‘Lord of the Flies’ was written in the early 1950’s, after the world, and its author, had suffered through and finally survived the Second World War. The author, during that time, was commander of a Royal Navy vessel.
It’s important to look into the background before we try to understand this book.
Collect information and notes that will help you with your research on the topics below:
- ‘Coral Island’ by RM Ballantyne (‘Robinson Crusoe’ by Robert Louis Stevenson)
- William Golding: relevant facts
- Life in the 1940’s (during WWII) in the UK: relevant facts
- Evacuation of children from British cities during WWII
- Symbols in ‘Lord of the Flies’ and what they mean
For your topic you are to:
– Do relevant research
– Create key questions (at least 4)
– Identify your sources (book, Internet) and use the APA correctly
– Present your findings on a poster with appropriate info and pictures
– Orally present your work to the class
Use these Reading Questions as you read the book – they will help you focus on main events and their meanings.
Take a look at this document. It’s a very good effort at summarising the main characters after reading Chapter 1, but it could be improved. If you were to make changes, what would they be?
Focus on Chapter 1, and how Golding introduces each character. Prepare notes on this for a class discussion on the first appearance of each main character.
Now, have a go at this assignment, based on the ideas collected in the above discussion.
In the early 1960’s a group of boys, none of whom had acted before, were taken to a Pacific island where they took part in a dramatisation of the book. Here are some scenes from the film.
Which characters are depicted here? How do you know who they are?
Check this link below to discover one method of looking at the characters and how they interact.
Now it’s your turn to try some psychoanalytic criticism. Refine your analysis of Lord of the Flies based on Freud’s theories. Choose one of the main characters on which to focus.
1. Analyse the psychological personalities of Ralph, Piggy or Jack, using evidence from the story.
2. How does this personality contribute to the main conflict and climax of the story’s plot?
3. How does this personality contribute to the theme?
Remember how to structure your answer:
# Argument: A statement of the main point or argument.
# Support: Evidence that supports the main argument.
# Explanation: An explanation of the support and how it supports the argument.
In Language A we often focus in on a certain passage in the text in order to find out more about the way the writer works, and the techniques he/she uses. This is sometimes called ‘close analysis’. Try the assignment below to practise this way of looking at a text.
Prepare in your notebook for a further class discussion: Who is the better leader, Jack or Ralph?
This document may help you.
Once you have finished reading the book, we can begin on the tasks below.
This discussion will be an assessed activity held in small groups. You will be given some class time in which to prepare notes for this discussion.
The island: Is it a paradise or a hell?
Keep watching Veracross for dates.
2. The Hearing
This activity is intended to be a culminating activity for oral skills using the novel ‘Lord of the Flies’. The focus will be the imagined aftermath of the rescue of the surviving boys from the island.
You will have an opportunity to explore implications of the role of the individual in society, and decisions/actions within a community.
As a group, you will create a hearing with assigned parts, thus involving the whole class in role-playing. Parts will be chosen “from the hat”. See Role Descriptors below to find the demands of each role.
One period of class time will be given in which to prepare for this activity. Then there will be 20-25 minutes presentation time. There will be 2 groups performing.
Keep watching Veracross for dates.
As part of the assessment and in context with the novel, you won’t be given any instructions! Let’s see how each group works. You will be assessed according to criteria A – C for this assessment. The rubric is listed below:
The island is described in some detail. Take what you know of the geographical features and draw your own impression of the island, either as a relief map or as an aerial view.
This is the end of the unit. Please leave any comments below.