7th  Grade  English  Language  Arts  
Unit  2:  Analyzing  Characters  in  Fiction    
   

Anchor  Text(s)   Lord  of  the  Flies  by  William  Golding   Pacing   6  Weeks  

Unit  Overview  
 
In  this  unit,  students  will  examine  how  an  author  of  fiction  develops  distinct  and  complex  characters.  They  will  explore  what  motivates  these  characters  
and  analyze  how  the  author  develops  each  unique  point  of  view  in  a  way  that  reveals  universal  messages  and  themes.  To  practice  these  skills,  students  
will  read  Lord  of  the  Flies  by  William  Golding,  a  classic  novel  that  is  simultaneously  a  tale  of  adventure  and  survival  and  an  allegorical  commentary  on  
society  and  human  nature.  
 
By  getting  to  know  each  main  character  in  Lord  of  the  Flies  closely  and  by  analyzing  conflicts  between  them,  students  will  unearth  the  novel’s  most  
significant  themes  about  human  nature.  Close  reading  and  character  analysis  will  focus  on  Ralph  (a  symbol  of  civilization  and  government),  Piggy  (a  
symbol  of  intellect  and  technology),  Jack  (a  symbol  of  the  savagery,  violence,  and  desire  for  power  that  lies  within  all  of  us),  and  Simon  (a  symbol  of  
spirituality  and  moral  goodness).  The  changing  relationships  and  growing  tension  between  these  characters  represents  the  innate  conflict  between  
order  and  chaos  that  William  Golding  wants  to  convey.      
 
Interspersed  throughout  the  unit  are  three  major  areas  of  understanding:    
Ø Inferring  character  traits  through  words,  actions,  thoughts,  and  descriptions  
Ø Analyzing  a  character’s  motivation  and  development  (in  response  to  conflicts,  events,  or  other  forces)  
Ø Analyzing  how  characters  and  objects  can  act  as  symbols  that  reveal  themes  
 
By  the  end  of  the  unit,  students  will  be  able  to  perform  thoughtful  analyses  of  multiple  characters  in  fictional  texts.  They  will  come  away  from  this  unit  
with  a  greater  understanding  of  complex  characters,  and  also  with  a  strengthened  idea  of  morality,  humanity,  and  leadership  in  our  world.  Additional  
goals  of  this  unit  include  honing  speaking  and  listening  skills,  making  text-­‐text  connections  (including  interpreting  literary  allusions),  and  writing  clear,  
arguable  claims  supported  by  ample  text  evidence.  
 
 
 
 
 
 
 Unit  7.2:  Analyzing  Characters  in  Fiction  
 
 

 
Essential  Questions   Genre  and  Standards-­‐Based   Cutting  to  the  Core  
Vocabulary  
Standards-­‐Based  Essential  Questions:     • Allegory   I:  Building  knowledge  through  content-­‐rich  
I. What  do  a  character’s  words,  actions,   • Allusion  (biblical)   nonfiction  and  informational  texts  
thoughts,  and  descriptions  reveal  about  him   • Protagonist    
or  her?  How  can  we  use  these  clues  to  create   • Antagonist   Ø “Students  need  to  be  grounded  in  information  about  
theories  about  characters  and  defend  them   • Characterization   the  world  around  them  if  they  are  to  develop  the  
with  evidence?     • Static  vs.  Dynamic   strong  general  knowledge  and  vocabulary  they  need  to  
  • Motivation   become  successful  readers”  
II. What  forces  (plot  events,  conflicts,  setting,    
• Symbolism    
etc.)  impact  a  character’s  motivation  and   II:  Reading  and  writing  grounded  in  evidence  from  
• Theme  
development?  How  do  these  forces  provoke   the  text  
• Character  development  
changes  within  characters  and  in    
relationships  between  characters?   • Point  of  view   Ø “Quality  text-­‐based  questions,  unlike  low-­‐level  "search  
  • Perspective   and  find"  questions,  require  close  reading  and  deep  
III. How  does  an  author  use  symbolism  to   • Dystopia     understanding  of  the  text”  
develop  characters  and  convey  important   • Turning  Point    
themes  about  human  nature  and  our  world?     • Plot     III:  Regular  practice  with  complex  text  and  its  
  o Exposition     academic  vocabulary  
Thematic  Essential  Questions:     o Conflict  (internal  vs.  external)    
  o Rising  action   Ø “The  ability  to  comprehend  complex  texts  is  the  most  
I. Are  humans  inherently  good  or  bad?  What   o Climax     significant  factor  differentiating  college-­‐ready  from  
causes  “good”  people  to  devolve  into  evil?   o Falling  action   non-­‐college-­‐ready  readers.  This  shift  toward  complex  
  o Resolution     text  requires  practice,  supported  through  close  
II. What  purposes  do  systems  of  government   • Interaction   reading”  
and  rules  of  civilization  serve?  What  causes   • Morality    
these  systems  to  fail,  and  what  are  the   • Spirituality    
consequences  when  they  do?     • Human  nature  
  • Dichotomy    
III. How  can  the  pursuit  and  acquisition  of   o Savagery  vs.  Civilization  
power  influence  an  individual?     o Utopia  vs.  Dystopia  
  o Good  vs.  Evil  
o Individual  vs.  Society    
o Government  vs.  Anarchy  
o Order  vs.  Chaos  
o Weak  vs.  Strong  
• Authority  
• Leadership  
• Dominance    
 Unit  7.2:  Analyzing  Characters  in  Fiction  
 
