A Teacher's Guide to Lord of the Flies

A TEACHER’S GUIDE TO LORD OF THE FLIES BY WILLIAM GOLDING

BY laURa ReIs MaYeR TEACHER’S GUIDE 2 A Teacher’s Guide to Lord of the Flies by William Golding

Table of Contents INTRODUCTION...... 3 SYNOPSIS OF THE NOVEL...... 3 PRE-READING ACTIVITIES...... 5 I. BUILDING BACKGROUND KNOWLEDGE IN HISTORY AND LITERATURE...... 5 II. BUILDING BACKGROUND KNOWLEDGE THROUGH INITIAL EXPLORATION OF THEMES...... 8 DURING READING ACTIVITIES...... 11 I. EXPLORING THE NOVEL ...... 11 II. ANALYZING THROUGH GROUP RESPONSE...... 12 III. DEEPENING ANALYSIS ...... 14 AFTER READING ACTIVITIES...... 15 I. TOPICS FOR DISCUSSION AND ESSAYS...... 15 II. GROUP AND INDIVIDUAL PROJECTS...... 16 III. EXTENDED READING...... 19 ABOUT THE AUTHOR OF THIS GUIDE...... 20 ABOUT THE EDITORS OF THIS GUIDE...... 20 FREE TEACHER’S GUIDES...... 23

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Printed in the United States of America A Teacher’s Guide to Lord of the Flies by William Golding 3

INTRODUCTION In a desolate land devastated by war, children Delirium. Popular website goodreads.com struggle to survive with no food, no shelter, explains the current phenomenon: “Dysto- no grownups, and no rules. Humans turn pian fiction is more popular than it has been hunters; innocence is lost. in 50 years. Whether it’s the result of political Fans of The Hunger Games will immediately turmoil, global financial crises, or other anxi- identify this young-adult, post-apocalyptic eties, readers are craving books about ruthless Lord of scenario. Yet it actually belongs to William governments and terrifying worlds.” the Flies Golding’s 1954 debut novel, Lord of the Flies, , with its high-stakes battle between in which a group of young boys crash on a chaos and control, will engage students in deserted island and are soon faced with a their own explorations about human nature fierce struggle to survive. Written long before and the myriad issues we face today. today’s wildly popular dystopian fare, Gold- The activities in this Teacher’s Guide offer ing’s story helped introduce the genre with a educators multiple avenues to engage stu- world where adolescents descend into savagery, dents in the critical reading, writing, think- power trumps reason, and the very meaning ing, speaking, and technology required by of “civilization” is called into question. today’s Common Core standards. Informa- In the classroom, Lord of the Flies will connect tional, non-print, and literary selections are students to the timeless themes of survival, suggested as companion pieces to Golding’s society versus the individual, and the savagery anchor text. Strategies can be used in any possible in human nature. Students will combination as teachers design their individ- undoubtedly recognize the parallels between ual goals and lessons. Activities are differenti- Golding’s novel and favorite contemporary titles ated to appeal to various learning styles and such as Catching Fire, Divergent, Matched, and are easily adaptable to the multi-leveled lessons today’s educators are looking for.

SYNOPSIS OF THE NOVEL

Chapters 1-2: Paradise birthmark on his face cries, asking what will be done about the snake-like “beastie” he saw The novel opens after a plane full of school in the woods. Intent on settling the resulting boys has crashed on a deserted isle. Two boys excitement, Ralph insists there is no beast. explore their surroundings. Ralph is a fair- Jack leads the choirboys in building a fire, haired, outgoing twelve year old who views and Ralph uses Piggy’s glasses to light it. Jack their predicament as an adventure. Piggy is volunteers the choirboys to be keepers of the an awkward, overweight, intelligent boy fire as well as hunters. When the fire burns whose asthma and priggishness makes him an out of control, Piggy admonishes the group immediate target. Using a conch shell they for their behavior, claiming they should have find together, Ralph is able to gather together made shelter, and they should be keeping an all the other survivors. One of their first eye on the youngest children. The group real- actions is to elect Ralph as their leader. His izes that the little boy scared of the “beastie” competitor, Jack, is angry at first, but Ralph has gone missing. placates Jack by allowing him to maintain control of the choirboys. As the boys set up their community, Ralph explains they will Chapters 3-7: Paradise Lost need to start a fire, form a band of hunters, Time has passed. The little ones are suffering and establish protocols for behavior. The from nightmares. Ralph and Jack struggle to conch shell will indicate permission to talk. A communicate as Jack’s obsession with hunt- six-year old boy with a mulberry-colored 4 A Teacher’s Guide to Lord of the Flies by William Golding ing and Ralph’s emphasis on shelter draw “Kill the pig! Cut his throat,” the boys hit and them apart. One afternoon, Jack experiments scare Robert who says they need a real pig. with charcoal and mud to create a mask for Jack suggests they “use a littlun.” hunting. Feeling liberated, he dances and Separating himself from the group, Simon snarls like a savage. Scared, yet compelled by volunteers to tell Piggy they will be delayed. the mask, some of the other boys follow him, Ralph feels they all should go back to the letting the fire go out. When they return, shelter but because of Jack’s taunts continues thrilled with their capture, Ralph admonishes the quest for the beast. When they get to the Jack for losing their chance of rescue. Earlier top of the mountain, the dead pilot’s ghostly a ship had appeared on the horizon and they face rises in the wind, and all three boys run. had no way to signal it. Piggy joins in the blaming, and Jack punches him in the stom- ach then hits him in the head, knocking Pig- Chapters 8-12: gy’s spectacles to the ground where they lay Angels and Demons half broken. Although Jack apologizes, he has The boys return to tell Piggy and the others lost Ralph’s respect and camaraderie. what they’ve seen. Jack is determined to Ralph realizes this is no longer an exciting gather his hunters and fight the beast, but adventure. He is tired and having trouble Ralph insists the rescue fire is most important. keeping focused. He wants to be logical but is Jack snatches the conch, calling an assembly lapsing into strange speculation. He has begun without Ralph’s permission. He demands that to appreciate Piggy, if not as a leader, as a the boys take sides, either with him or with thinker. He addresses the assembly solemnly. Ralph, whom Jack accuses of being like Piggy. What started as group efforts, like the huts and Jack calls for a vote to remove Ralph as leader, the fire, have been abandoned. The boys are but none of the boys raise their hands. Elect- becoming savages. Ralph insists they address ing not “to play any longer,” Jack abandons their fears while Jack berates the “littluns” for the group. Simon, asking “What else is there their childish behavior, their fears, their crying, to do,” believes the group should climb the and their play. Piggy expounds the virtues of mountain and face the beast. Piggy suggests science, claiming there is no fear except the building the fire down on the beach, and the fear of people. Simon suggests, “Maybe … boys set out to do so. Eventually, they realize there is a beast. . . .Maybe it’s only us” (p. 89). that Maurice, Bill, and Roger are missing, The next morning, the twins discover the obviously gone to follow Jack. body of a dead pilot stuck in his parachute The hunters find a mother boar nursing her harness but mistakenly think they have seen piglets and they attack her in a heated frenzy. the beast. Ralph calls an assembly, and after Afterwards, they leave her head as a gift for much talk, Ralph, Jack, Simon, and other the beast and run off to steal fire from Ralph boys set out to investigate. Simon knows and the others. Meanwhile, Simon has better than to share his insights but cannot climbed the mountain and imagines he hears envision the beast without also seeing a the voice of the beast chide him for his inno- human, “at once heroic and sick.” cence, threatening him not to spoil the hunt- Ralph is conflicted between the urge to give ers’ fun. Refusing to run away but sick with in to hopelessness and fear and the desire to the comprehension that the beast is not hold onto his humanity. He reminisces about “something you could hunt and kill,” Simon his childhood while Simon encourages him loses consciousness. When he awakes, Simon to stay strong. Meanwhile, Jack tracks a wild realizes the ghostly figure is actually the dead boar. Contrary to character, Ralph spears the pilot and staggers down the mountain to pig, in an instance of joining with the hunters. reveal that the beast is “harmless and horrible.” Back at the camp, Jack orders the boys to re- Meanwhile, the hunters are holding a feast. enact the hunt with Robert as the pig. Yelling, Jack sits painted and garlanded, “like an A Teacher’s Guide to Lord of the Flies by William Golding 5 idol.” Piggy and Ralph join the group, and tain his sanity and longs for his childhood, Jack orders his hunters to bring them some depending on Piggy to remind him of what is meat. When Ralph asserts he is still the important—the rescue fire. But when Jack, elected leader, Jack insists that his provision Maurice, and Roger attack at night, stealing of food makes him the ruler and that the Piggy’s glasses, that hope seems lost. conch is meaningless on this end of the Ralph and Piggy go to Jack’s fort to recover island. It starts to rain, and Ralph reminds Piggy’s glasses. When Piggy stands up to the the boys that the shelter is with him. Realiz- hunters, Roger releases a large, levered rock, ing his recruits are torn between the promise instantly killing Piggy. Jack stabs and wounds of food and shelter, Jack orders them to “Do Ralph, who runs away, alone. He sneaks up our dance.” The hunters circle and chant, and on Sam and Eric, who give him some food when Simon appears to reveal the mirage of and warn him away, telling him Jack intends the dead pilot, the boys in a frenzy kill him, to hunt him and kill him the next day. He believing the beast has broken their circle. hides in a thicket and falls asleep, only to Later, wind and rain free the parachute which awaken to the savage sound of a hunt. The falls from the mountain, carrying the body boys send boulders to smash Ralph and then out to sea. Likewise, the tide lifts Simon and set fire to the forest to smoke him out. Ralph he also floats out to sea. runs in fear, straight into a naval officer on Ralph, Piggy, Sam, and Eric are guilt-ridden the beach. Ralph and the rest of the boys but tell themselves they had no part in Simon’s break down in tears as the officer looks to the murder. Jack tells his hunters that Simon was distance, a navy cruiser on the horizon. the beast in disguise. Ralph struggles to main-

PRE-READING ACTIVITIES

These activities are designed to deepen students’ background knowledge of literature and history and to introduce them to the novel’s major themes. I. BUILDING BACKGROUND How did the artists/producers go about KNOWLEDGE IN HISTORY meeting this purpose? Explain. AND LITERATURE • What would your reaction have been after seeing this image or video in 1954? • How might these images and videos The Cold War address the theme of “man’s inhumanity to man?” 1. Introduce students to the pervasive and often irrational fear prevalent in the Cold Fallout Shelter Images: War era of Golding’s Lord of the Flies. • http://t1.gstatic.com/images?q=tbn: Explain that in the post WWII decade of ANd9GcSc2ZRo3j6KUL2NmpoI7 the 1950s, adults and children alike were dAia0AsCDNXBbPZ6C7B2U6d under constant reminder of the fear of pWkBSbFla9uQpTrE atomic attack. Posters, videos, and drills • http://atomictoasters.com/wp-content/ were commonplace at schools, businesses, uploads/2012/06/Fallout-Shelter-3.jpg and even at home. Using still and video images, ask students to reflect on the role “Duck and Cover” Images: of government and the media in shaping • http://www.babyboomerdaily.com/ this atmosphere of fear. Discussion ques- wp-options/upload/2012/07/Bert2-1 tions might include: -e1342998773609.png • What purpose does each image or video • http://t2.gstatic.com/images?q=tbn: serve? To inform? To protect? To scare? ANd9GcQcKOBCFoXg3DaEHtkt 6 A Teacher’s Guide to Lord of the Flies by William Golding

VyyUMAZ-NlyCmBB5oOgdNQY • http://www.history.com/this-day-in- XqX8sNDHc history/dulles-announces-policy-of- Civil Defense and Public Service Videos: massive-retaliation • http://www.freerepublic.com/focus/ • http://www.youtube.com/watch? f-news/1556858/posts v=iCH3T_gp-jA • http://www.youtube.com/watch? 3. The plane that crashes at the beginning of v=vuotR1L_EnI Golding’s novel carries a group of British schoolboys, presumably evacuating from 2. On January 12, 1954, U.S. Secretary of war-threatened England. Ask students to State John Foster Dulles made his mark read the BBC’s Evacuees in WW II—The on history by announcing a massive True Story. http://www.bbc.co.uk/history/ change in international policy. No longer british/britain_wwtwo/evacuees_01. would the U.S. take a reactionary role in shtml. Afterwards, ask students to list the facing atomic threats from enemies such effects of evacuations on British children as the USSR. Instead, it would employ during World War II. Effects may be what he coined “massive retaliating listed in the article or inferred. Answers power” in order to prevent such an attack can be recorded on a multi-flow map or and to render future attacks impossible. cause and effect chart. Tell students to Ask students to read Secretary Dulles’s keep these inferences in mind while read- short address to the Council on Foreign ing Lord of the Flies. Relations. Students might annotate their first reading with symbols indicating Discuss: What tends to happen when people passages they admire, agree with, or have are under stress? What happens to people questions about. After reading, ask stu- who are fearful? How do they act? Can dents to write and/or discuss responses to students think of any contemporary situ- one or more of the following reflection/ ations in which people have been moved discussion questions: by fear to engage in violent actions? • Why does Dulles employ the analogy of “locks on our doors . . . but no Genre Study: armed guards in every home?” What is Dystopian Fiction and Film the desired effect on his audience? 1. Using a Smartboard, Ben-Q, or other • What is meant by “maximum deter- digital projector, share with students the rent at a bearable cost?” What might definition of “Dystopia” provided by the be an example of a “bearable cost?” teacher site ReadWriteThink: http:// • Dulles asserts, “The way to deter www.readwritethink.org/files/resources/ aggression is for the free community to lesson_images/lesson926/Definition be willing and able to respond vigor- Characteristics.pdf ously at places and with means of its own choosing.” What does he mean by Ask students to consider these character- “vigorously?” What is the significance istics and brainstorm dystopias and dys- in “of its own choosing?” topian protagonists they have seen in • Define “massive retaliatory power.” Why books or movies. Answers might include did Dulles choose these precise words? Katniss Everdeen or Disney’s WALL-E. • Who is to be feared after hearing this Ask students to look for these same char- speech in 1954? The Soviets? The United acteristics as they read Lord of the Flies. States? Explain. 2. Like many books ahead of their time, • Does Dulles’s policy address the theme of Lord of the Flies was not popular in its “man’s inhumanity to man?” Explain. day; the novel went out of print almost immediately. But by the 1960s Golding’s A Teacher’s Guide to Lord of the Flies by William Golding 7

