A TEACHER’S GUIDE TO LORD OF THE FLIES - Penguin
G U I D ET E A C H E R’SA TEACHER’S GUIDE TOLORD OF THE FLIESBY WILLIAM GOLDINGBYlaURa ReIs MaYeR
2A Teacher’s Guide to Lord of the Flies by William GoldingTable of ContentsINTRODUCTION.3SYNOPSIS OF THE NOVEL.3PRE-READING ACTIVITIES.5I. BUILDING BACKGROUND KNOWLEDGEIN HISTORY AND LITERATURE.5II. BUILDING BACKGROUND KNOWLEDGETHROUGH INITIAL EXPLORATION OF THEMES.8DURING READING ACTIVITIES. 11I. EXPLORING THE NOVEL . 11II. ANALYZING THROUGH GROUP RESPONSE. 12III. DEEPENING ANALYSIS . . 14AFTER READING ACTIVITIES. 15I. TOPICS FOR DISCUSSION AND ESSAYS. 15II. GROUP AND INDIVIDUAL PROJECTS. 16III. EXTENDED READING. 19ABOUT THE AUTHOR OF THIS GUIDE. 20ABOUT THE EDITORS OF THIS GUIDE. 20FREE TEACHER’S GUIDES. 23Copyright 2013 by Penguin Group (USA)For additional teacher’s manuals, catalogs, or descriptive brochures,please email academic@penguin.com or write to:PENGUIN GROUP (USA)Academic Marketing Department375 Hudson StreetNew York, NY 10014-3657http://www.penguin.com/academicIn Canada, write to:PENGUIN BOOKS CANADA LTD.Academic Sales90 Eglinton Ave. East, Ste. 700Toronto, OntarioCanada M4P 2Y3Printed in the United States of America
A Teacher’s Guide to Lord of the Flies by William Golding3INTRODUCTIONIn a desolate land devastated by war, childrenstruggle to survive with no food, no shelter,no grownups, and no rules. Humans turnhunters; innocence is lost.Fans of The Hunger Games will immediatelyidentify this young-adult, post-apocalypticscenario. Yet it actually belongs to WilliamGolding’s 1954 debut novel, Lord of the Flies,in which a group of young boys crash on adeserted island and are soon faced with afierce struggle to survive. Written long beforetoday’s wildly popular dystopian fare, Golding’s story helped introduce the genre with aworld where adolescents descend into savagery,power trumps reason, and the very meaningof “civilization” is called into question.In the classroom, Lord of the Flies will connectstudents to the timeless themes of survival,society versus the individual, and the savagerypossible in human nature. Students willundoubtedly recognize the parallels betweenGolding’s novel and favorite contemporary titlessuch as Catching Fire, Divergent, Matched, andDelirium. Popular website goodreads.comexplains the current phenomenon: “Dystopian fiction is more popular than it has beenin 50 years. Whether it’s the result of politicalturmoil, global financial crises, or other anxieties, readers are craving books about ruthlessgovernments and terrifying worlds.” Lord ofthe Flies, with its high-stakes battle betweenchaos and control, will engage students intheir own explorations about human natureand the myriad issues we face today.The activities in this Teacher’s Guide offereducators multiple avenues to engage students in the critical reading, writing, thinking, speaking, and technology required bytoday’s Common Core standards. Informational, non-print, and literary selections aresuggested as companion pieces to Golding’sanchor text. Strategies can be used in anycombination as teachers design their individual goals and lessons. Activities are differentiated to appeal to various learning styles andare easily adaptable to the multi-leveled lessons today’s educators are looking for.SYNOPSIS OF THE NOVELChapters 1-2: ParadiseThe novel opens after a plane full of schoolboys has crashed on a deserted isle. Two boysexplore their surroundings. Ralph is a fairhaired, outgoing twelve year old who viewstheir predicament as an adventure. Piggy isan awkward, overweight, intelligent boywhose asthma and priggishness makes him animmediate target. Using a conch shell theyfind together, Ralph is able to gather togetherall the other survivors. One of their firstactions is to elect Ralph as their leader. Hiscompetitor, Jack, is angry at first, but Ralphplacates Jack by allowing him to maintaincontrol of the choirboys. As the boys set uptheir community, Ralph explains they willneed to start a fire, form a band of hunters,and establish protocols for behavior. Theconch shell will indicate permission to talk. Asix-year old boy with a mulberry-coloredbirthmark on his face