WILLIAM GOLDING'S LORD OF THE FLIES
William Golding's Lord of the Flies - Electronic Text
Read the novel online with document below, or begin listening to the AUDIOBOOK on youtube by clicking the picture to the left.
eng_2d_-_lord_of_the_flies_pdf.pdf | |
File Size: | 314 kb |
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Lord of the Flies Notes Available in class
Read electronic text version of RM Ballantyne's The Coral Island. Choose the format you wish to read.
Background to the Novel
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Survival in a Deserted Environment
Descriptive Response Journal The class is taking a trip to a foreign country and our plane crashes into a deserted environment (ex. A desert island, an arctic landscape, etc - you choose). Naturally I am killed. :( Describe the thoughts and feelings that are going through your head. Once the shock of this disaster has faded, what are your priorities? For example, what are the most important things for the entire group to do? Who decides which priorities will be focused on? Do you vote upon major decisions, or will you choose a leader from the class to help speed things up? Be prepared to share some of your thoughts and ideas with the class. |
Create Your Own Signal Fire Video
Use the video above as a model to create your own SMALL fire, using a torch that you create from materials you locate in your yard, neighborhood, etc. It should include all natural resources that you might have at your disposal in the event of a crash scenario! |
Yellowjackets
What if Lord of the Flies involved a girls' soccer team that crashed, instead of a group of school boys? Viewer discretion is advised! |
Lord of the Flies Questions and Activities
Chapter 1
1. What makes children more capable of seeing unusual things than adults? Consider “Thus I Refute Beelzy” in your response as well. Do the children in LOTF have this ability? Provide proof.
2. What happens to children that they lose this ability to see unique things? Show that the boys in LOTF may lose this ability.
3. a. Define symbolism and archetype. Provide one general example for each.
b. Locate 2 key symbols in the first chapter. How are these objects important to the boys at this time?
4. Create a half- to full-page table that you can add to as LOTF progresses. Include the following: character, traits, essential quotes, events.
5. a. In your own words, describe the setting of LOTF. Include information about the outside world that we haven’t heard much about yet. Your summary should be no longer than 150 words.
b. With a partner, create a diorama of the island. Include flags / labels to indicate where certain things are, or where key events occurred. You should have 10-15 of these. The islands will be due AFTER we’ve finished reading LOTF.
OR
* Create an 8-frame storyboard to show the events which occurred that led to the boys LEAVING London (ie. a PREQUEL). Include the events which led to them crashing on the island.
Chapter 2: Fire on the Mountain
1. Locate 3 new symbols from chapter 2 and explain their significance.
2. a. Reflect on the stories of Prometheus and Pandora that we listened to previously. How is each archetypal?
b. Why do the boys in LOTF need fire? What does it represent to them?
3. Explain the relationship between Piggy and Jack. Why are tensions building between them? Why does Jack seem to dislike Piggy? Why is Piggy frightened, while Jack is not?
4. Consider the titles for chapters 1-2. Would you say these titles are optimistic or pessimistic? Look at the other chapter titles in the table of contents. When do you notice a shift in the tone of the chapters? What does this suggest?
5. How is DIALOGUE an effective means of characterization? Provide two examples from chapters 1 or 2.
6. Getting started with quote analysis:
For the following quotes, identify the
a) speaker,
b) situation, and
c) significance. In this and future quotation analyses, significance may refer to i) plot development, ii) character development, iii) thematic development, and iv) symbolic development.
Expect to find this on tests and final exam!
Sample / Practice Quote:
“Not them. Didn’t you hear what the pilot said? About the atom bomb? They’re all dead...They’re all dead...an’ this is an island. Nobody don’t know we’re here. Your dad don’t know, nobody don’t know...” (p. 9)
On your own, explain the following:
Who is the speaker? ________________________
What is the situation?
What is the significance of the quote towards:
a) character development -
b) plot development -
c) thematic development -
d)symbolic development -
How does this quote relate to a) this chapter (1); b) other chapters
6. a) Lots of rules! Then when anyone breaks ‘em –!
b) But this is a good island.
c) My father's in the Navy...And sooner or later a ship will put in here...we shall be rescued.
d) But if there was a snake we’d hunt it and kill it...
e) Like kids!...Acting like a crowd of kids!
f) Almost too heavy...Not for the two of us. (*two speakers)
g) We used his specs...He helped that way.
h) After all, we’re not savages. We’re English; and the English are best at everything!
Chapter 3 - Huts on the Beach
Writing Task - Summary - Write a 100 word summary for Chapter 3. Be sure to include key events and important elements in your summary. Be succinct / to the point and avoid wordiness. Organize your response to reflect the order of events in the chapter itself.
