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Foundations and Methods of the English Language Learner

Literacy Development and Content Instruction
SIOP Lesson Plan on Lord of the Flies
Lesson 4

Lesson 4: Lord of the Flies

Grade 10
Common Core Standards:
Reading
RL.3 Analyze how complex characters (e.g., those with multiple or conflicting motivations)
develop over the course of a text, interact with other characters, and advance the plot or
develop the theme.
RI.2 Determine a central idea of a text and analyze its development over the course of the
text, including how it emerges and is shaped and refined by specific details; provide an
objective summary of the text.
RL.4 Determine the meaning of words and phrases as they are used in the text, including
figurative and connotative meanings; analyze the cumulative impact of specific word choices
on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a
formal or informal tone).
RI.6 Determine an authors point of view or purpose in a text and analyze how an author uses
rhetoric to advance that point of view or purpose.
Writing
W.2 Write informative/explanatory text to examine and convey complex ideas, concepts, and
information clearly and accurately through the effective selection, organization, and analysis
of content.
W.10 Write routinely over extended time frames (time for research, reflection, and revision)
and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and
audiences.
SL.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in
groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues,
building on others ideas and expressing their own clearly and persuasively.
L.3 Demonstrate knowledge of language to understand how language functions in different
contexts, to make effective choices for meaning or style, and to comprehend more fully when
reading or listening.
L.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases
based on grade 9-10 reading and content, choosing flexibility from a range of strategies.
L.6 Acquire and use accurately general academic and domain-specific words and phrases,
sufficient for reading, writing, speaking, and listening at the college and career readiness
level; demonstrate independence in gathering vocabulary knowledge when considering a
word of phrase important to comprehension or expression.
ELD Early Advanced Standards / Grade 10:
Listening and Speaking
Participate in and initiate more extended social conversations with peers and adults
on unfamiliar topics by asking and answering questions and restating and soliciting
information.
Prepare and deliver presentations that follow a process of organization and use
various sources.

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Respond to messages by asking questions, challenging statements, or offering

examples that affirm the message.
Reading
Apply knowledge of word relationships, such as roots and affixes, to derive meaning
from literature and texts in content areas (e.g., remove, extend)
Use knowledge of English morphemes, phonics, and syntax to decode and interpret
the meaning of unfamiliar words.
Recognize that some words have multiple meanings and apply this knowledge to
understand texts.
Use a standard dictionary to determine the meaning of unknown words (e.g., idioms
and words with multiple meanings).
Use decoding skills and knowledge of academic and social vocabulary to achieve
independent reading.
Read aloud with appropriate pacing, intonation, and expression increasingly complex
narrative and expository texts.
Apply knowledge of language to achieve comprehension of informational materials,
literary texts, and texts in content areas.
Writing
Use appropriate language variations and genres in writing for language arts and other
content areas.
Edit writing for grammatical structures and the mechanics of writing
Structure ideas and arguments in a given context by giving supporting and relevant
examples.
Theme: Societies
Lesson Topic: Disillusionment
Objectives: As a result of this lesson, students will be able to:
Language:
Write in a journal in response to listening to, and reading a question.
Read, identify, write and define vocabulary words.
Verbally explain disillusionment.
Read and identify sentences that explain disillusionment in a news article.
Identify examples of disillusionment in an article as well as in Lord of the Flies, and
write those examples on a piece of paper.
Content:
Respond to a personal question, using examples and explanations in journal format.
Identify key vocabulary words in the context of the text. Define and utilize those terms
in a grammatically correct way.
Annotate a current news article, then present ideas about disillusionment and its
effects on society.
Identify key arguments and statistics pertaining to the thesis of the news article.
Connect the theme of disillusionment throughout the news article and within the
context of the Lord of the Flies, providing specific examples to support an opinion.
Learning Strategies: Close Reading, Cooperative Groups, Preview/Review, Scale of
Student Mastery, Varying Comprehension Checks, Graphic Organizer, Exit Interview

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Key Vocabulary:
Disillusioned, festooned, unheeding, oppressive, abyss, furtive, pallor, inscrutable, castanet,
vicissitudes, contrite, gesticulated, dashed, incredulous, indignant/indignation, declivities,
tacit, inscrutably, clamorously, susurration, riotous
Materials:
Teacher Materials:
___# of copies of vocab worksheet, __# copies of The Great Disillusionment, Highlighters,
PPT on the overhead lesson objectives, PPT on overhead Disillusionment assignment,
Student Materials:
Writing Journals, Word Journals, Pen, Pencil, Highlighters, paper
Motivation:
Journal: Describe a time when you were disillusioned (disappointed in someone or something
that you discovered to be less good than originally believed). Maybe you saw that
person/thing in a different light. Explain what happened to cause your feelings to change.
Presentation 1:
Disillusionment can be with someone or even something. What are some examples you came
up with in your journal? (take volunteers and engage in their disillusionment example).
In Lord of the Flies, there is also disillusionment starting to happen with the characters. Now
that you have a better understanding to what disillusionment means, look for evidence of
disillusionment as you read tonights chapter. Can you guess what disillusionment the
characters might be experiencing? Why? Discuss.
Lets begin by reading a bit from Chapter 3, which will be due tomorrow per homework
assigned on the board.
1. Teacher chooses a volunteer to read the first paragraph of chapter 3 aloud. Ask,
what is happening to Jack? Re-read the first sentence to the class. Ask for
volunteers. Point out that Jack is acting like an animal and that this is an example
of Nature Vs Nurture, which we will discuss in an upcoming lesson. He is losing
traces of civilization and turning into an animal. Tell students to pay close attention
to how Jack and even Ralph behave/respond/interact with others and the
environment around them as you read chapter 3. Be ready to discuss tomorrow.
2. Next, point out to students that they may notice two, potentially unfamiliar words in
that first paragraph: FESTOONED and UNHEEDING. What do they mean? Take
some guesses, then re-read the first paragraph again, stopping at those two,
particular sentences. Define them for the class. Re-read the paragraph. Does
that change the meaning of the text? Discuss.
3. Teacher now directs the class for the activity. He/She will partner the class so that
they may complete a vocabulary worksheet as a team. [This is something they
have done in previous chapters, though this is a large list of vocabulary words this
week]. Tell them to rely on the completed worksheets tonight when they read
chapter three (thereby stressing the importance of this assignment). Learning the
vocabulary word in context will help them to always remember it; it behooves them
to know these vocab words for the SATs; and in the very near future, they will need
to know these words to be successful on the vocabulary quiz to be administered
on _____.
Practice/Application 1:
1. Pair students based on their ability (ELLs with native language speakers, low
performing with high performing, etc.).
2. Students take turn researching vocabulary terms. Both write on their own worksheets.

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3. Pass out the vocabulary worksheet (see attached worksheet example) and read the
directions with the class. Fill out the first vocabulary term as a class as an example.
Answer questions.
4. Students are to use one Chrome book per pair to help complete the vocabulary
worksheet.
5. Teacher should walk around the room, assisting low-level learners or answering any
questions. Also be sure students are on task. This is one opportunity in which Scale
of Student Mastery takes place and the teacher keeps track of how students are
progressing in mastering the language and content objectives.
Presentation 2:
Have students take out a piece of paper and a pen/pencil. Clear desks of all else.
We talked about Disillusionment at the beginning of class. What is it to be disillusioned?
Take examples to reinforce learning. Right now we are going to read a news article called,
The Great Disillusionment. I will break you into groups of ___ groups of three people per
group.
Per the overhead projector, read and explain to the class:
Read & Annotate
Define highlighted vocabulary terms in Word Journal
Complete the graphic organizer
Share with the class
1. As a group of three, you will read and annotate the article, The Great
Disillusionment
2. Each person in the group is assigned a role: Reader, Scribe, Speaker
3. The Reader will read the assigned section of the article while the group takes
notes and annotates the text (each person is responsible for taking notes on their
own paper).
4. The Scribe will then direct the group. He/She will fill out the graphic organizer.
Disillusionment goes in the middle. Symptoms of disillusionment fill the outer
circles.
5. The Speaker will teach their section to the class, using the graphic organizer as a
visual.
6. Note: As each group defines the highlighted vocabulary words, they add that word
to their Word journal [theyve used a word journal before. It allows them to keep
an ongoing list of words/definitions/examples]
7. Students are graded on individual as well as group participation and how well they
interpret and present the text.
8. Review: Students should be able to:
Identify main objectives and key understanding.
Identify facts to support objectives.
Create a graphic organizer using the middle circle for
DISILLUSIONMENT
Teach to class
Review/Assessment:
Exit interview Before leaving class, students are expected to write down three
vocabulary words they learned that day, including the definition of each word. They
turn this in for credit.
Collect word journals and writing journals for completion credit/feedback

