Rationale for Teaching William Golding’s Lord of the Flies
Lord of the Flies, considered one of the classic novels of the post-war period, is also one of the
books whose use in schools is most frequently challenged. The novel, written by William Golding,
chronicles the social and moral decay of a group of boys stranded on an island in the midst of a war. It
has been described by those attempting to ban it as "demoralizing inasmuch as it implies that man is little
more than an animal” (http://www.radix.net/~bobg/books/banned.1.html). Lord of the Flies has been
challenged in the Dallas Intermediate School District and a number of other districts around the country.
Lord of the Flies does indeed seem to paint a dark picture of human nature. In fact, I would
argue that a number of literary works revolve around themes of human-beings’ less than good nature.
Two, Dr. Jekyll and Mr. Hyde and the Bible, come to mind immediately as I write this. I think that it is a
valuable exercise to examine critically the moral and social issues that Lord of the Flies raises. Therefore,
I have structured this unit around that goal. Students will not only be asked to identify Golding’s views
on the state of human nature, but to judge whether he was incorrect in his beliefs.
It is also worthy to note the socio-cultural context from which this novel arouse—and students
will be guided to do so. While Golding was writing Lord of the Flies, the Cold War was revving up and
for the first time in history, there was a possibility of mass-scale annihilation. World War II and the
holocaust were only a few years removed. Certainly, Golding must not have been the only one
considering whether evil was in our very nature.
Lord of the Flies Unit Overview
Class
This unit is designed for a 9th grade honors English section in an urban high school. Socio-economic status of
students is varied and the school is ethnically diverse. Not all students have strong support at home.
I am assuming that students have already been introduced to the “five-paragraph” essay and are familiar with the
novel as a genre. I am also assuming that the classroom has several computers with internet access (although I
make no assumption that students will have access to this technology at home). Additionally, I am operating under
the assumption that students are familiar with and have already been using a blogging tool.
Focus
The Lord of the Flies forces the reader to confront a number of questions about the nature of people and society, so
we will explore those questions! The overarching theme of the unit will be exploring the moral issues raised in the
novel. We will assess our views both before and after reading.
Methods
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I will be using several teaching methods including small and large-group discussion.
We will be reading much of the novel aloud, but students will also be expected to read independently in
class and at home.
We will hold one literature circle.
In addition to a final written assignment, students will be writing several blog entries.
Objectives
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Students will be able to point to textual evidence to argue Golding’s views on human nature and society.
Students will understand how socio-historical context might have shaped Golding’s views.
Students will construct a thoughtful and well-supported written argument.
Students will critically examine their own beliefs.
Students will understand symbolism.
Students will use the internet as an effective research tool.
Students will use their knowledge of grammar and writing conventions.
Students will work cooperatively in small groups.
Students will use oral communication skills (in discussion and presenting to the class).
Plan for Assessment
Students will be assessed for completing a writing journal in the form of blog entries. At least 3 entries per week
will be required (most will be in response to a specific prompt).
There will be a final writing project. Guidelines and a rubric for this assignment are attached.
Students will also be graded on participation in discussions, literature circle, and workshop.
Students will also receive credit for completing pre/post-reading questions hand out, the lit circle handout and giving
written feedback to a peer’s paper.
Link to Standards
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1:1 Writing Process
1:4 Inquiry and Research
2:3 Independent Reading
2:2 Meaning Beyond the Literal
3:1 Close Literary Reading
3:3 Text Analysis
Schedule-at-a-Glance
Week 1
1 Monday
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2 Tuesday
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3 Wednesday
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4 Thursday
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5 Friday
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Small group webquest on socio-cultural issues—groups will orally report
findings to class
Journal Entry: What was the “climate” of early 1950’s Britain?
Preview LF text
Discuss pre-reading questions in small groups, individual students should
record answers; share w/class
Begin reading LF aloud
Journal Entry: Initial reactions to text
Homework: finish reading Ch1
Discuss symbolic meaning of the shell; start a “symbolism board.” (We will
add objects we think are symbols as we read)
SSR: read through Ch3 by Thursday
By now we know voice in the story is tied to who has power. Students will
pick a short passage and rewrite it from the perspective of a non-speaker (due
Monday).
Read thru Ch5
Re-grouping day…discuss what is happening on literal and symbolic levels
Work on “voice” piece
Read Ch6 over the weekend
Week 2
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6 Monday
7 Tuesday
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8 Wednesday
9 Thursday
10 Friday
Read aloud
Introduce and choose stories for literature circle
Read lit circle story for homework
Conduct literature circles in assigned groups
Record general reactions to the story and answer the question: “what does this
story say about evil and human nature?”
Share lit circle finding with class; can we think of other texts/movies that deal
with the question of good versus evil (example: fairy tales, Dr. Jekyll¸
Frankenstein, Stephen King stories)
Read Ch8 in LF
SSR
Discussion: Reconnect with historical context
Journal Entry: create a character sketch
Homework: read thru Ch11
Read aloud---finish the book by tomorrow’s class
Introduce final assessment
Homework: think about topic for paper
Revisit pre-and post-reading questions; record answers
Journal entry: have your answers changed? Why or why not?
