Loading presentation...

Present Remotely

Send the link below via email or IM

Copy

Present to your audience

Start remote presentation

  • Invited audience members will follow you as you navigate and present
  • People invited to a presentation do not need a Prezi account
  • This link expires 10 minutes after you close the presentation
  • A maximum of 30 users can follow your presentation
  • Learn more about this feature in our knowledge base article

Do you really want to delete this prezi?

Neither you, nor the coeditors you shared it with will be able to recover it again.

DeleteCancel

Make your likes visible on Facebook?

Connect your Facebook account to Prezi and let your likes appear on your timeline.
You can change this under Settings & Account at any time.

No, thanks

Lord of the Flies

Independent Activity Quest
by

Chimei Fregoso

on 23 March 2016

Comments (0)

Please log in to add your comment.

Report abuse

Transcript of Lord of the Flies

Major Characters
The Author
Minor Characters
Rescue:
Self Evaluation
Bonus Opportunities
1. Read
The Coral Island
by Robert Ballantyne
http://books.google.com/books?id=lAYGAAAAQAAJ&printsec=frontcover&dq=coral+island&hl=en&sa=X&ei=9VQqUc6sD8uM0QGAhIHYAQ&ved=0CC0Q6AEwAA#v=onepage&q=coral%20island&f=false

2. Play the
Lord of the Flies
game until you get all the answers correct.
http://www.nobelprize.org/educational/literature/golding/index.html

3. Watch the film montage from the 1990 film
Lord of the Flies
and write a paragraph reflection.

Themes
Themes are the fundamental and often universal ideas explored in a literary work.

William Golding presented numerous themes and basic ideas that give the reader something to think about. One of the most basic and obvious themes is that society holds everyone together, and without these conditions, our ideals, values, and the basics of right and wrong are lost. Without society's rigid rules, anarchy and savagery can come to light.

Golding is also showing that morals come directly from our surroundings, and if there is no civilization around us, we lose these values.

Other secondary themes can be found at Shmoop:
http://www.shmoop.com/lord-of-the-flies/themes.html

Ralph
Jack
Piggy
Simon
Roger
Sam and Eric
Bill
Henry
Maurice
Percival
Wilfred
the Littluns
The Island
TASK ONE: Activities on the Novel
TASK THREE: Survival
TASK FIVE: The Final Judgement--Part II
The Island in
Lord of the Flies
is never actually pointed out in the real world. The tropical location has a beach, where Ralph and Piggy emerge from the scar to find the conch. Further inland is the dense jungle, towards the center is Simon's mat of creepers. This is also where pigs are hunted and the Lord of the Flies is eventually found.

The mountain top is where the boys climb to the summit in order to take in their surroundings. It is also the location of the fire and the dead parachutist. Castle Rock, the other high area of the island, rises high above the sea. The area is turned into a fortress for Jack and his mutinous tribe, and is the location of Piggy's death.

The island is described as being in the shape of a boat. The imagery and the island itself are both symbols. The island is a microcosm for the real world, along with all the problems and realities faced in the world.


1. Characters--complete the Character Delineation cChart & take Quiz
http://www.gradesaver.com/lord-of-the-flies/study-guide/quiz1/

2. Author--research the connection between Golding and a)The Coral Island and b) World War II. In a one-page Position Paper (3 paras) explain how these both influence his writing of
Lord of the Flies
.

3. Island Imagery--illustrate your representation of the Island

4. Themes--using the link to Shmoop provided, read about other secondary themes. In a paragraph, argue what you think is the main theme of
Lord of the Flies
.

5. Symbols--create a presentation on 10 of the symbols provided: define symbol, provide examples to support definition; include images, bullet points, a link and one voice over.
Symbols
Character Symbols
Piggy
Ralph
Simon
Roger
Jack
Sam and Eric
Percival
the Littluns
Lord of the Flies

Symbolism
Symbols are objects, characters, figures, or colors used to represent abstract ideas or concepts.

Symbolism plays an important part in the development of a story. The narrative technique is used to give a significance to certain people or objects, which represent some other figure.
Symbols
huts
signal fire
conch
butterflies
the flies
the mountain top
Castle Rock
the beach
the forest
glasses
island
beast
scar
times of day
killing of the sow

How to begin...
Are people essentially evil?
In this unit you will work independently and in groups to work through and complete five tasks related to
Lord of the Flies
.

This is an independent unit of study that is wholly student-centered with your teacher acting as facilitator. You are expected to have read the novel prior to commencing this unit. The unit has a strong emphasis on investigating and discussing the philosophical, social, and ethical issues of humanity's capacity for evil, and on making judgements about people's behaviors and actions. The unit further challenges you to think creatively, clearly, and objectively by addressing your underlying values and beliefs systems to make hard and contentious decisions.

