The Lord of the Flies - Mr. Martin's Classroom Websitemrmartinwhs.weebly.com/uploads/2/3/0/3/23031276/packet.pdf · 2020-03-10 · 10th Grade ELA Lord of the Flies Resource 1.4-Anticipatory

The Lord of the Flies

Learning Packet

Mr.Martin—World Literature

Note: This is the ONLY copy you will get, all resources also available at

mrmartinwhs.weebly.com

10th Grade ELA Unit 8 Resource 1.1

Think-Write: Pair-Share How do you think you have been influenced by modern American society? How has it shaped your values, beliefs, identity, etc…?

Pair-Share 1. Student A shares his/her story with Student B.2. Student B asks at least two clarifying questions about Student A’s story.

Optional sentence frames: How did you feel when . . . ? Why did you . . .? Why do you think the other person . . .?

3. Then Student B shares his/her story with Student A, and Student A asks clarifyingquestions of Student B.

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Grade 10 ELA- Lord of the Flies Lesson 1 Resource 1.5-Observation Matrix Era Envelope-Observation Matrix

What observations can you make about this image?

What message is being conveyed through this

image?

What new information have you gained about society during this

time period by reading the excerpt?

Image 1

Image 2

Image 3

Image 4

Image 5

Image 6

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10th Grade ELA Lord of the Flies Resource 1.4-Anticipatory Guide Lord of the Flies Anticipatory Guide

Statement

Agre

e

Dis

agre

e

Explanation

After Reading Novel

Agre

e

Dis

agre

e

1. Groups should only have

one leader.

2. Everyone in a group should

get an equal vote in

decision-making.

3. Children are capable of

taking care of themselves

without adult supervision.

4. Superstitions should be

believed in and followed.

5. If a leader orders you to

hurt someone, you should

do it.

6. Food is more important

than shelter.

Academic Language for Agreeing

• I agree with the statement that … because …• I agree with my classmate/you that … because …• I concur with … because …

Academic Language for Disagreeing

• I respectfully disagree with my classmate/you. I believe that … because…• I disagree with the statement … because….• Although _______ makes a valid point, I still feel that … because …

7

© Department of Basic Education 2015


xvi INTRODUCTION Mind the Gap English First Additional Language: Paper 2 Lord of the Flies

Vocabulary from the novel by chapter These are the words from the novel you need to know. Learn them well!

Aabandon (verb): give up completelyabdomen (noun): the stomachabrupt (adjective): brief; almost rudeabsorbed (verb): soaked upabsurd (adjective): ridiculousaccessible (adjective): able to be

reachedacquaintance (noun): a person one

knows slightly but who is not a friend

adjust (verb): change or move something a little bit

adolescence (noun): the time when a young person changes from being a child to being an adult

agonised (verb): worried about something

ancient (adjective): very oldanonymous (adjective): somebody

whose name is not knownantagonism (noun): hostilityantiphonal (adjective): sung, recited

or played by two groups of people who take turns

antler (noun): the horn of a deerappalled (verb): horrifiedapplause (noun): clappingapprehension (noun): a fear that

something bad will happenaromatic (adjective): having a

pleasant smellascent (noun): a climb or walk up a

hill or a mountain or a rockashamed (adjective): embarrassed

or guiltyassault (verb): attack something or

someoneassault (noun): an attackassent (verb): agreeasserted (verb): said with certaintyassimilate (verb): take in and

understandassurance (noun): a promiseasthma (noun): an illness that makes

it difficult to breatheaudible (adjective): able to be heardauthority (noun): the power to give

orders

automatic (adjective): something that is done without much attention being given to it

avid (adjective): showing enthusiasm for something

awe (noun): respect or wonderawe-inspiring (adjective): filling

someone with awe

Bbaffled (verb): confusedbarbs (noun): sharp points that catch

in thingsbarmy / crackers/ batty (adjective):

crazybarrier (noun): something that

prevents movement, e.g., a fence or a wall

bastion (noun): a defence against something

battered (adjective): damaged by being beaten

beckon (verb): make a sign with hand or arm or head to show that somebody must follow

befoul (verb): make dirtybelligerence (noun): aggressive

behaviourbewildered (adjective): confusedbirthmark (noun): a mark on a

person’s body that has been there since the person was born

blatant (adjective): open; unhiddenbleakly (adjective): miserablyblemish (noun): a small markblend (verb): mix inbliss (noun): great happinessbloodthirsty (adjective): wanting to kill

or injureblundered (verb): made a careless

mistake or move clumsilyblurted (verb): said something

suddenlybollocks (noun): nonsensebounded (verb): walked or ran with

long stridesbravado (noun): a pretence of being

brave

brine (noun): very salty waterbristled (verb): hair or fur stood

upright away from the skinbrooding (adjective): thinking about

something that makes you sad or angry

bulge (verb): swell; stick outburrow (noun): a hole or tunnel dug

by an animalburrow (verb): to dig a hole or tunnelbutt (verb): hit somebody or

something with the head

Ccabin (noun): a small shelter or housecannon (noun): a large gun, usually

on wheelscanopy (noun): a coveringcarcass (noun): the dead body of an

animalcascade (noun): a small waterfallcautious (adjective): carefulcessation (noun): endingchallenge (verb): invite somebody to

competechant (verb): say or shout something

again and againcharcoal (noun): what is left when

wood is heated without any air around it

chasms (noun): deep gaps between things

chastise (verb): criticisechoicest (adjective): bestchronic (adjective): something that

keeps happeningclamber (verb): climb using hands

and feetclamour (noun): a loud noiseclamp (noun): something used to hold

things togetherclamp (verb): to use a clamp to hold

things togetherclasp (verb): grip something tightlyclay (noun): stiff, sticky sandclench (verb): close fingers in a tight