cries, asking what willbe done about the snake-like “beastie” he sawin the woods. Intent on settling the resultingexcitement, Ralph insists there is no beast.Jack leads the choirboys in building a fire,and Ralph uses Piggy’s glasses to light it. Jackvolunteers the choirboys to be keepers of thefire as well as hunters. When the fire burnsout of control, Piggy admonishes the groupfor their behavior, claiming they should havemade shelter, and they should be keeping aneye on the youngest children. The group realizes that the little boy scared of the “beastie”has gone missing.Chapters 3-7: Paradise LostTime has passed. The little ones are sufferingfrom nightmares. Ralph and Jack struggle tocommunicate as Jack’s obsession with hunt-
4A Teacher’s Guide to Lord of the Flies by William Goldinging and Ralph’s emphasis on shelter drawthem apart. One afternoon, Jack experimentswith charcoal and mud to create a mask forhunting. Feeling liberated, he dances andsnarls like a savage. Scared, yet compelled bythe mask, some of the other boys follow him,letting the fire go out. When they return,thrilled with their capture, Ralph admonishesJack for losing their chance of rescue. Earliera ship had appeared on the horizon and theyhad no way to signal it. Piggy joins in theblaming, and Jack punches him in the stomach then hits him in the head, knocking Piggy’s spectacles to the ground where they layhalf broken. Although Jack apologizes, he haslost Ralph’s respect and camaraderie.Ralph realizes this is no longer an excitingadventure. He is tired and having troublekeeping focused. He wants to be logical but islapsing into strange speculation. He has begunto appreciate Piggy, if not as a leader, as athinker. He addresses the assembly solemnly.What started as group efforts, like the huts andthe fire, have been abandoned. The boys arebecoming savages. Ralph insists they addresstheir fears while Jack berates the “littluns” fortheir childish behavior, their fears, their crying,and their play. Piggy expounds the virtues ofscience, claiming there is no fear except thefear of people. Simon suggests, “Maybe there is a beast. . . .Maybe it’s only us” (p. 89).The next morning, the twins discover thebody of a dead pilot stuck in his parachuteharness but mistakenly think they have seenthe beast. Ralph calls an assembly, and aftermuch talk, Ralph, Jack, Simon, and otherboys set out to investigate. Simon knowsbetter than to share his insights but cannotenvision the beast without also seeing ahuman, “at once heroic and sick.”Ralph is conflicted between the urge to givein to hopelessness and fear and the desire tohold onto his humanity. He reminisces abouthis childhood while Simon encourages himto stay strong. Meanwhile, Jack tracks a wildboar. Contrary to character, Ralph spears thepig, in an instance of joining with the hunters.Back at the camp, Jack orders the boys to reenact the hunt with Robert as the pig. Yelling,“Kill the pig! Cut his throat,” the boys hit andscare Robert who says they need a real pig.Jack suggests they “use a littlun.”Separating himself from the group, Simonvolunteers to tell Piggy they will be delayed.Ralph feels they all should go back to theshelter but because of Jack’s taunts continuesthe quest for the beast. When they get to thetop of the mountain, the dead pilot’s ghostlyface rises in the wind, and all three boys run.Chapters 8-12:Angels and DemonsThe boys return to tell Piggy and the otherswhat they’ve seen. Jack is determined togather his hunters and fight the beast, butRalph insists the rescue fire is most important.Jack snatches the conch, calling an assemblywithout Ralph’s permission. He demands thatthe boys take sides, either with him or withRalph, whom Jack accuses of being like Piggy.Jack calls for a vote to remove Ralph as leader,but none of the boys raise their hands. Electing not “to play any longer,” Jack abandonsthe group. Simon, asking “What else is thereto do,” believes the group should climb themountain and face the beast. Piggy suggestsbuilding the fire down on the beach, and theboys set out to do so. Eventually, they realizethat Maurice, Bill, and Roger are missing,obviously gone to follow Jack.The