1. Explain the significance of the following:
a) "The madness came into his eyes again. 'I thought I might kill.'"
b) “He tried to convey the compulsion to track down and kill that was swallowing him up.”
c) “But you can feel as if you’re hunting, but-being hunted; as if something’s behind you all the time in the jungle.”
d) "I was talking about smoke! Don't you want to be rescued? All you can talk about is pig, pig, pig!"
e) “They walked along, two continents of experience and feeling, unable to communicate.”
f) “For a moment his movements were almost furtive.”
2. Locate the most important dialogue from the chapter, in your opinion. Be able to explain your selection.
3. Examine Simon’s actions in this chapter. How does his behaviour present Simon as a Christ-like-figure?
William Blake Activity
Chapter 4 - Painted Faces and Long Hair
1. What is the impact of a) the boys painting their faces and b) their hair getting longer?
2. Describe Jack’s attitude and actions after he has killed the pig.
3. Have you hunted or killed an animal before? What feelings did you experience?
Discuss: Watch Shinedown's "Bully" video. "Roger gathered a handful of stones and began to throw them. Yet there was a space round Henry, perhaps six yards in diameter, into which he dare not throw. Here, invisible yet strong, was the taboo of the old life" (pp. 64-65). What might encourage Roger to change, one way or the other, as time goes by on the island? In the long run, how do you think Roger will behave?
Chapter 5 - Beast From Water
Read the article "My child is a bully" in the media links for Shorter Works. Complete the attached questions.
3. What issues are troubling Ralph? Why are these so significant?
Chapter 6 - Beast From Air
*Question Activity: What is ONE question you have about the events of the novel (esp ch 6) to this point?
On the opposite side of the page, explain which of the boys you would want to meet at this time, if you had the chance. Alternately, who would you most likely be friends with? Why? We will be sharing these questions and thoughts.
4. What does the sign from the grown up world mean? How SHOULD the boys interpret it?
5. What is the rocky promontory, and why might it be referred to as 'castle rock'? What does Jack, Ralph think of it?
Chapter 7 - Shadows and Tall Trees
6. a) What game do the boys play? What is most disturbing about this game?
b) You are a witness to this 'game'. How do you react?
7. Why does Jack now dislike Ralph? If you were a littlun on this island, which boy would you follow at this point in the novel? Explain.
8. Why do the boys see a beast at the end of the chapter? Think of a time when your fear / distraction caused you to see something that wasn’t really there. What did you think you had seen? Did you finally see the object for what it really was? What caused the change?
Chapter 8 - Gift for the Darkness
1. How does the beast change the plans for rescue? How does fear alter political or social choices in many cases? Provide an example.
2. a. Why do some of the boys go to Jack’s camp?
b. Write a brief description of what each group would be like in, say, 5-10 years if the trends were to continue. How would each group behave? What would their priorities be? How would they deal with each other?
3. Who is the Lord of the Flies figuratively and literally? (video)
Chapter 9 - A View to a Death
4. What does Simon discover about the ‘beast’?
5. The boys begin to dance and soon kill the beast. Explain why this scene is so significant on several levels.
Chapter 10 - The Shell and the Glasses
6. How do the following react to Simon’s death?
a.) Ralph b.) Piggy c.) Jack
7. Provide two examples of how Jack’s group is losing its humanity.
Chapter 11 - Castle Rock
8. Why do Ralph and Piggy visit Jack’s group?
9. Why is the death in this chapter described in such gruesome detail? Which of the film depictions of this scene is done most effectively, in your opinion, the 1960s or 1990s version?
10. If you were in Ralph’s place at the end of this chapter, how would you feel? Write a 100-150 word MONOLOGUE explaining how you feel and what your plans are for the coming days.
Chapter 12 - Cry of the Hunters
a) Review the term deus ex machina; how is this device used at the end of the novel? Do you feel this is a fair conclusion for the novel? Explain.
b) Write a news story that might be written about the discovery of the boys on the island after they have returned to civilization. Review news story components prior to starting.
1. What makes children more capable of seeing unusual things than adults? Consider “Thus I Refute Beelzy” in your response as well. Do the children in LOTF have this ability? Provide proof.
2. What happens to children that they lose this ability to see unique things? Show that the boys in LOTF may lose this ability.
3. a. Define symbolism and archetype. Provide one general example for each.
b. Locate 2 key symbols in the first chapter. How are these objects important to the boys at this time?
4. Create a half- to full-page table that you can add to as LOTF progresses. Include the following: character, traits, essential quotes, events.
5. a. In your own words, describe the setting of LOTF. Include information about the outside world that we haven’t heard much about yet. Your summary should be no longer than 150 words.
b. With a partner, create a diorama of the island. Include flags / labels to indicate where certain things are, or where key events occurred. You should have 10-15 of these. The islands will be due AFTER we’ve finished reading LOTF.
