ENG 4000/SED 4100/5110

Final Project: Teaching Unit

80 points

Unit Title: One of Us

(should include specifics about the focus, texts, topics, themes, etc. that will be investigated)

Designed by: Shane Haynes Length of Unit: 3 Days

Subject/Content/Texts to be Read: Lord of the Flies by William Grade Level: 11-12th

Golding (Chapters 8 and 9), Picture of Childhood by Yevgeny
Yevtushenko, Stanford Prison Experiment – Edited for the
Classroom (YouTube)

Unit Overview

I hope students will gain perspective on how environment and situation can drastically influence human behavior. I would
encourage them to reflect on themselves in relation to the novel. Students will explore how and why characters act differently while
under the influence of a peer group and extreme circumstances. Finally, I hope that students will gain heightened awareness of their
own vulnerability to peer pressure and recognize characters that stand up to negative peer pressure, despite the circumstances.

Stage 1: The “Big Picture”

The overarching theme/big ideas that will ground the unit. This will include the texts (novels, short stories, poems, informational texts, etc.)
you will be using, and the theme you will use to connect the texts:

I believe it is vital for young adults to understand that their environment, present situation, and peer group can drastically alter the
way they behave. In particular group settings (mob, riot, tribe, etc.) individuals may behave in ways that they otherwise wouldn’t,
participate in violent or dangerous activities, or show a severe lack of judgement. These texts explore the dangerous consequences of
falling into “mob mentality,” and the willpower of the individual who remains autonomous. I hope students will use these texts to
examine the darker sides of humanity, what we’re capable of in extreme circumstances, and what it takes to be a leader on the side of
good – not evil. I want to introduce students to the notion that they may not always be in control of their own behaviors, and that
ENG 4000/SED 4100/5110
Final Project: Teaching Unit
80 points
they are susceptible to serious misdeeds under the right circumstances.

Unit Rationale:

Together, the novel, poem, and psychological experiment delve into themes surrounding choice, decision making, social psychology,
individualism, and peer pressure. I think it’s valuable for students to learn about what influences their behavior so that they may be
more aware of when, where, and why they may make a life-changing mistake and how best to avoid it. This exploration serves as an
explanation for some of society’s most confounding examples of abhorrent human behavior. It encourages autonomy by setting
stellar examples of individuals who went “against the grain” and chose to stand apart from a violent or degenerate group. Asking
the essential question, “what would you do?” opens doors for reflective discovery about oneself.

Students will recognize that the violence committed in Lord of the Flies is utterly senseless and deconstructive. They will likely
empathize with its charismatic protagonist, Ralph, who condemns the violent nature of the “tribe” that forms among Jack and the
others. Students will witness the harm and cruelty inflicted upon Piggy, and even remark at how Ralph even falls into the peer
pressure of bullying him at times.

The poem Picture of Childhood is a great companion piece to the novel Lord of the Flies as it depicts a mob violently attacking an
innocent vendor from the perspective of a young boy. In this poem, the young narrator is encouraged to participate in the senseless
violence against the vendor. However, rather than join the mob, the narrator proudly declares that he would never join them. I think
this poem highlights the potentially savage nature of people in groups, provides examples of how even the most upstanding
individuals can be brought to commit horrible acts, and ends with hope that some have the will to stand out from the crowd.

Studying The Stanford Prison Experiment provides a real-world example of how even the most intelligent adults can rapidly fall into
mob mentalities and make decisions based on their circumstances that they otherwise would refrain from. It demonstrates that the
“roles” we play in society drastically alter how we behave and treat others.