To complete the Independent Activity Quest you will use the content provided on the Island and the Directions provided in the Ocean. You will complete written components of the unit which includes a position paper on Golding, an investigation into the nature of good and evil, a hypothetical problem-solving task and in groups you will create the "final judgement of Ralph and Jack".

http://www.william-golding.co.uk/

http://www.biography.com/people/william-golding-9314523

http://www.nobelprize.org/nobel_prizes/literature/laureates/1983/golding-bio.html

http://www.kirjasto.sci.fi/wgolding.htm

http://shmoop.com/video/lord-of-the-flies/

William Golding
1911 - 1993
Lord of the Flies
by William Golding
How many of these have you read?

The Outsider, Albert Camus

Heart of Darkness, Joseph Conrad

The Inheritors, William Golding

Pincher Martin, William Golding

A High Wind in Jamaica, Richard Hughes

The Turn of the Screw, Henry James

Billy Budd, Herman Melville

Nineteen Eighty-Four, George Orwell

Dr Jekyll and Mr Hyde, Robert Louis Stevenson

Dracula, Bram Stoker

The Picture of Dorian Gray, Oscar Wilde

Deathwatch, Robb White

The Rime of the Ancient Mariner, Samuel Taylor Coleridge

If you have read any of these texts, you will have seen how each writer is concerned with exploring the “dark side” of humanity.


You are a member of a Human Resources Department in Canberra at a time when a world war has broken out. You receive a desperate call for help from an isolated group of people who are housed in a fall out shelter and are rapidly running out of food, oxygen and water. They only have enough resources for six people to survive for three months, which is the amount of time they safely estimate that they can stay down there. Unfortunately there are ten people trapped and so four must be eliminated. They understand, given human nature, that they will fight while trying to reach a decision about who should leave the shelter. So, they have called your department and will leave the decision to you.

They will abide by your decision.

You have been given a brief profile of each of the ten people, upon which you should base your decision. Using these you need to select four people to eliminate and outline the reasoning behind your decision.



The following criteria will form the basis of assessment. Refer to it when preparing and completing tasks and for evaluating your performance. If you are in doubt about any of the criteria, your teacher will be happy to discuss it with you.

Interpersonal Development
• Able to argue a case whether the human race is inherently evil
• Able to make informed decisions on complex moral and ethical issues
• Able to consider the role of life skills in education and in your own development and design a year 10 curriculum
• Able to collaborate effectively as a group to adopt different personas, plan and produce a judicial inquiry

Personal Learning
• Able to working independently and collaboratively with peers to maximize learning and achieve standards
• Able to organize and maintain folders and files of work
• Able to work progressively on tasks, plan, allocate and manage time, and evaluate your own progress
• Able to use appropriate English strategies for reading, discussion and writing, and ICT tools for production of tasks
• Able to make informed decisions on complex social, moral and ethical issues and find resolutions
• Able to reflect on and identify what has been learned and done and action needed for improvement

The Arts
• Able to use different media, materials and technologies to produce a judicial inquiry
English: Reading
• Able to read, analyze and discuss texts that explore personal, social, cultural and political issues of significance to your own lives
• Able to analyze cultural, social, moral, ethical philosophical and political issues in Lord of the Flies
• Able to analyze and discuss personal issues and perspectives on the nature of good and evil in people as presented in a variety of texts
• Able to compare other texts to Lord of the Flies
• Able to explain how Golding’s views were shaped were shaped by his period, place and culture

English: Writing
• Able to write an essay arguing the topic of whether people are inherently evil
• Able to write an argument presenting an informed decision-making process
• Able to write the curriculum for Year 10 that emphasizes the life / survival skills and personal attributes required for a successful society
• Able to produce a judicial inquiry in a chosen form of presentation
• Able to plan and deliver presentations, sequencing and organizing complex ideas, and proofread and edit your own writing for accuracy, consistency and clarity

English: Speaking and Listening
• Able to compare ideas, build on others’ ideas, provide and justify other points of view, and reach conclusions that take account of aspects of an issue

– analyze critically the decisions made for Survival: fall-out shelter and reach consensus;
– consider the nature of education and its role in society

• Able to draw on a range of strategies to listen to and present spoken texts, including note-taking, combining spoken and visual texts, and presenting complex issues or information imaginatively to interest an audience

– participate in a group presentation using the most effective method of communication

Civics and Citizenship
• Able to analyse how the issues of government, leadership, the individual and the community in Lord of the Flies reflect real life
• Able to articulate and defend your opinions and contest, where appropriate, the opinions of others

Information and Communication Technology
• Able to use appropriate ICT production tools for planning, completing tasks and for constructing and producing your presentation

Thinking Processes
• Able to reflect on the impact on your thinking of the texts you have read and by engaging in independent and group reflection, identifying changes in your approaches to different tasks
• Able to experiment with innovative possibilities when creating your presentation
• Able to make informed decisions for each task based on research, and on analysis and discussion of competing views and information
• Able to consider the impact of the nature of the tasks and their relationships to your own lives
Self Evaluation: Checklist & Progress Record

The nature of good and evil in people (the “heart of darkness”) and the effects of these opposing qualities on their social behavior is a favorite theme of writers. Look at the list of titles provided and complete Tasks 1 and 2.




TASK TWO: Good vs Evil
Task 1

a) List ten other texts (including film) that explore the idea of good and evil.

b) How do these texts show humans to be either inherently good or evil?


