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Lord of the Flies
Teaching Guide
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LORD OF THE FLIES Lessons
Table of Contents
Lesson #1 ........................................................................................................................................ 4
Intro ............................................................................................................................................. 4
Begin Reading............................................................................................................................. 4
Chapter One Worksheet .............................................................................................................. 4
Lesson #2 ........................................................................................................................................ 4
Symbolism .................................................................................................................................. 4
Democracy .................................................................................................................................. 4
Lesson #3 ........................................................................................................................................ 5
Symbols of Democracy and Totalitarianism............................................................................... 5
Symbolism Paragraph ................................................................................................................. 5
Lesson #4 ........................................................................................................................................ 6
Character Chart ........................................................................................................................... 6
Glasses and Huts on the Beach ................................................................................................... 6
Simon’s Sanctuary ...................................................................................................................... 6
Lesson #5 ........................................................................................................................................ 6
Painted Faces .............................................................................................................................. 6
Lesson #6 ........................................................................................................................................ 7
Quiz – Chapters 1 to 6 ................................................................................................................ 7
Chapter Six Discussion ............................................................................................................... 7
Lesson #7 ........................................................................................................................................ 8
Torture......................................................................................................................................... 8
Rape Scene .................................................................................................................................. 8
Conversation with the Devil ....................................................................................................... 8
The Beast .................................................................................................................................... 8
Lesson #8 ........................................................................................................................................ 9
Good vs. Evil .............................................................................................................................. 9
The Beast Within ........................................................................................................................ 9
What Makes Us Moral ................................................................................................................ 9
Lesson #9 ........................................................................................................................................ 9
Evil Project................................................................................................................................ 10
Lesson #10 .................................................................................................................................... 10
Lesson #11 .................................................................................................................................... 10
Simon’s Death........................................................................................................................... 10
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Alive .......................................................................................................................................... 10
Lesson #12 .................................................................................................................................... 11
Continue Alive........................................................................................................................... 11
Lesson #13 .................................................................................................................................... 11
Alive/LOTF Comparison .......................................................................................................... 11
Lesson #14 .................................................................................................................................... 11
Piggy’s Death ............................................................................................................................ 11
The Conclusion ......................................................................................................................... 12
Lesson #15 .................................................................................................................................... 12
Review ...................................................................................................................................... 12
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Lesson #1
Intro
1. Fallout Shelter Activity – this is a group activity in which student select 6 of 10 candidates to
receive shelter in a bomb shelter.
• Divide your class into groups of approximately five students.
• Give each group a copy of the Fallout Shelter Scenario handout.
• Groups have ten to fifteen minutes to make their choices
• Ask each group to share their list and to explain their selections.
Begin Reading
2. Read chapter one aloud to the class.
3. Discuss reactions to the first chapter. Clarify where necessary – perhaps about the tube
(fuselage of futuristic plan that ejects and parachutes to safety).
Chapter One Worksheet
4. Distribute “The Sound of the Shell” handout.
5. Students are to begin filling out the worksheet.
Lesson #2
1. Silent Reading – give students 15 minutes of silent reading time at the beginning of each class.
They may read Lord of the Flies or any other book, so long as they are silent and they are
reading.
Symbolism
2. Symbol – define the terms “symbol” and “symbolism.”
3. Ask students to think of objects associated with “love.”
4. How do these objects represent the concept of love?
5. Explain that Lord of the Flies is full of, and largely driven by, symbolism. It is the key to
understanding Golding’s messages.
Democracy
6. Ask the students to write down three things they associate with “democracy.”
7. Have the students share their lists and compile a master list on the board.
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8. With the aid of the newly-formed master list, ask students to come up with their own definition
for “democracy.”
9. Have the students share their definitions and draft a consensus definition with the class.
10. Repeat steps 6-9 for “totalitarianism.” Students can finish for homework.
Lesson #3
1. Silent Reading – 15 minutes
Symbols of Democracy and Totalitarianism
2. Have the students search for and record symbols of democracy and totalitarianism from
chapters one and two.
3. Have students share their lists and then discuss as a class.
4. How is the conch a symbol of democracy? How do its appearance, shape, structure, and use
resemble the system of democracy?
5. Distribute the Symbolism in Lord of the Flies handout.
6. Students are to fill in spaces for conch, providing a description and an analysis.
7. Repeat steps 4-6 for the knife. How is it a symbol of totalitarianism?
Symbolism Paragraph
8. Students are to write a paragraph discussing the symbolism of either the conch or the knife.
You can have students complete the paragraph for homework, or give them class time. Their
paragraphs should use the following structure:
i)
ii)
iii)
iv)
Thesis – In William Golding’s Lord of the Flies, a conch symbolizes...
Explanation and details
Evidence and examples
Conclusion
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Lesson #4
1. Silent Reading – 15 minutes
Character Chart
2. Distribute the Character Chart handout.
3. Students fill in information for Ralph, Piggy, and Jack.
Glasses and Huts on the Beach
4. Discuss the symbolism of the glasses. What do we normally associate with glasses? What do
they help Piggy do? How else are they used? The students should be able to conclude that the
glasses are a symbol of intellect, clarity, and civilization.
5. Students should fill in information for the glasses in their symbolism charts.
6. Repeat steps 4 and 5 for the huts on the beach. These huts also represent civilization. They also
represent a lack of cohesion and cooperation within the group.
