Unit Plan Template - Lord of the Flies

Unit Title: Lord of the Flies Number of Lessons: 10 Time: (in weeks): 3-4 weeks
Name: Ms Bonnett, Ms Burr, Ms Stewart Subject(s): English Grade(s): 11

Overview: The students will read the novel The Lord of the Flies by William Golding. They will analyse character, themes, social and historical
background. They will submit a number of assignments encouraging creative and reflective thinking.
Big Ideas: Exploring text and story helps us understand ourselves and make connections to others and to the world. Text and story deepen
understanding of complex and abstract ideas.
Prerequisites Concepts and Skills: Students will have completed grade 9 and 10 English, and have a general understanding of story terms and
character types, as well as mature themes.
Cross-Curricular Connections: Historical background of William Golding (SS), historical and social context of the time this novel is taking place
and when it was written (SS).

Overview of Lessons:
Lesson # and Title PLOs/Big Ideas in Lesson Lesson Activities Assessment Strategies Materials
(Time in Minutes) (Specific to This Lesson)

Lesson 1: -Big Ideas: Exploring text and
Introduction to Lord story helps us understand
of the Flies (80 ourselves and make
mins)
connections to others and to
the world
IRPs:
-B1: Think critically, creatively
and reflectively to explore
ideas within, between and
beyond texts
-B5: Students will anticipate
content to construct meaning
including interpreting a task,
-Writing Exercise: What
would it be like to live on a
desert island?
https://www.youtube.com
/watch?v=QKs-kTaKv2o
-Prezi presentation about
introduction to main plot
points, characters and
themes
-Focus on
dystopian/utopian societies
as a theme within the
book. Explain that we will
be going into detail with
other themes throughout
-Students will answer
discussion questions during
the Prezi presentation to
better understand the
literary terms, themes and
characters within the novel.
-Writing exercises in
response to questions about
the novel and their personal
perspectives and opinions in
relation to the novel (to be
handed in for participation)
-Mind Mapping activity:
relating their previous
knowledge to the themes of
-YouTube video on surviving on a
desert island
https://www.youtube.com/watch?v=
QKs-kTaKv2o
-Prezi presentation:
https://prezi.com/v-
heix4vw_mx/lord-of-the-flies/
-Large white paper, big markers
-Trailer for Hunger Games 1 (within
Prezi)
https://www.youtube.com/watch?v=
PbA63a7H0bo
 accessing prior knowledge
2. The Evolution of - B12 recognize and explain
the Boys how structures and features
of text shape readers’ and
viewers’ construction of
meaning and appreciation of
author’s craft, including –
form and genre – functions of
text – literary elements
- A2 express ideas and
information in a variety of
situations and forms
- Big Idea: The exploration of
text and story deepens
understanding of one’s
identity
the study of this novel. the novel
-Mind mapping activity:
Movies/TV shows/books
and media which come to
mind when thinking of the
word “dystopia”. How is
society portrayed in those
movies/TV shows/books?
-Show example with
Hunger Games trailer:
https://www.youtube.com
/watch?v=PbA63a7H0bo
-Writing exercise/Exit Slip:
Given what you know
already about The Lord of
the Flies, what do you think
will happen in this novel?
- review of Character terms - class discussion - Character evolution chart (see
(static/dynamic/round/stat below) - from readwritethink
ic) - quickwrite reflection: What
- as a class, list the static was a defining moment for
and dynamic characters of you in your life?
Lord of the Flies on the
board. (Example: the - begin filling in a character
“littluns” are generally development chart
static, while Jack becomes (Students are about half-way
significantly more through the novel at this
aggressive.) point)
- Talk about the reasons
that dynamic characters
change. Explain that
moments that change us
significantly are “defining
moments.”
- quickwrite - defining
 moment of yourselves
-exit slip - start to fill in
character evolution

3. Heads up game Big Ideas:
and Letters from -The exploration of text and
Camp story deepens understanding
of one’s identity, others and
the world.
-Construct meaningful
personal connections between
self, text and world.
B9: Interpret, analyse, and
evaluate ideas and
information from texts
B12: recognize and explain
how structures and features
of text shape readers’ and
viewers’ construction of
meaning and appreciation of
author’s craft, including
literary elements and literary
devices.
- Open the class by handing -Heads up encourages -Heads up materials: tape, character
out character names on character familiarity cards
card and tape to help -Letters home from camp -Paper, writing utensils
students attach cards to -Letters from camp handout
their backs
-Bring the class back to
discuss the assignment of
reflecting what it would’ve
been like to be a kid on the
island. Discuss how they
will write those
perspectives into two short
letters home from camp.
Letters can be in journal
format, podcast, video,
blog post, or regular
handwritten letters.
-Students will have the rest
of class to work on their
letters. Class to collectively
set a due date for letters.

