Lord of The Flies Essay

STEPP Lesson Plan Form
Teacher: Julia Robinson

22,2014
School: Rocky Mountain High School
Area: English
Date: September
Grade Level: 9
Content
Title: Lord of the Flies, Chapter 8
Content Standard(s) addressed by this lesson:

Standard 2.2.a:
Determine a central idea of a text and analyze its development over the course of
the text, including how it emerges and is shaped and refined by specific details;
provide an objective summary of the text
Standard 1.2.a: Initiate and participate effectively in a range of collaborative
discussions (one-on-one, in groups, and teacher-led) with diverse partners on
grades 910 topics, texts, and issues, building on others ideas and expressing their
own clearly and persuasively. (CCSS: SL.9-10.1)
Prepared Graduate: Demonstrate comprehension of a variety of informational,
literary, and persuasive texts
Understandings: Students will understand that being able to comprehend a text
and understand the importance of working collaboratively to display their
knowledge. They will understand that this is an important life skill because being
able to collaborate with others is a skill necessary for nearly every profession.
Inquiry Questions:
-
What characteristics should one have in order to run a group of people

effectively?
How do each of the character view life and their situation differently?
What is the different between insanity and sanity? What do you think the boys
are experiencing (most specifically Simon)?
Evidence Outcomes: (Learning Targets)

Every student will be able to: Use their text to find evidence to support their
opinion on which boy should be the leader
I can: Effectively find quotations in the text to support my claim and work
effectively in a group to complete a task
This means:
-
I am able to distinguish quotes that I need to support my claim versus quotes

that do not support my claim.
I am able to work with others effectively to complete a task sufficiently
Colorado State University College of Health and Human Sciences
Page 1

List of Assessments:
Vocabulary activity, reading comprehension quiz, group work and presentation, exit
ticket
Page 2
Planned Lesson Activities

Name and Purpose of Lesson
Should be a creative title for you and the
students to associate with the activity.
Think of the purpose as the mini-rationale
for what you are trying to accomplish
through this lesson.
Approx. Time and Materials

How long do you expect the activity to
last and what materials will you need?
Anticipatory Set
The hook to grab students attention.
These are actions and statements by the
teacher to relate the experiences of the
students to the objectives of the lesson,
To put students into a receptive frame of
mind.
To focus student attention on the
lesson.
To create an organizing framework
for the ideas, principles, or
information that is to follow
(advanced organizers)
An anticipatory set is used any time a
different activity or new concept is to be
introduced.
How do you intend to engage your
students in thinking during the
Anticipatory Set?
Why are you using it at this point in
your lesson?
Procedures
Lord of Lord of the Flies: Proving who should be the leader of the boys
based on textual evidence thus far in the novel
90 minutes. Poster paper, markers, Lord of Flies text, paper, pencil,

Smart board (for quiz and vocabulary)
Students will participate in a vocabulary game (the words are from the
text or pertain to the text). This requires the students to get into teams
and compete for extra credit points for the final vocabulary test, at the
end of the week.
The students will be using their competitive nature to engage in the

task and work together to succeed in beating the opposing team.
This will help student develop stronger vocabulary, which will contribute
to their understanding of the text.
- 15 minutes; Vocabulary Practice: Will be led by Mr. Glenn
- 10 minutes; Reading Quiz: Students will take a simple fact quiz to see
Page 3

(Include a play-by-play account of what
students and teacher will do from the
minute they arrive to the minute they
leave your classroom. Indicate the length
of each segment of the lesson. List actual
minutes.)
Indicate whether each is:
-teacher input
-modeling
-questioning strategies
-guided/unguided:
-whole-class practice
-group practice
-individual practice
-check for understanding
-other
students in thinking during the
PROCEDURE?
your lesson?
if they read the chapter assigned (Chapter 8)

- 15 minutes; discussion. The reading quiz will be reviewed in class and
student will be prompted questions to lead a small discussion about the
happenings in Chapter 8
-15 minutes; Students will get into small groups (4-5 people) and will
chose which character they believe should be the leader. They must
provide textual support from the text (at least one piece of textual
evidence from chapter 8). They will be given posters and markers to
create a campaign poster with textual quotes
-15 minutes; Students will present their campaign posters to sell the
class on their beliefs and their supporting quote from chapter 8
- 5 minutes: Closure; explained below
- Remaining time; Students will be able to catch up on work or read
independently until the end of class.
They will be interactive during the group work and class discussions.
The students will be engaged in the activity because they will have
freedom in choosing their character and they will also be able to use
their artistic abilities.
It is important for students to understand LOTF because reading
comprehension is important for college, as well as other jobs, which
require understand instructions. It also important to be able to work
with others. This is an immensely important skill.
Closure
Those actions or statements by a teacher
that are designed to bring a lesson
presentation to an appropriate conclusion.
Used to help students bring things
together in their own minds, to make
sense out of what has just been taught.
Any Questions? No. OK, lets move on is
not closure. Closure is used:
For the closure activity the students will do a ticket out the door on a
sticky note. They will be required to state which group they agreed the
most with and why and which group they disagreed with most and why.
Textual inferences are required but not specific quotations.
Page 4
To cue students to the fact that

they have arrived at an important
point in the lesson or the end of a
lesson.
To help organize student learning
To help form a coherent picture and to
consolidate.
students in thinking during
CLOSURE?
your lesson?
Assessment
How will you know if students met the
learning targets? Write a description of
what you were looking for in each
assessment.
The closure will act as an assessment and will allow me to see if the
students learned from the lesson and what they took away. This is
important to do because if every student did not get the main points
then I did something wrong and need to readdress the lesson the next
day. This will also allow the students to see what I wanted them to get
from the lesson as a whole.
- Presentation: This will test if the students are able to work

collaboratively and if they are able to use the text to make convincing
claims
- Exit ticket: This will show if the students have met the understanding
from above and will show that they see the importance of the activity.
-Vocabulary: This game will allow the teacher to see if they students
understand the vocabulary words that will be on the exam
-Reading Quiz: This will test if the students have read the material
assigned and if they remember basic events that occurred within the
text.
Page 5
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STEPP Lesson Plan Form

Teacher: Julia Robinson

Title: Lord of the Flies, Chapter 8

Content Standard(s) addressed by this lesson:

What characteristics should one have in order to run a group of people

Evidence Outcomes: (Learning Targets)

I am able to distinguish quotes that I need to support my claim versus quotes

I am able to work with others effectively to complete a task sufficiently

Colorado State University College of Health and Human Sciences

STEPP Lesson Plan Form

Colorado State University College of Health and Human Sciences

STEPP Lesson Plan Form

Planned Lesson Activities

Approx. Time and Materials

90 minutes. Poster paper, markers, Lord of Flies text, paper, pencil,

The students will be using their competitive nature to engage in the

Colorado State University College of Health and Human Sciences

STEPP Lesson Plan Form

if they read the chapter assigned (Chapter 8)

Colorado State University College of Health and Human Sciences

STEPP Lesson Plan Form

To cue students to the fact that

- Presentation: This will test if the students are able to work

Colorado State University College of Health and Human Sciences

STEPP Lesson Plan Form

Colorado State University College of Health and Human Sciences

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