1. Literature in the Classroom: Lord of the Flies Preliminary points Frequency: one session per week (double lesson if possible) in order to give enough time for home reading Level: intermediate, year 4

2. Learn how to write summaries (5 key words) Learn how to characterise Acquire basic interpretation skills critical work with / approach to secondary sources Give short presentations (input for lesson) Literature in the Classroom: Lord of the Flies Aims and Focus

3. Literature in the Classroom: Lord of the Flies Overview of Activities Weekly summaries 5-10min presentations (Wall-) charts Home reading: never without a task Comprehension test, week 4 Essay, week 14

4. Literature in the Classroom: Lord of the Flies Programme 1Introduction Overview Imagine that you are lost on a remote island. What would you do? (Rules? What to establish?) - Group and class discussion Introduce novel Introduce programme Start reading HW: Read part of ch. 1, worksheet on characterisation (Ralph/Piggy). 2The Sound of the Shell (7-34) Introduce Chart(s) for Characterisation ………. HW: Finish ch. 1, read ch. 2, note what rules are established. 32. Fire on the Mountain (35-52) Rules: What do you think of the rules? How would you adapt your rules? Individual work, written: What would you say if you had the conch? Announce test next week HW: Read ch. 3, take notes: What are Jack's and Ralph's arguments?

5. Literature in the Classroom: Lord of the Flies Programme 43. Huts on the Beach (53-62) Brief COMPREHENSION TEST on chapters 1-3 What is more important: hunting or building huts? Collect arguments and discuss in class How to write a summary HW: read ch. 4, prepare summary 54. P. faces and l. Hair (63-82) Compare summaries Discussion: What punishment would be suitable for breaking rules (e.g. letting the fire go out)? Individual work, written: Diary. Summarise the first 4 chapters from the point of view of Jack/Ralph/Piggy/Simon HW: jigsaw reading. 2 groups for ch. 5 and 6, prepare summary 65. Beast from Water (83-103) 6. Beast from Air (104-119) Jigsaw reading: pair work, 1 of each group. Tell each other the story, ask questions. True-false statements to answer at the end. INPUT: fear and anxiety Discussion in class HW: read ch. 7, worksheet, summary

6. Literature in the Classroom: Lord of the Flies Programme 77. Shadows and Tall Trees (120-136) Class/group discussion: What if it was a group of girls instead of boys? What would be different? Continue diary HW: read ch. 8, worksheet, summary 88. Gift for the Darkness (137-159) INPUT: sacrifices and rituals Close reading and discussion: The Lord of the Flies speaks (film scene?) HW: read ch. 9, worksheet, summary 99. A View to a Death (160-170) Watch film sequence of Simon's death Why was Simon killed? Individual writing: Continue your diary referring to Simon's death HW: re-read the scene of Simon's death, read ch. 10, take notes of the boys' reactions to Simon's death: What do they say?

7. Literature in the Classroom: Lord of the Flies Programme 1010. The Shell and the Glasses (171-186) ) Collect reactions INPUT: peer pressure and group dynamics Group work/Role play: defend or accuse the boys (Trial in class) ……… 11 Interpretation INPUT: interpretation 1 (Simon as Jesus) INPUT: interpretation 2 Group discussion: What do you make of it? Do you agree? Discussion on what interpretation can/is allowed to do HW: read beginning of ch.11 1211. Castle Rock (187-201) Watch film scene, stop before Piggy dies How does the novel end? Group work: present solutions in class HW: read end of ch. 11 and ch. 12

8. Literature in the Classroom: Lord of the Flies Programme 1312. Cry of the Hunters (202-223) [micro-teaching] 14Essay Write a newspaper article (different styles) or interpretative essay HW: finish the article/essay.

9. Literature in the Classroom: Lord of the Flies Close-up of session 2: Characterization What information can we find on Ralph, Piggy and Jack? Group work on categories: Appearance, behaviour, attitude towards island and others, personal background Parallel to that focus on language: how does the author do that concretely? Actions, speech, view of self and characterization through others, descriptive language (verbs, nouns, adjectives) and figurative speech. What can we find in the text and what can we deduce from that? Collect what students have found on posters with pictures of the three characters taken from a film version and put up in classroom Keep adding information to poster, form 3 groups which are responsible for a character each

10. Literature in the Classroom: Lord of the Flies Close-up of session 10 chapter 9Simon is killed. chapter 10 After Simon's death, Piggy and Ralph have difficulty coping with the implications of what they have done.

11. Literature in the Classroom: Lord of the Flies Close-up of session 10 Preparation Homework: Re-read the scene of Simon's death in ch. 9. Read ch. 10. How do the boys react to Simon's death? Take notes.

12. Literature in the Classroom: Lord of the Flies Close-up of session 10 Lesson on chapter 10 Collect reactions. INPUT on peer pressure, group dynamics (e.g. article on sociological experiment) Key question: To what extent are we responsible for what we do? Introduce court vocabulary. 2 groups: prosecutors and lawyers. Find arguments that could be used in a trial. Back them up with quotes from the novel, if possible. Trial in class: prosecutors against lawyers. Final vote / conclusion: Guilty or not guilty? Follow-up question: What factors influence the boys' behaviour?

13. Literature in the Classroom: Lord of the Flies Additional Comments Film sequences instead of the whole film Comparing 2 film versions, comparing film(s) with novel Individual reading journal

14. Literature in the Classroom: Lord of the Flies Questions Single or double lessons? How can we check on students' work/reading? Can you keep the students' attention/interest for 14 weeks? How? Are there any other issues you would like to discuss?