 

 
Common  Core  State  Standards  (Including  how  the  standards  progress  across  grade  levels)  
RL.6.1.  Cite  textual  evidence  to  support  analysis   RL.7.1.  Cite  several  pieces  of  textual  evidence   RL.8.1.  Cite  the  textual  evidence  that  most  
of  what  the  text  says  explicitly  as  well  as   to  support  analysis  of  what  the  text  says   strongly  supports  an  analysis  of  what  the  text  
inferences  drawn  from  the  text.   explicitly  as  well  as  inferences  drawn  from  the   says  explicitly  as  well  as  inferences  drawn  from  
text.   the  text.  

RL.6.2.  Determine  a  theme  or  central  idea  of  a   RL/RI  7.2  Determine  a  theme  or  central  idea  of  
RL.8.2.  Determine  a  theme  or  central  idea  of  a  
text  and  how  it  is  conveyed  through  particular   a  text  and  analyze  its  development  over  the  
text  and  analyze  its  development  over  the  
details;  provide  a  summary  of  the  text  distinct   course  of  the  text;  provide  an  objective   course  of  the  text,  including  its  relationship  to  
from  personal  opinions  or  judgments.   summary  of  the  text.   the  characters,  setting,  and  plot;  provide  an  
  objective  summary  of  the  text.  
RL.6.3.  Describe  how  a  particular  story’s  or   RL.7.3.  Analyze  how  particular  elements  of  a   RL.8.3.  Analyze  how  particular  lines  of  dialogue  
drama’s  plot  unfolds  in  a  series  of  episodes  as   story  or  drama  interact  (e.g.,  how  setting   or  incidents  in  a  story  or  drama  propel  the  
well  as  how  the  characters  respond  or  change   shapes  the  characters  or  plot).   action,  reveal  aspects  of  a  character,  or  provoke  
as  the  plot  moves  toward  a  resolution.     a  decision.  
RL.6.6.  Explain  how  an  author  develops  the   RL.7.6.  Analyze  how  an  author  develops  and   RL.8.6.  Analyze  how  differences  in  the  points  of  
point  of  view  of  the  narrator  or  speaker  in  a   contrasts  the  points  of  view  of  different   view  of  the  characters  and  the  audience  or  
text.   characters  or  narrators  in  a  text.   reader  (e.g.,  created  through  the  use  of  
  dramatic  irony)  create  such  effects  as  suspense  
or  humor.  
W.6.1.  Write  arguments  to  support  claims  with   W.7.1  Write  arguments  to  support  claims  with   W.8.1  Write  arguments  to  support  claims  with  
clear  reasons  and  relevant  evidence.   clear  reasons  and  relevant  evidence.     clear  reasons  and  relevant  evidence.  
a. Introduce  claim(s)  and  organize  the   a. Introduce  claim(s),  acknowledge  alternate   a. Introduce  claim(s),  acknowledge  and  
reasons  and  evidence  clearly.   or  opposing  claims,  and  organize  the   distinguish  the  claim(s)  from  alternate  or  
b. Support  claim(s)  with  clear  reasons  and   reasons  and  evidence  logically.     opposing  claims,  and  organize  the  reasons  
relevant  evidence,  using  credible  sources   b. Support  claim(s)  with  logical  reasoning  and   and  evidence  logically.  
and  demonstrating  an  understanding  of  the   relevant  evidence,  using  accurate,  credible   b. Support  claim(s)  with  logical  reasoning  and  
topic  or  text.   sources  and  demonstrating  an   relevant  evidence,  using  accurate,  credible  
  understanding  of  the  topic  or  text.     sources  and  demonstrating  an  
  understanding  of  the  topic  or  
W.6.1  Draw  evidence  from  literary  or   W.7.9  Draw  evidence  from  literary  or   W.8.9  Draw  evidence  from  literary  or  
informational  texts  to  support  analysis,   informational  texts  to  support  analysis,   informational  texts  to  support  analysis,  
reflection,  and  research.   reflection,  and  research.     reflection,  and  research.  
 