Simon’s Sanctuary
7. Read the description of Simon’s sanctuary on pages 56-59
8. How is this place like a cathedral? Alter, candles, light, etc.
9. Any time left can be spent reading silently.
Lesson #5
1. Silent Reading
Painted Faces
2. Define the word atavism – the recurrence of primitive characteristics that were present in
distant ancestors.
3. Analyze and add the painted faces to the symbolism chart. How are the painted faces a symbol
of atavism, loss of identity, shedding of responsibility, etc.?
4. Discuss the second major conflict of Lord of the Flies: civilization vs. savagery. Which do you
think is winning?
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5. Chapter Five Questions.
6. Reading time – remind students that they have a multiple-choice test on chapters 1-6 next class.
Lesson #6
1. Silent Reading
Quiz – Chapters 1 to 6
2. Distribute the multiple-choice quiz. Have students record their answers on separate paper so
you can use the quizzes again with another class.
3. Give the students time to complete the test. Remind them not to leave any blanks – a guess
doesn’t hurt.
4. Mark the quiz together by having students switch papers with someone.
Chapter Six Discussion
5. Discuss the events of chapter six:
• Battle in the sky
• Fear of the beast grips the children
• Ralph losing control of the group
• Etc.
6. How does fear manipulate the children? Who uses it to their advantage?
7. Brainstorm other example of fear influencing action or inaction.
8. Cold War – either through discussion, lecture, or video, explore the basics of the Cold War.
Discuss how Lord of the Flies is related (democracy vs. totalitarianism, fear, manipulation, etc.).
9. Reading time
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Lesson #7
1. Silent Reading
Torture
2. Five Minute Write – students are to record their answers and thoughts related to the following
question: In the wake of September 11th, 2001, should the US torture terror suspects for
information?
Students should explain and support their positions. Tell them to be specific.
3. Torture T-Chart – ask students to share their answers with the class. Record arguments for and
against torture in a t-chart on the board. Hopefully you will have some heated discussion and
debate. Are there any situations in which it would be okay? What if the person turns out to be
innocent? How do we make sure powers aren’t abused?
4. Discuss any connections to Lord of the Flies. In our world today, what is the “beast” we are
afraid of? How is this fear controlling our actions? Is it making people do things that normally
wouldn’t be okay?
Rape Scene
5. In chapter eight, on pages 148-149, Jack and the hunters kill a mother pig. The scene is graphic
and disturbing. This scene is considered by many scholars to be a reference to gang rape. Such
things often occur in war – see Rwanda, Sudan, Post WWII Germany, etc. – where stress, fear,
death, and atrocity become somewhat normalized. This is a worthwhile thing to discuss, as long
as your class is mature enough.
Conversation with the Devil
6. In chapter eight, on pages 157-159, Simon has his conversation with the pig’s head. This scene
is considered by scholars to be a conversation with the devil. Discuss and record what insight
this conversation provides. What do we learn about the beast? What do we learn about Simon
and about the other boys?
7. This would be a good time to introduce the concept of Simon as a Christ figure. Look at some of
the ways in which he resembles Jesus.
The Beast
8. Add “the beast” to the symbolism chart.
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Lesson #8
1. Silent Reading
Good vs. Evil
2. Lord of the Flies is driven by three major conflicts, two of which we have already begun to
examine: democracy vs. totalitarianism, and civilization vs. savagery. The third conflict is
between good and evil. Just as with the first two conflicts, the opposing sides in this struggle
are represented by symbols, but this time the symbols are characters. This conflict is also
occurring within each of the boys.
The Beast Within
3. Students are to answer the following questions in writing. They will not have to share their
answers if they do not want to?
i)
What is the worst thing you have ever done?
ii)
Who did it hurt?
iii)
Why did you do it?
4. Invite students to share their answers. Discuss the concept of a “beast” inside every person.
What is this beast? Why do we commit evil acts?
What Makes Us Moral
5. Distribute the Time Magazine article titled “What Makes Us Moral?”
6. Distribute the accompanying questions found with this teaching guide.
7. Students are to read the article and answer the questions.
8. Finish for homework.
Lesson #9
1. Silent Reading
2. Collect Homework
3. Discuss the article and answers to the questions. Ask the students what they would do in
hypothetical situations in which their morals would be tested. Is it right to kill someone if it
means saving five others?
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Evil Project
4. This is a research project that will require access to computers or reference books. It should
take the rest of this period and the next. See the handout for additional details.
Lesson #10
1. Silent Reading
2. Work Period for the Evil Project – students should be researching their topics and writing their
reports.
Lesson #11
1. Silent Reading
Simon’s Death
2. Read aloud the scene in which Simon is killed on pages 168-169. If you want to get kids moving,
have them re-enact the scene.
3. Students are to answer the following questions:
i)
Why is Simon killed?
ii)
At what point do the boys realize he isn’t the monster?
iii)
What role does “mob mentality” play in the killing?
iv)
What does this murder mean for the boys? What does it signify?
v)
How does this further Simon’s likeness to Jesus Christ?
4. Discuss the state of affairs on the island. Which side is winning in each of the three main
conflicts? Ask the students to predict what will happen. What is Golding getting at?