hunters find a mother boar nursing herpiglets and they attack her in a heated frenzy.Afterwards, they leave her head as a gift forthe beast and run off to steal fire from Ralphand the others. Meanwhile, Simon hasclimbed the mountain and imagines he hearsthe voice of the beast chide him for his innocence, threatening him not to spoil the hunters’ fun. Refusing to run away but sick withthe comprehension that the beast is not“something you could hunt and kill,” Simonloses consciousness. When he awakes, Simonrealizes the ghostly figure is actually the deadpilot and staggers down the mountain toreveal that the beast is “harmless and horrible.”Meanwhile, the hunters are holding a feast.Jack sits painted and garlanded, “like an
A Teacher’s Guide to Lord of the Flies by William Goldingidol.” Piggy and Ralph join the group, andJack orders his hunters to bring them somemeat. When Ralph asserts he is still theelected leader, Jack insists that his provisionof food makes him the ruler and that theconch is meaningless on this end of theisland. It starts to rain, and Ralph remindsthe boys that the shelter is with him. Realizing his recruits are torn between the promiseof food and shelter, Jack orders them to “Doour dance.” The hunters circle and chant, andwhen Simon appears to reveal the mirage ofthe dead pilot, the boys in a frenzy kill him,believing the beast has broken their circle.Later, wind and rain free the parachute whichfalls from the mountain, carrying the bodyout to sea. Likewise, the tide lifts Simon andhe also floats out to sea.Ralph, Piggy, Sam, and Eric are guilt-riddenbut tell themselves they had no part in Simon’smurder. Jack tells his hunters that Simon wasthe beast in disguise. Ralph struggles to main-5tain his sanity and longs for his childhood,depending on Piggy to remind him of what isimportant—the rescue fire. But when Jack,Maurice, and Roger attack at night, stealingPiggy’s glasses, that hope seems lost.Ralph and Piggy go to Jack’s fort to recoverPiggy’s glasses. When Piggy stands up to thehunters, Roger releases a large, levered rock,instantly killing Piggy. Jack stabs and woundsRalph, who runs away, alone. He sneaks upon Sam and Eric, who give him some foodand warn him away, telling him Jack intendsto hunt him and kill him the next day. Hehides in a thicket and falls asleep, only toawaken to the savage sound of a hunt. Theboys send boulders to smash Ralph and thenset fire to the forest to smoke him out. Ralphruns in fear, straight into a naval officer onthe beach. Ralph and the rest of the boysbreak down in tears as the officer looks to thedistance, a navy cruiser on the horizon.PRE-READING ACTIVITIESThese activities are designed to deepen students’ background knowledge of literature and historyand to introduce them to the novel’s major themes.I. BUILDING BACKGROUNDKNOWLEDGE IN HISTORYAND LITERATUREThe Cold War1. Introduce students to the pervasive andoften irrational fear prevalent in the ColdWar era of Golding’s Lord of the Flies.Explain that in the post WWII decade ofthe 1950s, adults and children alike wereunder constant reminder of the fear ofatomic attack. Posters, videos, and drillswere commonplace at schools, businesses,and even at home. Using still and videoimages, ask students to reflect on the roleof government and the media in shapingthis atmosphere of fear. Discussion questions might include: What purpose does each image or videoserve? To inform? To protect? To scare?How did the artists/producers go aboutmeeting this purpose? Explain. What would your reaction have beenafter seeing this image or video in 1954? How might these images and videosaddress the theme of “man’s inhumanityto man?”Fallout Shelter Images: http://t1.gstatic.com/images?q 6dpWkBSbFla9uQpTrE 06/Fallout-Shelter-3.jpg“Duck and Cover” Images: 012/07/Bert2-1-e1342998773609.png http://t2.gstatic.com/images?q tbn:ANd9GcQcKOBCFoXg3DaEHtkt
