Plot:

• Brittany
• Katie
• Joe

Character:

• Jessie
• Anna
• Johnny

Theme:

• Ashley
• Eric
• Emily

Context:

• Rachel
• Dan
• Brie 

Plot:

• Mary Kate
• Kristen
• Max

Character:

• Ryan
• Brendan
• Nick

Theme:

• Brendan
• Michael
• Ben

Context:

• Meaghan
• Andrea
• Megan

Lord of the Flies - William Golding

A Separate Peace - John Knowles

Plot:

Stage 1 (outcome/result)

• A student will be able to identify and explain what the problem was and how it was caused and resoloved.
•  A student will be able to identify and explain the minor problems and solutions and how they led up to the climax.

Stage 2 (evidence/assessment)

• We had the idea of a sort of memory matching game, with the players having to match problems to their solutions.
• Students should also connect the details of the major problems to other sources (real events, TV shows, other books, etc.).
• Another idea was an illustrated timeline of problems and their solutions during the novel.
• A more basic idea that was more to complement one of the above is to take notes of certain problems (and, if applicable, their solutions) throughout the course of the novel.

 Stage 3 (activity/experience)

• create a matching game with one's notes on the problems, solutions, and events in the novel (flashcards divided in half, 16 cards to match, writing on one side)
• research real world events that tie in with the plot of the novel (written...answer 3-4 questions given when explaining connections)
• take notes as needed for major problems, solutions, and/or events...10 total (11" x 17" paper using materials of choice for creativity)
• keep a journal of notes on events, problems, and solutions in the novel...10 total (just notes, type or write is reader's choice)

Questions

• How were the boys stranded on the island?

A plane crash.

• How was the main problem ultimately resolved?

An officer came and rescued them.

• What was the beast?

A body attached to a parachute.

• How does Jack fight the beast?

He puts a pig's head on a stick for it.

• What was Jack's priority as a leader?

Hunting.

• What was Ralph's priority as a leader?

Using the fire to be rescued.

• What was the last event that caused Jack to leave the group?

He tried to hold another election for cheif, but no one voted for him.

• Which of Piggy's parents are dead?

His father.

• What did Ralph trip on when he stumbled and feel on the beach in the last chapter?

A root.

• What position was Ralph's father in the navy?

Commander.

Plot:

Stage 1 (outcome/result)

• A student will be able to map the plot or story line of book.
• A student will be able to identify and explain the difference between the climax and the turning points, and list them.
• A student will be able to put the important events of plot in both chrono. order and order of importance.

Stage 2 (evidence/assessment)

Stage 3 (activity/experience)

project 1: Make a poster! Using the plot map make a poster with at least 5 events that cover each part of the map (ex: rising action, climax etc.) then draw a picture for each

project 2: make a game using the plot map as a path/trail that the

characters go on. Make cards at every turning point to move on.

Game Show Questions-

1) What is the climax

*when Phineus got pushed off the tree

2)What color shirt did Phineus wear

*pink

3) What war was going on durring this time

*WW2

4)What was Phineus and Jeans club called?

*“Super Suicide Society of the summer session.”

5) What type of conflict was the climax

*Internal

6)Who lived Accross from Jean

*

7)At what point in the story did Phineus say he wasnted to join the army

*when wintercame, and the war became more real

8) What did Phineus first think the reason was for falling and breaking his leg

*It was himself

9) Fill in the blank- ______ pushed _______ off the _______.

*a. Jean b. phinny c. tree

10)Durring what season did Jean help with the train

*winter

11) how many pages in the book

Character:

Stage 1 (outcome/result)

• A student will be able to

Stage 2 (evidence/assessment)

• we wrap the answers to the questions we ask you in candy
• we ask a question
• everyone opens their candy and looks at the answer and try to figure out if you have the answer to the question
• if you do raise your hand
• if you do have the right answer and you chose it correctly you get to eat your candy
  GOAL:
  to help everyone review or know  the characters better in Lord of the Flies. And to have a fun and tasty review game!!

  Example Questions:

  Who was the major character and who was the minor character who died on the island?

  Then in one of the pieces of candy there will be a piece of paper that says

  Answer: Simon and Piggy.

Stage 3 (activity/experience)

             Game Show!!