Alive
5. This project will require students to compare Lord of the Flies to the story told in the film Alive.
Distribute the handout package and have the students complete the previewing section.
6. Begin the film.
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Lesson #12
1. Silent Reading
Continue Alive
2. Continue watching Alive and answering questions.
Lesson #13
1. Silent Reading
Alive/LOTF Comparison
2. Finish film if not yet done.
3. Students fill in comparison chart.
4. Discuss similarities and differences.
5. Create a master chart on the board with the best points from your students.
6. Focus on the differences in the boys themselves. What keeps the boys in Alive together? Is it
their faith in God, the fact that they are already a team, their ages?
7. As a culminating activity, you can have your students write a comparison paragraph or essay.
See handouts on both.
Lesson #14
1. Silent Reading
Piggy’s Death
2. Students answer the following questions about chapters 10 and 11:
i)
What does Ralph realize about himself that Piggy doesn’t want to acknowledge or
discuss?
ii)
What does Jack intend to do to Wilfred? Why is this significant? How does it relate to
totalitarian rule?
iii)
How does Jack manipulate his tribe? How does he use the beast?
iv)
What do Jack and his hunters steal from Ralph’s remnants of a tribe?
v)
What is the literal and symbolic significance the theft?
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vi)
What two simultaneous events signify both the end of democracy and the end of
civilization on the island?
3. Discuss the answers as a class.
The Conclusion
4. Those students who haven’t finished the novel should read the last chapter now.
5. In this final chapter, Jack and his tribe hunt Ralph. They intend to kill him and put his head on a
stick just as they did with the pig’s head. The hunters are burning Ralph out of hiding, showing
no foresight or care beyond their immediate blood lust.
6. Discuss the following question as a class before your students write a paragraph giving their own
personal answer. Their paragraphs should be structured, specific, and supported. They should
address all three main conflicts - democracy vs. totalitarianism, civilization vs. savagery, and
good vs. evil:
What does Lord of the Flies say about human nature?
Lesson #15
Review
1. Start off with Review Jeopardy:
• Split the class into three groups.
• Have each group come up with a distinct noise that they will use to buzz in.
• Write categories and reward amounts on the board as they are done on the TV show
jeopardy.
• After a question is read, groups can buzz in by making their noise. You have to listen
carefully to decide which team gets first crack at the question.
NOTE: this game gets loud and ultra-competitive.
2. Review Crossword
3. Graffiti
• Students come to the board and write down one comment, question, observation or
insight related to Lord of the Flies. Then you read and discuss them as a class.
4. Study Time
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FALLOUT SHELTER SCENARIO
You are members of a department in Washington, DC, in charge of experimental stations in the far
outposts of civilization. Suddenly the Third World War breaks out and bombs begin dropping. Places all
across the globe are being destroyed. People are heading for all available fallout shelters. You receive a
desperate call from one of your experimental stations, asking for help.
It seems there are ten people but there is only enough space, air, food, and water in their shelter for six
people for a period of three months—the amount of time they estimate they can safely stay down there.
They realize that they have to decide which six should go into the shelter, but they are likely to become
irrational and begin fighting. So they have decided to call your department and leave the decision to you.
They will abide by your decision.
Each of you has yet to prepare to go your own fall-out shelter: you are running short on time. Because
time is short, you only received superficial descriptions of the ten people. You have 30 minutes to make
your decision. Then, you will have to go to your own shelter.
As a group, decide who will be eliminated from the shelter. Before you begin, I want to impress upon
you two important considerations. It is entirely possible that the six people you choose to stay in the
shelter might be the only six people left to start the human race over again. This choice is therefore, very
important. Do not allow yourself to be swayed by pressure from the others in your group. Try to make
the best choices possible. On the other hand, if you do not make a choice, then you are choosing to let
the ten people fight it out among themselves, likely resulting in the death of all ten individuals. You have
exactly 30 minutes.
1. Second year medical student ______
2. Bookkeeper; 31 years old ______
3. Bookkeeper’s wife; six months pregnant ______
4. Famous historian author; 42 years old ______
5. Hollywood starlet; singer; dancer ______
6. Bio-chemist ______
7. Rabbi; 54 years old ______
8. Olympic athlete; track and field ______
9. College student; female; 21 years old ______
10. Policeman with gun (they cannot be separated) ______
Notes:
/
"The Sound of the Shell"
Lord of the Plies - Chapter One
Answer the following in point form.
1.
What is the "long scar ,smashed into the jungle"? What is Piggy's theory about the whereabouts
of the cause of it?
2,
Term to note: DICTION: the deliberate choice and arrangeme,nt of words to create a
desired effect.
In Ralph's eyes, the island is paradise; however the author gives some subtle descriptions that
. may show otherwise. What are at least two descriptions or items that show the island may not be
totally idyllic?
. Paradise
3.
Piggy makes reference to a conversation with the pilot. What did the pilot say about England?
4.
In the boxes below, record any of your knowledge about traits, feelings, actions or treatment
towards others, appearances, or background information that you have learned about these boys
in the first chapter.
Piggy
,I
Not Paradise
Ralph
4.
There is one group of boys who knew each other from before. Describe who they are, what they
are wearing, and who appears to command them.
5.
One of the boys flopped on his face in .the sand, and apparently has frequent fainting spells.
Who is this boy?
6.