6A Teacher’s Guide to Lord of the Flies by William GoldingVyyUMAZ-NlyCmBB5oOgdNQYXqX8sNDHcCivil Defense and Public Service Videos: http://www.youtube.com/watch?v iCH3T gp-jA http://www.youtube.com/watch?v vuotR1L EnI2. On January 12, 1954, U.S. Secretary ofState John Foster Dulles made his markon history by announcing a massivechange in international policy. No longerwould the U.S. take a reactionary role infacing atomic threats from enemies suchas the USSR. Instead, it would employwhat he coined “massive retaliatingpower” in order to prevent such an attackand to render future attacks impossible.Ask students to read Secretary Dulles’sshort address to the Council on ForeignRelations. Students might annotate theirfirst reading with symbols indicatingpassages they admire, agree with, or havequestions about. After reading, ask students to write and/or discuss responses toone or more of the following reflection/discussion questions: Why does Dulles employ the analogyof “locks on our doors . . . but noarmed guards in every home?” What isthe desired effect on his audience? What is meant by “maximum deterrent at a bearable cost?” What mightbe an example of a “bearable cost?” Dulles asserts, “The way to deteraggression is for the free community tobe willing and able to respond vigorously at places and with means of itsown choosing.” What does he mean by“vigorously?” What is the significancein “of its own choosing?” Define “massive retaliatory power.” Whydid Dulles choose these precise words? Who is to be feared after hearing thisspeech in 1954? The Soviets? The UnitedStates? Explain. Does Dulles’s policy address the theme of“man’s inhumanity to man?” Explain. nnounces-policy-ofmassive-retaliation osts3. The plane that crashes at the beginning ofGolding’s novel carries a group of Britishschoolboys, presumably evacuating fromwar-threatened England. Ask students toread the BBC’s Evacuees in WW II—TheTrue Story. http://www.bbc.co.uk/history/british/britain wwtwo/evacuees 01.shtml. Afterwards, ask students to list theeffects of evacuations on British childrenduring World War II. Effects may belisted in the article or inferred. Answerscan be recorded on a multi-flow map orcause and effect chart. Tell students tokeep these inferences in mind while reading Lord of the Flies.Discuss: What tends to happen when peopleare under stress? What happens to peoplewho are fearful? How do they act? Canstudents think of any contemporary situations in which people have been movedby fear to engage in violent actions?Genre Study:Dystopian Fiction and Film1. Using a Smartboard, Ben-Q, or otherdigital projector, share with students thedefinition of “Dystopia” provided by theteacher site ReadWriteThink: on images/lesson926/DefinitionCharacteristics.pdfAsk students to consider these characteristics and brainstorm dystopias and dystopian protagonists they have seen inbooks or movies. Answers might includeKatniss Everdeen or Disney’s WALL-E.Ask students to look for these same characteristics as they read Lord of the Flies.2. Like many books ahead of their time,Lord of the Flies was not popular in itsday; the novel went out of print almostimmediately. But by the 1960s Golding’s
7A Teacher’s Guide to Lord of the Flies by William Goldingnovel was required reading in many highschools and colleges. In 2005, TIMEMagazine named Lord of the Flies as oneof the best English language novels of the20th century. The decade prior, theAmerican Library Association recognizedit as one of the 100 most challengedbooks taught in school. Censors of thebook denounced what they saw asdemoralization of human beings, excessive violence, and lurid sexual imagery.Using a free educational blogging programsuch as Edublogs.com or Edmodo.com, askstudents to reflect on censorship and thestudy of dystopian literature in school.Start them off with a prompt such as: Is it appropriate for students to readbooks where children are forced to actas adults due to circumstances inwhich they find themselves? How might dystopian novels informreaders about contemporary societyand the adult world? Why might dystopian novels be challenged? How do they attack the statusquo or why are they sometimes considered to hold dangerous ideas?3. Ask students to read Moira Young’s“Why is Dystopia so Appealing to 1/oct/23/dystopian-fiction.While reading this opinion column, students can highlight the author’s arguments and annotate their own reactions.After reading, in