Beacon Lesson Plan Library
Santa Rosa District Schools
Small groups write an expository, multi-modal essay, analyzing the novel [Lord of the Flies], discussing the elements of the novel. All groups' essays will be compiled into the one document, the “Novel Analysis.”
The student drafts and revises writing that: is focused, purposeful, and reflects insight into the writing situation; has an organizational pattern that provides for a logical progression of ideas; has effective use of transitional devices that contribute to a sense of completeness; has support that is substantial, specific, relevant, and concrete; demonstrates a commitment to and involvement with the subject; uses creative writing strategies as appropriate to the purpose of the paper; demonstrates a mature command of language with precision of expression; has varied sentence structure; and has few, if any, convention errors in mechanics, usage, punctuation, and spelling.
The student produces final documents that have been edited for: correct spelling; correct punctuation, including commas, colons, and common use of semicolons; correct capitalization; correct sentence formation; correct instances of possessives, subject/verb agreement, instances of noun/pronoun agreement, and the intentional use of fragments for effect; and correct formatting that appeals to readers, including appropriate use of a variety of graphics, tables, charts, and illustrations in both standard and innovative forms.
The student writes fluently for a variety of occasions, audiences, and purposes, making appropriate choices regarding style, tone, level of detail, and organization.
-Class copies of [Lord of the Flies]
-Pen or pencil
1. Read the novel [Lord of the Flies] by William G. Golding, Berkley Publishing Group, 1959.
2. Discuss the role that leadership plays in the novel.
3. Discuss the various leaders in the novel: Ralph, Jack, Piggy, etc.
4. Go over the guidelines for writing research papers using the Modern Language Association’s guidelines.
5. Make copies of handouts for each group.
6. Schedule research time in the media center.
7. Assign students to cooperative groups.
1. The class reads the novel [Lord of the Flies] by William Golding.
2. Explain to the class that they will be writing an expository multi-model essay, analyzing the novel. These aspects of the novel will be discussed in the essay: an introduction to the novel, characters, plot, setting, style, symbolism, theme, critical responses, Golding’s philosophical attitudes, and the historical influences.
3. The class will select a responsible student to be the chief leader of the writing project. Small groups will be responsible for each aspect of the essay. Each group will select a leader (the director and pathfinder), a hunter (the researcher), and a builder (the writer and typist). Even though each group member will have a specific responsibility, all members are expected to assist each other. Each group will be required to design an artistic illustration for its section. Each group will be required to include a Works Cited page for its section. The chief leader will be responsible for setting due dates and for seeing that work in each group is being accomplished. He or she will also be responsible for writing the paper’s outline or table of contents and compiling and binding all group essays into one document. MLA documentation is required.
4. Take the class to the media center to locate information on topic.
5. Individual groups write essay.
6. Chief leader compiles all of the groups’ essays into one paper. The finished product could be bound with a plastic, spiral binding.
7. Assess the class’s final research paper. (See assessment.)
Assess the student's work using the criteria found in the associated file.
With some modification, this could be done with other novels.
Web supplement for Novel AnalysisLord of the Flies