ballclumsy (adjective): awkwardcoconuts (noun): very big nuts that

grow on palm trees

words to know



Mind the Gap English First Additional Language: Paper 2 Lord of the Flies INTRODUCTION xvii

words to know

collapse (verb): suddenly fall downcompact (verb): pack tightlycompel (verb): forcecomposite (adjective): made up of

several partscompulsion (noun): a need to behave

in a particular wayconceal (verb): hideconceivable (adjective): something

you can imagineconfession (noun): an admission that

you are guiltyconfidential (adjective): private or

secretconfirmation (noun): proofconsent (verb): agreecontemptuous (adjective): insultingcontext (noun): circumstancescontour (noun): an outlinecontradict (verb): argue against contraption (noun): a complicated

machinecontrite (adjective): feeling sorry for

something one has doneconvulsively (adjective): jerkily, like

somebody having a convulsioncordon (noun): a line of people

stopping others from getting somewhere

corpulent (adjective): fatcorruption (noun): dishonestcovert (noun): secretcoward (noun): a person who is afraid

of doing somethingcower (verb): crouch down in fearcrackling (noun): the crisp fatty skin

of roast porkcrags (noun): steep cliffs or rockscreepers (noun): plants that grow

along the ground or up wallscrepitation (noun): a crackling soundcrisis (noun): a time of difficulty or

dangercruiser (noun): a fast ship used for

warcutter (noun): a light fast boat used

to patrol the seacynical (adjective): not trusting other

peoplecynicism (noun): distrust

Ddangle (verb): hang or swing looselydaunting (adjective): something that

seems difficult to deal withdaydream (noun): thoughts about

things you would like to have or to be doing

decay (verb): rotdecay (noun): something that has

rotteddecency (noun): good behaviourdecorous (adjective): politedefenceless (adjective): not able to

defend oneselfdefend (verb): stand up against an

attack or stop somebody else from being attacked

delicate (adjective): easily brokendefined (verb): explained or describeddelirious (adjective): wild or crazydemented (adjective): maddemoniac (adjective): like a devil dense (adjective): thickdesperate (adjective): a feeling that

something is impossible derision (noun): ridicule or mockeryderisive (adjective): mocking descent (noun): the way downdetach (verb): separate something

from something elsedetain (verb): keep someone from

going somewhere or doing something

detected (verb): discovered or noticed something

detritus (noun): rubbishdevastated (verb): destroyeddevour (verb): eat hungrilydiarrhoea (noun): runny tummydiddle (verb): cheatdifferentiate (verb): notice what

makes one thing different from another

diffident (adjective): modestdignity (noun): a serious mannerdiminish (verb): make lessdisc (noun): something that is flat,

thin and rounddiscard (verb): get rid ofdiscounted (verb): paid no attention

todisguise (verb): make yourself look

different to fool other people

disguise (noun): the way you make yourself look different

disinclination (noun): not wanting to do something

disperse (verb): spread outdistasteful (adjective): unpleasantdistended (adjective): swollen dreary (adjective): dulldubiety (noun): uncertaintydun (noun): a greyish-brown colourduplication (noun): copying

Eeccentric (adjective): strangeeclipsed (verb): did better thanecstatic (adjective): feeling very

happyeffective (adjective): successfulefficient (adjective): well organisedeffulgence (noun): very very brightelemental (adjective): basicelephantine (adjective): enormousembrace (verb): hugemerge (verb): come outemit (verb): release, let outemphatic (adjective): firmenchantment (noun): a feeling of

pleasureendure (verb): put up withengulf (verb): floodenmity (noun): hostilityenormity (noun): seriousnessenraged (adjective): very angryensconce (verb): settleenthusiastic (adjective): very

interested or keenenveloped (verb): covered or

surroundedenvious (adjective): jealousepaulettes (noun): decorations on

the shoulders of a uniformepilepsy (noun): an illness that

causes a person to have a fitessential (adjective): very importantexhilaration (noun): a feeling of

happinessexpansive (adjective): about a

person, it means very friendly; about a place, it means covering a wide area

exposure (noun): having no protection from something harmful

expressly (adverb): clearly



xviii INTRODUCTION Mind the Gap English First Additional Language: Paper 2 Lord of the Flies

Ffabric (noun): materialfalter (verb): hesitatefascinate (verb): interestfeeble (adjective): weakferny (adjective): with leaves like a

fern (a green, leafy plant)ferocity (noun): fiercenessfestooned (verb): decorated withfit (noun): the way something fitsflail (verb): wave or swing wildlyflank (noun): the side of a body

between the ribs and the hipflinch (verb): pull backflit (verb): move fast or lightlyflourish (verb): growfluent (adjective): able to speak easilyfoliage (noun): leavesforbidding (adjective): unfriendlyforest (noun): a large area covered

with treesformulate (verb): planfort (noun): a very strong buildingfoul (adjective): disgustingfragile (adjective): easily brokenfragment (noun): a small part broken

off something biggerfrayed (adjective): wornfrenzy (noun): madnessfrond (noun): the leaf of a palm or a

fernfrustration (noun): the feeling of

being upset because you can’t change or achieve something

fumble (verb): handle something clumsily

fuming (verb): being very angryfurtive (adjective): secretivefury (noun): great angerfused (verb): joined together

