human nature, and fear make this a much more challenging text than its Lexile suggests. Students will need support understanding the symbolism of characters, objects, and events in order to access the deeper meaning of this classic novel. II. Big Ideas/Themes: In response to a questionnaire from the publishers of Lord of the Flies, William Golding stated that his book is “an attempt to trace the defects of society back to the defects of human nature. The moral is that the shape of a society must depend on the ethical nature of the individual and not on any political system however apparently logical or respectable.” Throughout the book, Golding explores the tension between civilization and savagery, order and chaos, and good and evil. He offers a pessimistic view of human nature and man’s proclivity to power and violence. Other important themes include the loss of innocence, isolation, survival, war, leadership, and dominance. III. Text Structure: This novel is organized chronologically over the course of a few weeks. Its plot structure is relatively straightforward, following the boys from the day their plane crashes on the desert island through their eventual moment of rescue. It is divided into twelve chapters, each with a significant title that hints at a central idea of that chapter. Chapters vary in length; some you may read in one sitting, while others may span multiple class periods.


IV. Real World Connections: William Golding’s first-‐hand experiences with the horrors of war (he served as a soldier in the British Navy during World War II) influenced him as he wrote this book. He wanted to offer a commentary on the dark side of human nature and the evil that men are capable of during times of desperation. For this reason, students have the opportunity to explore any number of current events that also reveal something about the complexity of human nature. Students will also connect with the social order created amongst the boys on the island; for example, Piggy must deal with bullying and being treated as an outcast because he’s different. Overall, this book allows students to contemplate and struggle with issues of morality and ethics that can relate to our world in countless ways. V. Potential Challenges: Lord of the Flies is heavy with symbolism and imagery that students must understand in order to access the story’s deeper meaning and themes. This book is largely allegorical, as every character and major object (the conch, the “Lord of the Flies,” etc.) has symbolic meaning. It will be important to model how to recognize and analyze symbols repeatedly, as this is likely our 7th graders’ first experience interpreting them on such a large scale. Additionally, students will encounter a lot of complex vocabulary and sentence structure that they will need support comprehending. This also makes reading aloud especially important. Parts of the text that may be particularly challenging for students to visualize or understand include Simon’s visions, sections of choppy dialogue, and the detailed descriptions of the island’s landscape.


Instructional Calendar Weekly Focus Teaching Points Texts and Resources Suggestions for

Implementation Week 1:

Getting ready to read: building background knowledge

Getting to know the setting,

characters, and conflict

RI.1 RL.1 RL.3 W.9

I. Before reading a new book, good readers conduct research to understand the historical context in which it was written. The time period and specific life experiences of the author can help you understand the book’s messages better. • Display the pictures and text excerpts from Appendix D on

anchor charts and post around the room (gallery walk). Have students “research” William Golding and the historical context when he wrote Lord of the Flies by visiting the different stations. Students can collect evidence in a graphic organizer and/or discuss with peers.

• Discussion/Writing Opportunities: What connections can you make between all six of these charts? What historical events influenced Golding as he wrote this book?

II. The beginning of a novel is called the story’s “exposition.”

When good readers start a new book, they always explore the three main components of the exposition: the setting, the central conflict, and the main characters. • Visualize the setting: The Island

o After reading Golding’s written descriptions of the island, students can sketch illustrations using details. Supplement their readings and model visualization using clips from the 1990 film version.

o Read “The Story of Adam and Eve,” noting how descriptions of the Garden of Eden connect to descriptions of the island. Push students to use the understanding of a common biblical allusion (Adam and Eve’s “fall” or loss of innocence) to make predictions (see writing task below).

• Identify the central conflict (A group of boys are stranded without grown-‐ups on a deserted island after a plane crash. How will they survive and what will happen to them?)

• Meet the main characters (see teaching point III).

Anchor Text: Lord of the Flies, Chapter 1 “The Sound of the Shell”

Supplemental Texts

(Appendix B) Ø Lord of the Flies film –

first scene https://www.youtube.com/watch?v=WIuHyduImtE

Ø The Story of Adam and Eve (text)

Supplemental Resources

(Appendix D) Ø Anticipation Guide Ø Gallery Walk

materials (for building interest and background knowledge)

Ø Optional video – additional background knowledge about The Cold War https://www.brainpop.com/socialstudies/ushistory/coldwar/

Ø List of Potential Zoom-‐In Passages (by chapter)

• Students should complete the anticipation guide as a hook and a way to prompt early thinking about key ideas.

