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This site is being created as part of
the New Jersey Department of Education's Technology Fellowship
initiative. Learn more
about this program.
The NJ Department of Ed has given
me time and resources to develop Technology-enriched curriculum for Language
Arts. Currently I am assigned to our Middlesex County ETTC.
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Interactive
Survival Game through ThinkQuest--suggested by
Heather Fredricks (East Brunswick)
Lord
of the Flies Multimedia: Understanding the
dynamic character. This section is still under
construction; however, much of it is operational. The movie part is
suggested for only those with cable or DSL access.
Lord of the Flies
Photojam (This can take too long to load
with a phone line)
Shock
Wave Game (this is really neat!)
I would like to
thank Julia Stapleton for her support and encouragement to complete my
project.
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Since this site is being developed as part of a state grant, I need to
collect data. If you find this site useful, and have a little time,
please email me at cathygrim@aol.com
. If you have any suggestions on how to make this site more useful
to the classroom teacher those suggestions also would greatly be
appreciated.
The interactive analysis section is
a new component that is under
construction. Changes
are made to these pages frequently. Check back for new additions! |
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To speak of literature and
to discuss it, it is necessary for us to have a common vocabulary. Here
are some excellent sources for literature terms, e.g., theme,
setting, characters, plot, point of view, style, tone, hints, vocabulary, taken
from
- A Dictionary of Literary Terms by
Martin Gray, York Handbooks
- A Glossary of Literary Terms by M.H.
Abrams, Rhineheart English Pamphlets
- Oxford Advanced Learner's Dictionary
of Current English' by Hornby, Oxford
- McDougal Littel "The Language of
Literature"
The
title: Beelzebub, or Baalzebûb, the Philistine god of Accaron
(Ekron), scarcely 25 miles west of Jerusalem, whose oracle King Ochozias
(Ahaziah) attempted to consult in his last illness, IV (II) Kings, i, 2. It is
only as an oracle that the god is known to us; no other mention of him occurs in
the Old Testament. The name is commonly translated "the lord of the
flies." Beelzebub is used as another name for Satan (Matt., xii, 24-29;
Luke, xi, 15-22)
Dr. G's Lesson
Plans:
- Classroom lesson plans
- Technology projects
Plan: #1: Who Should
Survive
Here's a
survival lesson that goes over quite well.
Makes for some interesting discussion in class. I usually have the
students work in groups and come up with a consensus of who should
survive. I use a worksheet to
record and tabulate their choices. Then that night I tally their choices with
their comments and we further discuss it the next day. Some of their
choices are interesting to say the least. With this discussion I
often give the students a survival test. This assignment came from a college
page on the web. I had to modify it to be suitable for high school.
NJCCCS: Speaking-3.1:1, 3.1:5, 3.1:7, 3.1:12
NJCCCS: Listening-3.2:1, 3.2:3, 3.2:5
NJCCCS: Reading-3.4:9
Lesson Plan #2: Survival Test: Would You
Survive?
- Before starting Lord of the Flies I often
discuss the dilemma of what if they found themselves stranded and without
immediate hope of rescue. This test was given to me over 20 years
ago by Mrs. Maibauer, Old Bridge HS. She found it in Cosmo
magazine. This survival test goes over quite well with high school
students. Want to know the answers? E-mail me at cathygrim@aol.com and I'll send them with
explanation!
- Here is another survival
test that I found online recently, very short: The Government Survival
Test. Again, E-mail me for the answers. Sorry for the inconvenience,
but I don't want my students to find the answers on my
website.
- Here's another survival
test that I found on line. It's cute but you need to be online to take
it. Test
Your Survival IQ. Maybe you could use it as a good computer lab
activity.
NJCCCS: Speaking-3.1:1, 3.1:5, 3.1:7,
3.1:12
NJCCCS: Listening-3.2:1, 3.2:3, 3.2:5
NJCCCS: Reading-3.4:9
If you request answers to survival test and there is no response
within 3 days, please e-mail me again. Several people have submitted requests
but their e-mail addresses bounce back.
To go along with this
test, try the Interactive Survival ThinkQuest,
Staying
Alive. A nice addition to the unit. An English teacher ,
Heather Fredricks in New Brunswick, NJ pointed this one out to
me.
Lesson Plan #3: Survival 101
This assignment
asks students to find information on the web and develop a survival manual that
provides help for those who stranded on a deserted tropical island with limited
resources. If you click here, I've provided the lesson play with objectives and core curriculum standards (for
you New Joisey People!). This assignment is modified from Score: Language
Arts 9-12 and uses Doug Ritter's Survival Primer from the Equipped to Survive
Website.
NJCCCS: Reading-3.4:9
NJCCCS: Writing-3.3:3, 3.3:4, 3.3:6, 3.3:8, 3.3:11, 3.3:12, 3.3:16, 3.3:17
NJCCCS: NonTextual-3.5:4, 3.5:6, 3.5:7
Lesson Plan #4: Compare and Contrast Essay
Students are taught how to approach an essay that compares and contrast
characters. It begins with an example of how to set Venn diagram for Ralph
and Jack and then proposes that a similar Venn diagram be set up for Piggy and
Ralph.
NJCCCS: Writing-3.4:4, 3.4:10
NJCCCS: NonTextual-3.5:8, 3.5:7, 3.5:11
Lesson Plan
#5: Looking at Dialogue
Look at some of the dialogue in the novel. Have student scan the
book and look specifically at the dialogue of Piggy and Ralph. Ask them how
Piggy's speech differs from that of the other boys? They should notice
that he doesn't seem as "educated" as the others. This is ironic
since he represents intelligence. Piggy's speech is just another thing
that sets him off as different. A discussion here could be held on whether or
not they [your students] have ever made fun of or ignored someone because he/she
spoke differently. This is also a perfect way of introducing how to punctuate
dialogue.
NJCCCS:
Reading-3.4:24, 3.4:15
NJCCCS: Writing-3.3:3, 3.3:11, 3.3:12
Lesson
Plan #6: Plotting the Conflict
Conflict is central to this story. The conflicts in Lord of the Flies
are both internal and external. As the students are reading this story have them
keep a list of the various conflicts: what they are, who they affect, how they
are resolved.
NJCCCS:
Reading--3.4:6, 3.4:8, 3.4:12, 3.4:13
Lesson
Plan #7: Lord of the Flies Fill-in
This assignment I adapted from
Barron's Literature Made Easy. It was a good assignment for non-honor
students. It made a good review after the novel.
NJCCCS:
Reading-3.4:6
Lesson
Plan #8: Writing Assignment
Nothing too clever here but lead to some good writing
assignments. Using this press release form, have students write a
newspaper article for a newspaper.
NJCCCS:
Writing-3.3:3, 3.3:4, 3.3:11, 3.3:12 (simulation of 3.3:14)
Lesson
Plan #9: Writing Assignment
Here is a lesson for a "what happens
next" situation. Students are asked to respond to a subpoena as one of the
characters. Name of character on sample is Jack; it can be changed to a
character of your choice.
NJCCCS:
Writing-3.3:3, 3.3:4, 3.3:11, 3.3:12 (simulation of 3.3:14)
Lesson Plan #10: Gilligan's Island Revisited
This
lesson allows students to create their own society.
I think I found it on Outta
Ray's Head--a good source for lesson plans.
Note from the creator: In 1973, student teachers Ronnie Cohen
Campagna and Shelley Caviness created the original Flimibuff assignment. In
1985, when she started teaching Lord of the Flies as part of a freshman
honors English class at San Marin High School in Novato, California, Ronnie
incorporated Flimibuff with some changes. Fifteen years later, Flimibuff is
everyone¹s favorite project. Each year Flimibuff graduates gather to see the
current class's interpretation of the assignment and to eat some of the
bountiful buffet that has become traditional. Matt McLaughlin, Class of 2001,
describes Flimibuff from a student's perspective, "Students, who have somehow
crash-landed on the faraway planet Flimibuff, must not only survive, but also
create a new society in which they can live peacefully. Will they be more
successful than Ralph and his stranded comrades in William Golding's
novel? There's no telling - it's different every time."
NJCCCS: Writing-3.3:3, 3.3:4, 3.3:6, 3.3:8,
3.3:11, 3.3:12, 3.3.:6, 3.7:17, 3.3:18
NJCCCS: NoTextual-- 3.5:2, 3.5:4, 3.4:6, 3.5:7, 3.5:8
Lesson Plan #11: Character
Empathy
This lesson was sent to me by Daren Villeneuve. It is a group activity that allows students to
feel and understanding the emotions and frustrations of the two main characters,
Ralph and Jack. I'd suggest teaching this somewhere in the the middle of
reading the novel.
NJCCCS: Reading-3.4:18, 3.4:23
NJCCCS: Speach-- 3.1:4
Lesson Plan #12: Book Covers
This is a simple lesson. Using either my web page or copying the graphics
into a PowerPoint, have students look at several of the covers that have be used
for Lord of the Flies. Have students discuss which cover they think would
best illustrate the mood and themes of Lord of the Flies.
Assignment Sheet: Lord of the Flies Word
Search
Here is a Lord of the Flies Word Search. The word search was created on
puzzlemaker.com. It is a word file which you can download or view it on
line.
Technology
Lesson Plans and Projects
Lesson Plan #1: ABC's
of Lord of the Flies Since PowerPoint plays so poorly on the Internet.
I have put up the PowerPoint as
presentation. You can click on the
link and load the presentation or you can
right click and save the presentation to
your hard drive to view it.
This lesson I borrowed from Sue LeBeau
(another NJ TechFellow). It is a project that incorporates Technology,
PowerPoint and the concept of elementary
ABC books. It can be used with a whole class, groups, or individual
students. The model I provide here was a class project and took just under
two class periods (40 minutes) to complete. Every student in my class was
given a letter and told to come up with a significant novel-related statement
that corresponded to his/her letter. With a laptop in the back of the
room, students individually entered their data while the others continued to
work on their worksheets. Sue Lebeau recommends that every letter
concept be followed by a screen of explanation.
NJCCCS: Reading--3.4:2, 3.4:3, 3.4:13,
3.4:14, 3.4:18, 3.4:22, 3.4:23, 3.4:24
NJCCCS: NonTextual-3.5:4, 3.5:6, 3.5:7
Lesson Plan #2: FANs of Lord of the Flies
This easy technology project has students
create study guides for reviewing for almost
anything, literature, science, history, etc.
This idea was inspired by FANDEX: Family
Field Guides.
NJCCCS: Reading--3.4:2, 3.4:3, 3.4:13,
3.4:14, 3.4:18, 3.4:22, 3.4:23, 3.4:24
NJCCCS: NonTextual-3.5:4, 3.5:6, 3.5:7
Lesson Plan #3:
The
Inspiration of Lord of the Flies
Using Inspiration, have the students
brainstorm "what if" scenarios about being
stranded. This is an excellent "tech" way of
getting the students ready to read the novel
and set up a visual idea in their minds.
Need to learn how to use PowerPoint, WebQuests or Video Editing for a project?
Check out Kathleen Willson's webpage "The
Virtual Institute" Kathleen provides online tutorials for these and
other technology software.
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Dr. G's PowerPoint
Notes
NJCCCS: Reading--3.4:2, 3.4:3, 3.4:13,
3.4:14, 3.4:18, 3.4:22, 3.4:23, 3.4:24
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Other Lesson Plans
Online
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Bulletin Board
Ideas
I tend to do bulletin rooms more than
boards. I like filling up the walls and ceilings. I also like the
students to do most of the research. The core standards apply mostly if the
students are doing the research and presentations.
- Idea #1: Have the students create a Bulletin
Board of all of "Man's Inhumanity" through history. This bulletin
board can start off a discussion of Golding's theme on whether or not man is
inherently evil.
NJCCCS: Reading-3.4:2, 3.4:3, 3.4:13,
3.4:14, 3.4:14, 3.4:18, 3.4:22, 3.4:23, 3.4:25, 3.4:28
NJCCCS: NonTextual: 3.5:3, 3.5:18, 3.5:25
- Idea #2: Title the board, "Lord of the Flies: What
Does It Mean to be Civilized." Have each student write up and print out
his/her ideas on what it means to be civilized. Print these out in light
colors or light shades of gray. Use them as the background
paper. On the foreground, have students find pictures or headlines
of man and his "good deeds."
NJCCCS: Reading-3.4:2, 3.4:3, 3.4:13,
3.4:14, 3.4:14, 3.4:18, 3.4:22, 3.4:23, 3.4:25, 3.4:28
NJCCCS: NonTextual: 3.5:3, 3.5:18, 3.5:25
- Idea #3: Print out the names of the character in
color, or use a stencil. Tape them to the wall according to the groups
to which they belong. As the novel continues, have the students move the
names as needed.
- Idea #4: Make a timeline around the room that
highlights the events of the 1940s and early 1950s. Use this for
discussion about why Golding may have written this
book.
NJCCCS: Reading-3.4:2, 3.4:3, 3.4:13,
3.4:14, 3.4:14, 3.4:18, 3.4:22, 3.4:23, 3.4:25, 3.4:28
NJCCCS: NonTextual: 3.5:3, 3.5:18, 3.5:25
- Idea #5: Give students the outline of a mask on a
piece of paper or cardboard. Have students decorate with their tribal
face. Encourage them to create a mask that is
symbolic.
NJCCCS: NonTextual: 3.5:7
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Referenced books in LOTF
Golding references three specific books in Lord of the Flies. Check
out this web page for more information on these books.
- Coral Island
- Treasure Island
- Swallows and Amazons
Interesting Sites
Chad and Annie Web:
site is an excellent site that provides summaries, character analysis,
explanation of themes and symbolism, in addition to book guides and a really
neat bulletin board to post questions.
Lord of the Flies: This web site
contains descriptions
of the main characters, summaries, and themes and symbolism in
Lord of the Flies, as well as a 3-dimensional rendering of the island. Additionally, Vocabulary words with
definitions have been added to the site. If you can't find everything you need
here, links are also
provided for further reading.
Lo-Fat Lord of the
Flies: This site has concise chapter summaries, character analysis,
explanation of themes and symbolism.
Teacher
Cyber-Guide:
This supplemental unit to Lord of the Flies was developed as part
of the Score's project, funded by
the California Technology Assistance Program (CTAP). This supplemental unit provides
resources for students in 9th grade (or above) to focus on the following
issues:
- The historical background for the novel
- The symbolism of the conch
- The element of survival faced by the boys on the island
- Current, real-world political and social situations similar to the
events in the novel
Educethch The
English Page: A comprehensive site that covers the author, the book,
etc.
Lord of the Flies
Project Site: I think this is revised from the early Chad and Annie
one. It has a great map.
Lord of the Flies--the Movie: an
excellent site for background on the movie and its making, in addition to
information on the novel itself.
ThinkQuest on Lord of the
Flies
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Questions and
Test
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Novel Guides
Lord
of the Flies PDF file of daily lesson plans. Great activities!
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Lord of the Flies
WebQuest
WebQuests cover a host of
curriculum skills, especially the higher order thinking skills.
They are well worth their time and effort.
The students' mission is to write the Epilogue to Lord of the
Flies. Then, create the front page of The Golding Times and give the
scoop about what happened on the island.
Welcome to the Lord of the Flies
Web Quest. As in the Lord of the Flies, your plane has crashed into
the ocean. You and your friends have survived and manage to make your
way to a seemingly deserted island. You have collected some items from
the wreckage of the plane, but in order to survive until a rescue plane or
ship arrives, you need to set up your
"society".
Given three class periods you will take an adventure through the internet
to find information about a specific disability and bring that information
back with you. After that you will publish a brochure about the disability
you chose to write about. Then you will search for poetry that is related to
the novel and use it a a reference when you begin to write you own poem.
Finally, you why confront one of the characters from Lord of the Flies in a
letter you will write.
Imagine if you will that you have been assigned a case study that needs
to be fully examined. As a clinical psychologist you must determine what
went wrong with this seemingly innocent group of boys. As you open the file,
in this case the William Golding novel LORD OF THE FLIES, your understanding
of your case is dependent on your careful reading as it leads you to
discover the clues necessary to make a judgment.
The theme of good
and evil becomes evident to William Golding's LORD OF THE FLIES when you
realize the contrast between a moral philosophy concerning civilization and
savagery. Golding provides this by revealing to us the symbols, characters
and ultimately the external conflicts of the sinful nature of man. Your
WebQuest challenges you to understand the complexities of each of the major
characters on the island. In this way you can make your determination of how
good deteriorated into evil.
"Ralph too was fighting to get near, to get a handful of that brown,
vulnerable flesh. The desire to squeeze and hurt was over-mastering." (p.
126) William Golding's novel Lord of the Flies forces the reader to
explore the darker side of human nature. Many novelists use their own past
experiences as inspiration when writing a book. This is the case with
William Golding. This WebQuest will shed some perspective on the events in
Golding's life that led up to the novel. By doing this, this WebQuest will
help the reader gain a better understanding of the themes in Lord of the
Flies.