novel was required reading in many high images and lyrics that stand out. After schools and colleges. In 2005, TIME watching, have students compare notes. Magazine named Lord of the Flies as one As a class, analyze the treatment of simi- of the best English language novels of the lar topics by two different artists. What is 20th century. The decade prior, the similar? What is different? Discuss: What American Library Association recognized do the artists seem to be saying about it as one of the 100 most challenged how they see the world? books taught in school. Censors of the Alejandro Lady Gaga book denounced what they saw as demoralization of human beings, exces- Bad Moon Rising Creedence sive violence, and lurid sexual imagery. Clearwater Revival Using a free educational blogging program Big Brother David Bowie such as Edublogs.com or Edmodo.com, ask Express Yourself Madonna students to reflect on censorship and the study of dystopian literature in school. I Wear My Corey Hart Start them off with a prompt such as: Sunglasses at Night • Is it appropriate for students to read In the Year 2525 Zager and Evans books where children are forced to act It’s the End of the REM as adults due to circumstances in World as We Know It which they find themselves? Radio Gaga Queen • How might dystopian novels inform readers about contemporary society SkyFall Adele and the adult world? Tightrope Janell Monae • Why might dystopian novels be challenged? How do they attack the status quo or why are they sometimes con- Archetypes and Allusions sidered to hold dangerous ideas? 1. In Lord of the Flies, Simon is set apart 3. Ask students to read Moira Young’s from the beginning. With his contempla- “Why is Dystopia so Appealing to Young tive nature and calm spirit, he is a classic Adults?” http://www.guardian.co.uk/ “Savior” figure. Introduce or review with books/2011/oct/23/dystopian-fiction. students the different types of literary While reading this opinion column, stu- archetypes with emphasis on the martyr dents can highlight the author’s argu- or Christ figure. Other types might ments and annotate their own reactions. include the innocent, the orphan, the After reading, in a journal entry or group hero, the caregiver, the rebel. Descrip- discussion, ask students to answer these tions and even personality tests to iden- questions: tify students’ own archetypes can be found online and in personality hand- • What are the author’s claims? How books. Helpful sites include: does she go about making these claims? • Do you agree with the author’s opinion? • http://ericdigests.org/1996-4/mythic. Or do you have other reasons for why htm dystopian fiction is so popular right now? • http://www.webenglishteacher.com/ hero.html 4. Post-apocalyptic and dystopian music videos provide both an audio and visual Discuss with students: point of comparison for students reading 1. What characteristics define the Christ novels of the same genre. Using youtube. figure or martyr archetype? com, show students one or two of the songs below. Ask them to jot down 2. What are his strengths and goals? 8 A Teacher’s Guide to Lord of the Flies by William Golding

3. What are his fears? Commandments; inside another might All I Really Need to Know 4. What are his nemeses? be quotes from I Learned in Kindergarten by Robert Ful- 5. Name some savior/martyr archetypes ghum available at http://www.goodreads. in literature, film, and society. (Con- com/work/quotes/2399046-all-i-really- sider Harry Potter, Cool Hand Luke, need-to-know-i-learned-in-kindergarten and Huckleberry Finn). Other codes of conduct are found in: Ask students to look for evidence of these archetypes, particularly the Christ figure, • The Magna Carta http://www. as they read Lord of the Flies. Students constitution.org/eng/magnacar.htm might develop a chart and look for text (Groups might divide the 63 points.) evidence to support their identifications. • The U.S. Constitution http://www. senate.gov/civics/constitution_item/ 2. Piggy is another of Golding’s symbolic constitution.htm (Groups might look characters in Lord of the Flies. From the at all or one of the following: Preamble, first chapter, Piggy’s glasses are significant Bill of Rights, Amendments.) –first to him and then to the entire group Each group reads, analyzes, and discusses whose survival depends on the fire. Piggy their code, noting significant words and ideas. is the most logical of the boys, but because of his “asmar” and glasses, his warnings Afterwards, the class can submit their are rarely acknowledged. Show students significant words to polleverywhere.com the blind prophet clip from the beginning via cell phone or laptop. From this poll- of O Brother, Where Art Thou? Before ing website, the submitted words can be viewing, explain that the trope of the posted to wordle.com, a digital word blind prophet is an old archetype, often cloud program. Because wordle magni- used to represent knowledge and wisdom fies the words that appear most often, the extending beyond physical “sight.” After resulting wordcloud illustrates the simi- viewing, ask students, What does the old larities and serves as a visual analysis of man “see”? How is he a prophet? To what expected behavior in our society. After do the escaped prisoners seem “blind”? the activity, discuss: Discuss the irony in this archetype. Ask • Do these codes apply in today’s world? students to look for evidence of “the blind Are they reasonable? If not, why not? prophet” character as they read Lord of the • How do we comply, reject, or qualify Flies. At this time, the class might discuss: traditional codes of conduct in today’s Who are prophets? Are they always obvi- world? ous? Do people want to listen to prophets? • Is there ever a situation where it would Why or why not? be okay to stray from these behaviors? • What can take the place of a pre- II. BUILDING BACKGROUND ordained code of behavior? • How can a person monitor his/her KNOWLEDGE THROUGH behaviors and choices without a set of INITIAL EXPLORATION standards by which to judge actions? OF THEMES 2. In Lord of the Flies, Golding depicts children making adult decisions and facing The Individual versus Society adult consequences. Discuss with students the idea that individuals (including 1. Assign students to small groups to read children) are expected to adhere to soci- different codes or rules of behavior. One etal norms or face the consequences. To envelope might hold The Boy Scout prepare students for this discussion about Creed; another could contain The Ten A Teacher’s Guide to Lord of the Flies by William Golding 9

the individual versus society, project the asking extension questions. To start the following image of an imprisoned youth: discussion, pose an open-ended question http://graphics8.nytimes.com/ to the inner circle, such as: When might images/2009/11/17/learning/youthLN/ it be necessary for the governed to relin- blogSpan.jpg quish an individual right or are there any Using the image-analysis template avail- limits to my individual freedoms? As able from the National Archives, ask stu- students discuss, the teacher stays outside dents to divide the photograph into the fishbowl, looking in but only partici- quadrants and record the details and pating if norms need to be restated or if analysis they generate in their observa- the discussion has come to a halt. After a tion and reflection on the image. http:// set period, the two circles might exchange www.archives.gov/education/lessons/ places and start the process again with a worksheets/photo_analysis_worksheet.pdf new question. After students have had an opportunity to reflect individually in writing, have The Darkness of Human Nature them “turn and talk” to a partner or share 1. To generate thinking about human with the class. Discuss: nature, ask students to reflect and • Should children be held responsible respond to a recent CNN opinion piece for the crimes they commit? Why or written after the Boston marathon why not? bombing: “Is Man Inherently Good or • What role, if any, does technology Evil?” at http://www.cnn.com/2013/ (news, television shows, movies, video 04/17/opinion/cain-boston-marathon. games, music) play when it comes to After reading, ask students to share their youth violence? thinking via wallwisher.com, an online • What role, if any, do adults and their notice board where students write, post, actions play when it comes to youth and view each other’s short responses. violence? Prompts might include: How would you answer the author’s question: Is man 3. Throughout the ages, philosophers such as inherently good or evil? What acts define us Thomas Hobbes, John Locke, Jean-Jacques as humans? Do you agree with, disagree Rousseau and Thomas Jefferson reasoned with, or qualify the author’s point of view? that though humans are born with certain individual rights, it is necessary for their 2. In order to provide a structure through own happiness that individuals must will- which to examine issues of morality and ingly trade some of those rights for the moral development in Lord of the Flies, protections provided by government. briefly discuss with the class Lawrence How do we strike a balance between Kohlberg’s Six Stages of Moral Reason- rights and rules? Ask your students to talk ing. Next, present a scenario involving a it out using the fishbowl strategy. moral dilemma. In the first column of a double-column chart ask students to Arrange half the class in a circle. The write a short response explaining how other half sits in a larger circle on the they think the dilemma should be outside perimeter. While the inner circle resolved. Explain that there are no right discusses, students in the outer circle or wrong answers; it is their thinking that observe, take notes, and later pose ques- is important. In column two, students tions and comments to classmates in the should apply Kohlberg’s stages. Which of inner circle. Before beginning the discus- the moral reasoning stages best fits their sion, discuss the norms for fishbowl dis- thinking? Students might also exchange cussions, such as participating fully, responses and analyze each other’s think- building upon previous comments, and ing, identifying the stage they think their 10 A Teacher’s Guide to Lord of the Flies by William Golding