• The purpose of the gallery walk is twofold: 1) to generate student interest in the novel study and 2) to provide students with visual and written background knowledge about when and why the book was written.

• Show a short clip from the film version to help students visualize the island. Note: There are significant plot differences in the movie’s exposition but emphasize visualization of the setting.

• Note on “The Story of Adam and Eve:” Clarify for students


III. Good readers analyze key details (thoughts, words, actions,

descriptions) to make inferences about characters. They support all inferences with text evidence. • Examine early conversations between Ralph and Piggy. Push

students to think about the emerging power dynamic between Ralph and Piggy. What words or phrases convey this aspect of their developing relationship?

• Analyze the early power struggle between Jack and Ralph. What does each boy say and do in this situation, and how do their actions/words reveal who they are and what they value?

• Begin noticing how Simon differs from the other boys.

Writing Tasks: Ø How did William Golding draw from the traditional Bible story of

Adam and Eve in the Garden of Eden in chapter 1? What connections can you make between the two texts?

o Based on the outcome of the Story of Adam and Eve, what predictions can you make about the outcome of “Lord of the Flies?”

Ø Choose one character we’ve met so far. Collect as much evidence as you can about that one character. Using that evidence, develop a theory: what kind of a person is this boy, and how does this character respond to the story’s conflict? What motivates him to behave the way he does in this first chapter?

Ø LitChart: Chapter 1 (teacher analysis tool)

before reading that authors throughout history (including Golding) have drawn on Bible stories to convey deeper meaning in their own works. As close readers, we can only access the author’s hidden meaning if we are familiar with and able to recognize these allusions and connections. However, this does not mean that you personally must or should believe in these religious stories – we are not reading these in a religious sense, but rather as literature that has shaped our world. Continue to track biblical allusions throughout our reading of LOTF.


Week 2:

Characterization: Ralph

Analyzing how specific events

impact characters and plot (conflicts, turning points)

RI.1 RL.1 RL.3 W.9

I. Character Deep Dive: Ralph (personality, motivations, values)

• Students should continue to practice collecting evidence about characters, analyzing the key details, and drawing conclusions about characters, with a specific focus on Ralph this week.

• After thinking deeply about Ralph’s commitment to establishing order and leading the boys, read the supplemental informational text about characteristics of a civilization.

o Make connections between Ralph’s actions (his leadership and establishment of “rules,” a loose system of government, division of labor) and the key ideas in the informational text. Students should recognize Ralph as someone who represents civilization; the boy who is most committed to establishing order and government.

o Extension: What does the conch shell represent? What is the conch’s role in this civilization? (show the video)

II. Good readers identify significant conflicts (internal and external) in a story’s plot, and analyze how different characters respond to those conflicts. A character’s response to conflict can reveal his personality traits, motivations, and values.

• Teaching Point: An internal conflict is when a character struggles with a difficult decision, belief or understanding. Modeling: Jack experiences an internal conflict at the end of chapter 1 when he is poised to kill the pig, but holds back.

• Teaching Point: An external conflict is a conflict between two people, a person and nature, or a person and some other force outside of himself. Modeling: When the boys pick on Piggy (two people), when the boys become stranded on an island with no resources or adults (nature).

• Students should continue tracking conflicts and noting the impact they have on characters.

o Example: Zoom in on Jack’s treatment of Piggy at the end of chapter 4. Students can read the short article, “What motivates kids to bully?” as a way to better understand Jack’s motivations (see writing task below).

Anchor Text: Lord of the Flies, Ch. 2-‐4 Supplemental Texts

(Appendix B) Ø “What is Civilization?”

National Geographic Article

Ø “What motivates kids who are bullies?” (article)

Ø Video Clip: Ralph and the conch https://www.youtube.com/watch?v=ipkF3xkP63M Supplemental Resources

(Appendix D)


Ø Characterization graphic organizers

Ø Turning Point Graphic Organizer

Ø Conflict Analysis Graphic Organizer

Ø LitChart: Ch. 2-‐4

• Begin building anchor charts around significant characters and plot events to help guide students as the story complicates and characters begin to change.

• Although it is not an explicit teaching point this week, note that the beastie is describe as a “snake-‐like thing,” an allusion to the serpent/evil in the story of Adam and Eve.

