Students read and discuss William Golding's classic novel Lord of the Flies along with several non-fiction articles and poems, debating the question of the fundamental goodness/evil of human beings.
William Golding’s classic novel, Lord of the Flies, will serve as the central novel of this unit. Students will also read a number of non-fiction articles, poems, and short pieces of fiction that investigate the human condition. A quotation from William Golding—“Look out. The evil is in all of us.”—acts as the central question of the unit, with students debating his statements about human nature and considering their positions on the fundamental goodness/evilness of human beings. Some of the thematic topics addressed are: the nature of evil, survival, order versus chaos and loss of innocence.
This novel is written in a more archaic style than that of the other novels read this year. Exposure to unfamiliar phrases, expressions, and sentence structures will strengthen students’ abilities to tackle unfamiliar archaic texts in the future. Additionally, the ways in which Golding draws on biblical stories and allusions will be an area of focus, as will interpreting Golding’s use and development of symbols to convey meaning. The symbolic significance of the forest, ocean, conch, fire, “littluns,” smoke, glasses and the “Beast” will be investigated throughout the unit.
As the end of the year approaches, it is crucial that students get more practice independently analyzing and drawing conclusions from literature. As such, much of the reading should be done independently, with the teacher monitoring annotations and intervening only when absolutely necessary—checking less for the basic “what’s happening” and more for the “so what?” or “what does this mean?”
Major symbols: forest, huts, ocean, conch, “littluns”, fire, smoke, glasses, “Beast”, “Lord of the Flies”
At Match, students have a Composition class 4 days per week in addition to English class. Below, we have included Supplementary Composition Projects to reflect the material covered in our Composition course. For teachers who are interested in including these Composition Projects but do not have a separate Composition course, we have included a “Suggested Placement” to note where these projects would most logically fit into the English unit. While the Composition Projects may occasionally include content unrelated to English 9, most have both a skill and content connection to the work students are doing in their English 9 class.
In the literature lessons of this unit, students will analyze Lord of the Flies as well as a variety of poems and articles. While there are many thematic topics woven throughout the unit and novel, these supplemental Composition Projects will focus on the question that seems to be at the heart of the novel - are human beings fundamentally good or fundamentally evil? Students will write one literary analysis essay based on the novel and two narrative pieces that are thematically connected. In all three cases, students will focus on the same writing focus areas. These areas are mostly spiraling from the earlier units, providing students with opportunities to apply their writing skills to new projects. For the final essay, students will be asked to integrate evidence from at least two sources.
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Book: Lord of the Flies by William Golding (Perigee Books, Reissue edition, 2003)
Article: “William Golding Obituary”
Slide Presentation: Stanford Prison Experiment
Poem: “Picture of Childhood” by Yevgeny Yevtushenko
Poem: “All There is To Know About Adolf Eichmann” by Leonard Cohen
Article: “Freud's Theory of the Id, Ego, and Superego” by CommonLit Staff (CommonLit.org)
Article: “Andes Flight Disaster”
Article: “Maslow’s Hierarchy of Needs” by CommonLit Staff (CommonLit.org)
This assessment accompanies Unit 5 and should be given on the suggested assessment day or after completing the unit.
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The suggested writing focus for this unit is the writing of clear and complex thesis statements and introductions that are then supported throughout the essay. If students have mastered this skill or the data is revealing another crucial area of focus, the teacher may choose to amend this suggested focus area.
Students will write a mix of literary analysis and narrative pieces in this unit, applying the writing skills they have practiced throughout the year.
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allegory, dystopia, theme, symbol, dramatic irony, irony, power dynamics, allusion, conflict, archetype
in-, multi-
apprehension (11), specious (11), immersed (13), obscure (22), mirage (14), clamor (22), ascent (26), incredulous (29), enmity (14), eccentric (19), rational (36), martyr (38), errant (38), incompetence (40), subside (41), inscrutable (49 and 177), primitive (49), assented (42), furtive (49), tirade (45), conditioned (62), timid (63), tacit (65), resent (72), reverence (78), contempt (85) and contemptuously (101), relentless (101), oppressive ( 102), exasperation ( 102), antagonism (118), infuriating (121), diminishing ( 123), indignant (128), assurance (129), assured (132), dreadful (135), sufficiency (141), misguided ( 143), intersperse (146), inaudible (153), gesticulating/gestures (156 and 157), composite (166), luminous (169 and 174), timidly (171), multitudinous (173), incantation (180), inimical (187), ululation/ululating ( 189 and 191), scorched (202)
“Lord of the Flies”; a wave of fear, closed circuit, storm of laughter, piggy in the middle
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Having general background knowledge on World War II and the destruction caused by this war will serve as a useful backdrop for students’ understanding of this text.
“Golding Obituary”
Explain how Golding’s experiences impacted his writing.
