A Closer Look at the Death of Simon

A. General Topic:
Close-reading: The death of Simon and
civilization

Grade(s): 10

# Days/Periods (3-5
hours): 3

B. Essential Question(s):
-Can anyone be capable of killing? Why or why not?
-How powerful is fear as a motivator?
-How can an individual lose his or her identity in a group?

C. Central Focus: (Reference PACT Handbook)

The close reading of the death of Simon in chapter 9 of William Goldings Lord of the Flies,
should deepen students comprehension of Goldings descriptive choices, and the dark view on
humanity they indicate, as well as allowing them to make inferences about how this pivotal
moment will impact the characters in the creation of an imagined dialogue between a
characters from the novel and someone investigating Simons death, paired with a reflective
justification of dialogue choices.
D. Learning Goals & Outcomes: Students will
-Read and annotate the text for specific elements
-Use what learned in close reading to learn more about characters and their
potential motives

E. Common Core Literacy or ELA Standards Addressed: Speaking, Listening,

Reading, Writing, and Performing (Standards can be clustered but every lesson need not
address every strand.)
Reading
CCSS.RL.9-10.1 Cite strong and thorough textual evidence to support analysis of what the
text says explicitly as well as inferences drawn from the text.
CCSS.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).
Listening
Speaking

Writing
CCSS.W.9-10.9 Draw evidence from literary or informational texts to support analysis,
reflection, and research.
Research
*Movement (not CC, but important to consider as a form of communication)
F. List Texts (texts may be other than print, like music, art, video)
Complete a Preparatory Analysis of Text (PAT) worksheet for planning reading tasks and
strategies. PAT Worksheet follows the template.
Lord of the Flies, Chapter 9

G. California ELD Standards for Learning Segment and Performance Levels (reading,
writing, speaking, listening, performing). Align with Common Core Content
Standards.
Reference CA ELD Standards. Select only those that apply to the Learning Segment.
Part 1: Interacting in Meaning Ways
CCCS
Collaborative

EmergingExpanding- 1. Exchanging information/ideas

Contribute to class, group, and partner discussions, sustaining conversations on a
variety of age and grade-appropriate academic topics by following turn-taking rules,
asking and answering relevant, on-topic questions, affirming others, providing
additional, relevant information, and paraphrasing Key ideas.
Bridging 1. Exchanging information/ideas
Contribute to class, group, and partner discussions, sustaining conversations on a
variety of age and grade-appropriate academic topics by following turn-taking rules,
asking and answering relevant, on-topic questions, affirming others, and providing
coherent and well-articulated
Interpretive
Emerging-

Expanding- 6. Reading/viewing closely

a. Explain ideas, phenomena, processes, and relationships within and across texts
(e.g., compare/contrast, cause/effect, themes, evidence-based argument) based on
close reading of a variety of gradeappropriate texts, presented in various print and multimedia formats, using
increasingly detailed sentences, and an increasing
variety of general academic and domainspecific words.
8. Analyzing language choices
Explain how a writers or speakers choice of phrasing or specific words (e.g., using
figurative language or words with multiple meanings to describe an event or
character) produces nuances and different effects on the audience.
Bridging- 6. Reading/viewing closely
a. Explain ideas, phenomena, processes, and relationships within and across texts
(e.g., compare/contrast, cause/effect, themes, evidence-based argument) based on
close reading of a variety of grade-level texts, presented in various print and
multimedia formats, using a variety of detailed sentences and a range of general
academic and domain-specific words.
8. Analyzing language choices
Explain how a writers or speakers choice of a variety of different types of phrasing or
words (e.g., hyperbole, varying connotations, the cumulative impact of word choices)
produces nuances and different effects on the audience.

Part 2: Learning about How English Works

CCCS

H. Types of Assessments: How will you check for understanding?

Summative: These occur after
instruction.
E.g., any length, genre or type of
writing, quiz, test, presentation,
project, performance assessment,
report
-The assessment of the Character
Dialogue assignment

Formative: These occur during instruction. They

let you check for understandings and
misunderstandings; they give students critical
feedback when they are saying, making, and
doing, and they allow for changes in the
instructional plan.
E.g., oral response, whole class cues, observation of
pair work, observation of group work, records of work,
worksheets, notes, annotations, drafts, organizers,
outlines, journals, discussions
-What they share during partner share-outs
-Character journals/quick writes

I. Progression of Lesson Tasks

(The lesson could be a 3-5 hour
learning segment):

J. Possible ELD Scaffolds and Strategies to

Support Students and Address the Language
Demands of each of the Lesson Tasks.