• The next few weeks will each focus character analysis on one of the boys; this does not mean that you should ignore (or tell students to ignore) growth in the other boys! For example, it’s also critical this week that students notice Jack’s growing desire to hunt and kill, although we won’t dig deeply into that yet.


III. A “turning point” is a specific and significant moment in a story when something begins to change. Turning points can dramatically impact a story’s plot and can provoke changes within characters (and relationships).

• Have students analyze the missed rescue (when Jack and his hunters allow the fire to go out right at the moment when a ship passes) and the subsequent argument between Jack and Ralph as a turning point. What has changed? What impact does this moment have on the story’s plot and its characters? a. Notice each main character’s unique response to the missed

rescue, particularly Ralph’s and Jack’s. What does each response reveal about that character and what he cares about?

b. How does this conflict (and others) increase already growing tensions between the boys?

c. Make inferences and predict: What does this incident make you think about what’s to come of this “civilization?” What evidence from the text supports what you think?

Writing Tasks:

Ø (Cross-‐text prompt) How have the boys attempted to establish a civilization? What components are still missing? Include evidence from chapter 1 and from the article, “What is Civilization?” in your response.

Ø Why don’t Ralph and Jack get along? What is the root cause of the conflict between them? Cite evidence from at least two chapters to support your claim.

Ø (Cross-‐text prompt) What motivates Jack to treat Piggy the way he does at the end of chapter 4? Include evidence from Lord of the Flies and the article “What motives kids to be bullies?” in your response.

• Events in these (and later) chapters start the process of driving a separation between Ralph (civilization) and Jack. The growing divide between these characters symbolizes the growing divide between order and chaos. Helping students to keep track (on an anchor chart or through ongoing discussion) of how these boys are growing apart will support them in future weeks.


Week 3:

Characterization: Simon

Interpreting the meaning of symbols

RL.1 RL.3 RL.6

I. Character Deep Dive: Simon (personality, motivations, values) • Collect evidence about Simon, particularly in response to the

following topics: o What makes Simon different from the other boys?

§ He possesses a sense of morality, generosity, and a connection to nature that the other boys do not. He seems to be motivated by a greater force, like a god.

o Why isn’t Simon afraid to go into the forest alone or at night?

o How is Simon’s understanding of “the beast” different from the other boys’ understanding?

§ Zoom in on the passage where Simon claims that the beast is actually within the boys themselves. Analyze what he might mean by this, and how the other boys react to his idea.

II. Introduction to Symbolism: Understanding and Interpreting Symbols

• Teaching Points: In literature, a symbol is an object, event, action, or character that represents something other than its literal meaning.

o Symbols often have multiple layers of meaning and they can be interpreted in many different ways. Depending on how it’s presented by the author (the CONTEXT of the symbol), it can have different meanings.

o Symbols help authors communicate their feelings and convey their themes.

o Some symbols appear across many texts and are recognized universally (ie. A serpent is recognized universally as a symbol of temptation and evil)

• Guiding Questions for understanding the context of symbols: o Which character(s) is it typically associated with?

What is its function or purpose in the story? Are there positive or negative feelings around it? What makes it stick out as symbolic?

Anchor Text: Lord of the Flies, Ch. 5-‐7

Supplemental Texts

(Appendix B)

N/A


(Appendix D)

• Video for introducing the concept of symbolism: https://www.youtube.com/watch?v=x2wWRejHYkU

• Analyzing symbolism graphic organizer

• List of Potential Zoom-‐In Passages (by chapter)

Ø Important Note: An essential plot understanding emerging in Chapter 6 (that could be easy for students to overlook): the scene where the parachutist lands on the island. If students don’t have a mental picture of what happened, the subsequent chapters will not make sense. Ensure comprehension and visualization of this scene through repeated readings or TDQs.

Ø Consider showing additional clips from the film version (full movie available on youtube) to support comprehension of tricky passages https://www.youtube.com/watch?v=WIuHyduImtE

Ø This is likely the first time our seventh graders have been introduced to symbolism. Draw on symbols from daily life and pop culture


Up for Analysis: Examples of Symbols in LOTF (choose 1-‐2 this week) • The Conch

o The purpose of the conch is to call meetings. The person holding the conch is the one with the authority to speak. In these ways, the conch becomes a symbol of rules, government, and authority.

• Fire o The fire is always linked to Ralph and Piggy, and is

neglected by Jack. Practically, the smoke it produces is also the only way they will ever be rescued. For this reason, Golding uses the fire as a symbol of the boys’ last link to civilization.

o It doubles as a symbol of hope for rescue, a tool that is the boys’ only lifeline to society.

• The Beast o Essential plot understanding: When the boys climb the

mountain and see “the beast,” what are they really seeing? What do we know that they do not? What does this make you think about the nature of the beast?

o What does it mean when Simon says that the “beast” lies within the boys themselves?

• The Parachutist o In literature, parachutes typically symbolize security

and safety. They protect humans from danger and make us capable of doing something that would otherwise be too risky and even deadly.

o How does the representation of the parachute in this book compare with its traditional symbolism? What might Golding be trying to say by portraying the parachutist this way?

Writing Task: • In chapter 5, Simon says, “What I mean is…maybe [the beast]

is only us” (89). Then, in chapter 6, Simon “mumbled confusedly: ‘I don’t believe in the beast’”(105). How do these two quotes reveal differences between Simon’s point of view and the rest of the boys’? What does Simon understand that the other boys do not yet?

to introduce the concept, and gradually transfer the conceptual understanding to literature. This week, it will be necessary for you to identify symbols and model the interpretation as needed to lay the groundwork for students. Additional scaffolding ideas include providing the symbol and having students discuss what it could mean, or vice versa: ask, “What could be a symbol of ____ in this chapter?”

Ø The explanations in italics beneath each symbol listed in this unit plan are examples of how you may model (or how students may fill out) the “analyzing symbolism graphic organizer” in Appendix D. Feel free to modify this organizer or create your own to guide students.


Week 4:

Characterization: Jack

Analyzing turning points and their impact on

characters and plot

Making text-‐text connections to build deeper meaning

RL.1 RL.2 RL.3 W.9

I. Character Deep Dive: Jack (motivations, beliefs, values) • Collect evidence and draw conclusions about Jack’s character:

o Based on his words, thoughts, and actions, what kind of a person has he become?

o What is motivating him to behave this way? o How has he changed from the beginning of the story? o What does Jack symbolize or represent in the larger

world? II. Good readers analyze a significant event’s impact on characters and plot (turning points).

• Turning Point: Jack’s tribe kills the sow and leaves the pig’s head behind on a stake for the “Lord of the Flies” (the beast -‐ visuals in Appendix B).

o Key Question: How does Jack’s behavior and decision-‐making in this moment serve as a turning point in the story?

• Turning Point: Simon discovers the truth about “the beast” and wants to share his enlightenment with the other boys, leading to Simon’s murder by Jack’s tribe.

o Key Question: Thinking about what Simon represents, what does his death mean for the boys’ society? What does his murder symbolize? What has permanently changed?

III. Making connections across two texts about similar ideas can deepen your understanding of a topic.

• Watch the 60 minutes video clip called “Babies Help Unlock the Origins of Morality” to lead students to investigate whether or not we can conclude if humans are innately “good” or “evil.”

o What do the results of this study suggest about this question?

o What does William Golding believe about this question based on evidence in Lord of the Flies?

• Read and interpret the poem, “It is Dangerous to Read Newspapers” and have students determine Atwood’s theme.

o How does Atwood’s outlook and attitude towards humanity compare with William Golding’s? In what ways are their central themes similar? In what ways are they different?


Supplemental Texts (Appendix B)

Ø “Beelzebub” Images Ø Video: “Babies Help

Unlock the Origins of Morality” https://www.youtube.com/watch?v=FRvVFW85IcU

Ø Poem: “It is Dangerous to Read Newspapers” by Margaret Atwood


(Appendix D) Ø LitChart: Ch. 8-‐9


• These two chapters are especially complex and significant, which is why we’re dedicating a whole week to them. They mark some of the most symbolic and meaningful events that will require close reading and teacher support to understand. Note that students don’t necessarily need to analyze every part of these chapters; focus student attention on carefully selected zoom-‐in passages this week to facilitate productive struggle.

• Provide scaffolded guiding questions and/or note-‐taking graphic organizers when showing videos to help students access the information and organize their notes.

• Students can use a cause and effect graphic organizer to analyze impact of turning points.


Week 5:

Analyzing a character (Piggy) as a symbol

Analyzing how authors use

symbols to convey themes

Making

connections across texts

RL.1 RL.2 W.9

I. Individual characters can be deeply symbolic. Their appearance, personality traits, name, belongings, and personal preferences can have many layers of meaning in a text.