Appleman, Deborah. Critical Encounters in High School English: Teaching Literary Theory to Adolescents. Teachers College Press, 2015.

https://www.simplypsychology.org/zimbardo.html

The Stanford Prison Experiment Edited for the Classroom (YouTube) - https://youtu.be/XsRQVRoIPWE

Adams, Jimi. “Using Lord of the Flies to Teach Social Networks.” Journal of Social Structure, vol. 16, no. 1, Jan. 2015, pp. 1–21.
DOI.org (Crossref), https://doi.org/10.21307/joss-2019-017.
ENG 4000/SED 4100/5110
Final Project: Teaching Unit
80 points
Stage II: Calendar/Outline of daily lessons, goals, & activities
Day Lesson Name/Essential question(s)
Hunters & Gatherers
What motivates the characters in
Lord of the Flies to form two
separate groups in Chapter 8?
1 represent their
Who, or what, is the Lord of the
Flies?
Slaying the Beast
2 of Childhood and the novel
What happens to Simon at the end
of Chapter 9?
What causes the characters in the
novel to become violent?
Goal/Objective Activities
Assessment
Students will be able to
examine conflicting
character motivations by
assuming the role of a Demonstration /
character in the novel. Explanation of rationale
Students will make visual 1. Team Jack vs. Team behind flag creations (1-2
interpretations that Ralph class activity per group; 2-4 total).
2. Lord of the Flies
understanding of questionnaire Exit slip worksheet that
character’s motivations and worksheet / exit slip asks students about the
goals at this point in the novel’s namesake character,
novel. Students will the Lord of the Flies.
analyze and interpret one
of the novel’s main
symbols.
Students will be able to use Quickwrite
1. Entry quick-write about
reader-response techniques
Chapter 9
and compare/contrast to Venn Diagrams
2. Read-aloud “Picture of
evaluate the poem Picture
Childhood” poem. Exit slip worksheet that
3. Similarities/Differences
Lord of the Flies. Students asks students to consider
Venn Diagram
will be able to recognize the character motivations
4. Class discussion - compare during the climax of
themes by questioning plot
and contrast Chapter 9 of Chapter 9. It asks students
developments and
Lord of the Flies and Picture to consider the protagonist,
character motivation in the
ENG 4000/SED 4100/5110
Final Project: Teaching Unit
80 points
Ralph, especially. Finally, it
of Childhood. asks students to place
novel.
5. Reflection exit slip. themselves inside the novel
and/or poem.

Students will be able to 1. Watch: The Stanford Prison

Pretend Savages
How do the roles we play in society
influence our behavior?
3 group identities established
How do the roles chosen by the
boys on the island influence their
behavior?
identify parallels between
the novel’s plot, character
decisions, themes and a
real-life psychological
experiment.
Experiment Edited for the Students will provide an
Classroom Video exit slip that explores the
2. Discuss and compare the roles they play in society
and encourages exploration
in the Stanford experiment
of the novel’s theme.
with those established in
Lord of the Flies.
3. Reflection activity

Stage III: The Daily Plans

Day 1

Title of today’s lesson: Hunters & Gatherers

Overview: This lesson is a response to Chapter 8 of the novel Lord of the Flies, and serves to prepare them for the events that
occur in Chapter 9. This lesson has students examine the motivations of the novels characters and asks them to analyze and
interpret the novels namesake symbol.

Learning Objectives

 Students will be able to analyze the impact of the author’s choices regarding setting, character relationships, character
motivation, and how these elements enhance the novel’s drama. (CCSS.ELA-LITERACY.RL.11-12.3).
ENG 4000/SED 4100/5110
Final Project: Teaching Unit
80 points
 Students will be able to determine how a non-literal character functions as a symbol and functionally exists through the
point of view of a developed character (CCSS.ELA-LITERACY.RL.11-12.6).
 Students will be able to compose a short argument to support claims regarding character motivation using inferences
drawn from the novel (CCSS.ELA-LITERACY.WS.11-12.1).

