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World Lit and Comp Honors – McBride Name______

Unit 1,087 – Lord of the Flies…muwahahaha!

Background – Continuing on our path of stories, here’s a REAL story for ya. Well, not real at all, actually. Real as in, “…unbelievable…”. This is a story, a famous piece of fiction about a group of boys stranded on a desert island. And while it may seem fun, William Golding attempts show us, allegorically, just how human psychology functions and creates “society” as we know it. Before we begin the text, we’ll be doing some research, composing an informative/expository piece and finally, delivering an astounding group presentation of the information to you classmates. This process will provide insight into Golding’s influences and how he shaped his text. Once we complete this portion, we will move on to our actual reading/analysis of LOTF. The novel ischock full of allegory, symbolism, imagery, character development and change (awesome!). You won’t be at a loss for concrete details in this text! Are you as excited as I am?!

2nd Quarter Essential Question

How does crisis impact the human spirit and development?

0 – No knowledge

1 – Basic knowledge of the skill (recall definitions on handouts)

2 – Beginning to understand the skill (recognize it in texts and understand its purpose)

3 – Developing the skill (through practice reading/writing activities)

4 – Applying the skill (in formal reading/writing assignments)

Rewrite the Common Core Standard below in your own “I Will” statement…

  1. _____ Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).
  1. _____ determine an author’s point of view in a text and analyze how an author uses literary devices to advance his claim/message.
  1. _____ Analyze various accounts of a subject told in different mediums (e.g., a person’s life story in both print and multimedia), determining which details are emphasized in each account.

Pre-reading - The Presentation

Mind Boggling Background!

Have you ever sat in class, bored out of your gourd, and thought to yourself, “I could do a better job teaching this stuff”? Probably. Well, now is your chance! As a class, we are going to explore significant topics surrounding William Golding’s’, Lord of the Flies. In order to fully understand and appreciate this text; however, we must first understand the contexts in which it was written. What was going on during the time period? Why should we care? What did people during this time period believe in, and how is it reflected in their writings?

STEP 1: Choose 2 people with whom you will work

STEP 2: In the lab, each of you willindividually research your group topic and compose a 1-2 page Informative /explanatory piece (research Nov. 20-21 and 24-25). This piece will need to address the following standards (please write your “I Will” statements in your own words below each one):

WRITING GOALS:

  1. Introduce a topic, organize complex ideas, concepts and information to make important connections and distinctions, include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension
  1. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.
  1. Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.
  1. Use precise language and domain-specific vocabulary to manage the complexity of the topic.
  1. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
  1. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).

STEP 3: After researching and composing your 1-2 page informative/explanatory piece, you will meet with your groups. In your groups you will be working on the following (3 days to complete!)

  1. Design a brief presentation (five to ten minutes) that aims to teach your classmates your topic in the most interesting way possible. Remember, your audience is not your teacher, but your classmates. At the end of your presentation, we should understand your topic thoroughly and it’s

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impact/relation Lord of the Flies. How can you make this boring stuff interesting? Interactive? Engaging? How you do so is your choice. Consider how you learn best. How can you incorporate this in a presentation? The possibilities are endless!

For example:

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  • *notes handout (every group must create and distribute some kind of a handout with key information)
  • PowerPoint
  • Prezi
  • Glogster
  • YouTube video
  • Animoto
  • Vine
  • skit
  • acronyms
  • posters
  • songs
  • photography
  • game show
  • commercial
  • quick writes
  • class discussion

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PRESENTATION GOALS: This experience will help you meet the following learning goals

  • I can present information, findings, and supporting evidence, conveying a clear and distinct perspective . . . and the organization, substance, and style are appropriate to purpose, audience
  • I can make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) to enhance understanding of findings, reasons, and evidence to add interest.

THE RUBRIC

0 / 1 / 2 / 3 / 4
Use of digital media / Presenters show no understanding of the learning goal or presentation is not given. / Presenters inappropriately or ineffectively use digital media and/or it does not enhance understanding and add interest. / Presenters make use of digital to in the presentation. Media may not enhance understanding and add interest. / Presenters make strategic use of digital to enhance understanding and add interest. / Presenters make strategic use of digital to enhance understanding and add interest. Multiple forms of media are used to engage the audience.
Presentation of information / Presenters show no understanding of the learning goal or presentation is not given. / Information presented is disorganized, unclear or uninteresting. Little to no supporting evidence is provided or may be inaccurate. Inappropriate to purpose and audience.
Presentation does not meet time requirements. / Information presented is organized but may be slightly inaccurate or unclear. Some supporting evidence is provided. May not be appropriate to purpose and audience.
Presentation may not meet time requirements. / Information presented is clearly organized, accurate.Supporting evidence is sufficient and appropriate to purpose and audience.
Presentation meets the time requirements / Information presented is clearly organized, accurate and engaging. Supporting evidence is sufficient and shows close attention to purpose and audience.
Presentation meets the time requirements

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THE INCENTIVE -After both presenters have delivered their presentations, the other 4 groups will vote on the most engaging / memorable presentation. The reward? Well…we’ll just have to see about that.

