Lesson Plan: Lord of the Flies Chapter 1-4 Objectives: By the end of class today, students will be able

to: - Effectively summarize the plot development in the first four chapters. -Begin tracking symbols in the text. -Work cooperatively with small groups. Materials Needed: -Lord of the Flies -Symbol tracking worksheet Activities: Introduction (1 min) -Have students take out their books and inform them that they will be summarizing the first four chapters of the novel. Group Work (5-10 minutes) -Divide the class into four based on who students are sitting next to. Assign each group a chapter from Lord of the Flies. Have them come up with a brief plot summary of the chapter emphasizing the most important events. Encourage students to think about anything they may not have understood so that these questions can be addressed later. Share With Class (10 minutes) -Go around to each group and have them share the plot summaries they came up with. Fill in any gaps the groups may have left out. Address any misinterpretations. Symbol Tracking Worksheet -Distribute symbol tracking worksheets to students. Explain that they are to use this worksheet to take notes on as they are reading and discovering symbolic content in the text. Encourage students to keep these worksheets with them as they continue reading and discussing the novel. These are meant to help students organize their thoughts and while they are not meant to be collected, could be used as a study guide for later on. Address Questions (10 minutes) -Give students the opportunity to ask any questions they have about the first four chapters of the book. This is not meant to be an opportunity for students to ask what their assigned symbol means, but rather to address comprehension questions. Discussion (remaining time) -Spend the rest of the class period discussing the important events, characters, themes, etc. in chapters 1-4. Make sure to highlight specific topics from each chapter (below) and facilitate class discussion about meaning and significance. Chapter 1: Talk about the conch shell and how it brings the group together. Note how later in the following chapters, the shell also separates the group, as people fight for control over the shell. The conch represents power. The children look to the conch when determining their leader. Since Ralph uses the conch to bring the group together, the group votes him to be the leader. Note that even Piggy votes for Ralph even though Ralph went against his wishes by revealing his nickname to the group. (His election is due to the conch, not to his ability to lead) Jack how does he lead his group in after Ralph sounds the conch for the first time

The choir boys are in uniform (both in dress and the way they walk in) What happens when the boys find the pig trapped in vines? Who goes to kill it? Why is it significant that the boys don't kill the pig at this point? How does Jack react to the boys' questioning his inability to kill the pig? Chapter 2: The boys establish rules to remain civilized. Jack's quote about being English: We're not savages. We're the English, and the English are the best at everything. So we've got to do the right thing. this is an example of ethnocentrism. Note the relationship between Ralph and Jack. They work together to lift the heavy piece of lumber to help start the fire. They both enjoy the power they have over the rest of the group. How do the boys get the fire started Notice how the boys surround Piggy. He is like prey to them Look at the description of the fire it has a lifelike description to it On top of the mountain, Jack decides that the conch doesn't have power on top of the mountain. This signals the beginning of the breakdown of rules established by the boys Jack does not respect the rules. Chapter 3: Tension begins to build between Jack and Ralph. Jack has become obsessed with killing the pig, while Ralph has become more interested in establishing the settlements for the boys on the island. Simon goes off on his own and helps the young children Figure who looks after those that follow him Chapter 4: Note how an unknown period of time has elapsed The boys have long hair. The boys paint their faces (Jack and the choir crew) This enables him to finally kill the pig. He needed a mask to hide behind. Can be related to how people are more open when giving criticism if they can remain anonymous. Killing the pig is direct evidence of the turn from civilized to savage Jack attacks Piggy breaks his glasses Boys can no longer see clearly what is right and wrong Simon gives Piggy food Assessment of Lesson Plan Goals: Assess students ability to summarize chapters 1-4 -Walk around classroom as groups are developing brief summaries of the chapters. Encourage all students to participate by asking questions and make sure groups stay on task. Fill in anything important that may have been left out after each group presents their summary to the class. Assess students progress in symbol tracking

-Observe whether or not students are filling in any notes on the symbol tracking worksheet. Also listen for discussion about symbols during group work and the final discussion. Assess that students are cooperating -Walk around during group work to ensure that everyone is participating. Allow students to ask any questions they may have while they are in small groups in case they are not comfortable addressing the entire class.