• Students should do a “character deep dive” into Piggy and analyze his symbolic nature and purpose within the larger story. • (Ch. 10) Piggy’s glasses: They represent technology, a critical

element of civilization. How have they served as an essential tool throughout the book? (as a way to get fire, but also as a tool of manipulation and source of conflict and competition)

• (Ch. 11) Piggy himself: What values or ideas does he abide by and therefore represent, or symbolize, in the novel (order, logic, planning, science)?

• (Ch. 11) Piggy’s name: What makes his name symbolic? How is he connected to the animals on the island that share his name? Why did the author do this?

II. Authors present symbols in intentional ways in order to convey themes.

• (Ch. 10) Piggy’s glasses: Piggy’s glasses are stolen in chapter 10. The fact that Jack’s tribe steals this tool that is essential to building a fire symbolizes that any hope of rescue or returning to civilization is lost.

• (Ch. 11) Piggy and his name: Piggy is murdered in Chapter 11, the second casualty of the boys’ brutality. Unlike Simon’s murder (which the boys convinced themselves was a mistake), Piggy’s murder is intentional. This symbolizes a point of no return for the boys; all compassion, humanity, and order/logic is lost.

• Key Question: How do the events surrounding these symbols help the author convey his themes?

o What messages about humanity or the world does Golding send through these symbols?

o How does the constant victimization of Piggy (who has asthma, wears glasses, and is thus portrayed as physically “weaker” than the others) help us understand Golding’s theme about strength and weakness?


Supplemental Texts

(Appendix B)

Ø “The Rise and Fall of Civilizations” article

Ø Piggy’s death video clip:

https://www.youtube.com/watch?v=TQCgzi4j3eM


(Appendix D)

Ø LitChart: Ch. 10-‐11


Ø Invite students to share personal responses to Piggy’s death. It’s likely that their sympathy for Piggy (as a victim) will lead them to Golding’s theme.

Ø Use scaffolded text-‐dependent questions to lead students to the understandings about Piggy’s name and the significance of his stolen glasses.

Ø This week’s teaching points provide lots of opportunities for students to hold formal discussions where they analyze characters and symbols as a way of uncovering deeper meaning.


III. Making connections across two texts about similar ideas can deepen your understanding of a topic.

• Read the supplemental text called “The Rise and Fall of Civilizations” to explore the reasons behind the boys’ society’s deterioration. Make connections between the reasons civilizations historically fail and the reasons behind the island civilizations’ crumbling, with an emphasis on the internal conflict (the boys themselves, and the evil within them, caused the divide).

Writing Task:

• Why do you think William Golding included Piggy in this novel? What purpose does his character serve? What can readers learn from his experiences? Support your claims with text evidence.


Week 6:

Analyzing how symbols convey

themes

Interpreting a story’s resolution to uncover themes

Synthesizing learning with

Performance Tasks

RL.1 RL.2 RL.3 W.1 W.9

I. Authors present symbols in intentional ways. How symbols are presented across a text can change as a story progresses; when this happens, the author is usually trying to reveal a message or theme. Analyze how the portrayal of a symbol conveys a theme:

• Ch. 12, Example #1: Fire o In the beginning, fire was linked to Ralph. It was used to… It

symbolized… o Now, fire is linked to Jack. He is using fire to… Its symbolic

meaning has changed because… o The change in this symbol reflects a theme about … By using

fire as a symbol in this way, William Golding wants readers to understand that…

• Ch. 12, Example #2: Hunting o In the beginning, hunting was used to… o Now, hunting is used to… It’s purpose has changed because… o The change in this symbol reflects a theme about … By using

hunting as a symbol in this way, William Golding wants readers to understand that…

II. The end of a story is called the “resolution.” A resolution can provide closure to the story’s central conflict (in either a happy or a tragic way), or it can be left open to reader interpretation. Analyzing a story’s resolution can reveal the author’s hidden themes and opinions.

• After reading the story’s ending (rescue), zoom in on the last two paragraphs, specifically the quote: “Ralph wept for the end of innocence, the darkness of man’s heart, and the fall through the air of the true, wise friend called Piggy.”

• Ask students to reflect on the following questions and discuss and/or write in response:

o Rescue is something the boys have been “hoping” for since the beginning of the novel. Knowing this, why do you think the boys react the way they do when he comes?

o Why does the naval officer who discovers them look away while the boys cry?

o Why did William Golding decide to rescue the boys at the end? How might the story’s themes be different if the boys were never rescued?