As you read on in the chapter, more boys are introduced. Supply the information you learn about
the following characters:
Sam'n Eric
Jack Merridew
Simon
'-
7.
.L-I
You have all created your own islands, but now comes the tricky part! Using the descriptions
from Jack, Simon, and Ralph, formulate a rough sketch of what you think the island looks like.
There are plenty of important landmarks to acknowledge. Some are mentioned here for you, and
you will need to do some sleuthing in chapter one (sniff around pages 30-3i i) for at least three
more descriptors to include on your map. LABEL EVERYTHiNG.
.
•
At the top, they could see that the sea lay on every side.
•
It (the island) was roughly boat shaped; humped near this end (the mountain end) and
behind them, the jumbled descent to the shore. On either side (of the mOLiiitain) were
rocks, cliffs, tree tops, and a steep slope, but forward, a tamer descent.
• there looked to be a small island at the end; a rock, almost detached.
• beyond falls and cliffs, there was a gash visible in the trees; leaving only a fringe of palm
trees between the scar and the sea.
.-J
We will add more landmarks to the island as the novel progresses.
You may create a bird's eye view, or a side profile-whatever you prefer.
~
.•
The Boys' Island As I See It:
Symbolism in Lord ofthe Flies
Symbol
Conch
Knife
Glasses
I
Huts on the
Beach
Description
Analysis
Symbol
Description
Analysis
I Painted
Faces
I The Beast
Simon
I
i
\
Roger
I
I
i
Important Characters from Lord ofthe Flies
Character
Description
Quote
Ralph
Piggy
Jack
Simon
I
Roger
Sam 'n Eric
Important Quotes from Lord ofthe Flies
Discuss the significance of each of the following quotes. You should explain why the
quote is important to the novel as a whole. Discuss the quote's relevance to character,
plot, or theme.
1. Roger gathered a handful of stones and began to throw them.
Yet there was a space round Henry, perhaps six yards in
diameter, into which he dare not throw. Here, invisible yet
strong, was the taboo of the old life. Round the squatting child
was the protection of parents and school and policemen and the
law.
2. His mind was crowded with memories; memories of the
knowledge that had come to them when they closed in on the
struggling pig, knowledge that they had outwitted a living thing,
imposed their will upon it, taken away its life like a long
satisfying drink.
3. "What I mean is ... Maybe it's only us ... "
4. "There isn't anyone to help you. Only me. And I'm the Beast ...
Fancy thinking the Beast was something you could hunt and kill!
... You knew, didn't you? I'm part of you? Close, close, close!
I'm the reason why it's no go? Why things are the way they
are?"
5. Ralph wept for the end of innocence, the darkness of man's
heart, and the fall through the air of a true, wise friend called
Piggy.
What Makes Us Moral?
1. What does the author suggest is the once thing that should really
separate us from anim~ls?
2. What shows that kids have an innate sense of morality?
3. What is the difference between "moral judgment" and "moral
behavior"?
4. How did Nadia Kohts show that chimps have empathy?
5. What would you do in each of the runaway train scenarios?
6. What is the general rule human seem to have for helping others?
7. Describe one tool groups use to enforce group morals.
8. Why would the delinquent adolescent suggest it is okay to rob a
"Chinese delivery guy" but not an old lady?
9. What usually has to take place before humans can engage in mass
slaughter?
lO.Which part of the brain is associated with strong emotions?
The Evil Project
Task
You must research and report on a current or historic example of evil in the world. You
can report on a person or an event, and you can choose the format of your report.
Formats
•
Essay – multi-paragraph essay of approx. 500 - 700 words
•
Scrapbook – a small collection of pictures with captions combined with a bit of
paragraph writing (300 words)
•
Presentation – short (approx. 5 minutes) report to the class about the person or
event
•
Other – If you have another idea, just run it by me
Research
You can use the internet and all resources in the library for your research. Remember,
most of the topics suggested below are very large and you could fill dozens of books
without covering them completely, so you must focus on a specific part of the event or
keep your summary tight and provide the most important details.
Criteria
1.
2.
3.
4.
You must report on the background of the person or event.
You must discuss why this person or event is exceptionally evil.
Your report must be made in your own words.
You must give me a bibliography (list of sources)
Marks
I am looking for:
• Quality writing
• Adequate summary of background
• Thoughtful and developed explanation of the evil person or event
Alternative
You can chose to research and report on an exceptional example of good if you wish.
/30
Due Date:
Comparison Paragraph
A comparison paragraph explores the similarities and differences between two things
(characters, stories, themes, etc.).
It is important that a comparison paragraph follow a clear, organized structure. The
structure for a comparison paragraph is much the same as that of any developed
paragraph. The basic parts are described below.
1. Thesis – Your first sentence must state your argument. When writing a
comparison paragraph, you can start by saying if the two things being compared
have more similarities or differences.
2. First Point (differences) – First explore the differences between the two things
being compared. Simply explain why they are not the same.
3. Evidence – Provide evidence that backs up your point(s). If you say someone is
caring and selfless, describe something they do that shows these traits.
4. Second Point (similarities) – Now describe how the two things being compared
are similar. In what ways are they the same?
5. Evidence – Again you must provide evidence that supports your point. Describe
something that shows how the two things are similar.
6. Conclusion – Finish by restating your thesis and summarizing your main
argument. You can end by saying which are more important, the similarities or
the differences.
