BELMONT UNIVERSITY

DEPARTMENT OF EDUCATION
Building together for excellence in education
Lesson Planning Document #2

English Language Arts Integration Plan:

Lesson Title: The Lord of the Flies symbolism
Unit: Lord of the Flies
TN State Standards:
4. Determine the meaning of words and phrases as they are used in the text,
including figurative and connotative meanings; analyze the cumulative impact of
specific word choices on meaning and tone (e.g., how the language evokes a sense
of time and place; how it sets a formal or informal tone).
5. Analyze how an authors choices concerning how to structure a text, order events
within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create
such effects as mystery, tension, or surprise
Common Core (CCSS) Standards:
CCSS.ELA-LITERACY.RL.9-10.5
Analyze how an author's choices concerning how to structure a text, order events
within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create
such effects as mystery, tension, or surprise.
CCSS.ELA-LITERACY.RL.9-10.3
Analyze how complex characters (e.g., those with multiple or conflicting
motivations) develop over the course of a text, interact with other characters, and
advance the plot or develop the theme.
CCSS.ELA-LITERACY.RL.9-10.4
Determine the meaning of words and phrases as they are used in the text, including
figurative and connotative meanings; analyze the cumulative impact of specific
word choices on meaning and tone (e.g., how the language evokes a sense of time
and place; how it sets a formal or informal tone).
Check all that apply for this lesson:
Readi Writing Speaking/Language
ng
/Listening

NonPrint

Critica
l
Thinki

Langua
ge
(SIOP)

ng
X

Understandings and Essential Questions

Unit Understanding(s):
Is all control and civilization based on our surroundings?
Essential Question(s) (overarching for unit/semester)
What is the symbolism shown in Lord of the Flies?
How do the boys change throughout the novel?

INSTRUCTIONAL OBJECTIVES:
I.O. #1 Given: guided examples and an excerpt from a literary text,
TLWBAT: The students will be able to talk about the symbolism within the
chapters read for today, and come to their own conclusions about the ambiguity and
possible meanings of the text.
By; Students will discuss in groups and then as a class certain discussion
questions.
At (performance level): Students will be able to talk about their
answers and bring up examples from the text.

TASK ANALYSIS:
Prerequisite Knowledge
and
Prior Knowledge
Students will need to have
read for todays class.
They will also need to
have followed in the
previous discussions
within the class so that
they can add onto their
previous ideas.
LESSON PLAN:

Desired Knowledge/
Essential Learning

Enrichment/Extended
Knowledge

I will ask questions about

the reading and different
critical thinking mindsets.

Students will work in

groups to assist each
other with the questions.

PRE-PLANNING

Accommodations/
Differentiation

Assessment (based on objectives)

Formative

Summative

Discussion

Reading quiz- average

Collected answers to questions

MATERIALS NECESSARY
Paper, writing utensil, novel,

ARE THERE PARTICULAR

IEP AND 504
REQUIREMENTS THAT
MUST BE MET IN THIS
LESSON? No

Integration of Technology
Teacher Use:

Adaptive Technology:

Projector
computer

Student Use:

LESSON DESIGN

Time

Accommoda
tions/
Differentiati
on

Anticipatory Set (1-3 Focusing )Attention Signal

Raised Hand

Students all raise hands and look to me

at the front of the room. They stop
talking and are ready to work.

1Min

Next I will ask if there are any clarifying questions about

todays reading chapters.

I will take a few minutes to answer any questions the

students may have.
Then I will hand out the reading quiz.
I will circulate during the quiz and answer any questions
that may arise.
I will remind students to flip over their paper when they
are done.
When I see most of the quizzes flipped over I will ask if
anyone needs more time. If they do I will offer a few
minutes.
I will then remind students to write their names on the
top and collect the quizzes.

10-15
mins

Next I will hand out the Simon Chart

During every class we are going to add to this chart.

One column is asking what Simon does.
Another column asks what page, and the last is any
possible meanings that might occur.
For todays readings what is something Simon has
done?
I will work through the first example with the class. .
Now what I want you to do is get into your groups and
for the next few minutes talk about what else you may
add to the chart.
By the end of the chart I will show the class how Simon
is symbolic for a Jesus figure in the story. They will be
able to look back at their charts at that point and see
where he made the blind see or fed the starving.

After going over the Simon chart I will post the days
discussion questions on the board. The groups will have ten
minutes, unless they finish earlier, to talk through the
questions, and write their answers.

Allowing them to talk through the questions in groups

first allows them to build their confidence in their
answers.

1. List the main events of the chapter. Explain why they are
important.
2. Piggy thinks that the first thing the group should have done was
build shelters on the beach. Is this a valid point? Why or why
not?

30 Mins

Additional
time.

4. What is the beastie? How do different boys, especially Jack

and Ralph, react to the idea? What could this suggest about
people and their fears in general?
5. Jacks desire to kill a pig fit into either of the groups two main
priorities established by Ralph? Is Jack concerned with the
groups welfare? Explain.
6. Ralph wanted to express to jack that people are never quite
what one thinks they are. Do you agree with Ralph or not?
Support your decision with an example from your own
experience?
7. Both Maurice and Roger torment the littluns, but they still feel
guilty and are still conditioned by the civilization they knew
before. How much time do you think has passed since the boys
arrived on the island? Do you think further passage of time will
have any effect on their feelings of guilt and their previous
conditioning?
8. Jack masks himself with clay and charcoal. What effect does
this have on his behavior? What is the purpose of any mask,
either real or imagined? Do we all wear masks from time to
time? Explain.
After the groups are done with the questions I will open the
floor to any ideas. If no one begins after a certain amount of
wait time I will begin with the first question and ask students
what they had spoken about as groups.

Each student will hand in their own answer sheet. At the

end of the unit I will average together the handouts as a
formative grade. If the students hands one in and
answers each of the questions or gives their opinion for
each they will receive full credit.

Closure:
I will remind them of their reading for next week.

Time

Accommoda
tions/