Ggaping (adjective): wide opengarland (noun): a chain made of

flowersgaudy (adjective): very brightgenuine (adjective): realgesticulate (verb): signal with the

hands or armsgesture (noun): move the hands or

head to show what you meangibbering (verb): speaking very fast

so it is difficult to understand

glamour (noun): attractivenessglimmer (verb): shine faintlyglimpse (noun): a brief lookglimpse (verb): see something brieflyglisten (verb): shineglum (adjective): unhappygnaw (verb): bit or chewgorge (verb): eat a lot greedilygranite (noun): very hard rockgrief (noun): great sadnessgrotesque (adjective): very ugly grudging (adjective): the way you feel

when you have to do something you don’t really want to do

gully (noun): a deep, narrow holegust (noun): a sudden strong rush of

windgut (noun): stomachgut (verb): take the insides out of a

fish or animal before cooking itgyration (noun): spinning around

quickly

Hhalt (verb): stophampered (verb): got in the way ofhaul (verb): draghearth (noun): floor of a fireplaceheave (verb): make a great effort to

lift something heavyhesitant (adjective): not certainhinder (verb): make it difficult for

someone to do somethinghorizon (noun): the line where the

earth and the sky seem to meethuddle (verb): crowd togetherhumid (adjective): hot and steamyhumiliation (noun): embarrassmenthumour (noun): comedyhysteria (noun): great excitement

Iidentical (adjective): exactly alikeidentifiable (adjective): able to be

recognisedidol (noun): a picture or sculpture of a

god that is worshippedignore (verb): take no notice ofill-omened (adjective): unluckyillusion (noun): something imagined,

not realillusive (adjective): difficult to find or

catch

imitate (verb): copyimmobile (adjective): unmovingimmovable (adjective): can’t be

movedimpenetrable (adjective): something

you can’t go throughimpervious (adjective): not affected

by implication (noun): meaningimprovisation (noun): something that

is made up without being thought about first

improvise (verb): make something up without thinking about it first

inarticulate (adjective): finding it difficult to say what one feels or thinks

incantation (noun): words used as a magic spell

incompetence (noun): lack of ability to do something

incredulous (adjective): unable or not wanting to believe something

incursion (noun): an invasion indefinable (adjective): something

that can’t be describedindication (noun): a signindignation (noun): anger about

something that seems to be unfairindignity (noun): shame or

humiliationinexpert (adjective): not very good at

somethinginfinite (adjective): without an endinfuriating (adjective): very irritatinginimical (adjective): harmful or

unfriendlyinnocent (adjective): not guiltyinscrutable (adjective): impossible to

understandinsistent (adjective): demanding

somethinginstinct (noun): something that

makes you act without thinkingintense (adjective): very strongintent (noun): aimintent (adjective): determinedinterminable (adjective): endlessinterpose (verb): put between one

thing and another or get between one person and another

intersperse (verb): scatterintimidate (verb): scare

words to know



Mind the Gap English First Additional Language: Paper 2 Lord of the Flies INTRODUCTION xix

invisible (adjective): unable to be seen

iridescent (adjective): shiningirrelevant (adjective): not connected

with somethingirresponsible (adjective): not showing

a proper sense of responsibilityisolation (noun): separation

Jjaguar (noun): a spotted wild cat-like

animaljeer (verb): mock or teasejolt (noun): a bumpjolt (verb): push roughlyjungle (noun): dense forestjutting (adjective): sticking out

Llabour (noun): hard worklabour (verb): work hardlagoon (noun): a stretch of sea water

separated from the sea by a low sandbank or reef

lamentable (adjective): very badlandscape (noun): scenerylavatory (noun): toiletleaden (adjective): dull, heavyleap-frog (noun): a game in which a

person jumps over another person who is bending down

ledge (noun): shelflegendary (adjective): very well knownlever (noun): a bar used to lift a heavy

load – one end goes under the load and weight is put on the other end to lift the load

leviathan (noun): a sea monsterliberated (adjective): freedloathing (noun): hatredloiter (verb): hang aroundluminous (adjective): shines in the

darkluxuriance (noun): thick growth

Mmajesty (noun): impressive beautymanual labour (noun): hard work

done by handmask (noun): a covering worn to hide

the facemastery (noun): abilitymaternal (adjective): like a mother

menace (noun): danger or threatmercy (noun): forgiveness or pitymildness (noun): softnessmiraculous (adjective): amazing, like

a miraclemirage (noun): something you think

you see but it isn’t really theremisguided (adjective): showing bad

judgementmomentarily (adverb): for a very short

timemomentum (noun): energymonster (noun): a large, ugly

frightening creaturemortification (noun): embarrassmentmultitudinous (adjective): a great

number of thingsmurmur (verb): say something very

quietlymutinous (adjective): refusing to obey

orders

Nnightmare (noun): bad dream

Oobedient (adjective): willing to do

what one is toldobscene (adjective): disgustingobscured (verb): hiddenobscurity (noun): something or

someone that is unknown or unimportant

obtuse (adjective): slow to understand things

omission (noun): something that has been left out

opalescence (noun): something that changes colours like the semi-precious stone, the opal

opaque (adjective): not able to be seen through

oppressive (adjective): harsh or cruelorganism (noun): an animal, a plant,

a creatureoutcast (noun): a person who has

been rejected by his or her groupoutlaw (noun): a person who has

broken the law and isn’t allowed back into his or her group

overwhelming (adjective): a very large amount

Ppalm tree (noun): a tree usually found

in very warm places, the long leaves form a kind of crown

panic (noun): sudden fear that can make people act in strange ways

parachute (noun): a cloth canopy which fills with air and allows a person to drop slowly from an aeroplane

paralysed (adjective): unable to moveparody (noun): imitate somebody

else’s style of doing somethingpearly (adjective): looking like a pearlpebble (noun): a small stonepenetrate (verb): go into or through