-Reading in Context (audio of

storm)
-annotation
-vocabulary
-quick write
-Guided questions
-Character Journal
-Acting
-Character Dialogue assignment

-The Frayer Model/method

-cooperative work opportunities
-self-selected vocabulary
-multiple modes of expression writing and acting

K. Teaching Resources (Visuals, Materials, Handouts)

-guided questions
-Character Dialogue assignment
-Frayer model template

DAY 1
Day 1: Agenda
Setting the scene, annotating the scene
Learning Activities and Corresponding
Activity Structures:
Day 1: Into
-Plot Timeline: (on a blank piece of paper they
will be adding to throughout the course of the
lesson)
Individually, students will write out in
chronological order three major events in the
novel. Then they will meet with a partner and
compare events, adding events they do not
have to their timelines. Finally, they will meet
with their island groups (the activity group
they have been with throughout the unit) and
add what other pairs in the group identify. If
time allows, each group will briefly share the
events of their timelines so other groups can
compare.
-With the room lights off or low, I would start
to play this video over the speakers only
https://www.youtube.com/watch?
v=g5jmhp1h52g
It is audio of a very intense storm, similar to
one described in the passage.
-Then I will read the passage (before I hand it
to students) along with the setting of the room
to try and create the sensation of what the
characters are experiencing.
Day 1: Through
I will ask students what the experience of
adding the noise and lighting adjustment to
the reading was like as I pass out copies of the
passage.
Then I will have them read the passages and

Opportunities for
Assessment,
Formative and
Summative:
-The timeline gives
me an idea of how
much students
have retained and
a glimpse of what
events from the
novel are most
memorable.

Scaffolds, Literacy,
and ELD Strategies:
-I will write a
definition of plot on
the board and give
an example before
asking students to
come up with their
examples.

-I am giving students
their own copies so
they can mark them
up and interact with
them more than they
could with a book
checked out of the

annotate:
-highlight words/phrases/images the author
repeats or examples of parallel structure
-circle examples of similes or metaphors
-put a box around how the group or individual
characters are referred to (by name, he, she,
etc)
-underline words you do not understand or
want to know more about (part of self-selected
vocabulary)

library.

Go over trends that students noticed and what

they marked up. Write similarities or patterns
students write onto the board. Also, collect a
list of important or challenging words on the
board. I can contribute my own words to the
list to show that I also need help with
vocabulary sometimes

-Important or
challenging words
will also be written
on the side of the
board, and ELL
students can add
what will help them
the most to the list

-Trends multiple
people notice will be
written up on the
board, so that ELL
students can
reinforce what they
have seen or add to
it.

Day 1: Beyond
Have students copy down the Frayer model.
Model with one of the words on the list how to
fill out the Frayer model, including
reminders/descriptions of what the terms on
the model mean:
Definition: dictionary definition of the word
Context: the sentence/passage it comes from
in the text
Symbol: Any picture or graphic that
represents the word best for you
Anonym: a few different words that mean the
opposite
If there is time left, students can get a jump
start on Homework (taking one of the words
they underlined and filling out a Frayer model
with it)
Note: Attach relevant documents, such as worksheets, assessments, rubrics,
scoring guides, etc.
Example of Frayer Model based on one from adlit.org (the one I use will replace
the Facts section with writing down the context/sentence in the text it is found and
the bottom two sections would be symbols and antonyms respectively):

Chapter 9 Resource Sheet

Plot Timeline: Based on your reading of chapters 1-8, list and describe three
events that are important to the story. There are many events to choose from, so
choose the three that you feel have deeply impacted the storyline. On the line
below, write and describe the three events in the order they happened. Also, make
sure you leave space on your timeline for other events.

Chpt. 1
Chpt. 8

Frayer Model: Choose a word from the passage that you do not know or want to
know more about and use it to fill out the Frayer Model below. The list of sections
includes: definition (the dictionary definition), context (a quote of the sentence you
found it in), word (the word you chose), symbol (a visual or drawing to help you
remember the word), and antonym (a word that means the opposite of your word).

Frayer Model for the word you choose:

Definition

Context

Notes on words shared with you:

WORD

DAY 2
Day 2: Agenda
Antonym
QuickSymbol
Write, Updating vocab. List, Guiding questions, intro to dialogue assignment
Learning Activities and Corresponding
Activity Structures:
Day 2: Into
-Quick write:
Who you blame for the death of Simon?
Why?

Opportunities for
Assessment,
Formative and
Summative:

Scaffolds, Literacy,
and ELD Strategies:

Day 2: Through
-I will ask students to grab the annotated
passage from yesterday (or give copies to
students who were absent day 1) and the
Frayer model they filled out and meet with an
assigned partner (or three max). Then each
pair will be give a few tasks
1.Share the Frayer model you made
2.Re-read and compare passage annotations
(Is there anything your partner marked that
interests you or you may have missed)
3.During this time one of the pair can go and
update the word list on the board, adding
examples, synonyms, or antonyms next to the
word

-examples added to
the vocab list on the
board will assess
their understanding
of the words