Anchor Text: Lord of the Flies, Ch. 12

Supplemental Texts

(Appendix B) N/A

Performance Tasks

(Appendix C)

Ø MCLASS Literary Analysis Task (cold passages, taken online)

Ø Lord of the Flies Literary Analysis Essay Supplemental Resources

(Appendix D)

Ø LitChart: Ch. 12

• Create spaces where students can discuss the novel’s themes. Opportunities for structured peer discussions will provide multiple exposures to the complex themes and ideas. The three essential questions students will choose from during their written performance task are great discussion prompts too.

• The information in italics underneath this week’s teaching points are potential sentence frames you could give to students to help them through the thinking process. If you’re running short on time, choose one of these symbols to focus on more deeply rather than investigating both.

• Note: Since the entire week is not devoted entirely to performance tasks, students are only


III. Synthesize and demonstrate learning from throughout the unit by completing two performance tasks. Performance Task #1: Lord of the Flies Literary Analysis Essay Choose one of the unit’s thematic essential questions.

o Are humans inherently good or bad? What causes “good”

people to devolve into evil?

o What purposes do systems of government and rules of civilization serve? What causes these systems to fail, and what are the consequences when they do?

o How can the pursuit and acquisition of power influence an

individual?

Write a three-‐paragraph response that analyzes how William Golding, the author, would respond. How does he convey his opinion about this question? Include an analysis of one character and one symbol in your response. (See Appendix C for student planning resources) Performance Task #2: MCLASS Assessment (students should take this online during the Assessment Window).

expected to produce 4 paragraphs (instead of the standard 5) for this written response. Of course, encourage them to elaborate further for extension.

• Opportunity for Extension: Encourage students to make text-‐to-‐text connections with other stories. Suggestions include: • The Hunger

Games (rules of civilization, power dynamics, violence and savagery)

• The Most Dangerous Game (short story)

• Other dystopian fiction


RL 7.1 – Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

Seventh grade students develop the ability to gather more than one piece of evidence to support their thinking about the texts they read. Students need to be able to find pieces of relevant evidence that not only support their thinking, but are linked together to a common idea or conclusion. To do this work, students need practice in locating, evaluating, and categorizing evidence and linking this evidence to conclusions or claims they have made about the text. At this level, seventh grade students continue to make inferences and draw conclusions based upon the relationship between the support (key details) they find in the text and the background information they bring to the reading. Seventh grade students take notice of the author’s use of coherent language to build relationships between ideas and evidence in a text. They can use partner, small group and whole class discussion as well as note-‐taking and graphic organizers to clarify their thinking about the development of the author’s theme over time within a text.

• Which specific details in the text led you to...? • Which detail from the text supports the conclusion that...? • Identify several pieces of relevant evidence that support the idea that … • Which pieces of evidence from the text explain...? • Which pieces of evidence from the text best support/show...? • Which detail from the passage best demonstrates why/how/when X may happen? • Which detail from the passage best explains what may have caused X?

RL 7.2 – Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text.

Seventh grade students must be able to locate and describe the central ideas and themes presented in a text. They understand how the central ideas are related to the details and examples that support them. Students pay attention to how the central ideas are developed throughout the text, and they observe how the characters, plot, symbols, and other literary elements work together to convey and uphold the theme. Seventh grade students should be able to summarize what they have read, free from their own opinions and bias.

• What is theme of the text? What evidence do you have to support that theme? • Explain how the central idea/theme is conveyed through particular words or details. • Which of the following best supports the central idea/ theme? • Which of the following states a theme of the text? • How does the author use ____ to develop the theme ____?

Appendix A: Unpacked Standards Guide Source: Public Schools of North Carolina NCDPI Collaborative Workspace Standard Explanation and Example


RL.7.3. Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).

Seventh grade students read the text closely to analyze the impact specific story elements have on the text. For example, they may think of how the plot and setting affect the actions/choices of the characters. To do so, students will need to read across various genres (widely and deeply) and use a comparison tool (graphic organizer) to take note of the relationships.

• Describe the plot of a story or drama. • How does the plot unfold? • Which of the following is a turning point, and why? • How does event X impact character Y? • How is the story’s plot shaped by the setting? • How does character X evolve with the story’s plot? • How does the setting of the story shape its characters? • How does the use of dialogue help the reader understand ______?

RL.7.6. Analyze how an author develops and contrasts the points of view of different characters or narrators in a text.

Seventh grade students observe the viewpoints of characters and how these viewpoints resemble or differ from one another. Students keep track of what characters say, do, and think. To do this work, students may compare and contrast the characters’ points-‐of-‐view in a Venn Diagram. In doing so, students may be able to trace how the author succeeded in creating and conveying the similar and/or dissimilar characters to the reader.

• How would you describe Character X’s perspective about ____? • How/why is Character X’s point of view similar to Character Y’s? • What specific events shaped a character’s point of view? • How/why does Character X’s point of view differ from that of Character Y? • How does the author’s word choice help to develop the character’s point of view?

7.W.1 Write arguments to support claims with clear reasons and relevant evidence. a. Introduce claim(s), acknowledge alternate or

opposing claims, and organize the reasons and evidence logically.

b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.

Seventh grade students write arguments that are supported by several pieces of relevant evidence. At this level, students are developing the ability to combine pieces of evidence to demonstrate the validity of their claim(s). They learn to present their belief to the intended audience by introducing their claim(s) with alternate and opposing ideas) and ending their piece with a concluding statement or section. They also learn to connect their ideas in a logical way. To do so, students will need strategies for finding relevant evidence to defend the judgments and interpretations they make about the texts they read. They will also need to spend significant amounts of time and effort writing in order to produce numerous pieces over short and extended time frames throughout the year.


W.7.3. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-‐structured event sequences. a. Engage and orient the reader by establishing

a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.

b. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.

c. Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another.

Seventh grade students write narrative texts. They are developing strategies that focus on how to clearly introduce a topic with a preview of information to follow, and how to create cohesive relationships among ideas and concepts throughout their writing. Students also need to develop a controlling idea and a coherent focus on a topic. At this level, students are becoming more skilled at selecting and incorporating relevant examples, details, and dialogue into their writing. They should be using specific language and description to develop characters, setting, and a logical sequence of events in their narratives.

SL 7.1 – Engage effectively in a range of collaborative discussions (one-‐on-‐one, in groups, and teacher-‐led) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly.

Seventh grade students will work together in groups to collaborate and 'bounce ideas' off one another to build on others’ ideas and bring their own thinking to light. To show mastery, students might participate in partnerships, book clubs, Socratic seminars, philosophical chairs, or teacher-‐led class discussions. These structures require students to prepare for discussions/debates by becoming familiar with the topic, text, or issue. Students then come together, under the guidelines of a specific structure, and probe for deeper meanings beneath the topic, text, or issue. They should take responsibility for the groups’ work by monitoring their progress, asking and answering pointed questions that require participants to explain their responses, and should reflect on and re-‐evaluate their initial belief or stance. This process encourages students to practice skills such as active listening, connecting to others’ ideas, and progress monitoring.

SL.7.4 Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details and examples; use appropriate eye contact, adequate volume, and clear pronunciation.

Seventh grade students will build arguments to prepare for persuasive speeches on topics of interest or address the class on an assigned topic. When students present their claims or findings, they should use practices that engage their audience, emphasizing important points with different pitch or volume, and elaborating on a point that listeners may need more explanation to understand. They support all claims with ample and relevant evidence. Students in seventh grade also become more familiar with the way their own speech sounds. They observe when it is appropriate to use informal language versus formal English. Students need to recognize and consider to whom they are presenting (audience) and consider if the topic and language style correspond appropriately. Students need to reflect on their use of language and revise as needed.


L.7.4 Determine or clarify the meaning of unknown and multiple-‐meaning words and phrases based on grade 7 reading and content, choosing flexibly from a range of strategies.

Seventh grade students use their familiarity with language and its structure as a tool to aid their comprehension. To achieve this, students will draw from a variety of skills, including using context and function to determine a word’s meaning, analyzing unknown words using knowledge of Greek and Latin roots, and developing the skills to use reference tools when necessary. Possible activities for this goal include practice with analogies in order to understand how function can serve as a clue to an unknown word and word studies of common roots. As students refine these skills, they should be asked to routinely apply their knowledge in authentic reading, writing, and speaking contexts.

• Based upon the use of the word in context, what can you deduce the word _____ means? • How does the affix/root assist you in understanding the word’s meaning? • Using context clues, what does _____ mean as it is used in paragraph ____? • Which word or detail from the text helped you to understand the meaning of word X?

final 7.2 lord of the flies unit plan - center city pcs...

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