Anticipated student conceptions or challenges to understanding: Student’s may not feel compelled to deeply consider the
motivation of fictional characters if they’re bored with the novel or don’t identify with their situation or physical traits. I
hope to foster student interest by creating a fun group activity in the classroom. Further, students have the opportunity to
create on behalf of their chosen “side,” and may find that this process bolsters their allegiance or interest in that character
from the novel. Students may be thrown off by the literary device “symbol” present on the exit slip worksheet, as it doesn’t
connect with the lesson of the day (though, an argument could be made that “flags” function as symbols) and so I would
remind them that the exit slip only asks for their best guess. I also include a definition before the question.

Materials/Sources:

See Day 1 in the attached file folder.

This lesson uses art supplies like markers, colored pencils, crayons, etc. It also requires the use of very large construction
paper/poster paper/thin paper to draw on for the creation of a “tribe banner”.

As an option, the debate sequence could also use a prop (ideally, a conch) and whoever holds the prop is the one who may
speak – a tie-in to the novel.

Instructional Sequence:

Step One: The first slide of the Teams Activity PowerPoint should be visible when students walk in. That way, they know
why their seats have been moved and where to sit.

Welcome, class. I want you guys to imagine yourselves on the island from Lord of the Flies. If you had to choose to follow a
leader – Ralph or Jack – whom would you choose? (1-2 minutes)

Act 1.

Once everyone has chosen a side, I would progress one slide forward to the generative questions on Slide 2, then break into a
ENG 4000/SED 4100/5110
Final Project: Teaching Unit
80 points
discussion.

If the class all chooses one side, ask who would be willing to defect to the opposing side for the sake of the exercise. The
instructor may sit down on the other side, too.

Let’s hear three reasons why you all chose to follow Jack, and three reasons why you all chose to follow Ralph. (I would try
not to push back on these, but only prod for further information from both sides. If a debate breaks out – it’s a good time to
transition into the next slide. This next slide prompts the start of the debate between both teams.

I want you guys to work together and try to convince the other side to join your team. I’m going to give you about five
minutes to come up with the best reasons why your side is better than the other. Then, one person will speak at a time from
each side, and you will have to pitch your case. When you’re done, the other side will have a chance to voice any questions
or concerns.

Now that we’ve had our debate, has anyone changed their mind? If you want to move sides, you can do so now. (25
minutes)

Act 2.

I want you guys, as a team, to create a flag that best represents your side. I will hand out art supplies and the posterboard for
you all. Think about an image or graphic that best represents your leader’s values. Consider what objects, colors, or shapes
remind you of Jack / Ralph. (15 minutes)

Act 3.

Hand out the exit slip worksheet to be completed individually. It should be handed in at the end of class. Remind students
that on this worksheet there are no incorrect answers. (15 minutes)

Last Step:

As you read Chapter 9 of Lord of the Flies, think about placing yourself on the island with the boys. Ask yourself questions
like “what would I do if I were there?” This will be super important for what we’re going to do tomorrow. (5 minutes)

Assessment: Students will be asked to come up with a brief argument to voice as a group based on their understanding of
character motivation, goals, and development thus far. Students will be asked to create, as a group, a visual representation of
ENG 4000/SED 4100/5110
Final Project: Teaching Unit
80 points
character motivations and goals, and finally, students will be asked to provide reader-response analysis on the exit slip
worksheet.

Day 2

Title of today’s lesson: Slaying the Beast

Overview: This lesson has students do a quickwriting exercise to get them thinking about the pivotal events that occurred in
the assigned reading in terms of personal responsibility. After these are done, some answers can be briefly shared aloud
before we transition into reading the poem Picture of Childhood. After the poem I will hand out the Venn Diagram worksheet
for students to brainstorm with, before we move into a class discussion that encourages the comparison between the poem
and assigned reading. Finally, they will be given an exit slip worksheet similar to Day 1’s, which asks them to consider the
mindset of character’s and encourages a reader-response analysis in the last question.