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Works Cited:

English-Language Development Standards for California Public Schools Kindergarten

Through Grade Twelve
http://www.cde.ca.gov/be/st/ss/documents/englangdevstnd.pdf
Frazee, Dana. Ryan, Susan Common Core Standards for High School English Language Arts.
McRel, 2012. Print.
Goulding, William Lord of the Flies: New York: Penguin Group, 1954. Print.
Graphic Organizers
http://www.bromfields.net/ljb/organzrs.htm
Accessed 2/3/16
The Great Disillusionment
http://www.counterpunch.org/2015/09/11/the-great-disillusionment/print/
Accessed 2/3/16
Smelser, Tricia (2016) Lesson One: Lord of the Flies. Unpublished lesson plan, UCSD.

Name_________________________________
Date___________
Lord of the Flies: Chapter 3 Vocabulary - KEY
Complete the table below. Before defining the
vocabulary term, guess what it may mean. Then,
use the word in a complete sentence.
Term

Guess

Definition

Sentence

disillusioned

No longer
seeing

I was no longer disillusioned

by him; I finally saw him for
who he really is.

festooned

Abandoned

Disappointed in
someone or
something that one
discovers to be less
good than one had
believed.
adorn (a place) with
ribbons, garlands, or
other decorations.

For Heathers birthday party,

the house was festooned
with a One Direction party

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theme.
unheeding
oppressive
abyss
furtive
pallor
inscrutable
castanet
vicissitudes
contrite
gesticulated
dashed
incredulous
Indignant
indignation
declivities
tacit
inscrutably
clamorously
susurration
riotous

Name:___________________________________________________
Date:
____________________________________________________

Lord of the Flies: Chapter 3

Graphic Organizer: Disillusionment

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The Great Disillusionment

Posted By David Rosen On September 11, 2015 @ 1:54 am In articles 2015 | Comments
Disabled

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Does anyone in the U.S. still believe in the American Dream, that the nations better
days remain ahead? In the half-century following World War II, Americans embraced a
shared ideology that hard work, debt and white skin privilege would guarantee them
and, more importantly, their children a better tomorrow. Those days are over.
That belief system was grounded in what Henry Luce, founder of Time magazine,
proclaimed in early 1941 as the American Century. He articulated his vision of a new
American as the nation was finally recovering from the Great Depression and world war
was still overseas, in Europe and Asia. Isolationism was the dominant political
sentiment and principle foreign-policy strategy. Pearl Harbor broke the isolationist
bubble, turning Luces words into the nations war chant, the 20 th century is the
American Century. Today, the American Century is over and, increasingly, Americans
know it.
Frank Walsh lives with his wife and two children in Annapolis, MD, and has been
unemployed for four years. He and his family get by on his wifes part-time income and
a small inheritance. He is a loyal member of the International Brotherhood of Electrical
Workers (IBEW) who, before the Great Recession of 2007-2009, earned $40 an hour.
He is pessimistic about jobs in the new economy. Id work for them, but theyre only
willing to pay $10 an hour, he said, pointing at a Chick-fil-A ad. Im 49 with two kids
$10 just isnt going to cut it.
The New York Times profiled Walsh in a front-page feature article, The Vanishing Male
Worker, Waiting It Out, one of a group of men who share stories of personal crisis.
According to the Times, these men are unhappy to be out of work and eager to find
new jobs. They are struggling both with the loss of income and a loss of dignity. Their