SAMPLE
The genocides in Rwanda in 1994 and Cambodia in the 1970’s are different in many
ways, but they also share some significant similarities. The Rwandan genocide occurred
in a span of 100 days. During that time, almost 1 million Tutsi were slaughtered. The
Cambodian genocide, committed by the Kmir Rouge, took years to run its course.
During the Rwandan genocide, civilians were killed in their homes and in the streets. In
Cambodia, citizens were forced to evacuate cities and move to concentration camps.
Once in these camps, they were reeducated and had to work hard labour with little
nourishment. Despite these important differences, the two genocides were remarkably
similar in several ways. First, they both involved the senseless slaughter of innocent
civilians. 1.5 million people were killed during the Cambodian genocide. This number
includes women and children, mothers and fathers, sons and daughters. The Kmir Rouge
killed anyone they thought might present even the slightest threat to their image of a
perfect country. Similarly, the Interhamwe killed 1 million people and also targeted
women and children. In fact, the Interhamwe intentionally killed children in an effort to
wipe out the next generation of Tutsi. While these two examples of atrocity have some
differences, their similarities are more striking and meaningful. Killing is killing,
regardless of where it occurs.
Essay Structure Introduction HOOK
Go from the general to the specific. Start
with a broad topic and narrow the
parameters until you are discussing the
specific focus of your essay. Describe
what your essay will prove and give
some indication how it will do so.
THESIS
Your introduction should do three things: get the reader’s attention, discuss the general topic
your essay will address, and state your thesis. The inverted triangle (or inverted pyramid as it is
often called), represents that you should move from general to specific.
Your hook is the first sentence of your essay. It should grab the reader and compel them to keep
reading.
Once you have the reader’s attention, gradually move towards your thesis by discussing the
broader topic that your essay relates to. If you are writing about a specific character’s ambition,
you could start by discussing ambition in general.
The final sentence of your introduction should be your thesis statement.
Your thesis conveys the essence or point of your essay. It is a single sentence stating your
argument.
A sample introduction can be found on the next page.
Introduction Sample Hook = Yellow
General Discussion = Blue
Thesis = Pink
Which would you rather have – a friend who hangs around only when they want
something from you and otherwise couldn’t care less, or a friend who thinks you are the most
important being on earth and lives for your affection? The latter seems an obvious choice, but
perhaps not to everyone, for this question gets to the heart of an age-old argument with fierce
advocates on either side: are dogs better than cats? Few topics elicit such passionate positions
and beliefs. Put simply, there are dog people, and there are cat people. But if we examine the
question objectively, if we put aside our personal preferences and focus on the facts, a clear
determination arises. Dogs are better than cats.
Body Paragraphs Topic Sentence – The first sentence of each body paragraph must indicate what the
paragraph is about.
Points, explanation, and evidence – The bulk of each body paragraph consists of
points and arguments supported by explanation and evidence.
Transition Sentence – Finally, you must finish with a sentence that leads into your next
paragraph.
Body paragraphs have three main parts: topic sentence, arguments and evidence, and a transition
sentence.
The topic sentence simply states what the paragraph is about.
After that, you must present your points, explain them, and provide evidence to support them.
Evidence can be direct quotes or specific references to the text.
Finally, you need a transition sentence to lead into the next paragraph.
A sample body paragraph can be found on the next page.
Body Paragraph Sample Topic Sentence = Yellow
Arguments and Evidence = Blue
Transition = Pink
The most obvious way in which dogs are better than cats is the devotion they exhibit
towards their masters. Dogs form remarkably strong bonds with their masters. In many ways,
dogs live to please their human companions. It is an unconditional, complete devotion. When a
human praises a dog, the dog is overjoyed and shows its pleasure by wagging its tail vigorously.
If a human scolds a dog, it exhibits remorse and sadness. These are signs of devotion cats simply
do not provide. Cats will purr when they are happy, but this requires some effort on your part.
You must rub their chins and pet them or give them treats to elicit such a response. Dogs, on the
other hand, show their devotion and affection without nearly as much prompting. In fact, there
are many examples of dogs risking their own lives to save their human friends. In 2005, after
hurricane Katrina demolished and flooded much of New Orleans, a black Labrador named
(ironically also named Katrina) risked her life to save her drowning master. A golden retriever
named Brutis nearly died after it grabbed a coral snake as it approached a young child. Brutis
received the annual National Hero Dog for his trouble. Cats, needless to say, are known for
putting themselves in harm’s way to help humans. This reluctance of cats to help humans in
need belies another of their shortcomings: their aloof attitude.
Conclusion RESTATE
THESIS
STATEMENT
Summarize the main points of essay.
Go over each topic in the order they
were addressed in your body
paragraphs.
Finish by showing how essay is relevant to the broader topic. Try to
provoke further thought by making connections, asking questions, etc.
Like the introduction, the conclusion must accomplish three things: restate your thesis,
summarize your points, and provoke further thought.
The conclusion’s structure is exactly opposite that of the introduction. In the conclusion, move
from specific to general.
First, restate your thesis in its strongest, most persuasive form. This is your last chance to make
your argument stick.
Second, summarize the main points of essay. Remind your reader why they should agree with
your thesis.