OR
* Create an 8-frame storyboard to show the events which occurred that led to the boys LEAVING London (ie. a PREQUEL). Include the events which led to them crashing on the island.
Chapter 2: Fire on the Mountain
1. Locate 3 new symbols from chapter 2 and explain their significance.
2. a. Reflect on the stories of Prometheus and Pandora that we listened to previously. How is each archetypal?
b. Why do the boys in LOTF need fire? What does it represent to them?
3. Explain the relationship between Piggy and Jack. Why are tensions building between them? Why does Jack seem to dislike Piggy? Why is Piggy frightened, while Jack is not?
4. Consider the titles for chapters 1-2. Would you say these titles are optimistic or pessimistic? Look at the other chapter titles in the table of contents. When do you notice a shift in the tone of the chapters? What does this suggest?
5. How is DIALOGUE an effective means of characterization? Provide two examples from chapters 1 or 2.
6. Getting started with quote analysis:
For the following quotes, identify the
a) speaker,
b) situation, and
c) significance. In this and future quotation analyses, significance may refer to i) plot development, ii) character development, iii) thematic development, and iv) symbolic development.
Expect to find this on tests and final exam!
Sample / Practice Quote:
“Not them. Didn’t you hear what the pilot said? About the atom bomb? They’re all dead...They’re all dead...an’ this is an island. Nobody don’t know we’re here. Your dad don’t know, nobody don’t know...” (p. 9)
On your own, explain the following:
Who is the speaker? ________________________
What is the situation?
What is the significance of the quote towards:
a) character development -
b) plot development -
c) thematic development -
d)symbolic development -
How does this quote relate to a) this chapter (1); b) other chapters
6. a) Lots of rules! Then when anyone breaks ‘em –!
b) But this is a good island.
c) My father's in the Navy...And sooner or later a ship will put in here...we shall be rescued.
d) But if there was a snake we’d hunt it and kill it...
e) Like kids!...Acting like a crowd of kids!
f) Almost too heavy...Not for the two of us. (*two speakers)
g) We used his specs...He helped that way.
h) After all, we’re not savages. We’re English; and the English are best at everything!
Chapter 3 - Huts on the Beach
Writing Task - Summary - Write a 100 word summary for Chapter 3. Be sure to include key events and important elements in your summary. Be succinct / to the point and avoid wordiness. Organize your response to reflect the order of events in the chapter itself.
1. Explain the significance of the following:
a) "The madness came into his eyes again. 'I thought I might kill.'"
b) “He tried to convey the compulsion to track down and kill that was swallowing him up.”
c) “But you can feel as if you’re hunting, but-being hunted; as if something’s behind you all the time in the jungle.”
d) "I was talking about smoke! Don't you want to be rescued? All you can talk about is pig, pig, pig!"
e) “They walked along, two continents of experience and feeling, unable to communicate.”
f) “For a moment his movements were almost furtive.”
2. Locate the most important dialogue from the chapter, in your opinion. Be able to explain your selection.
3. Examine Simon’s actions in this chapter. How does his behaviour present Simon as a Christ-like-figure?
William Blake Activity
Chapter 4 - Painted Faces and Long Hair
1. What is the impact of a) the boys painting their faces and b) their hair getting longer?
2. Describe Jack’s attitude and actions after he has killed the pig.
3. Have you hunted or killed an animal before? What feelings did you experience?
Discuss: Watch Shinedown's "Bully" video. "Roger gathered a handful of stones and began to throw them. Yet there was a space round Henry, perhaps six yards in diameter, into which he dare not throw. Here, invisible yet strong, was the taboo of the old life" (pp. 64-65). What might encourage Roger to change, one way or the other, as time goes by on the island? In the long run, how do you think Roger will behave?
Chapter 5 - Beast From Water
Read the article "My child is a bully" in the media links for Shorter Works. Complete the attached questions.
3. What issues are troubling Ralph? Why are these so significant?
Chapter 6 - Beast From Air
*Question Activity: What is ONE question you have about the events of the novel (esp ch 6) to this point?
On the opposite side of the page, explain which of the boys you would want to meet at this time, if you had the chance. Alternately, who would you most likely be friends with? Why? We will be sharing these questions and thoughts.
4. What does the sign from the grown up world mean? How SHOULD the boys interpret it?
5. What is the rocky promontory, and why might it be referred to as 'castle rock'? What does Jack, Ralph think of it?
Chapter 7 - Shadows and Tall Trees
6. a) What game do the boys play? What is most disturbing about this game?
b) You are a witness to this 'game'. How do you react?
7. Why does Jack now dislike Ralph? If you were a littlun on this island, which boy would you follow at this point in the novel? Explain.