classmate’s answer reflects and explaining paragraph. If print, start from the most their choice. A chart detailing Kohlberg’s obvious image and move to the details. If stages can be found at: http://www.use- video, describe in sequential order. Then fulcharts.com/psychology/kohlberg- ask students to analyze an ad, either stages-of-moral-development.html independently, in partners, or in groups, using the following questions: Examples of moral dilemmas can be found on the following sites: 1. What, if anything, about the advertisement makes it age-inappropriate? • http://www.globalethics.org/dilemmas /The-Rules-of-the-Game/68/ 2. Is the ad appealing? Why or why not? • http://www.haverford.edu/psych/ddavis What is your group’s reaction? /p109g/kohlberg.dilemmas.html 3. What is the intended effect of the 3. Show students a short clip from “The advertisement on the consumer? Howling Man,” an episode from the origi- 4. Is the company justified in portraying Twilight Zone nal series at http://www. its product in this fashion? Why or youtube.com/watch?v=py6sl1X5QBI. In why not? this episode, a man learns that humans repeatedly fail to recognize the devil Some possible advertisements can be when they see him. Draw a circle map on found at these sites: the board. In the center circle, write “the • http://money.cnn.com/2013/03/27/ devil” or “evil.” Ask students: What form news/companies/victorias-secret- can evil take? Answers might include underwear-ad/index.html (Victoria’s terrorism, war, or murder. Record Secret Tween-line) answers in the large circle. To extend • http://www.youtube.com/watch? students’ thinking, write these hints out- v=irmMb5EDZAQ (Abercrombie) side the circle: movies, songs, literature. • http://www.huffingtonpost.com/ Now ask students to name some texts 2013/01/30/dakota-fanning-banned- where the devil or evil plays a role, and marc-jacobs-ad-perfume_n_2581749. ask them to explain the references. Stu- html dents might list Jay-Z’s song, “Lucifer” or • http://www.huffingtonpost.com/ Roger Chillingworth from The Scarlet 2013/01/30/dakota-fanning-banned- Letter. Add answers to the large circle. marc-jacobs-ad-perfume_n_2581749. Explain that in Lord of the Flies, the boys html (Oh, Lola! perfume) face evil but don’t see it for what it is. Challenge students to look for signs of 2. Explore the loss of innocence theme by this theme as they read. reading and discussing informational text. Ask students to read “We Know Lots of Things that We Shouldn’t Know: The Loss of Innocence Kids, Parents Talk Shooting,” an article 1. Today’s media promotes an adult lifestyle about the December 2012 Sandy Hook to an audience that grows younger and Elementary School shootings. younger every year. This contemporary • http://usnews.nbcnews.com/ reality can build background for a discus- _news/2012/12/16/15946256- sion about childhood loss of innocence. we-know-lots-of-things-that-we- Provide groups of students with maga- shouldnt-know-kids-parents-talk- zine, Internet, and television ads that shooting?lite. portray teens in an adult manner. Con- sider commercials for clothing, perfume, Then, ask students to respond in writing. or teen television shows. First students Possible prompts might include: should describe the advertisement in one A Teacher’s Guide to Lord of the Flies by William Golding 11

• What role do parents have in shielding infogr.am/ to collect data and create a bar a child’s innocence? chart, pie graph, pictorial, or other info- • What role does the media have in gram that represents what is valued in shielding a child’s innocence? political candidates. Data might be col- • What impact have recent tragedies lected from current research or from a involving children had on our nation’s class poll; in either case, google docs or innocence? polleverywhere.com offer easy to use surveys and polls. Questions contribut- (Examples might include the 2012 Sandy ing to the data might include: What Hook shootings, the 2013 Boston Mara- makes a good leader? What characteris- thon bombing, the 2013 Ohio teen kid- tics are most important in a leader: napping victims, the 2013 Moore, knowledge, charisma, appearance, hon- Oklahoma elementary school tornado). esty, experience, confidence, ideology. • Should children be protected from After examining the resulting info- witnessing bad or evil actions? What graphic, ask the class to compose sum- happens when children realize that mary statements about the implications people do bad things? of public perception on leadership and • What is the impact of experience on society. Sites that might inform this topic children and their process of maturation? include: Qualities of a Leader • http://www.forbes.com/sites/tanyaprive /2012/12/19/top-10-qualities-that- Students will encounter different types of make-a-great-leader/2/ leadership in the novel. To explore the • http://www.icpsr.umich.edu/icpsrweb concept of leadership, have students use a /instructors/setups/notes/candidate- free infographic program such as http:// characteristics.jsp

DURING READING ACTIVITIES

These activities encourage students to utilize choose to read it a second time aloud to research-based comprehension strategies such the whole class, or the second reading as predicting, connecting, summarizing, and might be independent. Partners or small determining main ideas while reading Lord of groups respond in writing to the follow- the Flies. Whether the novel is read in class or ing questions, returning to the excerpt for at home, teachers can choose appropriate each question: assignments from the ideas below. • What is happening in the text (plot)? • What is this text beginning to be I. EXPLORING THE NOVEL about? (What themes are beginning to emerge)? 1. Lord of the Flies provides students with an • After re-reading the passage aloud: excellent opportunity to unpack the • Which words contribute to the complex structure and meaning of a text. text’s meaning and tone? Explain. The close-reading process focuses on • How does point of view shape the excerpts, or “chunks” of text, promoting content and style? interpretation that is deep rather than wide, and fostering critical thinking skills Students can engage in close reading at through writing and speaking. As stu- the start of a novel to prepare for stylistic dents read the novel, choose a paragraph and thematic challenges, or throughout or short section. Ask students to read it the reading as an opportunity for practice first independently. The teacher may using the language of reading and litera- 12 A Teacher’s Guide to Lord of the Flies by William Golding

