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Lord of the Flies
High School 1: Concept 1 - Semester 1: Unit 1

In this unit, you will read William Golding's 1954 dystopian novel, Lord of the Flies, and contemplate human nature in the face of unknown, harsh, or threatening circumstances. As you read the novel, you will study Golding's use of several literary elements, including setting, theme, characterization, archetypes, imagery, irony, and tone. This unit also covers dependent and independent clauses, types of phrases, and the characteristics of film adaptations. In the final lesson, you will develop a thesis and outline and then write a literary analysis.
 

Prerequisites

  • Able to read books and texts at a high school reading level
  • Experience writing a five-paragraph essay
  • Usually used by students in the 9th or 10th grade
  • Familiar with the conventions of poetry and short stories
  • Able to understand, interpret, and apply figurative language techniques in reading and writing
  • Some basic experience with creative writing

Table of Contents

  • Lesson 1: The Call
  • Lesson 2: Life on the Island
  • Lesson 3: Paths in the Jungle
  • Lesson 4: Images from Paradise
  • Lesson 5: Not Hunting, But Hunted
  • Lesson 6: Symbolism, Part 1
  • Lesson 7: Bowed and Bowed Again
  • Lesson 8: Defects of Human Nature
  • Lesson 9: Symbolism, Part 2
  • Lesson 10: Which Is Better?
  • Lesson 11: The Film
  • Final Project: Now You Have the Conch (3 Days)

Summary of Skills

Moving Beyond the Page is based on state and national standards. These standards are covered in this unit.
  • Analyze how an author's choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise. (Language Arts)
  • Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme. (Language Arts)
  • Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. (Language Arts)
  • Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. (Language Arts)
  • Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. (Language Arts)
  • Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone). (Language Arts)
  • Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Language Arts)
  • Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Language Arts)
  • Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations. (Language Arts)
  • Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. (Language Arts)
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