Formulate a position on some of the central thematic questions posed by the novel.
Stanford Prison Experiment
“All There is To Know...”
“Picture of Childhood”
Evaluate Golding’s opinion of humanity.
Lord of the Flies pp. 7 – 13
Describe the power-dynamic between Ralph and Piggy by closely analyzing the author’s diction and descriptions.
Photo of Golding
Lord of the Flies pp. 14 – 21
Analyze word choice and characterization to draw conclusions about characters (Ralph, Piggy, Jack Merridew, the choir), evaluate the dynamics between them and make predictions about what the characters represent.
Lord of the Flies pp. 22 – 31
Analyze word choice and characterization to draw conclusions about characters (Ralph, Piggy, Jack Merridew, the choir), evaluate the dynamics between them and make predictions about what the characters represent.
“Maslow’s Hierarchy of Needs”
Summarize non-fiction and make connections between the non-fiction article and the novel.
Lord of the Flies pp. 32 – 38
Identify evidence of theme, power dynamics, symbols, conflict, etc.
Lord of the Flies pp. 39 – 41
Closely read a portion of the text in order to analyze the author’s word choice.
Lord of the Flies pp. 41 – 47
Analyze how the author uses and develops symbols to convey important ideas.
“Andes Flight Disaster”
Read the article independently, drawing connections between the article and the novel.
Consider how Golding is developing the major themes of the novel, and to compare that with how the author of the article develops the same theme.
Lord of the Flies pp. 48 – 55
Track major symbols/characters and explain how their development reveals theme.
Trace the escalating conflict between Jack and Ralph.
Lord of the Flies pp. 55 – 57
Explain Simon’s symbolic significance on pages 55 and 57.
Lord of the Flies pp. 58 – 64
Analyze specific lines of text and use them to draw conclusions about the theme of order and chaos.
Lord of the Flies pp. 64 – 75
Explain how Golding develops the theme of chaos vs. order in pages 64-75.
Lord of the Flies pp. 76 – 85
Identify the most important lines in this section of text and explain what makes the line significant.
“Freud's Theory”
Explain Freud’s theory of mind and define the three parts of the subconscious brain. Students will also be able to evaluate the major characters of the novel based on Freud’s archetypes.
Lord of the Flies pp. 95 – 100
Analyze the symbol of the Beast and explain the role it plays in the novel.
Lord of the Flies pp. 100 – 108
Describe the growing conflict between Ralph and Jack.
Lord of the Flies pp. 109 – 123
Explain how Ralph’s internal conflict is developing.
Lord of the Flies pp. 124 – 132
Genesis 2
Genesis 3 (New International Version)
Draw parallels between the biblical story of “The Fall of Man” and the boys’ experiences on the island.
Lord of the Flies pp. 132 – 144 — focus on 143-144 and the description of Beelzebub
Explain the symbolism of the Lord of the Flies and the significance of Simon’s interaction with him.
Lord of the Flies pp. 145 – 154
The Gospel of Matthew (New International Version) — Matthew 27:32-56, The Crucifixion of Jesus
Explain the ways in which Simon can be understood to be the “Christ” figure in the novel.
Lord of the Flies pp. 155 – 168
Analyze the language Golding uses to describe the fight between the tribes of Ralph and Jack, making inferences about the author’s purpose.
Lord of the Flies pp. 169 – 182
Analyze Golding’s development of Piggy as a character and his significance in the novel.
Discussion
Lord of the Flies pp. 183 – 202
Analyze specific excerpts of Chapter 12 and explain how they help to develop Golding’s message and themes.
Assessment
2 days
Narrative
W.9-10.3
W.9-10.4
W.9-10.6
L.9-10.6
(ON DEMAND)
Write a journal entry from the perspective of Piggy in which you reflect on your relationship with your friend Ralph and your current situation.
An effective essay:
4 days
Analysis
W.9-10.1.a
W.9-10.1.b
W.9-10.2.a
W.9-10.2.b
W.9-10.4
W.9-10.5
W.9-10.6
W.9-10.9
(PROCESS)
In Lord of the Flies, William Golding uses characterization to reveal both conflict and theme. Explain how Golding uses the characters of Ralph and Jack, as well as the relationship between the two boys, to develop the central conflict of the novel. Support your answer with evidence from the novel.
An effective essay:
3 days
Analysis
W.9-10.2.a
W.9-10.2.b
W.9-10.4
W.9-10.6
SL.9-10.1
(PROCESS)
“Look out. The evil is in all of us.” This statement was made by William Golding as he reflected on human nature in the aftermath of World War II. Summarize the meaning of his statement and explain whether you agree or disagree with Golding’s premise. Use examples from the novel Lord of the Flies, other poems and readings from this unit, and/or your own experiences to support your answer.
An effective essay: