Anatomy of a Unit Plan: William Golding's Lord of the Flies

I love writing new unit plans! Researching for hours. Pulling together resources from far and wide. Figuring out ways to challenge and engage my students in new and interesting ways. Thinking "outside the box," I regularly pull history, sociology, psychology, technology, current events, pop culture, art, and music into my literature lessons. 

As an educator and a lover of literature, I want my students to engage with the text. I want them to not just read the words on the page, but think about them as well. I want them to not just know what happened in the story, but also to consider why it happened. What motivated the author to craft the story? What are the characters' motivations? Why is the conflict occurring? What if the character/setting/actions were different? What would happen then? How can we relate our own story to the one we are reading?

When our students write, we are constantly telling them to show us, not tell us. I think when we teach literature we should take our own advice. I believe too many English teachers spend too much time telling students about literature, explaining the symbols and themes and motifs, and molding the way students think about the stories they are reading by imposing too many of the teacher's own beliefs about and interpretations of the text. We should be figuring out ways to engage our students in the texts, to allow them to experience the stories themselves rather than vicariously through our own knowledge and experience.

The wonderful thing about literature is a story you read at 13 is probably not going to have the same meaning to you if you read it again in your 20s, and it most definitely is not going to be the same if you read it in your 30s. Our students deserve the opportunity to experience literature in a way that allows for interpretations coloured by their own backgrounds, beliefs, and life experiences.

 

The Choice is Made

As I browsed through the approved list of novels for my courses' teacher-choice units, I was ecstatic to see Golding's Lord of the Flies. Now, this book was part of the classes' summer reading lists; however, after quick survey of my students, only about half of them had even attempted to read it. Approximately one quarter actually made it to the end (or almost to the end), and only a handful of those students liked the story. Most of those who read it were quite vocal about their dislike (or more often hatred) of the story.

When I pushed them for reasons why they didn't like it, the majority said the story didn't make any sense to them. People wouldn't really behave that way. And as one of my most outspoken students so succinctly put it - "it's just a bunch of boys runnin' around half naked and killing each other for no reason."

After about 10 minutes of discussion, I decided to accept the challenge!

With the accompaniment of many moans and groans, I announced that we would in fact be taking on Lord of the Flies for our next unit beginning the following week with the promise that I would show them the story was far more than a bunch of half-naked boys killing each other in the jungle for no reason.

 

Now What?

Obviously, we did vocabulary and comprehension exercises combined with questions involving inference and interpretation because my students have to understand the story being told. We did discuss characters and symbols. (You can find a comprehensive study guide with vocabulary and reflections here.) But I wanted to give my kids more. I wanted them to have an experience with this book. We concentrated on the themes - how they apply to us and then how we can apply them to the boys in the story.

 

The Beginning

I like to begin at the beginning, so we started with Golding himself. After giving my students a brief biography of Golding's role in world War II, we discussed the war. (As a happy accident, my classes were studying WWII at the same time.) We talked as a group about the events of the war and the changes in the 'war machine' that took place during this time and how these evolutions (or devolutions, if you'd rather) changed people's perceptions about man's inhumanity to man and what behavior could be justified by war. Moving on, we discussed right and wrong, good and evil, and the capacity of an individual to cross these lines. While my students did a good job identifying events and changes that took place during the war and seemed to have a handle on why these things changed public opinion, most of them were still very 'black and white' in their views regarding the broad concepts of right or wrong - good or evil. This is just what I was expecting and what I had planned for, but more on that later.

Switching gears from broad themes back to the story itself, I posited the question, "What is the main goal for these boys?" A resounding, "Survive," issued forth from my students, and a conversation about surviving in the wilderness ensued. I have to say, I was pleasantly surprised how many 15-16-year-olds watch Survivorman and know who Bear Grylls is. All in all, the majority of my kids felt pretty confident that they knew enough to survive. "It's not that big a deal," one boy answered, "it's all about common sense." OK! Let's put this to the test. Bring on the "Would You Survive?" Quiz!

(Regrettably, I can no longer find the link to the original quiz, so you can find it and the answer key with explanations here on my blog. If this is yours, please let me know and I will link the resource to you and remove it from my resources page.)

Lesson learned? Survival is not quite as easy as they thought it would be.

So, what's up next? If you are in a survival situation, how much would that change your beliefs or behavior? Would it be possible to justify decisions you probably wouldn't make in your everyday life? Here is the "Who Should Survive?" group activity to help you answer these very questions.

Splitting my students into 5 or 6 groups per class, they worked together through this activity. (Some of my more "delicate flowers" found this exercise mildly distressing, just so you are aware.) As the groups defended their choices about who to keep and who to leave behind, we also kept track of which characters were chosen and which were sacrificed on the board (overall there was a definite pattern which we also discussed).

Lesson learned? In a survival situation most of us are looking for people who we believe will benefit us the most. Although, some groups did exhibit a strong protective instinct for those smaller and weaker than themselves. Interesting.

Finally, we explored the difference between right and wrong beginning with a discussion and brainstorming session to figure out what behaviors we believe are fundamentally wrong either because of society or our own beliefs and phrased simply as 'do not.' Examples included: do not steal, do not kill people, do not lie, etc. I questioned my students extensively about the 'black and white' nature of these statements. All of them agreed that these are the rules we are supposed to live by, and the majority of them could not find exceptions that would persuade them these behaviors were not wrong. (Hahaha, my plan is coming together!)

Using an extended version of The Heinz Dilemma, we worked through the scenarios with the kids reading and responding to each vignette individually first, then discussing it as a group. As we systematically decided what was right or wrong (by majority vote), I marked through the list we had made on the board. In the end, the entire 'do not' list was toast.

Lesson learned? There is lots and lots of gray area between what is right and wrong. Sometimes what we can justify as appropriate behavior or response is completely dependent on the situation. Occasionally, we need to walk in someone else's shoes to understand their actions.

In the End

After completing these activities along the way, we finished up our novel by taking a deeper look at the three remaining main characters: Ralph, Jack, and Roger. First, as a group, we determined exactly what actions each boy had been responsible for on the island. Then, we discussed what crimes the boys could have been charged had they behaved this way in the real world.

The final writing assignment was this - choose a character, choose the charges you believe should be held against them, mount a defense for their actions (taking into account their decisions and actions were made in a survival situation; they did not believe they would be rescued; the oldest was only 12 years old; etc.), decide on an appropriate punishment (if any) and give reasons justifying your decision.

By the conclusion of this unit, my students not only understood that this story was more than they first believed, but I feel they also grew more socially and emotionally aware of themselves and one another as well as achieving academic success. Goals achieved!

**As a side-note, I am searching for an activity that I can use with Lord of the Flies that concretely demonstrates 'mob mentality' for the scene in the story where Simon is killed by the boys. If anyone has any ideas about this, I would be most grateful if you would share!

Are We Really Still Assigning Book Reports? 20 Ways to Encourage Students to Interact with Texts

Traditional book reports should be a thing of the past. I mean, do you really want to read 30-125 recaps of the same book? (YAWN!) Well, guess what, your students don't want to write them either. They are boring and tedious. And most importantly, they really don't measure the comprehension of a text or confirm that they have even read the text assigned. All these reports prove is that your students are capable of using SparkNotes or Wikipedia with a certain amount of expertise.

Don't just have your students report on what they are reading. Encourage them to interact with it instead.

Technology-Enhanced Book Interactions

With all the free technology available today, why not give students some interesting choices to use in their textual interpretation?

1. Create a book trailer - Just like a movie trailer, a book trailer tells the story in a way that touches on the highlights, but sells the audience on wanting to experience it. There are a number of great resources students can use, including Animoto for Education, PhotoPeach, and Go!Animate. Richard Byrne over at Free Technology for Teachers offer a Free Guide to Making Videos on the Web, in case you need some assistance. And if your looking for a professional example, here is the book trailer for Ransom Riggs' Miss Peregrine's Home for Peculiar Children.

2. Create a podcast - This could take the form of a book review or a scripted interview with either the author of the book or one of the reader's favorite characters. Students could choose to use audio only or take it a step further through the use of video, props, and costumes. PodBean offers free podcast hosting. Free blogging sites like Blogger and WordPress also support podcasting. Additionally, I know a number of educators who use class YouTube channels to support videos created in their classrooms (of course, this would depend upon your school's specific regulations regarding YouTube.)

3. Create an interactive 3-D pop-up book - ZooBurst is a digital storytelling tool that lets anyone easily create his or her own 3D pop-up books. ZooBurst books “live” online and can be experienced on your desktop or laptop computer, or on your iPad via the free ZooBurst mobile app. Authors can arrange characters and props within a 3D world that can be customized using uploaded artwork or items found in a built-in database of over 10,000 free images and materials. This is a very cool FREE program!

4. Create a multi-media collage - Glogster is a FREE service that allows users to create one-page media-mash-ups using images, audio, video, text, and more. Glogster EDU is the same platform designed specifically for use in the classroom with stricter privacy measures in place - of course, that also makes it a pay site (Single Teacher License: up to 50 accounts for $29.95/year, up to 200 accounts for $99/year or $11.95/month. Multi-license for individual schools or entire districts: up to 2500 accounts for $2/account/year, from 2500 accounts for $1/account/year). View an example for Tolkien's The Hobbit here or one detailing the Freedom Riders, here.

5. Create an interactive timeline - Capzles is a FREE resource to create interactive timelines using images, video, audio, and text. Just to give you some ideas, view an example covering the historical timeline for To Kill A Mockingbird here or one detailing the Women of WWII, here. I think this tool could be used to make a very interesting small group or whole class project.

6. Create an animated or stop-motion video - Stop Motion Animator and Helium Frog are both FREE resources for creating stop-motion projects. Kevin Hodgson has an absolutely fantastic site, Making Stopmotion Movies, that will walk you through the entire process!

7. Create literature maps - Google Lit Trips founded by Jerome Burg and Terence Cavenaugh utilizes Google Earth to more deeply explore some of the greatest and most important literary road trips ever written. Lit trips explored in the 9-12 level include: the expedition taken by Christopher Johnson McCandless in Jon Krakaurer's Into the Wild; the Joad family's emotional relocation in Steinbeck's The Grapes of Wrath; and Elie Wiesel's horrific journey through the Nazi concentration camps of WWII brought to light in his book Night. Using the site requires the Google Earth application, QuickTime player, an internet browser (Firefox, Safari, or at least Internet Explorer 7), and internet access. SMART board technology or an LCD projector are recommended. Additionally, the site features many student-generated lit trips and tutorials on using Google Earth to create virtual tours which could be adapted to class or group projects at any grade level.

8. Create a comic strip - Students can either choose to re-create a specific scene from the text or do a synopsis of the story as a whole. In either case, students should include important lines, quotes, and thoughts from the text. ReadWriteThink offers a cool interactive tool in their Comic Creator. Additionally, Pixton and Strip Generator use a basic drag-and-drop interface that is easy to use and requires no artistic ability whatsoever. (*This activity can also be done sans technology. See #10 below.)

 

Creative and Critical Thinking Book Interactions (No Tech Necessary)

What if your students just don't have enough access to technology to make assignments like these feasible? (It does happen in some communities, even in this day and age.) Well, there are still a multitude of ideas out there for helping your kids stretch their creative muscles and engage their critical thinking skills that involve no technology at all. (Of course, any of these ideas could also be combined with the tech-enhanced interactions above.)

1. What if? - Have students identify a turning point in the book's plot, then switch it up. What would have happened if the series of events didn't happen that way? What if Romeo had received the letter? What if Simon had not been killed before he could deliver his message about The Beast? ReadWriteThink offers an excellent lesson plan, Happily Ever After?, that is designed to be used with tragedies and offers both resources and student presentation ideas.

2. Create a character - A great exercise in creativity, characterization, setting, and voice. Students create a character that would fit into the world of their novel. They write up a character sketch and then construct a scene in which their new character interacts with one or more of the main characters of the story. The character and the interaction must remain true to the setting and voice of the original author. (I used this exercise with great success with a freshmen lit class working on The Adventures of Huckleberry Finn.)

3. Change the setting - Have students take a favorite scene or chapter from the text and re-write it in a different setting. How would Macbeth look and sound in a modern, urban setting? What about Great Expectations in the American Old West?

4. Create a new book cover or "movie" poster - Go 'old school' with the images, having students either draw them or use images from magazines, newspapers, etc. Students also choose important quotes, create taglines, and provide a brief synopsis to "sell" the story to the potential audience.

5. Write a character resume - Students choose a character, consider what type of job the character would be seeking, and write a resume for that job. This exercise gives students the opportunity to think about the text in a different way and also exposes them to an authentic life skill (resume writing). It also allows students the flexibility of creativity. Resumes may be funny or serious as long as it reflects the true nature of the character. Some examples could be: Count Dracula applying for a position as a phlebotomist or Doctor Frankenstein searching for a job as a Principal Investigator in the field of biomedical research.

6. Create a word collage (AKA an 'old school' word cloud) - Have students write the title of the book in the center of a sheet of paper, then search through magazines and newspapers to find words, phrases, and sentences that either represent the book or explain something about the book. Students should concentrate on theme, setting, plot, and characters during this exercise. Requirements: a minimum of 50 words, phrases, and sentences, paper should be fully covered and provide the viewer with a strong visual impact that reveals a great deal about the story.

7. Create a novel soundtrack - Students will choose a minimum of 10 songs that represent the characters, setting, themes, motifs, plotline, etc. of the novel being studied. Liner notes should be completed for each song detailing the song information (title, artist, album, year of release, etc.), who or what the song represents, an explanation of why the song was chosen and how it is representative of an element of the story. (*This exercise could also be modified to creating a soundtrack for the students' choice of a single character in the narrative.)

8. Create a childhood - If you are studying a text with adult characters, have students choose a character and think about what they would have been like as a child. Students will tell the story of the character's childhood concentrating on aspects or interactions that could explain why the character's words and actions in the novel are what they are.

9. Create a character scrapbook -  Students will consider the purpose of scrapbooking and what kinds of mementos they would place in their own scrapbooks. After choosing a character from the text, students will use magazines, newspapers, and their own imaginations to cut out and/or draw mementos that would be important to the character.

10. Create a comic strip - For the artistic students in your group, have them choose to re-create a scene in the book or a synopsis of the story as a whole using the popular graphic novel-style and using text bubbles to insert important lines, quotes, and thoughts from the text. ( *For a tech-enhanced version, see above.)

11. Be a costume designer/set designer - Have students consider what it would be like to stage a production of the story. Using magazines, newspapers, advertisements, etc., students create fashion boards to represent how they would dress the main characters and/or set boards to detail how they would set the stage including backdrops, lighting, props, etc. Write-ups should include why these visual choices were made and how they relate to the text using concrete examples.

12. Create a character diary - Students choose a character from the book and compose a diary or journal with a set number of entries discussing important events in the story from the character's point of view.

So, there you have it. Twenty ideas for moving beyond the standard 'ho-hum' book assignments and engaging your students' creative and critical minds in book interactions. Allow your students the chance to stretch their mental muscles. The results will most definitely be surprising, and quite often wonderful!