Finally, try to provoke further thought by connecting your argument to the broader topic. You
can do this by making strong statements, asking questions, and/or making final observations. If
you are successful, your reader will come away thinking about your points.
Conclusion Sample Restate Thesis = Yellow
Summarize Points = Blue
Provoke Thought = Pink
And so, without doubt or timidity, one can safely say that dogs are the superior household pet.
They are far more affectionate, devoted, and helpful than their feline competitors. Dogs have
been humanity’s best friend for centuries, helping us catch vermin, herd livestock, and protect
our homes. They have also been humanities best animal friends, providing companionship
through difficult and easy times alike. Dogs are remarkable creatures and deserve to be treated
with love and respect. If only our human friends were so loyal and dedicated.
Alive
Objectives
•
•
•
•
Compare Alive to Lord of the Flies
Examine group dynamics in a survival situation
Determine what separates survivors
Writing Outcome: essay
Topics
•
Leadership, survival, faith, cannibalism, hope, determination, camaraderie
Main Characters
•
•
•
•
Nando Parrado
Roberto Canessa
Carlitos Páez
Antonio Balbi
Previewing Activity
Please answer the following three questions in full sentences. Explain your answers
fully.
1. List three characteristics (personality traits) you think are most important in a survival
situation.
•
•
•
2. Do you think you are a survivor? Explain.
3. In a survival situation, people’s strengths and weaknesses become more apparent.
Think about yourself in a survival situation and list your strengths and weaknesses in the
chart below.
Strengths
4. Would you eat human flesh to survive? Explain.
Weaknesses
While Watching
Please answer the following questions while you watch the film. Your answers will serve
as your notes for the film and will help you write your essay later.
5. What country are the boys from and what sport do they play?
6. Why can’t they use the plane’s radio?
7. What is the greatest danger to the boys during their first night on the mountain?
8. Who are the two leaders early in the situation?
9. What food supplies do the survivors initially have?
10. Why do the boys ration the food?
11. Who breaks the ration rules? Why?
12. What bad news does Nando deliver to the group? What does he think they should
do?
13. What does Nando suggest they eat?
14. Using the chart below, list the arguments on either side regarding the decision to eat
human flesh in order to survive.
To Eat or Not to Eat
Eat
Starve
15. What pledge do the boys make to each other about their dead bodies?
16. What terrible accident kills eight more of the survivors?
17. What do the boys hope to find in the tail of the plane?
18. How do Nando and Canessa eventually save the rest of the survivors?
Character Chart
Character
Nando Parrado
Carlitos Páez
Roberto Canessa
Antonio Balbi
Description (with evidence)
Chart the similarities and differences between Alive and Lord of the Flies. What is
different about the two groups? How is it that the boys in Alive manage to maintain their
civility despite having to endure a much more than the boys in Lord of the Flies?
Lord of the Flies
Both
Alive
..Lord of the Flies
Mid-novel Test (Chapters 1-6>
·:
Answer all questions on separate papEtr. Write the LETTER of the best answer in
the case of multiple choice questions 1-15.
A.
,Multiple
choice.
:,'-',.'" ....
1. '
Ralph is elected chief mainly because he possesses
the concb01
c)
a knife
. Piggy's support
cI)
knowledge of the island
a)
b)
" 'r
2.
Nam~<ft~J;character who is being described in this passage: ·'nside the
floating cloak,}l'f)vas tall, thin. and bony; and his hair was red beneath the black
cap. His face-~~$.·crumpled and freckled, and ugly without silfiness. Out of this
face stared tW9 ~t blue eyes, frustrated now, and turning, or ready to tum to
anger.- (chapt~i:one)
~)
Piggy ":1 .
,-c)
Jack
"
-1»
,Ral~h..
d)
Roger ','
.~:.;. (~"1 ti;'e:\~,
3.
Whicb one of the boys listed below was NOT one of the three who set off to
explore thei~,cir\d after the first meeting?
Simon
a)
RaIEti,>,,:",>',
c)
Jack
b)
PiggY"H~.
d)
4.
.n;·
a)
b)
c)
d)
The mfljO.;purpose of lighting the fire on the mountain (chap.2) was to
cook the pig
provide some comfort for the littluns who were cold and upset
ale.rt~one to their plight and facilitate rescue
attt~~gi~ attention of the pilot of a plane seen high overhead"
5.
The"ftf$t-beastie" was
a)
II
b)
a parachutist
-i- •• .,..".~
.
sna~e-thing
c)
d)
II pig's head
a giant squid
6.
Read this passage carefully:
wThe horizon stretched, impEtrsonal once
more, ~l butthe faintest trace of smoke. Ralph ran stumbling along the
rocks, sa\fSEt/l1iMse1t.btl the edge of the pink cliff, and screamed...'Come back!
Come b~ER1i'.::·VfFulfWas happeningaUhis moment?
a)
l~'~;~;¥'"tto~ ~o had supportedJ~alph were running away to join Jack's
hunters.;;~~;.;~:;~,~,,;: , _ , . :
.
'
b)
R~Rl'i naO juSt seen the boy with the mulberry-coloured birthmark wander
toward the raging fire.
'
"
'
c)
RatpJUnad sighted a plane high overhead and was trying to attract the .
pilofs attentfon.
d)
Ralph had sighted a ship and was distraught because the fire had gone
out.
...12
2.