 
 
 Unit  7.2:  Analyzing  Characters  in  Fiction  
 
 

SL.6.1.  Engage  effectively  in  a  range  of   SL.7.1  Engage  effectively  in  a  range  of   SL.8.1.  Engage  effectively  in  a  range  of  
collaborative  discussions  (one-­‐on-­‐one,  in   collaborative  discussions  (one-­‐on-­‐one,  in   collaborative  discussions  (one-­‐on-­‐one,  in  
groups,  and  teacher-­‐led)  with  diverse  partners   groups,  and  teacher-­‐led)  with  diverse  partners   groups,  and  teacher-­‐led)  with  diverse  partners  
on  grade  6  topics,  texts,  and  issues,  building  on   on  grade  7  topics,  texts,  and  issues,  building  on   on  grade  8  topics,  texts,  and  issues,  building  on  
others’  ideas  and  expressing  their  own  clearly.   others’  ideas  and  expressing  their  own  clearly.     others’  ideas  and  expressing  their  own  clearly.  
     
SL.6.4.  Present  claims  and  findings,  sequencing   SL.7.4  Present  claims  and  findings,   SL.8.4.  Present  claims  and  findings,  
ideas  logically  and  using  pertinent  descriptions,   emphasizing  salient  points  in  a  focused,   emphasizing  salient  points  in  a  focused,  
facts,  and  details  to  accentuate  main  ideas  or   coherent  manner  with  pertinent  descriptions,   coherent  manner  with  relevant  evidence,  sound  
themes;  use  appropriate  eye  contact,  adequate   facts,  details  and  examples;  use  appropriate  eye   valid  reasoning,  and  well-­‐chosen  details;  use  
volume,  and  clear  pronunciation.   contact,  adequate  volume,  and  clear   appropriate  eye  contact,  adequate  volume,  and  
pronunciation.     clear  pronunciation.  
 
L.6.4.  Determine  or  clarify  the  meaning  of   L.7.4  Determine  or  clarify  the  meaning  of   L.8.4.  Determine  or  clarify  the  meaning  of  
unknown  and  multiple-­‐meaning  words  and   unknown  and  multiple-­‐meaning  words  and   unknown  and  multiple-­‐meaning  words  or  
phrases  based  on  grade  6  reading  and  content,   phrases  based  on  grade  7  reading  and  content,   phrases  based  on  grade  8  reading  and  content,  
choosing  flexibly  from  a  range  of  strategies.   choosing  flexibly  from  a  range  of  strategies.     choosing  flexibly  from  a  range  of  strategies.  
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 Unit  7.2:  Analyzing  Characters  in  Fiction  
 
 

Anchor  Text:  
“Lord  of  the  Flies“  
Overview   Important  Considerations  for  Instruction  