somethingperceptible (adjective): able to be

seenperilous (adjective): dangerousperpetual (adjective): never endingphantoms (noun): ghostsphosphorescence (noun): light that

something gives off without being turned on

piglet (noun): baby pigpinnacle (noun): the toppony (noun): young horseprecious (adjective): valuable, not to

be wastedpreoccupied (verb): thinking of only

one thingpreposterous (adjective): ridiculousprocession (noun): a parade or a

marchproclaim (verb): announce in publicproffer (verb): offerprofile (noun): an outline of

something, usually a face, seen from one side

prominent (adjective): important; famous

propitiate (verb): win favour from someone by doing or saying something that pleases her or him

publicity (noun): information used to make something well known

purge (verb): remove something completely

pyramid (noun): a structure with a square or triangular base and sloping sides that meet in a point at the top

words to know



xx INTRODUCTION Mind the Gap English First Additional Language: Paper 2 Lord of the Flies

Qquivering (verb): trembling or shaking

Rradiate (verb): spread out fromrage (noun): great angerraid (noun): a surprise attackraid (verb): attackrapt (adjective): fascinatedravenous (adjective): very hungryrear (noun): the back part of

somethingreassurance (noun): something that

takes away someone’s doubts or fears

recognition (noun): remembrance of somebody or something

recrimination (noun): accusationreef (noun): a ridge of rock, coral

or sand just above or below the surface of the sea

reflection (noun): what you see when you look in a mirror or into a still pond or lake

relieved (adjective): thankfulreluctant (adjective): not willing to do

somethingremote (adjective): far awayrender (verb): give help or a serviceresentful (adjective): feeling bitter

or angry at having been treated unfairly

resist (verb): fight againstrespectful (adjective): feeling or

showing respectrestore (verb): put backrhythmic (adjective): regular; steadyriotous (adjective): disorderly;

uncontrollable

Ssanity (noun): the ability to think and

behave in a normal waysapling (noun): young treesavour (verb): enjoy the taste of

somethingscavenger (noun): a person who

collects things other people have thrown away

scurf (noun): flakes on the surface of the skin

scurry (verb): move quickly with short steps

self-conscious (adjective): embarrassed

sensuous (adjective): sexyshameful (adjective): disgracefulshimmer (verb): shine with a soft lightshrill (adjective): high-pitchedshudder (verb): shivershutter (noun): a board that is fixed

inside or outside a window to keep out the light

silhouette (noun): the dark shape and outline of someone or something seen against a bright light

sketchy (adjective): not completesleek (adjective): smooth and shinyslither (verb): move smoothly over a

surfacesmear (verb): mark something

messily or carelessly with something greasy or sticky

smirk (verb): smile in a silly waysmudge (verb): make something

messy by smearing itsnarl (verb): growl like a dog with

teeth showingsneak (verb): move in a secretive waysnout (noun): nose and mouth of an

animal that sticks outsodden (adjective): very wetsolemnity (noun): being serious and

dignifiedsombre (adjective): dark; serious; sadspasm (noun): convulsionspeculate (verb): guesssprinter (noun): somebody who runs

very fastsquat (verb): sit with knees bent and

heels close to or touching one’s bottom

squint (verb): look at something or someone with both eyes party closed

squirm (verb): wriggle or twist the body from side to side

squirrel (noun): small furry animal that lives in trees

stag (noun): male deerstagger (verb): walk unsteadilystake (noun): strong stick with a point

at one end which is planted in the ground to hold something up

stark: sharp

stricken (adjective): very worried or troubled

stride (verb): take long stepsstrive (verb): try very hardstubborn (adjective): refusing to

change one’s mind stupendous (adjective): wonderfulsubmerge (verb): push under watersubside (verb): go down to a lower

levelsummit (noun): the very topsummoned (verb): ordered someone

to comesundial (noun): an instrument

showing the time using the shadow of a pointer cast by the sun on to a plate marked with the hours of the day.

superficial (adjective): on the surfacesurmount (verb): overcomesusurration (noun): whispering;

rustlingswarthy (adjective): with a very dark

skinswift (adjective): very fastsyllable (noun): part of a word, eg,

water has two syllables water

Ttaboo (noun): something that is

forbiddentacit (adjective): understood without

actually being saidtactics (noun): plans talisman (noun): something that is

believed to bring good lucktangled (adjective): twisted together

untidilytattered (adjective): old and torntaut (adjective): pulled tightterrace (noun): a level area next to a

buildingtheatrical (adjective): dramaticthicket (noun): bushes or trees that

grow very close to each otherthrust (verb): pushtimid (adjective): easily frightenedtirade (noun): a long, angry speechtorment (verb): torturetotter (verb): move in an unsteady

waytrace (verb): findtrace (noun): a sign

words to know



Mind the Gap English First Additional Language: Paper 2 Lord of the Flies INTRODUCTION xxi

words to know

transparent (adjective): something you can see through

traverse (verb): crosstremulous (adjective): shakytriumph (noun): a great victorytriumphant (adjective): feeling proud

after having won a victorytrivial (adjective): not importanttumult (noun): a loud, confused noisetwitch (verb): jerktyphoon (noun): a storm with very

high winds

Uululation (noun): a howling or wailing

sounduncommunicative (adjective): not

wanting to talkunconvincing (adjective): not able to

make people believe what one is saying

unco-operative (adjective): not wanting to help others or do what they ask

undergrowth (noun): plants and bushes that grow under trees

unearthly (adjective): something that sounds or looks as though it doesn’t come from this world

unendurable (adjective): unbearableunheeded (adjective): not noticeduninhabited (adjective): a place

where nobody livesunintelligibly (adverb): saying

something in a way nobody can understand

unnerved (verb): made someone lose courage or confidence

unsuspected (adjective): not thought to be there

urgency (noun): needing to be done immediately

Vvague (adjective): not clearvainly (adverb): very proud ofvapour (noun): mistvast (adjective): enormousvaulted (adjective): archedveil (noun): a piece of material worn

by a woman to cover her facevertical (adjective): uprightvibrate (verb): shakevigorous (adjective): strong; healthy;

full of energyvirtuous (adjective): very goodvisible (adjective): able to be seenvulnerable (adjective): in danger