-I will define tone and

characterization and
write a definition on
the board

-In Island groups, students will use the Blooms

Taxonomy flipbooks(Compact organizer with a
description and model question starters for
each level of thinking) to generate questions
on the passage.
-Knowledge, comprehension, application,
analysis, synthesis, and evaluation
-I will give them a focus from the beginning,
by asking them to formulate and write out the
responses to questions on the tone of the
scene and characterization
-Each member of the group writes a question
-Overall each group needs at least one
knowledge, one comprehension, one analysis,
and one Evaluation question
-students will be encouraged to create
question sets, focusing on one element or
topic and having questions on all levels
addressing it.
- Once each group has had time to answer the
questions. They will share their questions and
responses to the whole class. Each group will
take a turn sharing one of their questions and
other groups will have a chance to respond
before the first group reveals their response.
-If the other students are stuck or confused
the group can share their response that others
can build off of.
-students will be asked to take notes on the
back of their resource sheets, and I will add-in
elaboration questions where they are needed
Day 2: Beyond
-Students will review the quick write from the

-The layout of the

through plan is
roughly based on the
think, pair, share
model.

-Model the activity

using one of my backup questions (listed
below)

-The quick writes

-Designated time to
add to quick writes

beginning of class, and consider if the

discussion has changed their original point of
view. Then, as an exit slip they will reflect on
this and add to what they have written, noting
why they did or did not change their opinion.

will be collected as
a formative
assessment

gives students who

may struggle with
certain elements of
the passage extra
time to process and
communicate their
thoughts

Note: Attach relevant documents, such as worksheets, assessments, rubrics,

scoring guides, etc.

LOTF: Chapter 9 Questions (for modelling and adding to student examples)

What are the weather conditions in the scene? How are they used to amplify or frame the scene?
What description of the thunder and lightning is repeated throughout?
What do the boys chant as they dance? What does this practice glorify or honor? What might
the chant symbolize?
What is another name given to Simon in the scene? How does the group perceive Simon? Who
really embodies the qualities of a beast?
What similes or metaphors are used to describe the group? What do they reveal about the boys?
What is another thing the group could be compared to in the scene?
How is the group described when they attack Simon? If you did not know who they were what
would you think was attacking Simon? Based on Goldings descriptions, who is the beast in
this scene?

DAY 3
Day 3: Agenda
CJs, Acting, dialogue

Learning Activities and Corresponding

Activity Structures:
Day 3: Into
-Give time to update Character Journals
(For chapter 9)
-Suggest in the section on predicting that
students consider what will happen to
their character after this pivotal moment
-If their character was Simon, this would
be a time to allow them to consider his
impact on the other characters or to let
them write about another character for
their journals (chp 10 and beyond)
Day 3: Through
-Then I will introduce the dialogue assignment
by actively exploring the voice of the
characters. With a brief example involving the
help from student volunteers, two or three.
Each volunteer will each take a role of a major
character (Piggy, Ralph, and Jack). I can be a
volunteer if needed.
-First, each actor will sit in a chair in front of
the class to be interviewed for a minute or two
by the class. Students will be asked to ask
questions about that characters state of mind
the night before (the night of Simons death)
and how they are today (the day after)
-Then, students will be paired in groups of
three or four, where they will take on a role (if
there is four one can be the ghost of Simon,
Roger, etc.). Where they will be prompted to
have a conversation to determine what
happened and who is responsible.
Day 3: Beyond
-students will go back to their seats and I will
pass out and explain the Character Dialogue
assignment
-If there is time they can begin to work on the
assignment

Opportunities for
Assessment,
Formative and
Summative:

Scaffolds, Literacy,
and ELD Strategies:

-I try to have students

model at first, and
then allow students
to work in smaller
groups to express
their knowledge of
the passage in
prompted discussion.

Note: Attach relevant documents, such as worksheets, assessments, rubrics,

scoring guides, etc.

Character Dialogue
Assignment: Create a short dialogue (3 to 5 lines per speaker) between a major character
involved in the scene and someone investigating the death of Simon. Write out your dialogue
and reflection on a separate sheet of paper.
-

The context is an interview or interrogation of a character by a person of your choosing.

It could be a reporter, detective, investigator, or any other figure that might be looking
into this event.

Pick any character in the scene (Piggy, Ralph, Jack, Roger, etc.)

If you get stuck, start with a general question (What happened that night? Or Whats the
first thing you remember) and then move on to more specific questions. (Refer to
Imagined Dialogue model)

Within your chosen characters responses, incorporate key words or phrases from the
passage that would inform their recollection of the event. A quote from the book can be
blended with your words or referenced underneath the line of dialogue that refers to it.
(Refer to Imagined Dialogue model)

Write a quick reflection (3-5 sentences) describing why you made the conversational
choices you did. It should explain the words or phrases you quote or paraphrase. Why did
you incorporate these details into your passage? How are they important to the scene we
read or the story as a whole? What larger themes or ideas might Golding be discussing by
using these details?

Purpose: The dialogue is one way to display an analysis of how tone (overall feeling of the
scene) and characterization (description of characters) are used by Golding to impact the reader,
and how you use these elements to make inferences and predictions on how the characters will
be affected or changed by this event.