ture. Scenes that work well for close concept chart, and discuss possible reading include the island description in answers with their peers. Chapter One (p. 9), the landing of the 4. Lord of the Flies contains several subplots dead pilot (p. 95), the killing of the in addition to the main story line. mother pig (p. 135), and Simon’s conver- Examples include the dead pilot and sation with the “Lord of the Flies” (p. Simon’s secret sojourns. Flow charts can 143). help students visualize how these subplots 2. Ask students to take notes as they read on contribute to the novel’s overall structure character motivation or one of the themes. and meaning as well as impact its aes- Annotations can take the form of post-it thetic appeal. Ask students to create a box notes or can be shared with classmates and arrow flow-chart in which main through a free, online “sticky-note” ser- action is recorded in the boxes. Then ask vice such as linoit.com. Hand-written them to superimpose in a different color post-its can be categorized later for group when subplots are introduced or reap- discussion. With digital sticky-notes, stu- pear. Students can then write an objective dents post their annotations on a “canvas” summary of the plot events. The result is and choose color, size, font, and icons for a better understanding of how these text their digital stickies. Teachers may create elements interact and build on one several class canvasses, such as one for another to produce a complex account. each major character or theme from Lord Digital flowchart templates can be found of the Flies. Students may upload files to at: www.lucidchart.com. support the annotations, such as video clips, images, or maps. The class can work II. ANALYZING THROUGH on the canvas in school or at home, or teachers can share it on their computer GROUP RESPONSE with a digital projector. The linoit canvas serves as an updated and visually engaging Discussion Questions blog, where students can record thinking Discussion questions encourage students to and communicate with classmates deepen their individual analysis of the novel throughout the reading of the novel. by sharing their reactions with classmates. 3. Student-created questions that lead to Students generally feel more comfortable interpretation and analysis are more sharing their ideas with a small group of peers effective comprehension tools than tradi- first. When group discussions are complete, tional end of chapter questions. Discuss student spokespersons can discuss their find- with the class the different levels of ques- ings with the class as a whole. tions and how more critical questions lead to interpretation and analysis. A good resource is Bloom’s Revised Taxon- Chapters 1-2: Paradise omy (BRT) with accompanying question 1. The author spends much of Chapter One starters: http://ww2.odu.edu/educ/roverbau/ describing the island and the boys. One Bloom/blooms_taxonomy.htm example is on page 19, where “the crea- Ask students to generate one or two ques- ture stepped from mirage on to clear tions per chapter and to jot questions sand, and they saw that the darkness was down on post-it notes, one per note. At not all shadow but mostly clothing. The least one question in each chapter must creature was a party of boys, marching be from the higher end of BRT. Post-its approximately in step in two parallel lines are affixed to the page of text they refer- and dressed in strangely eccentric cloth- ence. In class, students can categorize ing.” How does the author’s figurative these questions on the board or on a language contribute to the mood and A Teacher’s Guide to Lord of the Flies by William Golding 13

setting? (Discuss this example or one of 78). What does this insight reveal about your choosing from Chapter One). the changes that he is undergoing? 2. In his description of the beach, the narra- 6. How does Piggy defend his view that there tor says, “always, almost visible, was the is no beast? Summarize his argument. heat” (p. 10). Why does the author choose 7. Ralph says of Piggy, Simon, and himself, to emphasize this feature? What compari- “Fat lot of good we are.…Three Blind son might he be suggesting for the reader? Mice” (p. 93). Explain his reference. How Explain. are the boys “blind”? 3. Why do the boys react to their island sur- 8. What is the “sign” that comes “down from roundings by stripping off their clothes? the world of grownups?” (p. 95). Analyze What might their actions symbolize? its literal as well as figurative meanings. 4. Explain the irony when Ralph pretends to 9. When the hunters let the fire go out, Ralph be a fighter-plane, machine-gunning Piggy. asks, “Hasn’t anyone got any sense? We’ve 5. In reaction to their view from the cliff, got to relight that fire…. Or don’t any of the boys exclaim, “Wacco,” “Wizard,” you want to be rescued?” (p. 102). Do the and “Smashing!” (p. 27) Explain the con- boys want to be rescued? What reasons notation of these words as well as their might there be to reject civilized society? impact on meaning and tone. 10. What might be Golding’s purpose in 6. How do the boys try to establish order on including the mock hunting scene where the island? What is the effect on the boys’ Robert is surrounded by the other boys? behavior? Chapters 8-12: Chapters 3-7: Paradise Lost Angels and Demons 1. In the opening scene of Chapter Three, 1. How does Jack use rhetorical structures Jack is “bent double. . . . his nose only a in his attempt to wrestle power from few inches from the humid earth” (p. 48). Ralph (p. 126)? Analyze the impact of Golding’s charac- terization and imagery here. 2. Explain the irony in Jack’s saying, “I’m not going to play any longer. Not with 2. Piggy’s glasses are used to start the fire. you” (p. 127). What might be their symbolic significance? How does the significance of the 3. Simon climbs the mountain to face the glasses change or deepen after Jack breaks beast alone, asking “What else is there to them (p. 71)? do?” (p. 128). Why does Simon stand and act apart from the other boys? Why does 3. What order of business is most significant he not take sides? How are Simon’s per- to Ralph? What is most important to Jack? ceptions different from Ralph’s and Jack’s? What does Piggy believe to be most press- ing? How might these different motiva- 4. Analyze the contrasting imagery of but- tions affect their future interactions? terflies and blood in the death scene of the mother pig (p. 135). What emotions 4. What does the conch represent and why might this imagery evoke in the reader? is it so important to Piggy? 5. What is Simon’s “ancient, inescapable 5. Describe Ralph’s state of mind at the recognition” upon speaking to the lord of beginning of Chapter Five. Explain his the flies (p. 138)? insight when he asks himself, “If faces were different when lit from above or below— 6. When referring to Jack, the twins say, what was a face? What was anything?” (p. “He—you know—goes” (p. 142). Why can’t they call Jack by name? 14 A Teacher’s Guide to Lord of the Flies by William Golding

7. Why do the boys attack Simon? What 9. “You let me carry the conch, Ralph. I’ll does his death indicate about how the show him the one thing he hasn’t got.” boys have changed? (Piggy, p. 171) 8. Why don’t Jack and his hunters take the 10. “A semicircle of little boys, their bodies conch when they attack Ralph, Piggy, streaked with colored clay, sharp sticks in and Samneric (p. 168)? their hands, were standing on the beach 9. Ralph argues that when they confront making no noise at all. ‘Fun and games,’ Jack and the hunters, they should go said the officer” (p. 200). “washed and brushed” (p. 170). Explain the significance of appearance at this III. DEEPENING ANALYSIS point in the novel. 1. Golding employs complex symbols that 10. Prior to his death, Piggy once again argues affect the novel’s meaning and tone. Ask on the side of logic. What does his death students to keep track of objects, charac- signify? ters, or even colors that are significant beyond the literal level. Symbols might Reader Response include the conch, Piggy’s glasses, the pig, and the fire. Individual boys might be Journal Prompts added to the list. Using a piece of paper, Ask students to keep a reader response jour- have students fold and label a multi-row, nal where they reflect in writing on specific three-column chart that includes spaces quotations from the novel. These quotations for symbols, page numbers, and student and responses can serve as the basis for class input. For example, students might jot discussions on author’s purpose, style, dic- down “Simon,” “page 56 & 57,” and tion, and themes, or as a starter for more “oneness with nature, intutitive, spiri- formal writing later. tual,” illustrating Simon’s need for solace in nature when man’s inhumanity Possible quotations for reflection include: becomes too real. Later, readers might 1. “We’ve got to have rules and obey them. recognize this scene’s parallels to the After all, we’re not savages.” (Jack, p. 42) Garden of Gethsemane, the Biblical 2. “The thing is–fear can’t hurt you any retreat of Christ prior to his crucifixion. more than a dream.” (Ralph, p. 82) 2. Critical readers can analyze point of view 3. “Life… is scientific, that’s what it is. . . . I by distinguishing what is directly stated know there isn’t no beast–not with claws in a text from what is implied in satire, and all that, I mean–but I know there sarcasm, irony, or understatement. Ask isn’t no fear, either. . . . Unless we get students to re-read the excerpt where the frightened of people.” (Piggy, p. 84) boys call a meeting to confront their fears. The section begins with “We’ve got to talk 4. “Maybe … there is a beast. . . . What I mean about this fear and decide there’s nothing is . . . maybe it’s only us.” (Simon, p. 89) in it” and ends with “What I mean is . . . 5. “As long as there’s light we’re brave enough. maybe it’s only us” (pp. 82-89). Divide But then?” (Ralph, p. 125) the class into five groups. One group will re-read the section keeping Ralph’s point 6. “Fancy thinking the Beast was something of view in mind, taking notes on his you could hunt and kill!” (Pig Head, p. 143) thoughts and motivations; the second 7. “He’s a proper chief, isn’t he?” (Roger, p. 159) will read it from Jack’s perspective; the 8. “I expect the beast disguised itself.” third and fourth groups will focus on (Stanley, p. 161) Piggy’s and Simon’s points of view. The fifth group represents the littluns, which A Teacher’s Guide to Lord of the Flies by William Golding 15