Wwail (verb): howl or cry loudlywallop (verb): hit very hardwar-paint (noun): paint used to

decorate the face before a battlewearisomeness (noun): very tiringwedged (verb): squeezed inwhimper (verb): cry softlywhisked (verb): beaten or stirred;

moved away very quicklywind-breaker (noun): something

that stops the wind from blowing straight at somebody (a jacket or some kind of a shelter)

wit (noun): humourwithered (adjective): dry and

shrivelledwoodlice (noun): small insects that

live in damp placeswormed (verb): moved by crawling or

wigglingwreckage (noun): the remains of

something that has been damaged or destroyed

wrench (verb): pull or twist

Yyearn (verb): long for

Name: Mr. Martin—World Literature

Lord of the Flies Study QuestionsAs you read the novel, keep in mind that the behavior of the characters is meant to be indicative of human nature in a general sense, not simply a reflection of the behavior of boys. What insights into (or opinions about) human nature do the characters’ actions reveal?

Note: The highlighted questions are the ones I think are the most important and/or interesting questions to reflect on and discuss.

Chapter 1: “The Sound of the Shell”1. Describe the major characters: Ralph, Piggy, and Jack.

2. What instances of foreshadowing occur in this chapter? What predictions can you make about what sorts of things might happen later in the novel?

3. What do the boys‟ attitudes and actions (e.g. Ralph‟s joy at being free of “grownups,” the vote for leader, Ralph‟s telling the other boys about Piggy‟s nickname) reveal about human nature?

4. What is the significance (the meaning and importance) of the boys‟ encounter with the wild piglet?

5. What do you think the “sound of the shell” and the conch itself might symbolize?


Chapter 2: “Fire on the Mountain”1. What do you think is the significance of the “snake-thing” or “beastie”? Consider the little

boy‟s description of the creature, the discussion of nightmares, Ralph‟s feeling that he is “facing something ungraspable” when confronted with this problem, and his need to repeat loudly that “there isn‟t a beast.”

2. What does Jack‟s behavior in this chapter suggest about him (e.g. his attitude toward killing pigs and hunting the beast, his excitement about the rules and the consequences of violating them, his treatment of Piggy etc.)? In what way(s) might the behavior of the boys during the meeting foreshadow later events?

3. What do you think Piggy‟s glasses might represent? Consider their normal function, the use they are put to in this chapter, Piggy‟s intelligence, and Piggy‟s helplessness without them.

4. What hypocritical irony is there in the boys‟ treatment of Piggy in contrast with their treatment of Ralph and Jack? What does this fact suggest about human nature?

5. What is ironic about consequences of the boys‟ decision to light a fire? In light of these consequences, what do you think it and the “drum-roll” represent?

6. What do the events of these first two chapters reveal about the major themes of the novel?


Chapter 3: “Huts on the Beach”1. Discuss the change in Jack‟s personality that is described at the beginning of the chapter.

What is Jack‟s highest priority, and what does this tell us about him?

2. How are the all of the boys except Ralph and Simon (and Jack) behaving? What is Golding telling us about human nature? What important qualities do Ralph, Simon, and Piggy have that the other boys seem to lack?

3. What is making it difficult for Ralph and Jack to communicate and get along? Where do you think their differences will lead?

4. Why do you think Jack and the littluns (and others, probably) have fears about a “beastie,” but Ralph, Simon, and Piggy don‟t? What theme does this suggest?

5. What does this chapter reveal about Simon‟s personality, and what importance do you think this will have later in the novel? (How do you think the other boys will react to Simon?)


Chapter 4: “Painted Faces and Long Hair”1. Describe the behavior of the boys at the beginning of the chapter. What thematic

significance does this scene have?

2. Why does Maurice walk away when Percival starts crying, and why doesn‟t Roger throw the stones directly at Henry? What does their behavior suggest about human nature?

3. Why do the hunters decide to “paint” themselves with clay and charcoal? What effect does doing this have on their behavior, and why? Does this “makeup” have any symbolic meaning?

4. How do the hunters behave in response to the success of the hunt, and what is the significance of this behavior?

5. How does Ralph “assert his chieftainship” after the argument with the hunters? Why do you think this gesture is so effective?

6. What do you think will result from the open conflict between Jack and Ralph and from Jack‟s success at getting meat? What is the significance of the boys‟ reaction to being able to eat meat, and how does this compare to their reaction about having missed a chance to be rescued?

7. Discuss the thematic significance of the title of the chapter.


Chapter 5: “Beast from Water”1. What change has come over Ralph as a result of the signal fire incident? How have his

values changed?

2. What points does Ralph make at the meeting? What general point does he make that he wants people to discuss? Why are these points so significant?

3. What does Jack say in response to Ralph‟s comments? Why do you think Ralph is shocked?

4. What does Piggy mean by his claim that “life is scientific”? What does he mean when he suggests that “there isn‟t no fear, either[...]unless we get frightened of people”?