   
Lord  of  the  Flies  begins  immediately  after  a  plane  –  whose  purpose  was  to   I.  Text  Complexity:  Lord  of  the  Flies  has  a  Lexile  level  of  770,  but  its  
evacuate  children  from  a  raging  war  in  England  -­‐  crashes  on  a  deserted   allegorical  nature  and  mature,  complex  themes  around  civilization,  human  
island.  The  only  survivors  are  a  group  of  young  boys;  at  first  thrilled  at   nature,  and  fear  make  this  a  much  more  challenging  text  than  its  Lexile  
the  possibility  of  life  without  “grown-­‐ups.”         suggests.  Students  will  need  support  understanding  the  symbolism  of  
  characters,  objects,  and  events  in  order  to  access  the  deeper  meaning  of  this  
Two  of  the  boys,  Ralph  and  Piggy  discover  a  conch  shell,  which  they   classic  novel.    
realize  can  be  used  to  call  an  “assembly”  of  all  the  surviving  boys  on  the  
 
island.  Once  together,  they  vote  Ralph  the  leader,  and  he  appoints  Jack  to  
II.  Big  Ideas/Themes:  In  response  to  a  questionnaire  from  the  publishers  
be  in  charge  of  hunting  and  finding  food.  Piggy  (who  is  fat,  wears  
“spectacles,”  and  is  generally  more  intellectual  than  the  rest)  immediately   of  Lord  of  the  Flies,  William  Golding  stated  that  his  book  is  “an  attempt  to  
becomes  a  scapegoat  for  the  boys’  teasing.  Simon,  another  boy  who  is  set   trace  the  defects  of  society  back  to  the  defects  of  human  nature.  The  moral  is  
apart  from  the  rest  by  his  generosity  and  calm  demeanor,  accompanies   that  the  shape  of  a  society  must  depend  on  the  ethical  nature  of  the  
Jack  and  Ralph  as  they  explore  the  island  and  discover  they’re  its  only   individual  and  not  on  any  political  system  however  apparently  logical  or  
inhabitants.     respectable.”  Throughout  the  book,  Golding  explores  the  tension  between  
  civilization  and  savagery,  order  and  chaos,  and  good  and  evil.  He  offers  a  
As  the  boys  settle  into  life  on  the  island,  conflicts  arise.  There  are  rumors   pessimistic  view  of  human  nature  and  man’s  proclivity  to  power  and  
of  an  evil  “beastie”  that  will  terrorize  the  island  and  boys  for  weeks  to   violence.  Other  important  themes  include  the  loss  of  innocence,  isolation,  
come.  Jack,  the  hunter  and  the  book’s  symbol  of  savagery,  becomes  
survival,  war,  leadership,  and  dominance.    
increasingly  obsessed  with  killing  and  develops  an  intense  bloodlust  that  
 
overtakes  his  desire  for  rescue.  Throughout  all  of  this,  Ralph  and  Piggy,  
the  book’s  symbols  of  civilization  and  order,  desperately  attempt  to   III.  Text  Structure:  This  novel  is  organized  chronologically  over  the  course  
maintain  order  and  the  possibility  of  rescue  by  imposing  new  rules  and   of  a  few  weeks.  Its  plot  structure  is  relatively  straightforward,  following  the  
maintaining  the  signal  fire.     boys  from  the  day  their  plane  crashes  on  the  desert  island  through  their  
  eventual  moment  of  rescue.  It  is  divided  into  twelve  chapters,  each  with  a  
As  the  story  progresses  and  rifts  deepen  between  the  two  leaders  (Jack   significant  title  that  hints  at  a  central  idea  of  that  chapter.  Chapters  vary  in  
and  Ralph),  the  darkest  side  of  these  children  emerges  in  a  way  that  has   length;  some  you  may  read  in  one  sitting,  while  others  may  span  multiple  
dangerous  and  fatal  consequences.  By  the  time  they  are  rescued  in  the   class  periods.    
book’s  final  pages,  everything  has  been  irreparably  changed.      
   