8. Why do the boys see a beast at the end of the chapter? Think of a time when your fear / distraction caused you to see something that wasn’t really there. What did you think you had seen? Did you finally see the object for what it really was? What caused the change?
Chapter 8 - Gift for the Darkness
1. How does the beast change the plans for rescue? How does fear alter political or social choices in many cases? Provide an example.
2. a. Why do some of the boys go to Jack’s camp?
b. Write a brief description of what each group would be like in, say, 5-10 years if the trends were to continue. How would each group behave? What would their priorities be? How would they deal with each other?
3. Who is the Lord of the Flies figuratively and literally? (video)
Chapter 9 - A View to a Death
4. What does Simon discover about the ‘beast’?
5. The boys begin to dance and soon kill the beast. Explain why this scene is so significant on several levels.
Chapter 10 - The Shell and the Glasses
6. How do the following react to Simon’s death?
a.) Ralph b.) Piggy c.) Jack
7. Provide two examples of how Jack’s group is losing its humanity.
Chapter 11 - Castle Rock
8. Why do Ralph and Piggy visit Jack’s group?
9. Why is the death in this chapter described in such gruesome detail? Which of the film depictions of this scene is done most effectively, in your opinion, the 1960s or 1990s version?
10. If you were in Ralph’s place at the end of this chapter, how would you feel? Write a 100-150 word MONOLOGUE explaining how you feel and what your plans are for the coming days.
Chapter 12 - Cry of the Hunters
a) Review the term deus ex machina; how is this device used at the end of the novel? Do you feel this is a fair conclusion for the novel? Explain.
b) Write a news story that might be written about the discovery of the boys on the island after they have returned to civilization. Review news story components prior to starting.
Key Themes in Lord of the Flies
CHARACTER POSTER PROJECT
eng_2d_-_lotf_characters_presentation_rubric.docx | |
File Size: | 14 kb |
File Type: | docx |
Most students have previously chosen to complete a character poster board, but you may choose to do something unique that will still provide information as required. Note the board game approach in the samples below!
For your character poster, locate the following for each chapter:
a. two essential quotes that reflect key details, traits, or information about that character; this could be said BY the character or ABOUT the character
b. at least 2-3 central plot aspects that surround your character
c. at least 1 key symbol associated with your character in these chapters; be able to explain the symbol's meaning and importance
d. at least 2 central themes within the book that may be associated with your character
e. a song / poem of your choice that has strong links to your character (for the whole novel)
- provide a short analysis to explain HOW the song ties to your character
- 2 examples of literary devices within the work and what these contribute to meaning within the song / poem
For your character poster, locate the following for each chapter:
a. two essential quotes that reflect key details, traits, or information about that character; this could be said BY the character or ABOUT the character
b. at least 2-3 central plot aspects that surround your character
c. at least 1 key symbol associated with your character in these chapters; be able to explain the symbol's meaning and importance
d. at least 2 central themes within the book that may be associated with your character
e. a song / poem of your choice that has strong links to your character (for the whole novel)
- provide a short analysis to explain HOW the song ties to your character
- 2 examples of literary devices within the work and what these contribute to meaning within the song / poem
Student Samples - Character Posterboards
Student Samples - Character Masks
LORD OF THE FLIES - CHARACTER RANT
In small groups brainstorm ideas to create a persuasive verbal rant that creates a definitive depiction of character.
Individually prepare this rant to be performed in the next couple of days. This should include at least one key quote from your project, at least one clear literary device, and a distinct voice. This does not necessarily have to be the character but could be parent, teacher, naval officer, friend, etc. However, you CANNOT explicitly indicate who the speaker is or who the subject is. The audience should be able to infer your intended speaker and audience from your rant.
This will then be 'performed' in a dramatic spoken word presentation to the class. We will hone the attached rubric to make it more focused on our purposes.
See sample rant below by Marianne Alarie (2011).
Individually prepare this rant to be performed in the next couple of days. This should include at least one key quote from your project, at least one clear literary device, and a distinct voice. This does not necessarily have to be the character but could be parent, teacher, naval officer, friend, etc. However, you CANNOT explicitly indicate who the speaker is or who the subject is. The audience should be able to infer your intended speaker and audience from your rant.
This will then be 'performed' in a dramatic spoken word presentation to the class. We will hone the attached rubric to make it more focused on our purposes.
See sample rant below by Marianne Alarie (2011).
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A Real Life Lord of the Flies
Click on the 60 Minutes picture to view the story of a real-life story that very much resembles the book, but with some essential differences!
LORD OF THE FLIES REVIEW MATERIALS
eng_2d_-_lotf_-_review.docx | |
File Size: | 12 kb |
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eng_1dp_-_character_analysis_-_amy_gore1.docx | |
File Size: | 13 kb |
File Type: | docx |
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