5. What does Percival say when Jack asks him where the beast lives? Why do you think he says this?

6. What does Simon say about the beast, and what do you think he means? How does everyone else react to what he says?

7. Why are the rules so important to Ralph? What are the consequences of breaking them?

8. Why does Piggy say that Ralph should blow the conch to call everyone back, and why does Ralph decide not to?


Chapter 6: “Beast from Air”1. What is the “beast from air”? How is it appropriate that the boys mistake it for a beast—what

connection does it have with the novel‟s themes, and what does it symbolize?

2. What does Sam and Eric‟s description of the beast tell us about human psychology?

3. How does Ralph overcome Jack‟s challenge during the discussion about what to do about the beast?

4. What significant thoughts does Simon have about the beast while the boys are walking to the “castle”?

5. Why do you think Ralph doesn‟t really expect to encounter the beast?

6. How do most of the boys react to their discovery of the “castle”? What foreshadowing takes place at the end of the chapter?

Chapter 7: “Shadows and Tall Trees”1. What embarrassing thing does Ralph say to himself near the beginning of the chapter that

he‟s afraid someone might have overheard? What does he mean by it? What change in Ralph does the act of talking to himself demonstrate?

2. What does Simon say to Ralph that makes them both smile? Think carefully about Simon‟s choice of words—do you think it foreshadows something that might happen later in the novel?


3. What disturbing thing do the group of hunters and Ralph do immediately after their encounter with the pig? How is Ralph‟s behavior surprising? What does this behavior foreshadow?

4. Why do you think Simon is so eager to volunteer to go across the island to tell Piggy and the littluns what they‟re doing?

5. Why do you think Jack insists on going up the mountain to look for the beast even though it‟s already dark when they arrive? What internal conflict does Ralph feel about the decision to go up the mountain in the dark?

6. Why do you think Golding (the author) plotted the story so that the boys would go up the mountain in the dark?

Chapter 8: “Gift for the Darkness”1. What does Ralph say that angers Jack? How does Jack express his anger? How does Jack

respond to his failure to get support from the group, and what does this response suggest about the boys‟ future?

2. 2. How does Piggy show “intellectual daring”? Why is this so significant to the boys?

3. Why do you think the biguns wait until the other boys are occupied to leave instead of supporting Jack‟s challenge during the meeting?

4. What unusual thing happens to Ralph after Jack leaves and after he realizes most of the biguns have left? What is the significance of his reaction?


5. What suggestion does Simon make, and why do you think he makes it? What does he mean when he says, “What else is there to do?” What are the consequences of the group‟s decision not to follow Simon‟s suggestion?

6. What do Jack and the biguns first decide to “do” about the beast, and what does this say about human nature? Think back to question # 2.

7. What foolish decision does Jack make during the hunt, and why is it foolish?

8. What happens to Simon after the hunters leave his clearing? What is the “lord of the flies”? What does it represent? How does it talk to Simon—what does its speech really indicate?

Chapter 9: “A View to a Death”1. What are the purpose and effect of Jack‟s generosity with the meat he and the hunters

obtained? What do you think his decision to give meat to even Ralph and Piggy is meant to show?

2. Why does Jack command the boys to dance and chant, and why is this an effective leadership tactic? What psychological effect does dancing and chanting have on the boys? Think back to the effect that putting on makeup had on them in Chapter 4.

3. What is the “beast” that the boys kill? How is this event ironic and especially tragic (not only for the “beast,” but for everyone on the island)? How is it symbolically significant?

4. Why do you think Golding decided to have the “figure” fly over the boys on the beach and into the sea? Why do you think he had Simon‟s body get washed away, and what does this represent in a psychological sense?


Chapter 10: “The Shell and the Glasses”1. How do Ralph and Piggy view Simon‟s death? How does each of them react to it? Why

does Ralph laugh as he says, “I got the conch,” and why does Piggy react so strongly to his laughter? What explanations do they have for their behavior, and what excuses do they come up with? What do these reactions show about them and about human nature?

2. What does the narrator mean to suggest when he says, “Memory of the dance that none of them had attended shook all four boys convulsively”?

3. How do the biguns seem to define a “proper chief”? What does this criterion suggest about human psychology?

4. What does Jack do that causes Roger to have doubts about his leadership?

5. What feelings, beliefs, and speculations do Jack‟s biguns have about what happened the night before at the feast? Can you explain why they did what they did? Why are they “half-relieved, half- daunted by the implication of further terrors”? Consider the significance of the quotes below, especially the second one. What unspoken words complete the first sentence?„“But didn‟t we, didn‟t we—”‟ „“No!”‟“How could we—kill—it?”“Each savage flinched away from his individual memory.” „“I expect the beast disguised itself.”‟

6. What signs of stress and fear can we see in Ralph, Piggy, and Samneric‟s behavior in this chapter?


Chapter 11: “Castle Rock”1. In what way are the twins “seeing Ralph for the first time” before they all set off for Castle

Rock?

2. Why is the boys‟ attempt to get back Piggy‟s specs and get the other boys to maintain a signal fire bound to fail?

3. Why do you think Roger pushes the rock off the cliff?

4. How is the desctruction of the conch symbolically significant?

Chapter 12: “Cry of the Hunters”1. Why does Ralph think that the boy he sees is “not Bill”?

2. Why does Ralph hit the pig‟s head?

3. Why do you think Samneric decide to join Jack‟s tribe? Why do they tell Jack where Ralph is hidden?

4. What do Samneric mean when they tell Ralph that Jack has “sharpened a stick at both ends”? What do you think the reason for Jack‟s hatred is?


5. What foolish method do the boys use to ensure that they find Ralph? What does this decision suggest about the power of hatred and violence versus the power of reason?

