copyright 1999, Sirpa Grierson

A Picture is Worth a Thousand Worksheets   Cox, Beth. "A Picture is Worth a Thousand Worksheets." Journal of Reading 35.3 (1991): 244-5. This teacher helped her students "see" the novel by asking them to draw a picture of each chapter. Her students learned and remembered more than in previous years. A Cooperative Approach Lucie-Nietzke, Teresa. "Lord of the Flies: A Cooperative Approach." Illinois English Bulletin 74.2 (Winter 1987): 41-3. This teacher explians how she used a cooperative approach to teach this novel and the success that she had. "Essay Topics and Critical Commentaries" Medcalf, Stephen. n.d.: 1. On-line. Internet. 19 Oct. 2001. Available http://www.hotchkiss.k12.co.us/HHS/nobelnov/golding.htm Discusses themes, symbols, style, point of view, structure, and irony in the novel. Moniaci, J. Jonathon. "Lord of the Flies Lo-Fat Version." 1998: 1. On-line. Internet. 19 Oct. 2001. Available: http://www.homeowrk-online.com/lotfl/index.asp. Includes chapter summaries, character analysis, quotes, a map, a homework page, and an online connection to buy the book. "Golding's 'Lord of the Flies': Pride as Original Sin" Fitzgerald, John and John R. Kayser. Studies in the Novel 24 (1992): 78-88. Suggests that "in innocent pride, they try to put order to the chaos of their own nature," because they are afraid of it. Believes that man's evil nature is the desire to be as wise as the gods. Good and evil exists in wise men. Pride leads some to do good things while causes others to wage war. Gives several examples when Ralph and Jack's pride or ego is wounded. Life After the Fact http://www.col-ed.org/cur/lang/lang93.txt Grades 9-12. Works better after the reading of the entire novel. Lesson plans inclute creating a television interview situation in order to "explore implications of the role of the individual in society." Lord of the Flies Lesson Plans Library http://school.discovery.com/lessonplans/programs/flies Ideal for grades 6-8. Deals with understanding the book both symbolically and literally. Complete with procedures, adaptations, discussion questions, extensions, links, and vocabulary lists. In-depth and thorough site. "Lord of the Flies" Gerenser, Scott. 2 Oct. 1998: 1. On-line. Internet. 19 Oct. 2001. http://www.gerenser.com/lotf/ Includes a summary, analysis, character summary, island map, vocabulary, and other links. Good for discussing vocabulary. Lord of the Flies Gullatte, Donna Dawkins, Vivi Anne Johnson, Loyd Mehaffey, Shirley A. McClain. Terry C. Ley, ed. "Lord of the Flies William Golding." Sourcebook for English Teachers Directed Reading/Teaching Guides for Selected Literary Works. Vol. 1. (1985): 93-108. Includes a whole lesson plan including worksheets and vocabulary for this novel. Lesson Plans for Literature http://www.iop.com/~grimaldi Includes 8 well-written lesson plans for creative class activities while reading Lord of the Flies. 'Men of a Smaller Growth': A Psychological Analysis of William Golding's 'Lord of the Flies' Rosenfield, Claire. Literature and Psychology 11 (1961): 93-101.Literature Resource Center. On-line. BYU. 21 Sept. 2001. "Novel Analysis Lord of the Flies" IGD Solutions Corporation. 1999: 1. On-line. Internet. 19 Oct. 2001. Available http://www.novelguide.com/lordoftheflies//metaphoranalysis.html Has a picture of the book, a novel summary with character profiles, metaphor analysis, theme analysis, top ten quotes of the book, and a biography. Personality and Lord of the Flies http://www.ops.org/lang-art/lord-of-the-flies.html Grad level: 12. Lesson plan includes interactive site for students to access dealing with 4 personality types: rationals, idealists, artisans, and guardians (focusing on Jack, Ralph, Simon, and Piggy) while looking at significant people in history that characterize each personality type. Reshaping High School English Pirie, Bruce. Reshaping High School English. Illinois: National Council of Teacher of English, 1997. 50-63. Author suggests ways to make learning more creative and benifical to students, specifically using drama and skits to help students understand the characters. Symbolism in Lord of the Flies http://teachers.net/lessons/posts/1570.html Students use specific passages in the book "to complete a graphic organizer" in order to interpret some of the key symbols in the book. Gives a lesson plan on symbolism with page numbers of discussion topics from the Education World Website. Teacher Cyber Guide Lord of the Flies by William Golding http://www.sdcoe.k12.ca.us/score/lord/lordtg.html Appropriate for grades 9-10. Includes creating such things as survival manuals (as technical documents), conch shell posters and human rights posters (as responses to literature), and holocaust research (as an exposition). Access to the internet is essential as much of the lesson is conducted online. Teaching Rationale Karolides, Nicholas J. and Lee Burress eds. "Teaching Rationale for William Golding's Lord of the Flies." Celebrating Censored Books. Racine, Wisconsin: Wisconsin Council of Teachers of English. 