is challenging because so much of their Ask student to write a summary state- point of view is implied rather than stated ment comparing/contrasting the two directly. All students take notes as they texts. Then discuss as a group: How does read, and then groups can discuss their reading or viewing a modern speech/ad thinking and create a bulleted list with inform your understanding of the novel? their points. Spokespersons will share A list of rhetorical fallacies commonly each group’s notes with the class. Discuss: used in politics can be found at http:// How do these points of view reflect the uwc.utexas.edu/handouts/rhetorical- different personalities of the characters? fallacies. Political examples that might be 3. In Chapter Eight, Jack attempts to win used as companion texts include Lyndon followers away from Ralph through Johnson’s 1964 “Daisy Girl” advertise- mudslinging, a rhetorical strategy ment http://www.youtube.com/watch? common in political races. Ask students v=63h_v6uf0Ao and Elizabeth Dole’s to re-read pp. 125-127. As a comparison, 2012 “Godless” attack on Kay Hagan ask them to read a contemporary politi- http://www.youtube.com/ cal speech or view a political advertise- watch?v=AQ7YDORknC8 . ment that involves negative campaigning. 4. Summarizing is a key strategy for assess- For both the novel and the campaign ing student comprehension and analysis. text, ask students to apply the SOAP- A popular topic on National Public STone method of analysis. SOAPSTone Radio and all the rage on Twitter, the “six charts ask students to analyze text for word story” is a creative, engaging speaker, occasion, audience, purpose, method to get students to summarize. subject, and tone. By identifying each of Ask students to summarize significant these characteristics, readers can make chapters, scenes, or themes in Lord of the thoughtful decisions about speaker’s Flies, or the novel as a whole (post-read- point of view and can then compare and ing). For instance, a summary of Chapter contrast the two texts. After creating a Five might read, “Stranded: fun and SOAPSTone chart for each text, students games no more.” Samples from literary should answer the following: How is giants and everyday folks may be found Jack’s speech similar/different from the at http://sixwordstories.net. Caution: modern campaign speech/ad? What is teachers will want to choose appropriate effective in both texts? Why? Can nega- examples prior to class. tive campaigning prove effective? How?

AFTER READING ACTIVITIES

I. TOPICS FOR DISCUSSION Golding’s novel and using evidence from AND ESSAYS the novel as support. Now that students have read the entire novel, 2. Choose one of the novel’s main characters they can return to the text for a deeper under- (Jack, Ralph, Piggy, or Simon) and ana- standing of its significant themes. The follow- lyze the impact of the author’s character- ing topics and questions can be used for ization on the novel’s overall meaning whole class and small group discussion or as and purpose. essay topics. 3. Consider the novel’s ending, where the 1. Is Lord of the Flies an adventure novel? A officer’s eyes “rest on the trim cruiser in parable? A historical novel of Cold War the distance” (p. 202). What can a reader Europe? Dystopian? Post-apocalyptic? infer about William Golding’s view of Establish a claim classifying the genre of humanity? Is he pessimistic or hopeful? 16 A Teacher’s Guide to Lord of the Flies by William Golding

Support your position by drawing on different character from Lord of the Flies evidence from the novel. and create a profile complete with school 4. In E.I. Epstein’s notes at the back of the history, favorite songs, quotes, television novel, he claims that “the lord of the shows, books, movies, and causes. For flies” is “the central symbol itself” (p. example, Piggy might select “She Blinded 205). Do you agree that the lord of the Me with Science” for his song, and post flies, or Beelzebub character, is indeed photos of Charles Darwin and Albert the most significant symbol in Golding’s Einstein on his wall. He might list book? If not, what is? The conch? Piggy’s “Mensa International” as his “cause” and glasses? Explain and defend your claim. invite others to “like” it. As students review the novel, they can post messages 5. Lord of the Flies is full of references to and respond to each other’s posts in glasses, blindness, and sight. Trace these character. For example, a littlun might references throughout the novel while post, “I want my mommy,” and Jack summarizing Golding’s ideas about logic might reply, “Quit your squealing!” See and blind faith. samples and create fake walls for free at 6. By the novel’s end, Jack wears a mask that http://ClassTools.net. Discuss as a class: virtually hides his identity. What other How do these profiles help you under- “masks” or disguises are found in the stand the personalities of the main char- novel? What appearance or self-image does acters and how they are changing? Ralph try to project? What does their 2. Students love creating avatars such as the choice of “masks” reflect about Jack and players in Wii games and the “WeeMees” Ralph, about human nature in general? in WeeWorld.com. A free site where ava- 7. Jack resents the crying of the youngest tars can serve as a learning tool for Lord of boys. At one point, he laughingly suggests the Flies is voki.com. Ask groups to create that the hunters use a “littlun” to practice avatars whose dress and background are their skills. What role do the smallest clear indicators of the character they boys, or “littluns,” play in the book? represent. For instance, students might dress Jack’s avatar in war paint to repre- 8. Throughout the story, Piggy laments the sent his savagery, or Piggy’s avatar in lack of “grownups” on the island. What glasses to signify his logic and the impor- other characters long for adult guidance? tance of this symbol. They can choose an What does this indicate about each island background and a British voice to character and what he is experiencing? narrate their script. Written by students 9. Ralph and Jack compete from the begin- and voiced by microphone, telephone, or ning, each exhibiting different leadership keyboard (text to voice), the script reveals qualities. Which boy makes the best the character’s inner thoughts, inferred or leader and why? What gives him power? paraphrased by the students. An Contrast the two boys’ leadership styles. advanced assignment might be to create two avatars, one for the character as II. GROUP AND INDIVIDUAL society sees him/her, and one representing his/her true identity. One of Gold- PROJECTS ing’s conflicted characters would work 1. Students can create “Fakebook” profiles well here, such as Ralph or Simon. for Ralph, Jack, Simon, or Piggy. This Teacher tips, lesson plans, and student wall generator allows students to analyze samples are available at http://voki.com. characters, make modern connections, 3. When students analyze similarities and and engage with their classmates in a safe differences between themes in two texts, environment. Students can each choose a they improve their comprehension of A Teacher’s Guide to Lord of the Flies by William Golding 17