6. Where does Ralph decide to hide? What does this hiding place symbolize?

7. Explain the significance of this quotation: “Percival Wemys Madison sought in his head for anincantation that had faded clean away.”

8. What is ironic about how the boys are saved? What is ironic about the fact that the boys, who have become savages, are British, and why do you think Golding chose to write about a group of British boys? Consider what the naval officer says: “I should have thought that a pack of British boys would have been able to put up a better show than that.”

Review Questions1. What are the major themes of the novel, and how are they developed?

2. What insights about human nature, human psychology, and human society does the novel present? How are they expressed?

3. Discuss the deterioration of the “society” on the island. What circumstances, events, and psychological forces cause this deterioration?

4. Discuss the extensive use of symbolism in the novel. Examples of important symbols are the conch, the fire, the beast, Piggy‟s glasses, and the “lord of the flies,” as well as Piggy, Ralph, Simon, and Jack themselves.

5. What is your opinion of the novel—is the story convincing? Does it present a realistic vision of human nature? Have you experienced or observed things that would either support or contradict Golding‟s ideas?


10th Grade ELA Unit 8 Resource 1.1

Think-Write: Pair-Share How do you think you have been influenced by modern American society? How has it shaped your values, beliefs, identity, etc…?

Pair-Share 1. Student A shares his/her story with Student B.2. Student B asks at least two clarifying questions about Student A’s story.

Optional sentence frames: How did you feel when . . . ? Why did you . . .? Why do you think the other person . . .?

3. Then Student B shares his/her story with Student A, and Student A asks clarifyingquestions of Student B.

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10th Grade ELA Unit 8 Resource 1.1A

Lesson 1: Quickwrite Frame

Use the paragraph frame below to answer the following quickwrite question.

How do you think you have been influenced by modern American society? How has it shaped your values, beliefs, identity, etc…?

I believe I have been influence by American society in the following ways. First, I

have been influence by _______________________________________________.

This shaped the person I am because _____________________________________

________________________________________________________. Secondly, I

have been influenced by ______________________________________________.


__________________________________________________________________.

Thirdly, I have been influenced by ______________________________________.


__________________________________________________________________.

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Grade 10 ELA- Lord of the Flies Lesson 1 Resource 1.6B- WG Biography

William Golding Biography"Sir William Golding." 2013. The Biography Channel website. Nov 20, 2013 http://www.biography.com/people/william-golding-9314523.

EARLY LIFE

William Golding was born on September 19, 1911, in Saint Columb Minor, Cornwall, England. He was raised in a 14th-century house next door to a graveyard. His mother, Mildred, was an active suffragette who fought for women’s right to vote. His father, Alex, worked as a schoolmaster.

William received his early education at the school his father ran, Marlborough Grammar School. When William was just 12 years old, he attempted, unsuccessfully, to write a novel. A frustrated child, he found an outlet in bullying his peers. Later in life, William would describe his childhood self as a brat, even going so far as to say, “I enjoyed hurting people.”

After primary school, William went on to attend Brasenose College at Oxford University. His father hoped he would become a scientist, but William opted to study English literature instead. In 1934, a year before he graduated, William published his first work, a book of poetry aptly entitled Poems. The collection was largely overlooked by critics.

TEACHING

After college, Golding worked in settlement houses and the theater for a time. Eventually, he decided to follow in his father’s footsteps. In 1935 Golding took a position teaching English and philosophy at Bishop Wordsworth’s School in Salisbury. Golding’s experience teaching unruly young boys would later serve as inspiration for his novel Lord of the Flies.

Although passionate about teaching from day one, in 1940 Golding temporarily abandoned the profession to join the Royal Navy and fight in World War II.

ROYAL NAVY

Golding spent the better part of the next six years on a boat, except for a seven-month stint in New York, where he assisted Lord Cherwell at the Naval Research Establishment. While in the Royal Navy, Golding developed a lifelong romance with sailing and the sea.

During World War II, he fought battleships at the sinking of the Bismarck, and also fended off submarines and planes. Lieutenant Golding was even placed in command of a rocket-launching craft.

Of his World War II experiences, Golding has said, “I began to see what people were capable of

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Grade 10 ELA- Lord of the Flies Lesson 1 Resource 1.6B- WG Biography

doing. Anyone who moved through those years without understanding that man produces evil as a bee produces honey, must have been blind or wrong in the head.” Like his teaching experience, Golding’s participation in the war would prove to be fruitful material for his fiction.

In 1945, after World War II had ended, Golding went back to teaching and writing.

LORD OF THE FLIES

In 1954, after 21 rejections, Golding published his first and most acclaimed novel, Lord of the Flies.

The novel told the gripping story of a group of adolescent boys stranded on a deserted island after a plane wreck. Lord of the Flies explored the savage side of human nature as the boys, let loose from the constraints of society, brutally turned against one another in the face of an imagined enemy. Riddled with symbolism, the book set the tone for Golding’s future work, in which he continued to examine man’s internal struggle between good and evil. Since its publication, the novel has been widely regarded as a classic, worthy of in-depth analysis and discussion in classrooms around the world.

In 1963, the year after Golding retired from teaching, Peter Brook made a film adaptation of the critically acclaimed novel. Two decades later, at the age of 73, Golding was awarded the 1983 Nobel Prize for Literature. In 1988 he was knighted by England’s Queen Elizabeth II.

In 1990 a new film version of the Lord of the Flies was released, bringing the book to the attention of a new generation of readers.

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Grade 10 ELA-Lord of the Flies Lesson 1 Resource 1.2- Utopia Doc.