THE TIMELINE - You and your classmates will receive 4 lab days (Nov. 21-22, 24-25) lab/work days to plan, organize, and practice your presentation. If you need more time, you will need to arrange a meeting with your partnersoutside of class. If you use class time wisely, you should be able to complete the work in class.

PRESENTATION TOPICSPRESENTATION DATES

  • William Golding himself!
  • Freud - psychoanalysisEveryone must be prepared to
  • Maslow and Rogers – humanismPresent on Tuesday, Dec. 2!
  • Skinner and Pavlov – behaviorism
  • Allegory

GROUPS

4th / 5th
William Golding 1 / 1.Stuart
2.Mike
3. Saiaravind
William Golding 2 / 1Ariana
2.AUdrey
3. Briana
Freud - psychoanalysis 1 / 1.Travis
2.Jesse
3.D’Atra
4. Gabriel / 1. Mark
2.Anthony
3.Tom
Freud - psychoanalysis 2 / 1.Jolie
2.Claire
3.Christina
4. John / 1.Sabrina
2.Surya
3.Emma
Maslow and Rogers – humanism 1 / 1.Brandon
2.Ben
3.Ken / 1.Liz
2.Kaitlyn
3.Courtney
Maslow and Rogers – humanism 2 / 1. Gianni
2.Nishant
3.Kyle / 1.Kristen
2.Jenna B
3.Marina
Skinner and Pavlov – behaviorism 1 / 1. Breanna
2. Marley
3. Mikayla / 1.Erin
2.Lakshi
3.Nikki
Skinner and Pavlov – behaviorism 2 / 1. Katie
2.Meghan
3.Gina / 1.Maureen
2.Alex
3.Jenna J
Allegory 1 / 1. Austin
2. May
3. Jordyn
4. Radu / 1.Aren
2.Lindsay
3. Amanda
Allegory 2 / 1. Teresa
2. Chris
3.Amber
4. Sammy / 1.Isa
2.Emily

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During Reading

Tribal Logs and Councils

Sound the conch! It’s time to assemble…

You have just been assigned to a Tribe: Ralph, Piggy, or Jack. The organization of your tribe is to be determined by your tribe members (leaders, researchers, scribes, presenters, tribal names, colors etc.). However, as the book progresses, your tribe’s structure should develop the characteristics of your particular character. Throughout the reading of the novel, usually Fridays, groups will participate in “Gauntlets” (Tribal challenges that will determine the “fittest” tribe…if we have time of course!).

TRIBAL LOGS

Not only will we be having friendly competitions, but each individual tribe member will also keep a “Tribal Log”. This log should account his/her character’s personality, motivations, actions, and dialogue, using the prominent psychological theories of the time (humanism, psychoanalysis, and behaviorism). You may also choose to write about developing symbols or themes in addition to your character. I will check logs each day. If every tribe member has their log completed, your tribe will receive a “4” for that day. If they do not, the tribe will receive the appropriate level of understanding (coming to class prepared IS a learning goal!). A cumulative grade will be recorded at the end of the unit. These Tribal Logs will be key in composing your final literary analysis piece (see reverse side for details).

TRIBAL COUNCILS AND REPORTS

As class begins each day, tribes will meet to discuss their Tribal Log entries for the assigned chapter. Afterwards, each tribe will deliver a Tribal Report to the class. In your Tribal Report, the tribe speaker/leader for that day should include significant dialogue and actions that are shaping their character. Tribes will also need to acknowledge how their character is affecting the direction of the plot, make logical predictions, and address Golding’s social commentary.

READING CHECKS

There are three reading checks planned for the following dates (please make sure you have read the assigned chapters by those dates…I will announce any changes…and you never know…one may just be a Tribal Quiz ).

Ch. 1-4 – Tues. Dec. 9th

Ch. 5-8 – Mon. Dec. 12th

Ch. 9-12 – Fri. Dec. 19th

4th / 5th
Ralph 1 / 1. Gina
2. John
3. Katie
4. Austin
5. Marley / 1. Emma
2. Lindsay
3. Anthony
4.Mike
Ralph 2 / 1. Claire
2. May
3. Breanna
4. Kenneth
5. Radu / 1. Jenna B
2. Kaitlyn
3.Aren
4.Marina
5. Stuart
Jack 1 / 1. Brandon
2. Christina
3 Jesse
4. Teresa
5. Kyle / 1. Maureen
2. Audrey
3. Kristen
4. Erin
5. Amanda
Jack 2 / 1. Michaela
2. Jordyn
3. Amber
4. D’Atra / 1. Briana
2. Courtney
3. Sabrina
4. Nikki
5.Lakshi
Piggy 1 / 1. Ben
2. Gianni
3.Meghan
4. Jolie
5. Sammy / 1. Ariana
2. Surya
3. Jenna J.
4. Liz
5. Isa
Piggy 2 / 1. Gabriel
2. Nishant
3. Chris
4. Travis / 1. Alex
2.TOm
3.Mark
4. Emily
5.Saiaravind