• There will be four groups of five.
• Each person in each of the five groups will have a number, 1-5.
• We will call out a random number and each person in the groups that has that number will come up to the front. 
• We will ask a question and the first person to touch the easy button will get to answer the question. If they are wrong we will repeat it again and the next person to ring the easy button will get to answer the question.
• The person who answers the question right will, depending on the catagory of the question (the catagories are 4, 3, 2, 1) will get as many starbursts as the question in the certain catargory is worth.
• They then bring the starbursts back to their group (not to be eaten) and we will call the next number up.
• At the end the group with the most starbursts is the winner!!
• Then all of the groups can split the starbursts up amoung eachother and eveyone (in a way)  wins!!

Questions-

          Easy: Who was the protagonist and the antagonist in the story?

                    What did Jack lead back home?

                    What was Piggy's medical condition?

            Moderate: What was Ralphs main concern on the island?

                            What did Jack's tibe take from Ralph's tribe?

                            How did Simon die?

          Difficult: What really was the beast?

                        How did the book get it's title?

                       What was on the little boys face who went missing?

          Seperator: During the fight when Jack's tribe attacked Ralph's tribe, name each person who was involved and what their injuries were.

                           What was the song Jack's tribe sang to kill Simon (who they thought was the beast)?

Character:

Stage 1 (outcome/result)

• A student will be able to identify the similarities and differences between Gene and Finny.
• A student will be able to identify and explain the feelings between Gene and Finny throughout the novel.
• A student will be able to identify the protagonist and antagonist in the novel.

Stage 2 (evidence/assessment)

• We were thinking somewhere on the lines of a role play or a skit whick incorperates the main characters of the story and their characteristics.
• The students would need to create a skit that would be able to show that they know the relationship between the main characters
  The similarities of the characters, the characteristics of the charcters, and how the characters changed over the course of the novel
• They would have to include a set number of quotes probably 4-5 into the dialouge that proves the points that they are saying about the characters.
• They would also be able to indentify the main details of the story that pertain to the main characters.
•  Finally for those students who don't like to or can't act they could write a dialouge between the two main characters. They would also need to include 4-5 quotes that help to prove the points above.

Stage 3 (activity/experience)

• Create a two column journal entries on the characteristics of the character in the novel. Make sure that 3-5 quotes from each character is found from the novel and explained.
• Create a venn diagram comparing and contrasting the similarities and differences throughout the novel of Gene and Finny.
• Create a detailed character web describing the characteristics of Gene and Finny.
• Create a cause and effect chart about the feelings between Gene and FInny throughout the novel.
• Play bingo. What would happen is that there will be bingo boards with character names on them handed out to each player. One person will yell out characteristics of characters in the novel, and when the characteristic gets called out, you then put a bingo chip on the character that has the characteristic that was called out.
• Create a memory game with character names and the characteristics of the characters.
• Play Go Fish with characteristics or ideas of the characters in the story. For example, when a player asks another player for a characteristic of Finny and they don't have it, they have to go fish until they finally get a characteristic of Finny.
• Create life-sized cardboard cut-outs of Gene and Finny that clearly shows what they were like in the story. You should be able to stick 5 or more adjectives or characteristics to the cardboard cut-outs that describe each character (Finny and Gene) in the story.

Questions

• What caused Finny to die/what was Finny's injury? (Bone marrow got into his blood stream/broken leg.
• Who are the two main characters in the novel? (Finny/Phineas and Gene)
• Who strongly dislikes jumping out of the tree but does it anyway? (Gene)
• What war was going on during this novel? (WWII)
• Who was the first character in the novel to join the war from Devon? (Leper)
• What was the school that the characters went to? (Devons)
• What was the doctors name that worked on Finny's leg? (Dr. Stanpole)
• Who was the character that accused Gene of pushing Finny out of the tree? (Brinker)
• What activity did Leper participate in when it was winter? (Cross-country skiing)
• What group of the military did Brinker end up joining? (Coastal Guard)
• What branch of the military did Gene end up joining? (Navy)

Theme:

Stage 1 (outcome/result)

• A student will be able to indentify and explain symbols and motifs in the story that relate to the underlying meaning.
• They will also be able to identify the book's view into the world.

Stage 2 (evidence/assessment)

• name three (or a certain number) of motifs, specific events, or symbols in the novel that directly relate to the theme of LOTF. 

