Lesson: Lord of the Flies – Close Reading of Chapter 1

Grade/ level: Grade 10 Academic English

Time Frame: Approximately 2 full class periods

Ministry Expectations
(Taken from the Grade 9 and 10 English Curriculum Guidelines)
Specific Expectations Overall Expectations

Strand: Reading and Literature Studies

1. 1.3 Demonstrating Understanding of
Content – By the end of this lesson, students
will: identify the most important ideas and
supporting details in a text Reading for Meaning – read and demonstrate an
2. 1.6 Analyzing Texts – By the end of this understanding of a variety of literary, informational,
lesson, students will: analyze a text in terms of and graphic texts, using a range of strategies to
the information, ideas, issues, or themes they construct meaning
explore, examining how various aspects of the
text contribute to the presentation or
development of these elements

3. 3.2 Reading Unfamiliar Words – By the end Reading with Fluency – use knowledge of words and
of this lesson, students will: use appropriate cueing systems to read fluently
decoding strategies to read and understand
unfamiliar words

4. 4.2 Interconnected Skills – By the end of this
lesson, students will: identify a variety of their
skills in listening, speaking, writing, viewing,
and representing and explain how the skills
help them read more effectively
Reflecting on Skills and Strategies – reflect on and
identify their strengths as readers, areas for
improvement, and the strategies they found most
helpful before, during, and after reading

Learning Objectives

By the end of this lesson, students will:

Knowledge and Understanding

 Identify key passages in Chapter 1 of Lord of the Flies that contribute to the novel’s overall themes,
character development and symbolism

Skills
 Demonstrate critical reading and analytical skills by evaluating the effectiveness of setting to theme and
plot development in the novel

Lesson informed by:

http://www.education.gov.za/Portals/0/Documents/Manuals/MTG%20EFAL%20P2n%20LOTF%2019_01_2015%20WE
B.pdf?ver=2015-01-20-094418-000
Minds On (Approximately 10 minutes)
DAY ONE
Mind Map Brainstorming Session:
- Collectively ask students what they came across in their own reading of the first chapter. Draw a mind
map on the board as the discussion progresses
 What did they find interesting?
 What were they confused about?
 What did they take notes on? (E.g. characters, plot, setting, symbols, theme)

Assessment for learning – the purpose of these prompts are to assess where students are in the close reading
process. That is, are they able to identify character development, plot development, setting, symbolism and
themes? Or, do they require more guidance and prompts to begin thinking analytically about the novel?
Student responses will inform subsequent lessons, including how we move forward in the novel study unit.

Materials
- Prompts; chalkboard; chalk

Action (Approximately 2 periods)

- Ask students the following:
 Is Lord of the Flies a first, second or third-person narrative? How do you know? (2 minutes)
 What is an allegory and how is Lord of the Flies an allegorical novel? (3 minutes)

Activity 1: Interpreting the Novel’s Setting (Approximately 30 minutes)

- Provide students with a blank sheet of paper
- On one side, they are to describe the setting of the novel, as outlined in the introductory chapter. They
should be as specific as possible. Have them consider [Who, Where, What, Why, When and How] in
their description (10 minutes)
- On the other side of the blank paper, they are to draw a picture of the island. They must include labels
to identify the different parts of the island (10 minutes)
- Project an image of the island found online to students so that they may compare and contrast their
interpretation of the island with the author’s intended setting (see image below). Have a class discussion
about this comparison (10 minutes)

Image retrieved from:

http://www.education.gov.za/Portals/0/Do
cuments/Manuals/MTG%20EFAL%20P2
n%20LOTF%2019_01_2015%20WEB.pd
f?ver=2015-01-20-094418-000
Assessment as learning: this in-class activity helps orient students with the setting of the novel. It is important
for them to have a sense of the characters’ surroundings, as different parts of the island are referenced many
times throughout the text. In order to have a good sense of what the novel is about, students must be familiar
with the geography of the island.