“Wrap-up” group discussion
Work on final papers (a draft is due Tues)
Week 3
11 Monday
12 Tuesday
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Work on final papers
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Turn in draft of paper
Workshop papers with a partner; a polished copy is due Thursday
Lesson Plan for Day 1:
Researching Historical Context
Purpose
As an introduction to the novel, Lord of the Flies, students will be conducting a webquest to gather information on
the socio-cultural climate of post-war Britain. This information should help students understand the novel on a
literal level as well as provide a jumping off point for examining the moral questions Golding raises.
Procedures
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Students will be divided into groups of three. Each group will conduct a webquest on a historical issue
relevant to LF. Groups will be assigned one of the following topics: Hitler/Nazism, The Cold War, The
bombing of Hiroshima/Nagasaki (more than one group may be working on the same topic).
Groups will determine which pieces of information are most important/relevant and will record their major
findings (a bulleted list is fine).
Groups will report back to the class their major findings. I will make a record of our major findings in each
category.
I will prompt students with the following question: “what would it be like to live in post-war Britain? What
might some of your biggest concerns be? (ex: would you be worried about another world war? about
another Hitler-type leader arising? about nuclear war?)
Students will write a blog entry about the “climate” of post was Britain.
Hand out copies of LF and “preview” the text. What do we expect from the text based on the cover,
chapter titles, etc.
Outcomes
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Students will use the internet as an effective research tool.
Students will be able to “boil down” info and identify the most important points.
Students will work constructively in groups.
Students will be able adopt another’s POV
Materials
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Computers with internet access
Paper
Pens/Pencils
Class set of Lord of the Flies
Assessment
Students will receive a participation grade for contributing to group work. Groups will also earn a grade for finding
and recording/reporting accurate and relevant information from their webquest.
Lesson Plan for Day 2:
Assessing Controversial Moral Stances
Purpose
This lesson is meant to introduce students to the moral issues raised by Lord of the Flies. These issues will frame
our study of the novel.
Procedures
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Break students into groups of 3. Hand out copies of pre/post-reading statements.
Students will read the statements aloud and discuss their reactions within groups. Each student should
record his/her individual reaction (briefly) on the handout. (We will be referring back to this sheet later in
the unit). I will be joining groups informally during this activity.
We will then come back together and discuss the statements as a class. What were initial reactions to the
statements? Was there a lot of disagreement within groups?
Teacher read aloud of Lord of the Flies.
Homework: Students should finish Ch1 of LF and consider their initial reactions to the text (at the beginning of
tomorrow’s class, we will take a few minutes to complete a blog entry on the topic).
Outcomes
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Students will use good oral communication (listening and speaking) skills during group discussion.
Students will consider complex and controversial ideas.
Students will respond to literature.
Materials
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Class set of Lord of the Flies
Computers
Pre/Post-Reading Statements Handout
Pens/Pencils
Assessment
Students will receive a participation grade for taking an active part in discussion as well as a grade for completing
the pre-reading section of the handout.
Do you agree or disagree with the following statements? Why?
1. When given a chance, a person will often single out and degrade another to
improve himself.
Before
After
2. Society is what holds everyone together. Without it our ideals, values, and the
basics of right and wrong are lost.
Before
After
3. When the institutions of law and order slip away or are ignored, human beings
revert to a more primitive part of their nature.
Before
After
4. The power of fear and control can overwhelm a person.
Before
After
5. If humanity is to survive, innocence may have to be sacrificed.
Before
After
6. Whenever groups of people coexist, there will be a struggle for power.
Before
After
7. Children are capable of horrific behavior.
Before
After
8. Everyone is capable of murder.
Before
After
Lesson Plan Day 3:
Symbolism of the Shell
Purpose
This lesson is meant to get students thinking beyond the literal level
when reading Lord of the Flies. We will begin a “symbolism” board
which we will continue to expand as we encounter other symbolic
objects.
Procedures
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Complete blog entries on topic of initial reactions to the text.
Mini-lesson on symbolism to refresh students. Symbolism is….some examples are…
Ask students to do a free write based on the prompt: what is the symbolic meaning of the shell?
We will come back together and begin a discussion by having volunteers share what they wrote.
We will boil down our thoughts on the symbolic meanings into a few phrases.
We will attach a laminated picture of a conch shell to a dedicated board and record our phrases by it.
Students should refine their free write and post a blog entry on the shell’s symbolic meaning.
Silent sustained reading for the rest of class. Students should read through ch3 by the next class
(homework if necessary).
Outcomes
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Students will use technology as an aid to respond to literature
Students will understand symbolism and its application to the text
Students will practice independent reading skills.
Materials
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Computers with internet access
Laminated picture of conch shell
Dry-erase markers
Paper¸pen/pencil¸copy of LF (each student)
Assessment
Students will be assessed a grade for participating in discussion and for completing their blog posts.