a journal entry or groupdiscussion, ask students to answer thesequestions: What are the author’s claims? Howdoes she go about making these claims? Do you agree with the author’s opinion?Or do you have other reasons for whydystopian fiction is so popular right now?4. Post-apocalyptic and dystopian musicvideos provide both an audio and visualpoint of comparison for students readingnovels of the same genre. Using youtube.com, show students one or two of thesongs below. Ask them to jot downimages and lyrics that stand out. Afterwatching, have students compare notes.As a class, analyze the treatment of similar topics by two different artists. What issimilar? What is different? Discuss: Whatdo the artists seem to be saying abouthow they see the world?AlejandroBad Moon RisingLady GagaCreedenceClearwater RevivalBig BrotherDavid BowieExpress YourselfMadonnaI Wear MySunglasses at NightCorey HartIn the Year 2525Zager and EvansIt’s the End of theREMWorld as We Know ItRadio GagaQueenSkyFallAdeleTightropeJanell MonaeArchetypes and Allusions1. In Lord of the Flies, Simon is set apartfrom the beginning. With his contemplative nature and calm spirit, he is a classic“Savior” figure. Introduce or review withstudents the different types of literaryarchetypes with emphasis on the martyror Christ figure. Other types mightinclude the innocent, the orphan, thehero, the caregiver, the rebel. Descriptions and even personality tests to identify students’ own archetypes can befound online and in personality handbooks. Helpful sites include: http://ericdigests.org/1996-4/mythic.htm http://www.webenglishteacher.com/hero.htmlDiscuss with stude
A Teacher’s Guide to Lord of the Flies by William Golding 5 idol.” Piggy and Ralph join the group, and Jack orders his hunters to bring them some meat. When Ralph asserts he is still the elected leader, Jack insists that his provision of food makes him the ruler and that the conch is meaningless on this end of the island.
Independent Personal Pronouns Personal Pronouns in Hebrew Person, Gender, Number Singular Person, Gender, Number Plural 3ms (he, it) א ִוה 3mp (they) Sֵה ,הַָּ֫ ֵה 3fs (she, it) א O ה 3fp (they) Uֵה , הַָּ֫ ֵה 2ms (you) הָּ תַא2mp (you all) Sֶּ תַא 2fs (you) ְ תַא 2fp (you
work/products (Beading, Candles, Carving, Food Products, Soap, Weaving, etc.) ⃝I understand that if my work contains Indigenous visual representation that it is a reflection of the Indigenous culture of my native region. ⃝To the best of my knowledge, my work/products fall within Craft Council standards and expectations with respect to
2. Pittsburgh Modified Conners Teacher Rating Scale 3. Parent/Teacher DBD Rating Scale 4. Child Behavior Check List- Teacher Report Form 5. Narrative Description of Child -- Teacher 6. Academic and Behavioral Target Form 7. Classroom Management Techniques Generally, the teacher rating scales should be completed by the teacher who spends the .
Wendy Lloyd, Teacher Emily Johnson, Teacher Lora McFarland, Teacher Jenna Miller, Psychologist Anne Nelson, Teacher Lacie North, Teacher Tricia Pearson, SLP Sally Rogers, Teacher Kristen Sessions, Teacher Emily Shaw, SLP Bailee VanZeben, Teacher Kristen Walters, SLP L
David Lee Teacher Christine Lyon Teacher Terry Marmion Speech Therapist Lynda McGarvey Teacher . Steve Ramsay Teacher Linda Redmann Cook Linda Rickert Teacher Daniel Rottier Teacher . Diane Sellhorn Teacher Lori Shepard Cook Jane Steele Teacher Bob Streeter Security Deborah Thiel Cook Ti
Teacher Access Center (TAC) Teacher Guide Version 20.4 May 2021 Arkansas Public School Computer Network. eSchoolPlus 20.4 TAC Teacher Training Guide 2 of 136 5/3/2021 This page intentionally left blank . eSchoolPlus 20.4 TAC Teacher Training Guide 3 of 136 5/3/2021 Table of Contents
akuntansi musyarakah (sak no 106) Ayat tentang Musyarakah (Q.S. 39; 29) لًََّز ãَ åِاَ óِ îَخظَْ ó Þَْ ë Þٍجُزَِ ß ا äًَّ àَط لًَّجُرَ íَ åَ îظُِ Ûاَش
Collectively make tawbah to Allāh S so that you may acquire falāḥ [of this world and the Hereafter]. (24:31) The one who repents also becomes the beloved of Allāh S, Âَْ Èِﺑاﻮَّﺘﻟاَّﺐُّ ßُِ çﻪَّٰﻠﻟانَّاِ Verily, Allāh S loves those who are most repenting. (2:22