   
 
 Unit  7.2:  Analyzing  Characters  in  Fiction  
 
 

   
  IV.  Real  World  Connections:    William  Golding’s  first-­‐hand  experiences  
  with  the  horrors  of  war  (he  served  as  a  soldier  in  the  British  Navy  during  
  World  War  II)  influenced  him  as  he  wrote  this  book.  He  wanted  to  offer  a  
 
commentary  on  the  dark  side  of  human  nature  and  the  evil  that  men  are  
 
  capable  of  during  times  of  desperation.  For  this  reason,  students  have  the  
  opportunity  to  explore  any  number  of  current  events  that  also  reveal  
  something  about  the  complexity  of  human  nature.  Students  will  also  connect  
  with  the  social  order  created  amongst  the  boys  on  the  island;  for  example,  
  Piggy  must  deal  with  bullying  and  being  treated  as  an  outcast  because  he’s  
  different.  Overall,  this  book  allows  students  to  contemplate  and  struggle  
 
with  issues  of  morality  and  ethics  that  can  relate  to  our  world  in  countless  
ways.        
 
V.  Potential  Challenges:    Lord  of  the  Flies  is  heavy  with  symbolism  and  
imagery  that  students  must  understand  in  order  to  access  the  story’s  deeper  
meaning  and  themes.  This  book  is  largely  allegorical,  as  every  character  and  
major  object  (the  conch,  the  “Lord  of  the  Flies,”  etc.)  has  symbolic  meaning.  
It  will  be  important  to  model  how  to  recognize  and  analyze  symbols  
repeatedly,  as  this  is  likely  our  7th  graders’  first  experience  interpreting  
them  on  such  a  large  scale.  Additionally,  students  will  encounter  a  lot  of  
complex  vocabulary  and  sentence  structure  that  they  will  need  support  
comprehending.  This  also  makes  reading  aloud  especially  important.  Parts  
of  the  text  that  may  be  particularly  challenging  for  students  to  visualize  or  
understand  include  Simon’s  visions,  sections  of  choppy  dialogue,  and  the  
detailed  descriptions  of  the  island’s  landscape.    
 
 
 
 
 
 
 
 Unit  7.2:  Analyzing  Characters  in  Fiction  
 
 

Instructional  Calendar  
Weekly  Focus   Teaching  Points   Texts  and  Resources   Suggestions  for  
Implementation  
Week  1:     I. Before  reading  a  new  book,  good  readers  conduct  research  to   Anchor  Text:   • Students  should  
  understand  the  historical  context  in  which  it  was  written.  The   Lord  of  the  Flies,  Chapter  1   complete  the  
Getting  ready  to   time  period  and  specific  life  experiences  of  the  author  can   “The  Sound  of  the  Shell”   anticipation  guide  as  
read:  building   help  you  understand  the  book’s  messages  better.       a  hook  and  a  way  to  
background   • Display  the  pictures  and  text  excerpts  from  Appendix  D  on   Supplemental  Texts   prompt  early  
knowledge   anchor  charts  and  post  around  the  room  (gallery  walk).  Have   (Appendix  B)   thinking  about  key  
  students  “research”  William  Golding  and  the  historical  context   Ø Lord  of  the  Flies  film  –   ideas.    
Getting  to  know   when  he  wrote  Lord  of  the  Flies  by  visiting  the  different   first  scene   • The  purpose  of  the  
the  setting,   stations.  Students  can  collect  evidence  in  a  graphic  organizer   https://www.youtube gallery  walk  is  
characters,  and   and/or  discuss  with  peers.       .com/watch?v=WIuHy twofold:  1)  to  
conflict   • Discussion/Writing  Opportunities:  What  connections  can  you   duImtE     generate  student    
  make  between  all  six  of  these  charts?  What  historical  events   Ø The  Story  of  Adam   interest  in  the  novel  
RI.1   influenced  Golding  as  he  wrote  this  book?     and  Eve  (text)   study  and  2)  to  
RL.1     provide  students  
RL.3   II. The  beginning  of  a  novel  is  called  the  story’s  “exposition.”     with  visual  and  
W.9   When  good  readers  start  a  new  book,  they  always  explore  the   Supplemental   written  background  
  three  main  components  of  the  exposition:  the  setting,  the   Resources   knowledge  about  
  central  conflict,  and  the  main  characters.     (Appendix  D)   when  and  why  the  
• Visualize  the  setting:  The  Island   Ø Anticipation  Guide   book  was  written.    
o After  reading  Golding’s  written  descriptions  of  the   Ø Gallery  Walk   • Show  a  short  clip  
island,  students  can  sketch  illustrations  using  details.   materials  (for  building   from  the  film  version  
Supplement  their  readings  and  model  visualization   interest  and   to  help  students  
using  clips  from  the  1990  film  version.     background   visualize  the  island.  
o Read  “The  Story  of  Adam  and  Eve,”  noting  how   knowledge)   Note:  There  are  
descriptions  of  the  Garden  of  Eden  connect  to   Ø Optional  video  –   significant  plot  
descriptions  of  the  island.  Push  students  to  use  the   additional  background   differences  in  the  
understanding  of  a  common  biblical  allusion  (Adam   knowledge  about  The   movie’s  exposition  
and  Eve’s  “fall”  or  loss  of  innocence)  to  make   Cold  War   but  emphasize  
predictions  (see  writing  task  below).     https://www.brainpo visualization  of  the  
• Identify  the  central  conflict  (A  group  of  boys  are  stranded   p.com/socialstudies/u setting.  
without  grown-­‐ups  on  a  deserted  island  after  a  plane  crash.   shistory/coldwar/     • Note  on  “The  Story  
How  will  they  survive  and  what  will  happen  to  them?)   Ø List  of  Potential   of  Adam  and  Eve:”  
• Meet  the  main  characters  (see  teaching  point  III).   Zoom-­‐In  Passages  (by   Clarify  for  students  
chapter)  
 Unit  7.2:  Analyzing  Characters  in  Fiction  
 