7.
a}
b)
The beast on the mountaintop is actually
a dead airman
c}
a pig's head
Simon wandering about
d)
vines dangling from trees
a.
The huts on the beach are symbols of all but ONE of the following:
the joint efforts of all the boys
civilized thinking
home
humankind's attempts to triumph over nature
a}
b}
e}
d}
9.
been
a)
b}
e)
d)
At the first feast, Piggy speaks: ·Aren't I having none?" Why had Piggy
left out ()f the sharing of the roast pig?
Jack was asserting his power.
Piggy had not joined in the hunt and had therefore not earned his share.
Piggy arrived late and all the meat was eaten.
The boys voted to exclude Piggy from the feast.
10.
Which ONE of the following theine statements can not be supported by
details in this novel?
a}
People will attempt to organize themselves and work together in order to
survive..
b)
Humans have the capacity for both good and evil.
e}
Paradise may be only an illusion.
d}
Hard work and persistence triumph over all obstacles.
11.
Jack says: •...we're not savages. We're English and the English are best at
everything.- This statement is an example of
direct characterization
a)
dramatic irony
c}
symbolism
b)
internal conflict
d)
12.
Which ONE of these statements is FALSE?
e)
Simon thinlas that the
bec~t Iive~ on
the mountcin top.
b)
Jack thinks that, if there is a beast, it can be hunted and killed.
c}
Piggy thinks there is no beast, at least in animal form; he says there is
nothing to be afraid of ·unless we get frightened of people.­
d)
Ralph doesn't believe in ghosts, but certainly doesn't like the thought of
them in the dark.
13.
a)
b}
Painted faces symbolize
loss of identity
primitivism
c)
d}
shedding responsibility
all of these
...13
'.4.
Ralph refuses to blow the conch to reassemble the boys when the meeting
ends in chaos because
a)
The conch had been damaged When dropped and was now useless.
b)
The boys voted against using the conch.
c)
If the boys did not return, it would confirm Ralph's loss of leadership.
d)
The boys were too far away along the beach and would not hear it.
15. Read the following passage carefully:
-Ralph shuddered. The lagoon had protected them from the Pacific: and for some
reason onty Jack had gone right down to the water on the other side. Now he saw
the landsman's view of the swell and it seemed like the breathing of some
stupendous creature. Slowly the waters sank among the rocks, revealing pink
tables of gran~e. strange growths of coral, polyp, and weed. Down, down. the
waters went, whispering like the wind among the heads of the forest...Then the
sleeping leviathon breathed out. the waters rose. the weed streamed, and the
water boiled over the table rock with a roar. There was no sense of the passage of
waves; only this minute-long fall and rise and fall.­
Which ONE of the following statements is the best interpretation of the above
passage?
a)
Ralph has now realized that there is indeed a beast from the sea. but he
knows that he must not reveal this knowledge beeeuse it will rekindle the Iittluns'
fears.
b)
Both Ralph and the reader now have a rational explanation for Percival's
beast that ·comes out of the sea.­
c)
Ralph, suffering from heat exhaustion and from the difficult climb to the top
of the mountain. is hallucinating; he thinks he sees a sea monster.
d)
From a distance. Jack resembles a creature similar to that described by
one of the littJuns.
Lord of the Flies Unit Test
Multiple Choice /10
1. “(The island) was roughly boatshaped: humped near this end with behind them
the jumbled descent to the shore . . . . The tide was running so that long streaks of
foam tailed away from the reef and for a moment they felt that the boat was
moving steadily astern.”
The island’s shape is significant because
(a)
(b)
(c)
(d)
A boat rescues the boys.
Transportation is an important part of civilization.
It reminds us of such stories as Robinson Crusoe
It hints at how the boys’ society if retreating to a primitive state.
2. Simon suggests that the beast is “maybe . . . only us.” By this, Golding signifies
that
(a)
(b)
(c)
(d)
Man is corrupt at heart.
Children like to frighten each other.
The boys are alone on the island.
Children have over-active imaginations.
3. The boys pushing the great boulder off the cliff and into the jungle foreshadows
what event(s)?
(a)
(b)
(c)
(d)
Simon’s murder by the tribe on the beach.
Piggy’s murder by Roger.
Jack’s savagery.
A and C, but not B
4. For Ralph and his lot, the fire comes to have the “double function” of
(a)
(b)
(c)
(d)
Cooking pigs and making smoke for rescue.
Roasting fruit and cooking crabs and other sea creatures.
Keeping the other tribe away and making smoke for rescue.
Keeping the beast away and making smoke for rescue.
5. Jack cannot kill a pig on his first attempt because he
(a)
(b)
(c)
(d)
Is too civilized.
Has forgotten to camouflage himself in mud.
Is scared of the boar’s tusks.
Can’t stand the sight of blood.
6. Ralph’s worst error was
(a)
(b)
(c)
(d)
Not building shelters right away.
Failing to keep the signal fire going.
Leaving the choir under Jack’s control.
Allowing the boys to develop bad habits.
7. Jack wants lots of rules so that
(a)
(b)
(c)
(d)
They can build a civilization.
He can punish offenders.
They won’t need adults.
He can pretend they are at school.
8. The beast that Ralph and Jack see atop the mountain is really
(a)
(b)
(c)
(d)
The pig’s head.
Simon.