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mental and physical health is suffering. Walsh, along with others of the growing
American underclass, is waiting it out, overwhelmed by a deepening sense of
disillusionment.
Disillusionment is like an undiagnosed cancer; its a phenomenon that is often
expressed in secondary symptoms until a major out break occurs that is, sadly, too late
to treat. It is often lost sight of against the background rants of Donald Dump and the
2016 electoral circus, ceaseless police lynchings and the latest crisis de jour.
Disillusionment is festering throughout the country, eating away at the long-cherished
beliefs in not only upward mobility but electoral democracy as well.
***
The disillusionment felt by prime-age male wage earners like Walsh is but one indicator
of the deepening social crisis besetting the U.S. today. Most disturbing is the rising
suicide rate. A Centers of Disease Control (CDC) report found that in 2010 there were
38,364 suicides in the U.S.; this represented a 28 percent increase (32% for women,
27% for men) among those 35 to 64 years old during the 1999-2010 period. It
identified the principle risk factors for the increase were job loss, home repossession
and debt.
(Suicide does not include overdose or what the CDC identifies as drug poisoning. It
reported that 43,982 people died due to overdoses in 2013 and that the death rate for
heroin overdose doubled from 2010 through 2012, most involving men aged 2544
years.)
An equally disturbing symptom of disillusionment is depression, a condition experienced
by an increasing number of Americans. The National Institutes of Health (NIMH)
reports that, in 2013, nearly 15 million (6.7%) of all adults had at least one major
depressive episode in the past year. In a 2015 study, Psychological Well-Being During
the Great Recession, it found that job stress is related to the onset of generalized
anxiety disorder and depression and that sleep disorders and drug abuse are often
precursors to depression. It based its assessment on two key factors: (i) an increased
number of mental health inpatient and outpatient visits between 2007-2012 and (ii) the
increased number of prescriptions filled for opiates, antidepressants, sleep aids and
anxiolytics.
Disillusionment takes still other forms. A 2014 Gallup poll found that two out of three
Americans (67%) were dissatisfied with the way income and wealth are distributed in

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the U.S. This includes three-fourths (75%) of Democrats and half (54%) of
Republicans. Gallup noted that over the last decade (2004-2014) the level of popular
dissatisfaction over the opportunity for an American to get ahead by working hard had
jumped by 50 percent, to 45 percent from 30 percent.
This perception was affirmed in a 2014 report from Rutgers University, Unhappy,
Worried and Pessimistic: Americans in the Aftermath of the Great Recession, suggests
its bleak consequences. Based on a study of 1,500 adults, the researchers found that
most Americans do not think the economy has improved in the last year or that it will
in the next. Over the last five years, Americans believing they will live a better life
than their children has shrunk to just 1 in 6 from 4 in 10. Making matters worse,
roughly four in five Americans have little or no confidence that the federal government
will make progress on the nations most important problems over the next year.
This malaise was confirmed in a recent Rasmussen Report found that nearly half (48%)
of Americans polled felt that the nations best days are over; this is up from 45 percent
in 2006. Americans dont believe the mystifications fed to them by the distraction
industry, whether as news, advertisements, entertainment or the public statements by
government or corporate spokespersons. More and more people consider themselves
cynics suspicious, dubious, questioning official press-release hype. They know they
are being lied to.
Social cynicism was most evident in the 2014 Congressional elections. Keeping with
traditional midterm election patterns, the out-of-presidency Republicans routed the inoffice Democrats and, in January, the GOP took control of the House and the Senate.
Most troubling, the 2014 voter turnout was the lowest since World War II; only 33.9
percent of eligible voters cast ballots and 75 percent were white.
Voter disillusionment was confirmed in a 2014 Gallup poll that found Americans trust in
each of the three branches of the federal government is collectively lower than at any
point in the last two decades. It found trust in the judicial at 61 percent, the executive
at 43 percent and the Congress as 28 percent.
Younger voters aged 18-29, a core part of the Democratic base, made up only 13
percent of the 2014 national electorate, compared to 19 percent in 2012. The declining
electoral participation rate among young voters may represent a conventional, nonpresidential voting year pattern. But it may well express the deepening disillusionment
among American youth as to their dimming prospects. Ballooning student debt and