4. Here Piggy Piggy -Big Ideas: Exploration of
Raps text and story deepens
one’s understanding of
one’s identity, others and
the world
-Big Ideas: Texts are
socially, culturally,
geographically, and
historically constructed
-Big Ideas: Language
-Get students to get into
already set out groups and
discuss what they thought
of the videos. What they
liked and didn’t like and
why.
- Bring the class back to a
group discussion and hand
out Poetry with a Beat
sheets and walk the
- Discussion questions - Class list for attendance
and sharing. - Resource:
- Each group
https://www.youtube.com/watch?v
collaboratively comes up
=oTmIDYRxhcQ
with a poetry slam/rap
- Resource:
- Exit slips to ensure the
topics/themes are https://www.youtube.com/watch?v
appropriate =v5HWycpmHLg
- Some means of playing youtube
 shapes ideas and
influences others
5. Lady of the Flies - Big Ideas - new
curriculum: Exploration of
text and story deepens
one’s understanding of
one’s identity, others and
the world
- People understand text
differently depending on
their worldviews and
perspectives
- Competencies: identify
bias, manipulation,
omission (draft curriculum)
- respectfully exchange
ideas and viewpoints from
diverse perspectives to
students through the videos
outline. Answer any - List of students already put into
questions and/or concerns.
Length will be a likely groups of 4-5
concern. Decide as a class - Power Poetry project handout
what is reasonable. - Exit slips
-Students will work in
groups on their raps and
the teacher will float amid
groups answering
questions and listening to
the direction of the pieces.
Effort will be needed to
monitor the appropriate
use of language and
imagery.
- Exit slips with the
topic/themes of their
project
- Share the article and book - each student needs to http://www.telegraph.co.uk/men/thin
trailer: share a response from the king-man/11101515/Why-Lord-of-
classroom discussion the-Flies-speaks-volumes-about-
- Get students to do a boys.html and the book trailer
think/pair/share activity - Students will be https://www.youtube.com/watch?v=
ENWOM2WWVmE
discussing their responses . undertaking a written
- paper copies of article if necessary,
Then lead into more assignment to create an
as well as discussion questions
general classroom alternate ending to LoTF
- whiteboard for discussion
discussion in groups of 5
- assignment printouts
(lassoed by teacher)
-begin building a mind
map/board of ideas of
answers
 build shared understanding
and extend thinking (draft)
- A4 select, adapt, and
apply a range of strategies
to interact and collaborate
- A7 use listening
strategies to understand,
recall, and analyse a
variety of texts
- C1 write meaningful
personal texts that
elaborate on ideas and
information
- C4 create thoughtful
representations that
communicate ideas and
information
- Then - in the same
groups, get each group to
come up with a description
of a female character to
replace one of the males
on the island
- Introduce the idea of
‘fanfiction’ and assignment
of having students
(individually) write a
fanfiction ending to the
story - the Naval officer
arrives.
What does he find on the
island? He interviews one
young girl (the character
you created with your
group).