Utopia

Definition of Utopia

The literary term utopia denotes an illusionary place that projects a perfect society to the reader. Here, the “perfect society” refers to ideal conditions achieved within the material world as opposed to the expected idealism of afterlife in Christianity or other religions. Further, the citizens presiding in such utopias are bearers of a perfect moral code, or at least every violator of the moral code is harshly punished. A utopian society is basically one where all the social evils have been cured.

An important distinction to be appreciated is that amongst the imaginary utopias and live heterotopias. However, the terms should not be treated as opposites of each other. They denote a midway experience referring to instances that are real as well as unreal. Most of the examples that Foucault provides of heterotopias include several utopian aspects. However, the relationship between these two notions has tended to be ignored in the interpretation of heterotopia.

Description of Utopian Literature

A piece of writing that concerns itself with the description of a perfect society in the physical world as opposed to the perfection of afterlife is termed as Utopian literature. However, the original motives behind utopian novel were political, social and philosophical. Plato’s Republic, is usually considered the first example of the genre.

Some traces of utopian elements can be found in Arthurian literature in the idealization of King Arthur’s court at Camelot, but the trend followed by medieval poets involved romanticizing an imaginary past rather than using hypothetical utopias for the purposes of critiquing political institutions and suggesting alternatives. It was by the time of Sir Thomas More (in his book Utopia in 1516) that the notion of utopia was practically manifested, and his name for the imaginary kingdom then became the new name for referring to the genre.

The common characteristics of the genre include an elaborate description of the geographic structures of the imaginary landscape by the native guides that familiarize the narrator to the ways through the region. He is an outsider to the utopian society, and harbors extensive skepticism regarding modern political, social, economic, or ethical problems. One of the common misunderstandings is that utopian models serve to project a better way of life. To the contrary, the reason behind such literature is to help the reader envision the problems, paradoxes, or faults entrenched within the existing political framework.

Examples of Utopia

• Andreae’s Christianopolis• Campanella’s City of the Sun, Bacon’s New Atlantis,• Samuel Gott’s New Jerusalem, Winstanley’s The Law of Freedom in a Platform• Edward Bellamy’s Looking Backward• William Morris’s News from Nowhere

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Grade 10 ELA-Lord of the Flies Lesson 1 Resource 1.2- Utopia Doc.

• Theodor Hertzka’s Freeland• H. G. Wells’s A Modern Utopia

The examples quoted above portray various scenarios of utopia.

Functions of Utopia

Over the time, the vision encapsulating the notion of utopia has suffered radical transformations. The events of war, church reform, revolution and economic changes have contributed towards the construction of a new type of utopia.

The term utopia formulated new shapes and new prefixes and each type having its own function and its own use. They are generally employed as a means of constructing an organized society in the reader’s mind. The writer makes use of the tool so as to highlight the discrepancies prevalent within an existing political and legal framework. A utopian society is framed in a manner which presents to the reader an ideal sociopolitical culture. The writer is basically presenting his audience with a standard example of a socially and morally fit society through the use of utopia so as to make them realize the various deficiencies of their existing societal framework. It is used as a tool for exposing the flaws prevalent within an existing political structure. Further, the tool has been widely employed in writings where the writers have intended to make an impact on the conscience of the reader. The writer uses utopia in order to portray a scenic picture in the eyes of the reader, in an attempt to make him fully appreciate the various diverging factors contributing towards the failings of the existing society. It basically deals with constructing a standard sociopolitical society in the reader’s mind in order criticize the prevalent legal norms.

http://literarydevices.net/utopia/

Retrieved on 3/11/2014

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Dystopias: Definition and Characteristics Utopia: A place, state, or condition that is ideally perfect in respect of politics, laws, customs, and conditions.

Dystopia: A futuristic, imagined universe in which oppressive societal control and the illusion of a perfect society are maintained through corporate, bureaucratic, technological, moral, or totalitarian control. Dystopias, through an exaggerated worst-case scenario, make a criticism about a current trend, societal norm, or political system.

Characteristics of a Dystopian Society • Propaganda is used to control the citizens of society.• Information, independent thought, and freedom are restricted.• A figurehead or concept is worshipped by the citizens of the society.• Citizens are perceived to be under constant surveillance.• Citizens have a fear of the outside world.• Citizens live in a dehumanized state.• The natural world is banished and distrusted.• Citizens conform to uniform expectations. Individuality and dissent are bad.• The society is an illusion of a perfect utopian world.

Types of Dystopian Controls Most dystopian works present a world in which oppressive societal control and the illusion of a perfect society are maintained through one or more of the following types of controls:

• Corporate control: One or more large corporations control society throughproducts, advertising, and/or the media. Examples include Minority Reportand Running Man.

• Bureaucratic control: Society is controlled by a mindless bureaucracy througha tangle of red tape, relentless regulations, and incompetent governmentofficials. Examples in film include Brazil.

• Technological control: Society is controlled by technology—throughcomputers, robots, and/or scientific means. Examples include The Matrix,The Terminator, and I, Robot.

• Philosophical/religious control: Society is controlled by philosophical orreligious ideology often enforced through a dictatorship or theocraticgovernment.

The Dystopian Protagonist • often feels trapped and is struggling to escape.• questions the existing social and political systems.• believes or feels that something is terribly wrong with the society in which he

or she lives.• helps the audience recognizes the negative aspects of the dystopian world

through his or her perspective.

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Documents

The Lord of the Flies - Mr. Martin's Classroom Websitemrmartinwhs.weebly.com/uploads/2/3/0/3/23031276/packet.pdf · 2020-03-10 · 10th Grade ELA Lord of the Flies Resource 1.4-Anticipatory