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Foundations and Methods of the English Language Learner

Literacy Development and Content Instruction
SIOP Lesson Plan on Lord of the Flies
Lesson 1

Lesson 1: Lord of the Flies

Standards:
ELD Early Advanced/Grade 10
Listening and Speaking
Participate in and initiate more extended social conversations with peers and adults
on unfamiliar topics by asking and answering questions and restating and soliciting
information.
Prepare and deliver presentations that follow a process of organization and use
various sources.
Reading:
Apply knowledge of word relationships, such as roots and affixes, to derive meaning
from literature and texts in content areas (e.g., remove, extend)
Apply knowledge of word relationships, such as roots and affixes, to derive meaning
from literature and texts in content areas.
Use knowledge of English morphemes, phonics, and syntax to decode and interpret
the meaning of unfamiliar words.
Recognize that some words have multiple meanings and apply this knowledge to
understand texts.
Use a standard dictionary to determine the meaning of unknown words (e.g., idioms
and words with multiple meanings).
Use decoding skills and knowledge of academic and social vocabulary to achieve
independent reading.
Read aloud with appropriate pacing, intonation, and expression increasingly complex
narrative and expository texts.
Apply knowledge of language to achieve comprehension of informational materials,
literary texts, and texts in content areas.
Writing:
Use appropriate language variations and genres in writing for language arts and other
content areas.
Write reflective compositions that explore significance of events.
Create coherent paragraphs though effective transitions.
Edit writing for grammatical structures and the mechanics of writing
Theme: Societies

Lesson Topic: Dystopia, Utopia

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Objectives: As a result of this lesson, students will be able to:

Language:
Write a journal entry including descriptions and examples supporting the main idea(s)
Read journal entry to a small group of peers
Write definitions for Society, Utopia and Dystopia
Explain Utopian and Dystopian societies, offering examples of characteristics
pertaining to each
Read and then verbally summarize the main points from, Thanks for the Knife
excerpt from Hunger Games
Content:
Generate ideas and examples for the required journal entry, using descriptive
vocabulary and correct grammar and punctuation
Re-tell his/her journal entry in his/her own words without relying on text
Define Utopia and Dystopia using descriptive vocabulary to outline similarities and
differences
Use specific examples of either a Utopian or Dystopian society to illustrate the type of
society described in Thanks for the Knife, providing specific examples from the text
Learning Strategies: Close Reading, Graphic Organizers, Cooperative Groups,
Preview/Review
Key Vocabulary: Society, Survival, Landscape, Dystopia, Utopia
Materials:
Teacher Materials: Conch Shell, class set of Thanks for the Knife
Student Materials: Journals, Poster Boards, Markers
Motivation: What is this? (Show conch shell). For the rest of the day, only the person holding
the conch shell may speak. What do you think? Would it work? Today we begin our lesson on
Lord of the Flies and you will soon learn the importance of the conch shell.
Presentation:
1. Ask the class to define society.
a. The aggregate (total/overall) of people living together in a more or less
ordered community.
b. An organization or club formed for a particular purpose or activity.
2. Write the word and definition in your word journals.
3. Create your own, complete sentence using the term, society.
Today we will talk about two different types of societies: Utopia and Dystopia. Does anyone
know what either of these words means? (Respond to answers). You will not only define
these words, but you will be able to tell me which society you prefer to live and why. We will
read an excerpt from the book, Hunger Games and you will be able to cite examples of what
type of society Hunger Games is set.
First you will write in your journals. Chose ONE of the three questions on the board (read
questions out loud). Take your time and use specific examples. Grammar and punctuation will
count. You will also be sharing todays journal entry with two peers and turning in the journal
at the end of class. Lets begin.

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(Journal Question(s) written on the board and discussed as a class per above)
Choose one of the following to write about and then be prepared to share within a small
group:
1. What is your ideal society? What kind of society would it be and why? Describe it.
2. Have you ever needed to fight for survival? When? How? Why?
3. Describe a circumstance for which you are prepared to die. Give examples and
reasoning.
Practice/Application:
1. Students will begin the lesson by quietly responding to one of the journal questions
written on the board.
2. Students will be broken into groups of three according to topic, to either discuss their
journal entry or to read their journal entry directly from the journal to the group
(depending on reading/speaking level/ability/comfort).
3. While still in groups, the following words will appear (without definitions) on the
overhead projector: Dystopia, Utopia as well as an example of a Venn Diagram.
4. Each group will receive poster board and markers. Within their small groups, each
person will be assigned a task:
I.
Definer - of the vocabulary words (may use phone or chrome book)
II.
Writer
III.
Speaker
Working together, students will write definitions across the top of the paper. Using the
majority of space on the poster students will create a Venn Diagram, using vocabulary
word and descriptions to define Utopia and Dystopia within the circles (per the shown
example). Highlighted similarities will appear in the middle of the diagram.
5. The Speaker from each group will come forward to present their Venn Diagram. The
class will discuss ways in which diagrams were similar or if there were any
differences.
6. Students will listen to the teacher read, Thanks for the Knife, an excerpt from
Hunger Games during which time the teacher will stop to ask clarifying questions and
review unfamiliar vocabulary to write it on the board.
7. What type of society is Hunger Games? Students will respond with their reasoning.
8. Students will then spend time reading the excerpt independently, underlining
unfamiliar vocabulary terms and confusing sentences as well as highlighting key
points.
9. Teacher will re-read the passage a last time while stopping to answer questions about
vocabulary as well as to ask clarifying questions. Vocabulary terms will be used again
later in the unit.
10. Ask students to share their thoughts on Thanks for the Knife. Would they survive a
hunger game? What is their key strength when it comes to survival? What type of a
society is Hunger Games and why? Use this time to pull pieces from Thanks for the
Knife that can later be used to support the first chapter discussion of Lord of the Flies
(society/leadership skills/will to survive).
Review/Assessment:
Journals will be collected and checked for comprehension and correct use of grammar
and vocabulary
Venn Diagrams will be hung up for visual reinforcement
This lessons vocabulary terms will be reviewed and assessed as part of the first
vocabulary quiz, given after reading the first chapter of LOTF

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Works Cited:
English-Language Development Standards for California Public Schools Kindergarten
Through Grade Twelve
http://www.cde.ca.gov/be/st/ss/documents/englangdevstnd.pdf
Goulding, William Lord of the Flies: New York: Penguin Group, 1954. Print.
Smelser, Tricia (2016) Lesson One: Lord of the Flies. Unpublished lesson plan, UCSD.
Thanks for the Knife An Excerpt from the Hunger Games
http://www.slate.com/articles/technology/top_right/2011/07/thanks_for_the_knife.html
Venn Diagram Worksheets
http://www.math-aids.com/Venn_Diagram/
What is Self-Plagiarism? How Do I Cite Myself?
http://askus.baker.edu/a.php?qid=45692

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