each text, and they develop awareness of • Costumes (school uniforms, pilot how theme is created. Show students uniform, naval officer uniforms, glasses) Simon’s death scene from the film version • Props (pig, conch, rocks, backpacks, of Lord of the Flies http://www.youtube. luggage, plane, others) com/watch?v=dpOMs7qcW8U and Roo’s For each component, research and create death scene from the film version of The a Voice Thread slide that includes the Hunger Games http://www.youtube.com/ following: watch?v=dkrXDX_D_5w. • an image representing the component Ask students to pay particular attention to • an identifier (a description of what this how the bodies are treated after death. image actually is) Students can collect similarities and differ- • a text excerpt (the line or lines from ences on a two-columned chart labeled the novel that led you to choose this “common elements” and “uncommon ele- particular image) ments.” After they have viewed the scenes • justification (analysis of how this and composed their charts, ask students to image and this text align) discuss: How does the treatment of a child’s death scene in these two texts inform the You’ll also need a title slide with your common theme of lost innocence? production company’s name & members, creating a total of five slides. 4. Challenge groups with the following scenario: You and your teammates have 5. Students familiar with the elaborate formed a production company. Your public relations teams in The Hunger assignment is to scout locations, props, Games will enjoy the politics of this activ- cast, and more for an upcoming film ity, as will fans of “Team Jacob” and production of Lord of the Flies. You are to “Team Edward” from Twilight. Divide share and defend your choices through a students into two teams, “Team Ralph” Voicethread.com presentation, a free, and “Team Jack.” Students on each team collaborative platform where students will serve as mentors, escorts, and stylists can add digital images, video, music, and to the two “candidates.” Teams will voice narration to bring their writing to “style” their candidate, write his speeches, life. The Voice Thread is similar to a stu- and perhaps even create logos and posters dent podcast, with background images that illustrate the beliefs of their leader, as and audio added. The producer has one supported in the text. The leader of each rule: your team must not “borrow” any team will present a speech representing ideas, pictures, or cast from film produc- his views to the entire class, followed by a tions of the novel. Together with the class vote for their leader of choice. Stu- producer (the teacher), the class will dents should be reminded that while decide who receives the contract. Choose having fun, their purpose is to illustrate four of the following production compo- the differing points of view and charac- nents to research, present, and defend in terization of the two boys, using specific your Voice Thread. textual support from the novel to back up their claims. An extension that will • Setting (crash site, island, jungle, allow for creativity and critical thinking mountain) is to allow for “third-party candidates.” • Casting (for one or more of the major Students might opt for Simon or Piggy as characters: Ralph, Jack, Piggy, Simon) their leader. • Soundtrack (music of the era, music that is appropriate for the production) 6. Literary criticisms provide additional • Backstory (WWII Era England— insight and development of themes dis- clothing, education system, treatment cussed throughout the reading of Lord of of children) the Flies. Students further benefit from 18 A Teacher’s Guide to Lord of the Flies by William Golding

reading criticisms when they incorporate webpage, with different groups designing them in literary research papers. Critical each tab, or small groups can each create reviews can be found through the use of their own Weebly. Once complete, the Google Scholar, in school libraries, and website, or Weebly, can be published in online subscription services. A discus- online, providing an authentic audience sion of research strategies and source for student writers and evaluators. Stu- validity is helpful in order to discourage dents can view examples and start build- online searches of Internet work that has ing at http://www.weebly.com. never been pre-published or vetted before 8. In this cooperative learning activity, an editorial board. divide students into groups of four or Directly on the printed or photocopied five. Assign each group one of the major critical essay, ask students to highlight themes that have been addressed main ideas and summarize paragraphs in throughout the reading of Lord of the the margin. This note-taking step dis- Flies, such as the individual versus society, courages summaries that are simple loss of innocence, and the darkness of translation and instead encourages com- human nature. In front of large sheets of prehension of global concepts prior to paper posted around the room, groups writing the summary. Ask students to meet at one of the posters, which are write a summary which introduces the pre-labeled with the names of the themes. author, title, and focus of the article Students brainstorm and write down all before presenting an explanation of the textual evidence and commentary they critic’s main ideas. Along with the sum- can think of about the theme. When the mary, students should include a works- teacher says, “switch,” students move to cited entry that includes the criticism’s the next poster and read what the previ- original and reprint publication informa- ous groups have written before adding tion. After summaries are submitted, ask their own ideas. The activity continues students to present their critic’s ideas to until the groups have seen and contrib- the class for discussion. When other stu- uted to all themes and have returned to dents react or follow up with a similar or their original poster to discuss what has opposing criticism, a natural, student-led been added by classmates. discussion often ensues. 9. Mash-Ups (made popular on the hit 7. Ask students to create a class website television series Glee) are combinations about Lord of the Flies, including infor- of two or more songs, stories, or even mation and analysis on character, theme, computer applications. Literary mash- style, historical background, and more. ups provide students with a real audience The class can use Weebly.com, a free for their writing and if they wish, feed- website builder, where in 1-2 class peri- back from both peers and professionals. ods they can choose a stock background Also know as fan fiction, mash-ups are and organize their thinking about the one writer’s spin on someone else’s story. novel in a digital environment that can Set in the fictional universe of students’ be shared via Facebook, Twitter, or the favorite TV shows, films, or books, classroom digital projector. Each compo- mash-ups and fan fiction stories are based nent of the website gets its own tab, on a published author’s characters or which looks like a file folder on the top or plot. For instance, Ralph from Lord of the side of the home page. Within these tabs, Flies might encounter Katniss Everdeen students cite textual evidence to support from Hunger Games at Walmart, and analysis of what the text says explicitly as from there, they might equip themselves well as inferences drawn from the text. and plot to avenge the deaths of Roo, The class might choose to build one Simon, and Piggy. Ask students to choose A Teacher’s Guide to Lord of the Flies by William Golding 19

one or two characters from another play, Oliver, Lauren. Delirium. NY: Harper, 2012. novel, movie, or T.V. show and create a Orwell, George. 1984. London: Secker & story based on Golding’s Lord of the Flies. Warburg, 1949. To provide opportunity for publication as well as feedback, invite students to Roth, Veronica. Divergent. NY: Harper, 2011. post their stories on one of several web- Total Recall. Dir. Paul Verhoeven. Lions based fan fiction sites, like http://Fanfiction. Gate: 1990. net or http://Fictionalley.org. Westerfield, Scott. Uglies. NY: Pulse, 2006. 10. Students who are critical thinkers need to evaluate multiple sources of information in order to address a question or solve a Survival Tales problem. The NY Times Opinion pages Cast Away. Dir. Robert Zemeckis. Dream- provide an excellent opportunity. They works: 2000. pose the question: What’s behind the Dashner, James. The Maze Runner. NY: dystopian trend in novels for teenagers, Delacorte Press, 2009. and why is there so much demand for it? Seven YA novelists and educators offer DuPrau, Jean. The City of Ember. NY: their answers, and readers are asked to Random, 2004. respond via blog at http://www.nytimes. I am Legend. Dir. Francis Lawrence. Warner: com/roomfordebate/2010/12/26/the- 2007. dark-side-of-young-adult-fiction. Now that students have read Lord of the Flies, ask Ralston, Aron. 127 Hours: Between a Rock them to address this question by reading and a Hard Place. Atria, 2010. the debate and posting their own reflection. Read, Piers Paul. Alive. NY: Harper, 1975. Sachar, Louis. Holes. NY: Farrar, Straus, & III. EXTENDED READING Giroux, 1998. The following novels and films are excellent for both independent reading or literature Allegories circles where each group of students reads or views a different work on the same theme. Ask Adams, Richard. Watership Down. London: students for their own additions to the list. Rex Collings, 1972. Anderson, M.T. Feed. Somerville, MA: Can- Dystopian Literature dlewick, 2002. The Graveyard Book Blade Runner. Dir. Ridley Scott. Warner, 1982. Gaiman, Neil. . NY: Harper, 2008. Bradbury, Ray. Fahrenheit 451. NY: Simon A Swiftly Tilting Planet and Schuster, 1953. L’Engle, Madeleine. . NY: Farrar, Straus, & Giroux, 1978. Collins, Suzanne. The Hunger Games. NY: The Lion, the Witch, and the Scholastic, 2008. Lewis, C.S. Wardrobe. London: Geoffrey Bles, 1950. Condie, Ally. Matched. NY: Dutton, 2010. Orwell, George. Animal Farm. London: Huxley, Aldous. A Brave New World. London: Secker and Warburg, 1945. Chatto & Windus, 1932. Rowling, J.K. Harry Potter and the Sorcerer’s Lowry, Lois. Messenger. Boston: Houghton, Stone. London: Bloomsbury, 1998. 2004. Saint-Exupery, Antoine de. The Little Prince. McCarthy, Cormack. The Road. NY: Knopf, NY: Reynall & Hitchcock, 1943. 2006. 20 A Teacher’s Guide to Lord of the Flies by William Golding