1985. 74-6. Provides reasons why it is important to teach this book to students and some of the approaches that could be used to teach. "The Bacchae and 'Lord of the Flies:' A Few Observations With the Help of E.R. Dodds" Roncace, Mark. Classical and Modern Literature 18 (1997): 37-51. A comparative study of E.R. Dodd's edition of Euripide's Bachae. He believes that Ralph and Pentheus represent Appollian figures in that they both have the desire for the irrational, and both feel the need to suppress these feelings. Jack, the Dionysian representative displays attributes of the Apollian. He is save at times, but can also be rational. Therefore, Ralph and Jack display both the Apollian and Dionysian characteristics. The Dionysian power is not evil, because the conflict is within. The Modern Allegories of William Golding Dickson, L.L. Tampa, Florida: University of South Florida Press, 1990. This novel shows the real nature of all humans. The island is compared to the Garden of Eden and in the end as hell. Discusses the meaning and symbolism of the character's names, the similarity between them as savages and the darkness of the island, human nature, religious allegories, and their declining morality. There are two allegorical patterns in the novel- progress and battle. Discusses four levels of moral allegory; psychological, archetypal, political, and moral. The Novels of William Golding Barb, Howard. Columbus, OH: Ohio State University Press, 1970. Gives a brief summary of events. Addresses the way Golding organizes his thoughts in the book, or the narrative pattern. He creates intensity in the book by having reoccurring events that vary slightly. For instance, the boys build a fire in the beginning of the book to be rescued, but someone really dies. At the end of the book, one is built for death, but the smoke of the fire rescues them. There is also a sequence pattern of throwing rocks, fighting, dancing, and the beast. Golding employs the sequence to show the degradation of civility among the boys. Compares and contrasts Jack's fear, power, and savage manners with Piggy's rational, weak, civilized manners. "Why It's No Go" Baker, James. Arizona Quarterly 18 (1963): 293-305. Critical Essays on William Golding. Boston, MA: G.K. Hall,1968. Discusses the book's plot and theme. Simon bears the truth that evil is inside each of us. The boys kill Simon out of fear, and can't perceive the truth. The island is first pictured as Eden where the struggle between Satan (evil) and God (good) ensues but there is no rescue from evil for the boys. They are not saved from anything, which is ironic. William Golding A Critical Study Kinkeed-Weekes, Mark and Ian Gregor. London: Faber and Faber, 1970. Provides rich analysis of the book. Addresses the major themes in the book. Believes the evil does not lie in one thing like the Beast, Jack, or Ralph, but in all of us. The childerens' hunting games turn into violence. "William Golding's Lord of the Flies" Hynes, Samuel. Columbia Essays on Modern Writers. New York: Columbia University Press, 1968. Baker, James. Critical Essays on William Golding. Boston, MA: G.K. Hall, 1988. The Lord of the Flies is a symbolic book, a model of morality that represents our universe. Humans can come to truth. He sets it up on an island so that problems will be isolated. Addresses psychological issues and the idea of original sin. Talks about Ralph as the protagonist and Jack as the antagonist. Each have followers. Golding uses symbolism to enhance the novel. Reading Strategies (compiled by Jeremy Smith) ||Pre-Reading | During Reading | Post-Reading | PRE-READING 1. http://www.roman-empire.net/society/society.html This is a fantastic link that tells about Ancient Rome: how society worked, what the responsibility of the government and the citizens was, etc. MUST USE! 2. http://www.geocities.com/Athens/Forum/6249/bio.htm This is a great link for facts about the author of Lord of the Flies!!! 3. http://www.historyplace.com/worldwar2/timeline/ww2time.htm This link has numerous photos and facts about world war two, which was a major factor influencing the writing of “Lord of the Flies.” Discuss the evils of war, and also the need for war that is caused by tyrannical dictators or other causes. 4. http://www.bbc.co.uk/history/ww2children/index.shtml This is a really neat site that deals with the children’s perspective of WWII. Useful lesson tools include: What a WWII house looked like (inside and out), rations, letters written by evacuees, and additional research. Enjoy!!! 