Stage 3 (activity/experience)

• Create a 3-D model of a symbol or motif from the story. The model can be no bigger than 1 foot by 1 foot and it must also be colorful.
• Along with the model, the student must include 2/3 paragraphs. The paragraphs must include: what the student thinks the theme of the story is, what the model they created is/ represents in the story, and the connection between their model and the theme.

Theme:

Stage 1 (outcome/result)

• A student will be able to identify and explain the connection between Phineas and Gene.
• A student will be able to identify and explain how friendship is indivisible.
• A student will be able to identify and explain the motif of truth versus lies.

Stage 2 (evidence/assessment)

• Pre-write your ideas
• Create a draft of the poster
• Research the theme you want demonstrated on your poster
• Answer a list of questions (EX: How is friendship shown as indivisible in the novel?)

Stage 3 (activity/experience)

• The students will create a poster showing and supporting one of the themes of their choice.
• They will research the theme to gather more information.
• Persuasive writing and visuals should be used to explain the theme.
• List of questions answered in stage two should be on the poster.
• Poster should include the theme from the perspective of 3 characters.
• 3 symbols and 3 pictures should be included.
• Paragraph or other piece of writing should be used to identify the theme.

Questions:

Context:

Stage 1 (outcome/result)

• A student will be able to identify and explain the setting.
• A student will be able to realize how the occurance of World War II in real life affects the novel and its setting.

Stage 2 (evidence/assessment)

•  We were thinking having people draw a map of the island.
• They would also have to show where they believe the island would be in the world.
• They would have to find info in the text about where things are located relative to others on the island in order to draw the map.

Stage 3 (activity/experience)

• Students (group project of 2-3 people per group) will draw a map of the island and where they believe the island would be in the world using the following outline:

Tropical Island

1. "Safe Side" (inside crescant) "Evil Side" (Outside of crescant)
   • Beach:
     • lagoon
     • reef
     • bathing pool
     • platform
     • jungle
     • shelters
   • Out of beach but still on safe side:
     • Mountain with fire pit
     • scar
     • the Home of the Lord of The Flies/Simmon's hideout
2. "Evil Side" (Outside of crescant)
   • Castle Rock with Jack's cave
   • jagged rock section
   • granite block
   • cliff
   • jungle
   • pig runs/paths

 

Game Show Questions:

 

Easy -

• What Side of the island were they on in the beginning? Inside the cresent
• Where were the meetings held? The platform
• Where did they find the conch? The lagoon

Moderate -

• What was the name of the "unsafe" side of the island? Castle Rock
• Where did Piggy die? The granite platform in the water
• Where did Simon die? The beach next to Castle Rock

Difficult -

• Which did Falf do when running away: run, hide, and/or climb a tree? Hide
• What was "the beast"? A dead guy on a parachute

Seperator -

• Who died first? The people who didn't survive the plane crash
• What does "The Lord of the Flies" mean when translated into Hebrew? Beelzebub

 

Context:

Stage 1 (outcome/result)

• A student will be able to identify when and where the story takes place, and explain why it is significant to the novel.
• A student should be able to answer where the story took place. The story takes place, literally, at a boarding school, but figuratively from what space does the story come from.
• A student should be able to identify and explain what historical information is revealed and how it enhances the novel.

Stage 2 (evidence/assessment)

• Background-  research WW2 and relate the info. to characters based on their feelings towards the war.
  (ex.   make a power point, research paper, time line with explanations) 
• Reality of Setting-  discover the figurative setting and relate it to the whole story- (story could be bias)
  (ex.    essay, poster project, oral presentation) 
• Significant Elements-  identify and explain was elements are essential to the story and why they are significant
  (ex.    game, power point, written assignment, oral assignment, etc.)

Stage 3 (activity/experience)

• Zine:  Background-  They will need to research WW2 and write about it, and relate it to the the book.  In addition, they will research an important group, event, of movement of their choice and write a few paragraphs explaining and relating the group/movement/event to the novel.
• Setting- After discovering the "Settting" of the story (we will have a work sheet of questions to help them get to the answer) then write a paragraph of two about why it is essential to relize the setting in relation to the story.  They will then have to add pictures and possibly some more stuff about the book.

Game Show Questions:

        Easy: