Overview *Introduction before about author (Golding) and book Day 1 Survival Game Day 2 Characters Day 3 Setting and Island Art (out of 35) *mark that day *enter grades Day 4 Human Nature and Government [Island Art mark back] Day 5 Today’s Meet, Human Nature Talking Circle and Reading Period Day 6 Marked BW Leadership Discussion and Assignments Out *mark bell work Day 7 Marked BW Work Period at Library Computers (Make the Visual) *mark bell work [bell work back] Day 8 Marked BW Work Period for Letters and Reading *mark bell work [bell work back] Day 9 Presentations (out of 50 with letter) *mark while they are presenting [bell work back] Day 10 Presentations (out of 50 with letter) *mark while they are presenting Day 11 Letters due Reading due Marked BW Symbolism, Setting and Characters *mark bell work *mark letters Day 12 Marked BW Gender C/C essay with Jack and Ralph as example *mark bell work *mark letters *enter grades for bell work and hw checks (out of 25 and 10) [bell work back] Day 13 Watch clips from the Hunger Games Worksheets on Sim./Diff. *enter grades for letters and presentation [bell work back] [letter and presentation mark back] Day 14 In-Class C/C Essay (out of 50) Day 15 In-Class C/C Essay (out of 50) Day 16 Jeopardy Review of Lord of the Flies Day 17 Exam for Lord of the Flies (out of 100) *enter in essay and test marks [essays and tests back]
Lesson #3 (1 hour) CR B30.1 - b. Group work Listening – to the video and classmates during discussion. Reading – Ch. 3 Writing – by taking notes and bell work. Speaking – during class discussion. SWBAT: Participate and be respectful in groups. They will find 10 points and three quotes about their assigned character. Purpose: prepare for essay and exam Characters (Ch. 1 and 2): Bell Work: Characters Watch survival video “5 Survival Myths That Will Kill You” Groups of 7 – list 10 points per character and find three quotes to support their points Cold Call Sharing Read Ch. 3 and complete questions (homework). HW to read Chapter 3 Assess group contributions informally and cold call. Lesson #4 (1 hour) CC B30.1 – d. Writing – the bell work. Listening – to each group member. Reading – Ch. 4 and setting descriptions. Representing – a replica of the island. Speaking – to each other in groups. SWBAT: Apply their knowledge of Ch. 1 – 3 to create a replica of the island in groups of 2-4. Purpose: Easier mark/multiple intelligence/setting of the island in a more interactive way. Island Setting Art Project: Bell Work: Setting HW Check on Ch. 3 In groups of 3 or 4, students will create the island based on the description in the text. Read Ch. 4 and questions (homework). HW check Read Ch. 4 and questions for HW Thumbs up for understanding Island Art Being Evaluated – Out of 25 (See Rubric).
Lesson #5 and #6 (2 hours) CR B30.1 – a., b. Reading – Ch. 5, 6, and 7 and definitions. Writing – bell work and notes. Listening – to classmates in class discussion and talking circle, Michael Jackson, philosopher quotes, and passages from Lord of the Flies. Viewing – Video of Nicenomination. SWBAT: Share information in the talking circle, making connections to the text and self. Students will also find information out about government styles and perform a term/definition search. Students will be able to participate in group discussions. Purpose: Introduce FN’s ways of learning; discuss main themes for test prep. And oral presentation prep.; clear up any misconceptions about definitions. Chapter 3 and 4 Political Structure and Human Nature Bell Work: Leadership Styles of Ralph and Jack HW Check Ch. 4 Chapter Questions Define Terms Class Discussion on Human Nature/Government styles Read Chapter 5 and questions (homework). Bell Work on Today’s Meet: Beast (with Michael Jackson’s “Human Nature” playing) Philosophers on Human Nature Reading Human Nature Talking Circle with Conch Shell Reading time for Chapter 6 and 7 and questions (homework). HW Check Chapter 4 and 5 Took in Bell Work (Today’s Meet) HW to read Ch. 5 and 6 and complete questions Class discussion/work periods informal observations Cold Call for discussion
Lesson #14 CC B 30.4 – e. CR B 30.1 – c. and d. Writing – in the chart for HG and LofF. Listening/Viewing – the HG movie clips. SWBAT: Take notes and fill out the work sheet about the Hunger Games to prep. for essay. Purpose: prepare for essay and make connections to popular culture/world around them. Watch: Hunger Games Watch clips from the movie Similarities and differences worksheet Quotes/Summary handout Students will take notes on worksheet Exit slips Lesson #15 and #16 CC B 30.4 – e. - c Writing – a compare contrast essay between HG and LofF. Representing – knowledge of book and ability to make connections. Reading – class notes. SWBAT: Students will be able to respond to the prompt and successfully make connections between HG and LofF, using their notes and last few weeks of instruction. They will show all stages of the writing process. Purpose: To meet the outcome in the curriculum and get students to make connections between text and popular culture/world around them. Students need to write and work on this skill as lifelong learners, critical thinkers, and engaged citizens. In-Class Compare/Contrast Essay (2 hours) Students will compare and contrast the Lord of the Flies and the Hunger Games. They can use their books, notes, etc. but no online sources. They must include all stages of the writing process. Compare and contrast essay (all stages of writing process).
Lesson #17 and #18 All above CC B30.1 outcomes c., d., e., and f.) Writing – in the exam and the long answer questions. Representing – knowledge of unit and lessons over last three weeks. Reading – the exam. Responding – to the questions. SWBAT: complete the test independently in 1 hr. (or a few minutes over that). Purpose: To demonstrate knowledge and completion of the text and also wrap-up last three weeks. Students will have a chance to represent their knowledge through writing. Review and Exam Exam on symbolism, characters, setting and ordering events. What is leadership (make connections to self and world)? What is human nature (make connections to self and world)? Political structures focus (make connections to self and world). Make connections between text and personal knowledge (question of what would you do in similar situation and comparison to HG or leadership in our world or of self). Why did Golding have a negative view of human nature (political, social contexts)? How did this impact the themes, issues, and ideas? Exam out of 100.