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shrinking prospects for a good job even with a college degree is fueling growing
cynicism among young people.
Findings from Harvards Institute of Politics longitudinal attitudinal surveys of 18 to 29
year old Americans confirm this development. Now in its 24th year, the most recent
2014 survey found the level of trust in leading U.S. institutions has dissipated
compared even to last years [2103 (#23rd)] historically low numbers. It found that in
only one year, trust in the president declined to 32 percent from 39 percent; trust in the
U.S. military decreased to 47 percent from 54 percent; and even trust in the Supreme
Court fell to 36 percent from 40 percent.
Harvards 2013 study was more pointed, highlighting a truly disturbing development.
At no time since President Obama was elected in 2008 have we reported less trust,
more cynicism and more partisanship among our nations youngest voters, it reported.
Going further, it found, Americans under age 30 are more cynical and less trusting of
America than ever before. Drilling deeper, it noted, White 18- to 29-year olds are
significantly more likely to hold cynical views than Blacks and Hispanics.
The findings of the Harvard studies were reflected in a separate 2014 study focusing on
young people, Generation Me: Why Todays Young Americans are More Confident,
Assertive, Entitled and More Miserable than Ever Before. Jean M. Twenge, a
psychology professor at San Diego State University, reported an increase in symptoms
most people dont even know are connected to depression, which suggests adolescents
and adults really are suffering more. For example, the study found that todays teens
compared to those of the 1980s were 38 percent more likely to have trouble
remembering, 74 percent more likely to have trouble sleeping and twice as likely to
have seen a professional for mental health issues. Half the college students surveyed
reported feeling overwhelmed.
***
A host of personal and social factors foster disillusionment, but all are rooted in a sense
that economic well-being and a belief that tomorrows prospects are better then
todays, especially for ones children, is over. One key indicator in this equation is
household net worth. Between 2007 and 2010, the median net worth of the American
family decreased by nearly two-fifths (39.4%) to $82,300 from $135,700. The Federal
Reserve recently reported that at the end of 2013 the median household net worth fell
an additional 2 percent from 2010 levels, to $81,200.

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A second indicator is the poverty rate. In 2013, the U.S. poverty rate was at 15
percent; however black (27%) and Hispanic (24%) poverty are more then two-and-ahalf times that of whites (10%). In 2007, before the Great Depression, the poverty rate
was 12.5 percent, with white poverty at 10.5 percent and both black (24.5%) and
Hispanic (23.2%) poverty lower then in 2013. The big squeeze is on.
A third indicator is the unemployment rate and, more telling, the level of those whove
stopped looking for work. While unemployment rate has dropped to 5.1 percent, 8.5
million Americans still dont have jobs. Most troubling, Pew Research found that 92
million Americans 37 percent of the civilian population aged 16 and over are
neither employed nor unemployed, but fall in the category of not in the labor force.
These factors are contributing to an increase in a disillusioned underclass, the new
proletariat. It includes prime wage earners, men and women between 25 to 54 years
of age who cant get meaningful employment. Equally disturbing, 30 percent of these
Americans rely on food stamps while a third get food from a charity. The underclass
includes innumerable young adults, 18 to 25 years, ranging from the college-educated
underemployed (saddled with enormous student debt) to the hard-core unemployable
(often black, Hispanic and rural white youths, especially with arrest records). It also
includes a growing proportion of the elderly, the aging WW-II and postwar generations
that Tom Brokaw called the greatest generation, who cant get by on their meager
savings, pensions, government support Social Security, VA benefits and Medicare
and handouts.
This underclass also includes an increasing segment of the labor force that goes by a lot
of different names contingent workers, contractors, freelancers, independent, temps,
part-timers, adjunctions, gig workers and the under-employed. The latest term is
solopreneurs, a concept only Silicon Valley hucksters could come up with. A
2013Harvard Business Review article estimated approximately 43 million people, or
roughly 35%-40% of the private workforce in the U.S., are currently doing some type of
contingent work; this number is expected to grow to 65-70 million within the decade,
well ahead of the 1% rate at which the labor force is growing. It also includes those
whove stopped looking for work, euphemistically labeled discouraged workers.
Today, few recall Henry Luce and his vision faids as the quality of American life
stagnates. During the brief American Century, Americans came to believe that working
hard and spending harder (including carrying mounting debt) guaranteed a good
life. This belief served as the nations ideological glue, a popular notion that many
Americans still cling to. Prosperity fostered loyalty; Americans have not directly

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contested the economic system, capitalist class relations, since the widespread postWW-II labor strikes.
As disillusionment increases and the promise of prosperity fades, does loyalty erode?
The deepening disillusionment may well explain not only the rabid anti-immigrant
stands of Donald Trump and the other Republican presidential candidates, but also the
killings by Dylan Root and the growing white nationalist movement. Like a cancer,
disillusionment is metastasizing.

Article printed from www.counterpunch.org: http://www.counterpunch.org

URL to article: http://www.counterpunch.org/2015/09/11/the-great-disillusionment/