Learning Objectives

 Students will be able to analyze how the author’s choices concerning Simon’s death contribute to the novel’s overall
meaning as well as its aesthetic impact. (CCSS.ELA-LITERACY.RL.11-12.5).
 Students will be able to cite strong and thorough textual evidence to support analysis of what the text says explicitly as
well as inferences drawn from the text, including determining where the text leaves things uncertain. (CCSS.ELA-
LITERACY.RL.11-12.1).

Anticipated student conceptions or challenges to understanding:

Students might express confusion or bewilderment at the extreme violent actions of the characters which they may have
grown to like. Asking them to determine what’s going on inside a character’s head will likely feel daunting – but I would like
to let them know that it is OK to be confused. In fact, it’s almost the point. The actions of the characters who kill Simon are
unexplainable and uncivil.
ENG 4000/SED 4100/5110
Final Project: Teaching Unit
80 points
Materials/Sources:

See Day 2 in the attached file folder.

Picture of Childhood Poem - https://www.poemhunter.com/poem/picture-of-childhood/

Instructional Sequence:

Step One: After giving about five minutes for the quickwriting exercise, I would call on at least three students to share their
answers to the second part of the question “who is responsible for Simon’s death”. I would encourage students to remember
the specific circumstances of the end of the chapter, with the darkness, thunder, chanting, and confusion. Before moving into
the poem, I would ask students if they feel like Ralph is partly responsible or could have done more to help. (5 minutes)

Act 1.

Display the poem “Picture of Childhood” and read aloud (or have students read stanza by stanza) the entire poem. At the
poem’s conclusion, we will have a discussion that illuminates exactly the scene set by the poem. Ask students who they
picture as the narrator / speaker. Are they a young boy or girl? Do you think the author had this experience and is now
writing a poem about it? How would this make you feel? (10 minutes)

Act 2.

Hand out the Venn Diagram and ask students to compare Simon’s death scene with the scene of the poem. Prompt students
to think about setting, imagery, what the characters say, how the characters feel, and the actions of specific characters
(namely, Ralph, Simon, the poem’s speaker, and Jack). Give them time to brainstorm with the Venn Diagram, working in
small clusters as an option. (10 minutes)
ENG 4000/SED 4100/5110
Final Project: Teaching Unit
80 points
Act 3.

Allow the Venn Diagrams to serve as a springboard for larger discussion regarding the poem and Chapter 9.

What similarities do you all see? What are some of the differences here? What images do the authors use that strike you as
similar? What makes Ralph similar to the narrator of the poem? Do you think that the poem’s speaker could have done
anything for the vendor? Do you think Ralph could have helped Simon? Why do you think these things happen?

What might the Lord of the Flies (character/symbol) have to do with Simon’s death?

The poem ends here, but we still have a lot of the novel to go. What do you think will happen next in the novel? How do you
think the boys who participated in the “dance” are going to feel? (20 minutes)

Act 4.

Hand out the exit slip worksheet to be completed individually. It should be handed in at the end of class. Remind students
that on this worksheet there are no incorrect answers. Encourage students to make a discernable effort to think about what
they would do, not what they should do. (10 minutes)

Last Step:

Today we got a good glimpse of another situation similar to what happens to Simon at the end of Chapter 9. We compared
the poem Picture of Childhood to Lord of the Flies and asked some important questions about why this horrendous violence
occurred. We made some predictions about what will happen next in the novel after this huge event, too. Finally, you all
reflected on what you might do in that situation, and what it takes for someone like the poem’s narrator or Ralph to stand on
the sidelines while the people around them commit violence. Tomorrow, we are going to see one of the most infamous
psychological experiments in history, which might help us understand the boys in both tribes (5 minutes).

Assessment: Students will be informally assessed on their understanding of character motivation and goals through reader-
response type questions and creating hypotheses about why characters made decisions. Students are formally assessed
ENG 4000/SED 4100/5110
Final Project: Teaching Unit
80 points
through a compare-contrast exercise in the form of both a Venn Diagram and class discussion. Students are formally assessed
again though a reflection exercise that draws on inferences from the novel and a reader-response approach.