CHARACTER EVOLUTION - LORD OF THE FLIES

Organizer: Character Evolution in Lord of the Flies Use this organizer to accomplish the following tasks: 1. Choose five defining moments for your
character. In other words, choose five moments from the novel that changed your character in a significant way. 2. Find a quote to support each
defining moment. Don’t forget to include the page number! 3. Briefly describe the way in which each moment changed your character. 4. Note
whether your moment was “low,” “medium,” or “high.” Low moments changed your character in a negative way, high moments improved your
character, and medium moments were neutral. 5. Remember to keep your moments in chronological order (don’t skip back and forth in time).
Resource url: http://www.readwritethink.org/files/resources/lesson-docs/30867CharacterEvolution.pdf
Defining Moment 1: _________________________________________________________________________
_________________________________________________________________________

Quote: This changed our character in the following way(s): Circle one: Low Medium High

Defining Moment 2: _________________________________________________________________________

_________________________________________________________________________

Quote: This changed our character in the following way(s): Circle one: Low Medium High

Defining Moment 3: _________________________________________________________________________

_________________________________________________________________________

Quote: This changed our character in the following way(s): Circle one: Low Medium High

Defining Moment 4: _________________________________________________________________________

_________________________________________________________________________

Quote: This changed our character in the following way(s): Circle one: Low Medium High

Defining Moment 5: _________________________________________________________________________

_________________________________________________________________________
Quote: This changed our character in the following way(s): Circle one: Low Medium High
Name of Lesson: Introduction to Lord of the Who?

Grade Level: 11
Subject: English
Prepared by: Ms Bonnett

Overview and Purpose:

Students will begin to understand the main themes, character traits and historical and social context of William Golding’s The
Lord of the Flies. Following the curriculum guidelines, students will relate the novel to their own understanding of dystopian
cultures in media, movies and television as well as relate their lives to the motives of the characters. We will determine
essential concepts and implications of this novel and activate appropriate background knowledge in order to better understand
the significant themes of the novel.

Educational Standards

● Big Ideas: Exploring text and story helps us understand ourselves and make connections to others and to the world
● Understand multiple perspectives, historical and social contexts

Objectives/Competencies/PLOs:
Specify skills/information that will be learned

Curricular Competencies: Construct meaningful personal connections between self, text and world, make educational
assumptions and relate personal experience and opinions to the novel’s content. (draft curriculum)
● Think critically, creatively and reflectively to explore ideas within, between and beyond texts.Students will be able to
comprehend literature reflecting a variety of time, places, and perspectives by making and supporting connections
between the text and personal experience (B1)
● Students will anticipate content to construct meaning including interpreting a task, accessing prior knowledge, including
knowledge of genre, form and context. Before reading, students will also apply a range of strategies to make logical,
detailed predictions (B5).
Materials Needed:
● YouTube video on surviving on an island: https://www.youtube.com/watch?v=QKs-kTaKv2o (0:00-1:25)
● Prezi presentation: https://prezi.com/v-heix4vw_mx/lord-of-the-flies/
● Large pieces of paper and markers for mind map activity
● YouTube video, trailer of Hunger Games 1 as an example of a dystopian society:
https://www.youtube.com/watch?v=PbA63a7H0bo
● Student’s journals (possibly kept with them or with me)

Information:
Give and/or demonstrate necessary information
1. Students will have been familiar with multiple types of texts and a variety of themes according to the curriculum
requirements.
2. Students will be given a brief introduction to the novel’s plot in order to better understand and notice the specific
language and literary devices during reading.
3. Students will be introduced to the concept of a dystopian/utopian society and be asked to reflect on the books, TV
shows and movies, which they are already familiar with, which portray dystopian/utopian societies.

Verification/Assessment:
Steps to check for student understanding
1. Writing exercises in response to questions (to hand in for participation marks) (1. What would you do on a desert island?
2. What do you think will happen within this novel?)
2. Discussion questions and sharing
3. Mind map activity: gathering information on what they already understand, working with one another to create
conclusions about this topic and sharing those conclusions with the rest of the class.

Anticipatory Set:

0-20 min: Writing Exercise (10 minutes to write, 10 minutes to share)

Show small clip of video: Island Survival-How to Survive on a Desert island (0:00-1:20)
https://www.youtube.com/watch?v=QKs-kTaKv2o
Pose this question on the whiteboard/prezi slide/chalkboard: “What would it be like to live on a deserted island?”
· Ask the students how they would feel if they were on an island. Ask them to predict and imagine the possibilities of this
experience, such as the resources they might develop, both the positive and negative aspects of this experience, the reason
why they ended up on the island, friends/family they might enjoy having with them and possible rescue/escape situations.
● Let students know this will not be marked specifically grammar but for completion
● Ask a few students to share out loud, presenting candy or a treat as a possible incentive. Make sure students
keep their sheets to hand in at the end of class for participation.
Activity:
20-35 min.
Prezi presentation: https://prezi.com/v-heix4vw_mx/lord-of-the-flies/
Describe main plot/themes of The Lord of Flies in order to better understand the themes, historical and social contexts as well
as the implications of specific language within the novel.
-Introduce the novel, including the main plot, themes and reasons for studying it.
- Ask the students if they know anything about this novel already?
o A group of British adolescent boys (aged 10-13) land on a desert island after their plane crashes
o Setting: described as “wartime”, with reference to bombing in Britain. We can assume this novel is taking place
during World War 2.
o The boys decide to elect a leader, Ralph, soon after landing on the island and also create rules to establish social
order and equality within the group.
o This social structure becomes negative as some of the boys begin to care little about keeping order, become
paranoid that a “Beast” exists on the island. Ralph’s leadership is also quickly questioned because of the critique
and ideas of another boy, Jack.
o Main characters: Ralph, Jack, Piggy, Peter, the Beast (referenced as a real person, but more of a symbol)

35-40 min.
Remind the students of the important themes which we will be reflecting on throughout the study of the novel. Make note that
students should record these themes in some way to reflect on throughout our reading.
Let students we will discuss and describe these themes in greater detail throughout reading.
Themes:
-Loss of innocence
-Conflict between savage behaviour and the rules of civilization
-Human construction of society
-Coming of age
-Power
-Identity

40-50 min.
Remind students again that we will be reflecting on these themes throughout the novel but are going to focus on the theme of
dystopia in detail today as a model for the ways in which we may focus on the others themes in detail throughout the novel.
Discuss Dystopia/Utopia in greater detail to relate to their personal knowledge, understanding and also as a final activity.
Dystopian/Utopian society:
o When the boys arrive on the island, they try to create a functional society which includes equality and peace
among all the boys.
o Ask students what they think a perfect society might look like. Take suggestions from students with their hands
up. If no one answers, ask the students to discuss their partner and then share out.
o Define utopia (perfect society, ideal society without crime or danger)
o Discuss dystopia
● An antonym of utopia
● Often pessimistic views of ruling class or government
● Dystopian literature often involves protagonists who lead a resistance within their government/against
government
● Family/religion/personal identity are often social institutions

50-70 min

Mind Map Activity

Ask students to get into groups of 3 or 4. Give them large pieces of paper and markers.
Ask students to create a mind map of what comes to mind when thinking of dystopian societies, including:
- Movies/TV shows/books and media which come to mind when thinking of the word “dystopia”
● How is society portrayed in those movies/TV shows/books?
-Understanding of this word
-What other words or ideas does the concept of dystopia suggest?
Before they begin, show trailer of Hunger Games as an example of a dystopian society:
https://www.youtube.com/watch?v=PbA63a7H0bo
After they work on their mind map for 10-15 minutes, ask each group to share out their mind-maps.
Prioritize this mind-map activity, move on to exit slip question if there is time.

Wrap-Up/Homework Assignment
70-80 min. (time permitting)
Writing exercise about plot
- From what they have learned in this lesson, ask students to write out what they believe the plot of this book will be in their
journals/loose paper
- If students are familiar with the plot, ask them to write down the areas of the plot/characters they would change
-Remind students that this is another writing exercise that will be marked for completion, and not on grammar or sentence
structure.
- Take home for homework if we do not have enough time to finish in class (entry slip for next class)

Name of Lesson: Here Piggy Piggy

Grade Level: 11
Subject: English
Prepared by: Ms Burr

Overview and Purpose:

Following the curriculum guidelines, students should be able to understand the context and setting of material read, and be
able to apply their knowledge to a variety of literary platforms, think hypothetically and critically, and apply their knowledge to
create creative pieces of writing. Using a mix of culturally diverse multi-modal literacies students will create their own
interpretations of issues and themes explored in the novel.

Educational Standards - New curriculum

● Big Ideas: Exploration of text and story deepens one’s understanding of one’s identity, others and the world
● Big Ideas: Texts are socially, culturally, geographically, and historically constructed
● Big Ideas: Language shapes ideas and influences others

Objectives/Competencies/PLOs:
Specify skills/information that will be learned

● Competencies: identify bias, manipulation, omission.

● Respectfully exchange ideas and viewpoints from diverse perspectives to build shared understanding and extend thinking.
● Recognize and appreciate how different forms, structures, and features of texts reflect different purposes, audiences, and
messages.
● Recognize and identify the role of personal, social and cultural contexts, values, and perspectives in texts.
● Recognize how language constructs personal, social and cultural identity.
 ● Recognize how literary elements, techniques, and devices enhance and shape meaning and impact.
● Use writing and design processes to plan, develop, and create engaging aand meaningful literary, imaginative, and
informational texts for a variety of purposes and audiences.
● Assess and refine texts to improve their clarity, effectiveness and impact according to purpose, audience, and message.

Materials Needed:

● Class list for attendance

● Resource: https://www.youtube.com/watch?v=oTmIDYRxhcQ
● Resources: https://www.youtube.com/watch?v=v5HWycpmHLg
● Some means of playing youtube videos and internet access
● List of students already put into groups of 4-5
● Power Poetry project handout
● Exit slips

Information:
Give and/or demonstration necessary information

1. Students need to have already read the novel by this stage in the unit, and have a good understanding of the central
conflicts, themes, and characters.
2. Students need to have a basic understanding and have reviewed poetry in previous grades.
3. Students need to feel supported in the classroom environment and as though it is a safe place to express themselves.

Verification:
Steps to check for student understanding

1. Discussion questions and sharing.

2. Each group collaboratively comes up with a poetry slam/rap
3. Exit slips to ensure the topics/themes are appropriate

Anticipatory Set: 15 MINS

Take attendance and ask the students to answer to their names with the name of one of the characters from the novel they would like to go to an
amusement park with.
Show two appropriate youtube videos of students rapping about Lord of the Flies
● https://www.youtube.com/watch?v=v5HWycpmHLg
● https://www.youtube.com/watch?v=oTmIDYRxhcQ

Activities:

● 10 MINS Get students to get into already set out groups and discuss what they thought of the videos. What they liked and didn’t
like and why.

● 10 MINS Bring the class back to a group discussion and hand out Poetry with a Beat sheets and walk the students through the
outline. Answer any questions and/or concerns. Length will be a likely concern. Decide as a class what is reasonable.

● 40 MINS Students will work in groups on their raps and the teacher will float amid groups answering questions and listening to the
direction of the pieces. Effort will be needed to monitor the appropriate use of language and imagery.

Wrap-up/Homework Assignment:
● 5 MINS Exit slips with the topic/themes of their project

Power poetry with a Beat

English 11 (10% of final grade)

Write a piece of slam poetry, or a rap from the point of view of one of the characters in Lord of the Flies. The piece should be long
enough to tell which character you’ve chosen, and a story from their point of view. You can focus on a passage or event in the book
or the entire novel.

Hand in a draft copy of your piece and 200-300 words why you chose that character. Use appropriate language and imagery.
Stay away from overtly graphic and violent lyrics.

1. Brainstorm Come up with a theme! Try writing a title for your rap first. The title is often a good start to figure out what you
want to write about. What is it you want to tell us about?
2. Hook Write the chorus. The chorus can help you establish your rhythm. Do you want a fast rap or a slow one
3. Write Tell us a story! Take us on a journey. Can be in paragraph form to start
4. Organise Find your rhythm and rhymes! Here’s where you can reorganise your lines to suit your needs and style. Mix and
Match. Try things in a different place.
 5. Memorise Don’t freeze! It’s a breeze!
6. Perform for your pack!

Suggested rap structure: intro, verse, chorus, verse, chorus, verse, bridge, chorus, outro.

This is just a suggestion. Have some fun with it, get the creative juices flowing - no poem or rap has to look a certain way.

After all draft pieces have been reviewed and the final product is finished we will present them to the class. Think about whether
you’d like to perform it in front of the class, audio record it, or present a video recording.

Name of Lesson: Lady of the Flies?

Grade Level: 11
Subject: English
Prepared by: Ms Stewart

Overview and Purpose:

Following the curriculum guidelines, students should be able to understand the context and setting of material read, and be able to
apply their knowledge to a variety of other situations, think hypothetically, consider stereotypes and gender roles.

Educational Standards

● Big Ideas - new curriculum: Exploration of text and story deepens one’s understanding of one’s identity, others and the world
○ People understand text differently depending on their worldviews and perspectives

Objectives/Competencies/PLOs:
Specify skills/information that will be learned

● Competencies: identify bias, manipulation, omission (draft curriculum)

○ respectfully exchange ideas and viewpoints from diverse perspectives to build shared understanding and extend thinking
(draft)
● A4 select, adapt, and apply a range of strategies to interact and collaborate with others in pairs and groups, including –
 initiating and sharing responsibilities
● A7 use listening strategies to understand, recall, and analyse a variety of texts, including – extending understanding by
accessing prior knowledge
● C1 write meaningful personal texts that elaborate on ideas and information to – experiment – express self – make connections
– reflect and respond – remember and recall
● C4 create thoughtful representations that communicate ideas and information to – explore and respond

Materials Needed:
● https://www.youtube.com/watch?v=ENWOM2WWVmE (mini book trailer for Beauty Queens)
● http://www.telegraph.co.uk/men/thinking-man/11101515/Why-Lord-of-the-Flies-speaks-volumes-about-boys.html (article about
male mind)
● Examples of popular fanfiction - https://www.fanfiction.net/book/Harry-Potter/

● Overhead with discussion questions

● Copies of the article

● Large papers and markers for discussion

● A means of writing (either a word document or a piece of paper) to construct a ‘fanfiction’ female or mixed gender response to
Lord of the Flies

Information:
Give and/or demonstration necessary information

1. Students need to have already read the novel by this stage in the unit, and have a good understanding of the central conflicts,
themes, and character-types.
2. Students will be given a brief introduction to the idea of female characters being included and the importance of gender
balance and perspective from both sides - being aware that the novel only contains males.
3. Students will consider historical context, writer’s views, and modern perspectives on whether the story would differ with
females/gender mix.

Verification:
Steps to check for student understanding
 1. Discussion questions and sharing.
2. Each group collaboratively comes up with a character description of a female -type on the island.
3. Create fanfiction ending with girls on the island

Anticipatory Set:
“If Lord of the Flies focused on a group of girls, you’d have more gossiping and social exclusion, as well as sniping and cutting remarks.” -
Jake Wallis Simons (The Telegraph)

● 10 MINS Share this article (read segments allowed, and have printed out copy):
http://www.telegraph.co.uk/men/thinking-man/11101515/Why-Lord-of-the-Flies-speaks-volumes-about-boys.html and the book trailer
https://www.youtube.com/watch?v=ENWOM2WWVmE
Activities:

● 10 MINS Get students to do a think/pair/share activity discussing their responses

● 20 MINS More general classroom discussion in groups of 5 (lassoed by teacher)

○ Why do you think Golding wrote about just boys?
○ What does this say about the time period?
○ How do you think the story would have been different if there had been girls and boys?
○ How do you think it would have been different if it had been just girls?
○ Would the ending result change?
● 15 MINS Each student in the group shares a response to one of the questions with the class
○ we begin building a mind map/board of ideas of answers
● 15 MINS Then - in the same groups, get each group to come up with a description of a female character to replace one of the
males on the island
○ name
○ age
○ key characteristics-height, hair colour
○ personality type - shy, brainy, sporty, etc
○ who is she replacing
○ what is her main role on the island?

Wrap-up/Homework Assignment:
● 10 MINS Introduce the idea of ‘fanfiction’
○ show Harry Potter examples
○ Introduce assignment of having students (individually) write a fanfiction ending to the story - the Naval officer arrives.
■ What does he find on the island? He interviews one young girl (the character you created with your group). What
does she tell him?
 Lady of the Flies - Assignment
Using the female character that you created with your group, your task is to write by
yourself an alternate ending to Lord of the Flies with this female role as the protagonist.
The Naval Officer has just arrived on the island to rescue the group (of boys and girls or all
girls).

What does he find?

What does your character tell him?
What happens next?
Be as creative as you’d like. Remember to describe the setting and to incorporate dialogue.
I’d like you to write at least two pages.