Mini-lesson (10 minutes)

- Go over the following elements with students:
 Characters: Protagonist, Antagonist
 Theme
 Plot
 Symbol
 Diction and figurative language (personification, metaphor, onomatopoeia, simile)

In order for students to identify these elements in the novel, they must have a good understanding of what they
mean. Thus, a brief lesson on each of the elements is necessary.

- Distribute Chapter 1 Handout to students

- Explain to students that they should use this organizer as a guide for analyzing Chapter 1
- Go through the handout to provide clarification for students (5 minutes)
- Students may begin completing the handout based on their knowledge and understanding of Chapter 1.
Whatever is not finished in class will be completed for homework. Time will be given in class
tomorrow for students to continue their analysis, as well as, to share their thoughts with group members
(10 minutes)

DAY TWO

Activity 2(A): Chapter Analysis Group Work (25 minutes)

- Divide the class into 5 groups (3 minutes)
- Assign each group one of the tasks to work on (e.g. synopsis of Chapter 1, themes in Chapter 1, symbols
in Chapter 1, figurative language in Chapter 1, character traits in Chapter 1) (2 minutes)
- Students will work in their groups on their assigned task. They will be provided with chart paper and
markers to write down their thoughts. They are encouraged to finish completing the graphic organizer
for Chapter 1 (provided yesterday) before discussing as a group and presenting their findings on the
chart paper provided (20 minutes)

Activity 2(B): Presentations (25 minutes)

- Re-group as a class, and have each group present their task and findings. Audience members must pay
attention and take notes in their own handouts/organizers for future reference

Parts A and B of Activity 2 are examples of assessment as learning, as students are learning with and from one
another. They first critically analyze the text independently before sharing their ideas in small groups. Each
group then shares their response with the class. Classmates have the opportunity following presentations to ask
questions and/or seek clarification from their peers as well as the teacher (peer/self/teacher assessment).
Through observations and individual discussions with students, the teacher is able to assess student knowledge
and understanding of the novel so far.
Assignment Distribution and Explanation (15 minutes)
- Distribute “Message in a Bottle” assignment
- Go through assignment instructions and expectations with students: students are to write a message
detailing their stranded situation. They must include a very brief description of the island, information
about who they have met and what has happened to them. Students may ask questions and/or seek
additional clarification on the assignment at this time

Assessment of learning – By completing this assignment, students demonstrate their understanding of the
novel’s setting, and the importance of setting to character, plot, symbol and theme development. This
assignment allows students to demonstrate their imagination and creativity through identification with the
characters in the novel. It also demonstrates their ability to make connections to specific themes and symbols,
based on their preliminary reading and analysis of Chapter 1

Materials:
- Blank paper (x30); Island image (access online and project on screen)
- Chapter 1 handout (x30)
- Chart paper (10 sheets); Markers (x5)
- Novel, Lord of the Flies (x1)
- “Message in a Bottle” assignment + rubric (x15)

Consolidation
(Approximately 5 minutes)
Exit ticket!
- Students must respond to the following prompt on lined paper and hand it in before leaving the class: If
you were stranded on the island, would you rather be Ralph or Jack?
- This question prompts students to begin thinking about a comparison between the novel’s two main
characters. Although students are only one chapter in, this prompt does make students think critically
about what they do know about the characters so far. Students must carefully analyze and consider each
character’s behaviour, speech and thoughts (as was revealed in the first chapter)

Assessment for and as learning. Students demonstrate what they currently know, which in turn, influences
subsequent lessons. This concluding activity also introduces students to writing compare and contrast essays.
They begin to look for similarities and differences between the protagonist and antagonist of the novel.

Materials:
- Prompt; Lined paper

Reference

Watson, P. (2015). Lord of the Flies Study Guide. Department of Basic Education. Retrieved from:
https://www.education.gov.za/Portals/0/Documents/Manuals/MTG%20EFAL%20P2n%20LOTF%2019
_01_2015%20WEB.pdf?ver=2015-01-20-094418-000.