Star Wars. Dir. George Lucas. 20th Century Kidd, Sue Monk. The Secret Life of Bees. NY: Fox, 1977. Penguin, 2002. Tolkien, J.R.R. The Hobbitt. London: Allen Lee, Harper. To Kill a Mockingbird. NY: Lip- & Unwin, 1937. pincott, 1960. McCarthy, Cormac. All the Pretty Horses. NY: Loss of Innocence Knopf, 1992. Anderson, Laurie Halse. Speak. NY: Farrar, Salinger, J.D. Catcher in the Rye. NY: Little, Straus, & Giroux, 1999. Brown: 1951. Boyne, John. The Boy in the Striped Pajamas. Zusak, Marcus. The Book Thief. NY: Knopf, NY: Random, 2006. 2006. Knowles, John. A Separate Peace. London: Secker and Warburg, 1959.

ABOUT THE AUTHOR OF THIS GUIDE

Laura Reis Mayer is a High School literacy, best practices, and National Board. Instructional Coach in Asheville, North Car- She is also the author of the following Signet olina. A National Board Certified Teacher, Classics Edition Teacher Guides: Jane Austen’s she serves as Support Provider for National Emma; Kate Chopin’s The Awakening; Sopho- Board candidates in her district. She has cles: The Complete Plays; Mary Shelley’s Fran- taught middle, high school, and college Eng- kenstein; Ibsen: Four Major Plays; George lish, speech, and drama, and is a regular pre- Bernard Shaw’s Pygmalion and My Fair Lady; senter at conferences on language arts, Christopher Marlowe’s Dr. Faustus.

ABOUT THE EDITORS OF THIS GUIDE

Jeanne M. McGlinn, Professor in the James E. McGlinn, Professor Emeritus of Department of Education at the University Education at the University of North Carolina of North Carolina at Asheville, teaches Chil- at Asheville, has taught high school English dren’s and Adolescent Literature and directs and developmental reading at all levels, ele- the field experiences of 9-12 English licensure mentary through adult. His research interests candidates. She serves on various editorial focus on motivating and increasing the read- and professional boards and is the president ing achievement of students in high school of the Language Experience Special Interest and college. He is the author and editor of Group of the International Reading Associa- numerous Penguin Teachers’ Guides. tion and editor of its on-line journal. She has written extensively in the area of adolescent literature, including numerous teachers’ guides and a critical book on the historical fiction of adolescent writer Ann Rinaldi for Scarecrow Press Young Adult Writers series. A Teacher’s Guide to Lord of the Flies by William Golding 21

NOTES 22 A Teacher’s Guide to Lord of the Flies by William Golding

NOTES A Teacher’s Guide to Lord of the Flies by William Golding 23 FREE TEACHER ’ S G U I D E S

A TEACHER’S GUIDE TO LORD OF THE FLIES A TEACHER’S GUIDE TO THE SIGNET CLASSICS EDITION OF BY WILLIAM GOLDING A TEACHER’S GUIDE TO THE SIGNET CLASSICS EDITION OF AN EDUCATOR’S GUIDE TO A TEACHER’S GUIDE TO WALDEN AND COD: A BIOGRAPHY OF THE FISH ESCAPE FROM CAMP 14 THE MERRY ADVENTURES THAT CHANGED THE WORLD BY BLAINE HARDEN OF ROBIN HOOD CIVIL DISOBEDIENCE BY MARK KURLANSKY BY HOWARD PYLE BY HENRY DAVID THOREAU

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AND TEACHER’S GUIDE

TEACHER’S GUIDE TEACHER’S GUIDE

A full list of Teacher’s Guides and Teacher’s Guides for the Signet Classic Shakespeare Series is available on Penguin’s website at: us.penguingroup.com/tguides TEACHER’S GUIDES Adventures of ■ Escape from Camp 14 The Mousetrap Redwall Huckleberry Finn The Fountainhead and Other Plays The Scarlet Letter Animal Farm Frankenstein My Ántonia The Scarlet Pimpernel Anthem The Grapes of Wrath A Narrative of the Life The Secret Life of Bees Atlas Shrugged of Frederick Douglass, Great Expectations An American Slave Silas Marner The Awakening Heart of Darkness Nectar in a Sieve Sir Gawain and Beowulf the Green Knight The Help 1984 The Call of the Wild Sophocles: The Importance of Being The Odyssey Cannery Row Earnest and Other Plays The Complete Plays Of Mice and Men Chekhov’s Major Plays Incidents in the A Streetcar Named Desire Life of a Slave Girl One Day in the Life A Tale of Two Cities City of God of Ivan Denisovich Jane Eyre A Thousand Splendid Suns ■ Cod The Pact A Journey to the Center The Time Machine The Country of the Pointed The Pearl Firs and Other Stories of the Earth Treasure Island Persuasion The Crucible The Jungle Two Years Before the Mast The Kite Runner The Phantom Dear Zoe of the Opera Up from Slavery Listening is an Act of Love Death of a Salesman Poems by Robert Frost ■ Walden and Looking Backward Civil Disobedience Doctor Faustus Pride and Prejudice ■ Lord of the Flies The Wal-Mart Effect Dr. Jekyll and Mr. Hyde The Prince and the Pauper Lysistrata Washington Square A Doll’s House Pygmalion Main Street We the Living Dubliners Ragged Dick Emma ■ The Merry Adventures The Women of of Robin Hood A Raisin in the Sun Brewster Place Ethan Frome The Red Pony Wuthering Heights TEACHER’S GUIDES FOR THE SIGNET CLASSIC SHAKESPEARE SERIES Antony and Cleopatra Julius Caesar A Midsummer Richard III As You Like It King Lear Night’s Dream Romeo and Juliet Hamlet Macbeth The Merchant of Venice The Taming of the Shrew Henry IV Part I Measure for Measure Much Ado About Nothing The Tempest Henry V Othello Twelfth Night ■ New Titles PENGUIN GROUP (USA) INC. Academic Marketing Department 375 Hudson Street New York, NY 10014-3657

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