Lesson Title/Focus: Teacher: Amanda Omilon

Chapter 11: Lady of the

Flies
Oct 9, 2019
School: CCH Date:
Classroom: ELA 20-1

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

General 1: Students will listen, speak, read, write, view and represent to explore
Learning thoughts, ideas, feelings and experiences.
Outcomes: 2: Students will listen, speak, read, write, view and represent to comprehend
literature and other texts in oral, print, visual and multimedia forms, and
respond personally, critically and creatively.
4: Students will listen, speak, read, write, view and represent to create oral,
print, visual and multimedia texts, and enhance the clarity and artistry of
communication.
5: Students will listen, speak, read, write, view and represent to respect,
support and collaborate with others.

Specific 1.1.1 Form tentative understandings, interpretations and positions

Learning  a. generate and experiment with strategies that contribute to forming
Outcomes: tentative understandings, interpretations and positions [for example,
posing questions, suspending prejudgement as appropriate,
recognizing that initial interpretations and positions may be inaccurate
and incomplete, and recognizing that texts may be inaccurate,
misleading or ambiguous]
1.2.1 Consider new perspectives

 b. compare own ideas, perspectives and interpretations with those of

others, through a variety of means, to expand perceptions and
understandings when exploring and responding to texts [for example,
pro–con charts, alternative Internet search engines, comparison
tables and think–pair–share charts]
2.3.1 Connect self, text, culture and milieu

 identify and consider personal, moral, ethical and cultural

perspectives when studying literature and other texts; and reflect on
and monitor how perspectives change as a result of interpretation and
discussion
 respond personally and analytically to ideas developed in works of
literature and other texts; and analyze the ways in which ideas are
 reflected in personal and cultural opinions, values, beliefs and
perspectives
 c. explain how the choices and motives of characters and people
presented in texts may provide insight into the choices and motives of
self and others
4.1.1 Assess text creation context

 reflect on the purposes for text creation [for example, to inform,

explain, persuade, entertain or inspire] and on own motives for
selecting strategies to engage an audience [for example, to
communicate information, promote action or build relationships]; and
consider potential consequences of choices regarding text creation
[for example, follow-up action may be required to clarify information, a
position may need to be defended and opposing viewpoints
addressed, and tone and style must be appropriate for intended
audience]
 identify purpose and target audience for text creation, and select
strategies to accomplish purpose and engage audience [for example,
plan a campaign—public relations, advertising or lobbying—
identifying the text forms to be used to influence the attitudes of the
audience with respect to the chosen issue]
4.1.3 Develop content

 take ownership of text creation, by selecting or crafting a topic,

concept or idea that is personally meaningful and engaging
 recognize and assess personal variables [such as personal
experience and prior knowledge] and contextual variables [such as
availability of time and resources] that influence the selection of a
topic, concept or idea; and address these variables to increase the
likelihood of successful text creation
 establish a focus for text creation, and communicate scope by
framing an effective controlling idea or describing a strong unifying
effect
 develop supporting details, by using developmental aids appropriate
to form and purpose [for example, use charts to collect and assemble
details in creating character comparisons when developing a
comparison and contrast essay, or use a think-aloud reading strategy
to make notes from informational text when writing a summary]
 develop content to support a controlling idea or to produce a unifying
effect [for example, condense information, summarize content and
define a thesis statement to construct a précis of a magazine article]
 incorporate effective examples from personal experience, concepts
and ideas from exploration, and findings from inquiry and research
into created texts, when appropriate
 4.2.1 Enhance thought and understanding and support and detail

 d. assess the plausibility and appropriateness of literary

interpretations and the precision, completeness and relevance of
evidence when reviewing and revising critical/analytical responses to
literature

5.1.1 Use language and image to show respect and consideration

 c. analyze and describe positive or negative portrayals of
characters in literature and persons in life, and be sensitive to
the feelings of others
5.1.2 Appreciate diversity of expression, opinion and perspective
 a. appreciate diversity of thought and expression, select and monitor
appropriate strategies for appreciating diversity, and modify selected
strategies as needed

LEARNING OBJECTIVES

Students will question the evil of human nature

Students will think critically about the effects evil has on one sex or another

ASSESSMENTS

Visual

Project

Key What is the dichotomy of boys versus girls in a setting such as this one?
Questions

Performances Journal, Lady of the Flies

PRE CLASSROOM SETUP MATERIALS AND

EQUIPMENT
TEACHER WILL …
Have announcements on the board SmartBoard
Have agenda and journal pulled up Journals
Have audiobook ready Learning Notes
Have Lady of the Flies handout printed off Lady of the Flies
Handout

CLASSROOM PROCEDURE

INTRODUCTION TIME

Initial -Prayer and announcements 10 min

Instructions

Attention Have the students go on one side of the room if they

Grabber would follow Ralph’s leadership (the knowledgeable,
protagonist of the story), or on the other side of the room
if they would follow Jack’s leadership (the violent
antagonist in the story)

Transition to Students will take out their novels and learning notes 2 min
Body

BODY TIME

Teacher will … Formative/

Students will
…

Learning -Group activity: Would you join Ralph or Support their Block 3
Activity #1 Jack choice with
-Give each side a turn to speak and evidence from
debate the novel
-Provide guiding questions when
necessary

Read chapter 11 together as a class.

Discuss particular scenes and identify
literary terms throughout as a class.

Assessment Formative

Learning Split the boys and girls up on either Look at both Block 4
Activity #2 side of the room. On the first day of our sides of the
novel study, we did the same thing and situation
questioned who would be more
successful on an island: boys or girls.
 See if the opinions of the class have Use textual or
changed now that they have witnessed worldly
the injustice and evil of the boys on the evidence in
island. Would the same thing happen if their claims
it were all girls?

Hand out Lady of the Flies Assignment

for students to do in partners or
individually. The students will recreate
an ending for Lord of the Flies (without
knowing the ending of LOTF) if it were
an island full of girls.
*If running short on time, save this
creative, formative assignment for
Friday, post test.

Give out groups and topics for socratic

seminar. Next class, each group will go
up in front of the class and talk for five
minutes (with timer) about their topic.
Each student is encouraged to say at
least on thing. Students will work on
writing notes about everything they
know about their topic, as well as
support/evidence to back up any claims
they make. Remind the students that
quotes are a great idea to use in the
seminar. The four topics will be Good
vs. Evil, Savagery vs. Civilization, The
Control of Fear, and The Rareness of
True Goodness
Students can receive up to FIVE
collaboration tokens for participating
effectively in the seminar.

Assessments Formative

CLOSURE OR CLIFF HANGER Time

Closure of For homework: Students will come 2 min

Lesson/ Lead in ready for their seminar with key talking
to next lesson. points and insight pertaining to their
topic.