Task 2

In an interview in 1963, William Golding said of Lord of the Flies : “I learned during World War II just how brutal people can be to each other. Not just Germans or Japanese, but everyone. I tried to point that out . . . some have said that the brutality of the novel is impossible. It’s not. Look at any newspaper . . .”

Your task is to defend or refute Golding’s viewpoint.

It is important that you have a clear understanding and can define and discuss the nature of “evil” and the nature of “good”. To help you think about this very philosophical and contentious issue, you may wish to research definitions of “evil” and “good”.

Secondly, you are to collect recent articles from newspapers that discuss, explore, or report on humans’ capacity for good and evil. From your collection, select two articles that show the evil side and two that show the good side in humanity. (It is important that your selection covers different types of good and evil – don’t simply select articles on the same subject (e.g. war).

Write 400-500 word argument which expresses your opinion on whether or not people are inherently evil.
Profiles:

A 15 year old high school student. She is top of her class and is pregnant. She is very rebellious, and has formed an anarchist group at school.

A 36 year old doctor. She is unable to have children and has racist tendencies. She is Australian and has written a number of articles in support of capital punishment.

An armed policeman, who refuses to give up his weapon. He is 45 years old and is physically fit. At present he is suspended from the force because of an incident of police brutality involving this man and two teenage youths.

A 35 year old male violinist. He is a recovering drug addict who recently released after serving a seven year sentence for supplying school students with heroin.

A 39 year old mother of two. She is a divorcee whose children are being raised by their grandparents after she failed to take adequate care of them.

A 24 year old, female law student from England . She suffers from a congenital heart problem.

The law student’s 26 year old husband. He has spent the last 18 months in a psychiatric hospital receiving treatment for a multiple personality disorder. Before his condition incapacitated him he was a town planner.

** Both husband and wife refuse to be separated.

A 75 year old Anglican minister. This man has spent all of his life in services to humanity. He has recently been awarded an International Peace prize for the work he did in India in recent times.

A 65 year old female historian. She has written a large number of well renowned books about the beginnings of civilization and is recognized as the world authority on this subject. She is a widow with seven grandchildren.

A 29 year old Syrian architect, who is a practicing Muslim. He is a recent arrival in Australia , having gained political asylum in this country.


Having read the profiles you are to select six people who are eligible to remain in the fall out shelter.

You are to write a detailed account explaining your decision.

Were your decisions based on your own prejudices?

Were you objective?

Once you have done this you are to move into groups of three to compare your decision. Your task then is to reach consensus on who should remain in the fall out shelter and write down the group’s reasoning.
When the group has completed their deliberations, the scribe is to copy the following, along with group member names, on to a document:

We, the undersigned, having given due consideration to all eligible people, submit this list and our rationale as our final decision.

Signatures above Typed Names


Creative Diversion: Design the island. . .

Use your imagination to design your own illustration of the island. Illustrate what you “see” in your mind as you read, and draw it!

Think: scar, mountain and mountain top, cliffs, pink granite, blue lagoon, white sand beach, green jungle, grassland, reef, colorful sunsets, huts, the platform, boulders, creepers, light vs.dark, waves, etc.

Add symbols as well...you know what to do here so figure it out!

• about the book
• the author
• themes
• symbols
• characters
Your Learning...
the world of the novel:
Your Learning...
Independent Activity Quest Tasks:
• Task 1: Activities on the novel
• Task 2: Good vs Evil
• Task 3: Survival
• Task 4: Desert island
• Task 5: Final judgement
• Evaluation

TASKS FOUR and FIVE: Final Judgement
1. Your task is to explain the events that happened on the island and discuss the consequences for Jack and Ralph. You should also endeavor to identify why the order broke down on the island.

2. Form a group of four. Each of you will adopt two of the following roles:

• Ralph
• Jack
• Naval officer
• Child Psychologist
• Ralph’s parent(s)
• Jack’s parent(s)

3. There is a judicial inquiry into the events. The council has sought the perspectives of Jack and Ralph who will be questioned by experts such as a child psychologist and a Naval Officer. Other character witnesses will be drawn upon, including their parents.

4. Your task is to set up this inquiry, deliver your findings and offer your recommendations.

5. You have four forms in which to present your inquiry and findings. They are:
(i) Prezi Presentation
(ii) Skit or Film
(iii) Web Page
(iv) Newspaper
Character Type
thinker
sadist
model
mystic
ruthless leader
followers
Motivation
to know the truth
to help
to hurt
to hunt
to be rescued
to be civil
Actions
splits
kills Piggy
feeds ideas
forms democracy
talks to LOF
1st to see beast
Emotions ...
dreamer
visionary
quiet
loner
brave
have no identity
serious
natural leader
hatred
Beginning...
choir
happy
excited
fainter
small
dark
apprehension
frightened
carefree
twins
End...
murdered
chief
savage
hunted
murdered too
savages too
Thug Notes for Lord of the Flies
Good Overall Resource for the IAQ
http://wdb.sad17.k12.me.us/teachers/bburns/com/documents/literature/lof/index.htm
Full transcript