A bunch of creepers.
A dead parachutist.
9. Who is the second confirmed death on the island?
(a)
(b)
(c)
(d)
Piggy
Simon
The boy with the birthmark
Maurice
10. Piggy’s glasses getting broken represents
(a)
(b)
(c)
(d)
(e)
A loss of clarity.
An attack on intellectualism.
The triumph of technology over nature.
A and C, but not B
A and B, but not C
Short Answer /10
Answer the following questions as briefly as possible. One-word answers are fine where
appropriate.
1. Who kills Piggy?
2. What type of government does Jack and his knife represent?
3. What biblical figure can Simon be compared to?
4. When Ralph spots ship in the distance, he is angry at Jack because . . .
5. What saves Ralph’s life at the end of the novel?
Quotes /10
Identify the following three things for TWO of the quotes below.
(a) Speaker /1
(b) Circumstances – what is happening in the story? /1
(c) Significance – how is this important to character, plot, and/or theme? /3
1. “Fancy thinking the beast was something you could hunt and kill!”
2. “He came – disguised. He may come again even though we gave him the
head of our kill to eat. So watch; and be careful.”
3. “They’re all dead . . . an’ this is an island. Nobody don’t know we’re
here. Your dad don’t know, nobody don’t know.”
Paragraph /12
Answer the following question with a full paragraph of approximately 8-12 sentences.
Discuss theme in Golding’s Lord of the Flies. Support your answer with specific
reference to the text.
Lord of the Flies Test
SECTION A
1. Name the character being described in the following passage: “Inside the floating
cloak, he was tall, thin, and bony; and his hair was red beneath the black cap. His
face was crumpled and freckled, and ugly without silliness. Out of this face
stared two light blue eyes, frustrated now, and turning, or ready to turn to anger.”
a) Piggy
b) Ralph
c) Jack
d) Roger
2. Which of the boys listed below was NOT one of the three who set off to explore
the island after the first assembly?
a)
b)
c)
d)
Ralph
Piggy
Simon
Jack
3. The main purpose for the fire on the mountain is to . . .
a)
b)
c)
d)
cook the pigs
provide comfort for the little-uns
signal potential rescuers
provide light for the camp
4. Read carefully: “Ralph ran stumbling along the rocks, saved himself on the edge
of the pink cliff, and screamed . . . ‘Come back! Come back!”
What was happening?
a)
b)
c)
d)
Boys were running away to join Jack’s hunters
Ralph saw the boy with the birthmark wander towards the fire
Ralph sited a plane and was trying to get the pilot’s attention
Ralph sighted a ship and was distraught because the fire had gone out
5. The beast on the mountaintop is actually
a)
b)
c)
d)
A dead airman
Simon wandering about
A pig’s head
Vines dangling in trees
6. The huts on the beach are symbols of all but one of the following:
a)
b)
c)
d)
Civilization
Joint effort of all the boys
Home
Humanity’s attempts to triumph over nature
7. Which theme statement cannot be supported by details in the novel?
a)
b)
c)
d)
People will attempt to organize themselves and triumph over nature
Hard work and persistence triumph over all obstacles
Humans have the capacity for both good and evil
Paradise may be only an illusion
8. At the end of the novel, what does the stick sharpened at both ends indicate?
a)
b)
c)
d)
Jack plans to put Ralph’s head on the stick
Jack plans to kill two pigs
Totalitarianism cuts both ways
Ralph is ready to fight Roger and Jack
9. The beasts symbolize
a)
b)
c)
d)
Fear
Humanity’s inner savage
The Id
All of these
10. Which one of these statements is FALSE?
a)
b)
c)
d)
Jack is more concerned with hunting than being rescued
Ralph doesn’t believe in ghosts
Simon thinks the beast is an animal
No one knows Piggy’s real name
SECTION B—15 marks
1.
List 5 symbols and their meanings from LOTF. (point form) 5marks
2.
Describe the spiritual conflict in LOTF. Use complete sentences. 5marks
3.
Write two theme statements for LOTF. Use proper format. 2marks
4.
List the three levels of analysis discussed in class. 3marks
SECTION C—12 marks
In Lord of the Flies, William Golding reveals many of his thoughts and opinions
regarding humanity and society.
In a formal, fully-developed literary paragraph, discuss Golding’s opinions as
revealed in LOTF.
•
•
discuss at least two of Golding’s opinions
support your points with specific details from the text
Lord of the Flies Quizzes and Tests Answer Keys Mid­Novel Test (Chapters 1­ 6) 1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
A C A C A D A A A D A A D C B Unit Test #1 M/C 1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
D A B D A C B D B E S/A 1.
2.
3.
4.
5.
Roger Totalitarian Jesus Jack let the fire go out Naval ship arrives Quotes 1. The pig’s head (Simon’s imagination), while Simon is talking to ‘the beast’ on the mountain, this quote relates to the theme that the beast is within the boys themselves or that man is inherently savage. 2. Jack, talking to his tribe, Jack preserves his power through fear and intimidation – the boys are afraid of the beast and hope Jack can provide security. 3. Piggy, talking to Ralph early in the novel, this shows that Piggy sees things clearly and for what they are. Paragraph Answers will vary.
Unit Test #2 Section A 1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
C B C D A B B A D C Section B Answers will vary.
Section C Answers will vary.