Lesson Plan for Day 5:
Regrouping Day
Prologue
Yesterday, we dicussed a style element in the novel that helps lend meaning. Namely, those who are given a
“voice” in the novel are usually in a position of power at the moment. Or, “voice” is taken away by a stronger
character (think of Piggy being silenced by Jack). Students were assigned a writing exercise in which they chose a
short passage from the novel and are re-writing it from the POV of a “non-speaking” character. The piece they
produce does not have to follow the style of LF or story-telling conventions. That is, students may have a character
simply re-tell the action and his reactions/feelings.
Purpose
This is a day for everyone to touch base and make sure that we are all understanding the novel on both a literal and
symbolic level. We will also take in-class time to work on the “voice” assignment.
Procedures
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Large-group discuss: does everyone understand the basic plot? Have volunteers paraphrase the action. (If
there is a lack of volunteers, have students do a paired quick think.) Refer to text and clarify plot points, if
necessary.
Make sure everyone understands the meaning of some of the most important symbols, such as the conch,
the fire and Piggy’s glasses (refer to “symbolism board”). Note that they are all symbolically a connection
to society’s norms/rules.
Students will work individually on the voice piece for the remainder of the class. They should post it as a
blog entry.
Outcomes
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Students will understand LF on a literal level.
Students will understand LF on a symbolic level.
Students will explore the importance of perspective.
Students will understand that voice and power are closely related.
Materials
Computers with internet access
Assessment
Students will be assessed a participation grade. The “voice” writing assignment will also be graded for
thoughtfulness and relevancy.
Lesson Plan for Day 7:
Literature Circles
Prologue
Yesterday, students previewed two short stories, “Young Goodman Brown” and “The Lottery” and chose one to
read as homework for today’s class. I have assigned them to groups of four.
Purpose
Like Lord of the Flies, these two stories deal with themes of evil and human nature. This lesson should help
students gain some perspective on the major theme of LF by examining how other writers have treated the same
idea.
Procedures
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Students will break into small groups that I have assigned them (everyone in a group will have read the
same text)
Students will begin discussion by sharing their reactions to the story.
Students will also discuss how their story deals with the theme of evil and human nature. They should
record their answers briefly on the handout provided.
As a large group, we will brainstorm other texts we know that deal with the same theme. Dr. Jekyll and
Mr. Hyde, Stephan King stories and biblical stories are some possible examples. Discuss: why is this such
a popular theme?
Use any remaining time to read LF aloud. Students should finish Ch8 for tomorrow’s class.
Outcomes
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Students will use good oral communication skills.
Students will think critically about literature.
Students will use analytical skills.
Students will consider how several sources treat one theme.
Materials
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Copies of short stories
Copies of Lit Circle Response Sheet
Pens/pencils
Assessment
Students will receive a grade for participating in discussions and writing thoughtful responses.
Bibliography:
Literature Circle Texts
Jackson, Shirley. “The Lottery.” Included in the collection The Lottery and other Stories. New York:
Modern Library, 2000.
Hawthorne, Nathaniel. “Young Goodman Brown.” Included in the collection Young Goodman Brown
and Other Tales. New York: Oxford University Press, 1992.
Literature Circle Response Sheet
What is the name of your story? _______________________
What are your reactions to this story? Did you like it? Why or why not?
How does your story deal with the theme of evil and human nature? For instance, why do the characters in the story
seem to do bad things (b/c they are evil or for some other reason).
Guidelines for Writing Assignment
You have two options for your final assignment:
Option 1
You can write a five paragraph essay based on one of the pre/post-reading questions (see handout). If you choose
this option, you will need to include the following:
1.
2.
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4.
An opening paragraph that introduces the question to the reader.
A thesis statement. Your opening paragraph must state the answer Golding (through Lord of the Flies)
gives to this question.
Three paragraphs that support your thesis. You must include examples from the novel; a quote or two
would be good. You can look at other factors, such as historical context, if appropriate.
A conclusion. Do you think Golding answered the question right? What is your answer to the question?
Why?
Option 2
You also have a creative writing option. Imagine that the boys had not been rescued. What would have happened
next? Write the next chapter from the book.
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You should try to recreate the style and voice of the novel.
Your chapter should be a least two pages long.
Follow the conventions of good story telling (e.g. show, don’t tell).
You should definitely have a buildup of action and the story should conclude in some way.
Also, please write 2-3 sentences to me explaining why you think the story would have concluded this way.
Rubric for Option 1
20 pts. Your essay has a title, an introduction, three support paragraphs, and a conclusion.
20 pts. You have a clear thesis statement.
20pts. You have used support from the text.
20 pts. Your concluding paragraph shows a careful, well thought-out judgment as to whether Golding was right.
20 pts. You use appropriate and interesting vocabulary and follow grammar rules. Your essay has “flow.”
Rubric for Option 2
20 pts. You address the appropriate question (what if the rescuers had not shown up?)
20 pts. You have written at least 2 pages.
10 pts. You have adopted the tone/voice of the novel. Your chapter seems to fit.
10 pts. You develop action and dialogue.
20 pts. You use interesting and appropriate language and follow grammar rules.
20 pts. You have written a 2-3 sentence rationale explaining why you made the choices you made.