5. An idea from Jeremy Smith Show selected film clips from the movie “Island of Dr. Moreau” (the newer version). This movie can be discussed in terms of its societal breakdown, and how the nature of man is liable to fall, especially in the absence of order. DURING READING 6. http://education.llnl.gov/bep/english/11/sMyth.html Talks of FIRE as a symbol in literature. Relates the Greek God “Prometheus” to Lord of the Flies. Watch the fire-building scene from the movie “Cast Away” or “To Build a Fire.” 7. From Ms. Rock (Timp View High School) Discuss the poem “Snake” and the book “Poison” by Roald Dahl in relation to FEAR. Have the students write a journal entry about their fears. Use shock treatment to get the message across (start out the class in the dark, bring spiders or lizards or rats to class.) Relate it to the fear felt by the kids in Lord of the Flies. 8. From Ms. Rock (Timp View High School) Discuss the concept “No Man is an Island.” Have students draw maps of the island, including all major landmarks. 9. From Ms. Rock (Timp View High School) Discuss the main characters of the book! Assign members of the class to be certain characters in the novel (some will be repeated). Have them defend their actions in the novel. Discuss the pros/cons of each character. 10. From Ms. Rock (Timp View High School) Discuss symbolism in Lord of the Flies. Design a handout finding similar symbols in our families, school, and country. This will make for some interesting discussion! 11. An idea from Jeremy Smith Discuss point of view in relation to Lord of the Flies. Have the students pick a scene and write their own side of the story (from the point of view of a different character). Read an adaptation of “Little Red Riding Hood” (as told by the wolf). Several options can be found at http://www.surlalunefairytales.com/ridinghood/themes.html or http://funnies.paco.to/ridingHood.html 12. From Ms. Rock (Timp View High School) Talk about Simon as a Christ Figure. Illustrated bible stories to supplement this idea can be found at http://www.virtualchurch.org/kids.htm. POST-READING 13. From Clean-Flicks Video Rental (or recorded off TV) watch the movie Lord of the Flies. Compare and contrast what you see in the video with what you remember from the book. Write an essay about those differences and similarities. 14. http://www.antiquefurniture.us/books/info-B00020SLO0.html Watch the Simpson’s spoof of Lord of the Flies. Discuss parody and satire; how does the media make fun of certain things in literature? What differences are there between the Simpson’s and the original movie? With the book? (Original airdate for this episode is February 15, 1998, code #5F11 / SI-911, called “Das Bus.” Season nine). You can buy it at 15. http://keirsey.com/matrix/html This lesson I got from Ms. Rock (Timp View High School). It is an activity that will allow students to analyze their own personalities (at the link above) and compare them to the personalities of Jack, Ralph, Simon, and Piggy. 16. Holy cow, this game is fantastic! http://nobelprize.org/literature/educational/ This is an online game that tests your memory of Lord of the Flies. A fun way to see who was paying attention during class! 17. From Ms. Rock (Timp View High School) Conduct an Opera/Donahue type interview before “a live studio audience,” in which some of the class members will role-play certain characters from Lord of the Flies. 18. http://www.equipped.com and http://survival-center.com/home1.htm and http://www.survival-center.com/guide/firstade.htm and http://www.safetystore.com/survival.htm These links will provide you with information to help the students create their own survival manual! Have each team do their own. 19. http://conchnet.com/conch.htm or http://www.seashellcity.com/lgdecshells/lds.html These sites will help the students to make posters of the shell most likely used in the novel. 20. http://www.amnesty.org/ailib/intcam/kenya/report/append1.htm or http://www.amnesty.org/ailib/intcam/cemexico/Salvador.htm or http://www.amnesty.org/ailib/intcam/turkey/ These sites give social and political information on the countries of Kenya, El Salvador, and Turkey. Students should create posters relating the injustices found in these countries to the injustices caused by Jack as he abuses his power. 30. From Ms. Rock (Timp View High School) Each team will prepare a simple meal (jungle-like if possible) and will present their own system of “island government” to the rest of the class. They will choose leaders, and assign duties to their members. Students will judge the other teams and a winning team will be elected to get EXTRA POINTS!!!

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