Day 3

Title of today’s lesson: Pretend Savages

Overview: This lesson is the final piece that allows students to analyze and question the motivation of characters in Lord of
the Flies. This lesson draws on Chapters 8 and 9 from the novel and uses the Stanford Prison Experiment as the featured
highlight. The lesson asks students to compare the real-life events of the Stanford Prison Experiment with those that occur in
the fictional novel. It encourages students to examine “roles” we play in society (and outside of society) – whether forced or
chosen - like prison guard, hunter, prisoner, and savage.

Learning Objectives –

 Students will be able to analyze the impact of the author’s choices regarding setting, character relationships, character
motivation, and how these elements enhance the novel’s drama. (CCSS.ELA-LITERACY.RL.11-12.3).
 Students will be able to determine two or more themes or central ideas of a text and analyze their development over the
course of the text, including how they interact and build on one another to produce a complex account (CCSS.ELA-
LITERACY.RL.11-12.2).

Anticipated student conceptions or challenges to understanding: We will never know how we’ll act in any situation until we
find ourselves there. Like the students of the Stanford experiment, it’s likely students will have no doubt their minds would
remain resolute despite external factors. In other words, I’m predicting most students would think they would act
completely normal despite a “role” that may influence them (like “savage” for Jack’s boys or “prisoner” in the experiment).
However, this is the heart of the lesson. I would hope that deep analysis, reader-response type considerations, and multiple
examples will teach students that our behavior is often motivated by the roles that we choose.

Materials/Sources: Use bullet points to identify the resources that the teacher and students will use in the lesson. Attach all
relevant materials such as handouts, lecture notes, etc.
ENG 4000/SED 4100/5110
Final Project: Teaching Unit
80 points
https://www.simplypsychology.org/zimbardo.html

The Stanford Prison Experiment Edited for the Classroom (YouTube) - https://youtu.be/XsRQVRoIPWE

See Day 3 in the attached file folder.

Instructional Sequence:

Step One (introduction to class - what you will say to students):

Over the last two days we’ve been looking hard at what brought the characters in Lord of the Flies to make some really
disturbing decisions. We’ve also considered what we might do if we were ever stranded on the desert island with them. You
might think that because of the boys’ circumstances – being trapped on an island – and because they are so young, they are
more susceptible to the kind of wild “mob mentality” that ended up getting Simon killed. Today we are going to watch a
video about one of the most infamous psychology experiments ever conducted. It’s an interested look at how intelligent
adults can end up hurting each other and falling into the same mental traps that the characters in Lord of the Flies did. (5
minutes)

Act 1.

Show the Stanford Prison Experiment Edited for the Classroom YouTube video (30 minutes).

Act 2.

Transition into the discussion about the Prison Experiment video. Show the PowerPoint that contains prompts enabling
students to discuss the behaviors and roles of those involved in the experiment. (10 minutes)

Act 3.

The next slide encourages comparing the Prison Experiment with Lord of the Flies. This discussion should explore students’
ENG 4000/SED 4100/5110
Final Project: Teaching Unit
80 points
lives, the roles that they play, their influences, and peer pressure before introducing the exit slip worksheet. (10 minutes)

Last Step (class conclusion - what you will say to students):

I want to thank you, class, for engaging in this journey into one of the most terrifying chapters of this book. Take a deep
breath and be relieved that you’re not actually stranded on the island with these boys and the ‘beastie’, though I’ve asked you
to pretend to be multiple times. On this exit slip, I’m asking you all to consider the role you play in your social group, and
consider what William Golding wants to accomplish by telling this story. I know we’re not done yet, and things will
definitely get crazier, but I think you are all in good shape to move forward really understanding the complexity of the novel’s
characters and why they do what they do.

Assessment: An informal assessment will occur with the discussion following the Stanford Prison Experiment video, and a
more formal assessment exists in the form of the exit slip handout that encourages reader-response and the exploration of a
theme.