William Golding felt that when men are faced with a life or
death situation, they would revert to savage behaviors. Golding
believed that humans are evil at their core, and that we are just waiting to
jump at the chance to let our evil overtake us. Through this quest you
will be exploring the human mind. Ultimately, through this quest as
well as the reading of Lord of the Flies you will make your own
decision: are we good, or are we evil.
Using Lord of the Flies, this web site discusses how to write a literary
WebQuest.
Writing a literary analysis is a process of discovery that offers a
deeper understanding of a written work. Anything we read, we venture into it
with one level of understanding. Yet, when we find out how others perceive
this same work, we become more aware of insights we may have overlooked.
With some of these views, we may agree; others we may disagree. Yet, it is
in this confusion that we are forced to find our voice-how we feel! We can
then use those sources and ideas to support our ideas, or we can contradict
them explaining why and supporting our views by giving specific references
to the work and the sources with whom we agree or disagree. The end result
is gaining a more in-depth understanding of the work and feeling proud of
being able to support our stance. Accept the challenge; it is
fun!
William Golding felt that when men
are faced with a life or death situation, they would revert to savage
behaviors. Golding believed that humans are evil at their core, and
that we are just waiting to jump at the chance to let our evil overtake us.
Through this quest you will be exploring the human mind. Ultimately,
through this quest as well as the reading of Lord of the Flies you
will make your own decision: are we good, or are we evil?
By completing this WebQuest your students should become aware of how
human nature and civilization are a part of one another and how quickly man
can change without civilization.
After following the links contained in this assignment and answering the
questions, they will be asked to choose from a given list of characters to
analyze their personalities. They then will write a two-page essay to
defend the actions he took as they relate to the novel.
The British author William Golding maintained that an individual's morals and
values come directly from the the civilization around him. Without a cohesive
society, chaos reigns supreme. The themes presented in the novel Lord of the
Flies can be applied to problem of teen violence in the 21st
century.
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Lord
of the Flies: A Card Game
In 1988 Terry Morgan created a Lord of the Flies Card Game as
a study aid for the novel.
It is difficult to find this pamphlet. However, it would be easy to
replicate the idea in your classroom. It might even make a great project
for your students to develop their own card game for the novel. The pamphlet
contained 40 cards, of which 6 were Identity cards for the main characters in
the novel, and the rest were names and items of some significance in the
book. The object of the game is different for each player; however, it
does demand that the players, by their identities, work with and try to preserve
those players who would be in their group on the island as long as possible.
If you want more information about the game, please
email me cathygrim@aol.com
The book was published by Graham Brash (Pte) Ltd, 36-C
Prinsep Street, Singapore 0718. ISBN 9971-49-070-6
I got my copy on E-Bay (believe it or not).
Other Vocabulary
Lists
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Author--William Golding (1911-1993)
Other Resources and
Movie Reviews
Teacher Guides Available for Purchase
| Item |
Available from |
Price |
Rating |
| Lord of the Flies: Teaching Guide |
Ebay
Stores |
$8.95 |
Excellent more of a workbook than teaching guide. |
| Lord of the Flies: Masterprose |
Perfection
Learning |
$21.95 |
Good solid base for questions, tests, vocabulary, enrichment |
| Lord of the Flies: Great Books Video |
Discovery
Skill |
$39.95 |
Not bad but very British... Click
here for sample. |
| Lord of the Flies: LitPlan Printed |
Teacher's
Pet Publication |
$26.95 |
Very good. Provides unit plans, daily lesson
plans, etc. |
|
Teacher's
Pet Publication |
$19.95
$16.95 |
Same item as above |
| Time
Savers for Busy Teachers |
|
? |
- Unit Plan (WebMark New Zealand Limited ) |
| Audio Tape |
booksontape.com |
$34.20 |
-- unabridged and read by Golding |
| Lord of the Flies (novel) |
Amazon.com |
|
|
| Lord of the Flies DVD (1992) |
Amazon.com |
$12.99 |
The weaker of the two movies |
| Lord of the Flies DVD (1963) |
Amazon.com |
$35.96 |
Excellent quality--much better than grainy VHS |
| Lord of the Flies VHS (1992) |
Amazon.com |
$14.95 |
The weaker of the two movies |
| Lord of the Flies VHS (1963) |
Amazon.com |
$29.95 |
The better of the two films. Closer to the novel. |
|
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