 

  Ø LitChart:  Chapter  1   before  reading  that  

III. Good  readers  analyze  key  details  (thoughts,  words,  actions,   (teacher  analysis  tool)     authors  throughout  
descriptions)  to  make  inferences  about  characters.  They     history  (including  
support  all  inferences  with  text  evidence.       Golding)  have  drawn  
• Examine  early  conversations  between  Ralph  and  Piggy.  Push   on  Bible  stories  to  
students  to  think  about  the  emerging  power  dynamic  between   convey  deeper  
Ralph  and  Piggy.  What  words  or  phrases  convey  this  aspect  of   meaning  in  their  own  
their  developing  relationship?       works.  As  close  
• Analyze  the  early  power  struggle  between  Jack  and  Ralph.   readers,  we  can  only  
What  does  each  boy  say  and  do  in  this  situation,  and  how  do   access  the  author’s  
their  actions/words  reveal  who  they  are  and  what  they  value?   hidden  meaning  if  we  
• Begin  noticing  how  Simon  differs  from  the  other  boys.     are  familiar  with  and  
  able  to  recognize  
  these  allusions  and  
Writing  Tasks:     connections.  
Ø How  did  William  Golding  draw  from  the  traditional  Bible  story  of   However,  this  does  
Adam  and  Eve  in  the  Garden  of  Eden  in  chapter  1?  What  connections   not  mean  that  you  
can  you  make  between  the  two  texts?     personally  must  or  
o Based  on  the  outcome  of  the  Story  of  Adam  and  Eve,  what   should  believe  in  
predictions  can  you  make  about  the  outcome  of  “Lord  of  the   these  religious  
Flies?”     stories  –  we  are  not  
Ø Choose  one  character  we’ve  met  so  far.  Collect  as  much  evidence  as   reading  these  in  a  
you  can  about  that  one  character.  Using  that  evidence,  develop  a   religious  sense,  but  
theory:  what  kind  of  a  person  is  this  boy,  and  how  does  this  character   rather  as  literature  
respond  to  the  story’s  conflict?  What  motivates  him  to  behave  the  way   that  has  shaped  our  
he  does  in  this  first  chapter?     world.  Continue  to  
  track  biblical  
  allusions  throughout  
  our  reading  of  LOTF.  
 
 
 
 
 
 
 
 
 Unit  7.2:  Analyzing  Characters  in  Fiction  
 
 

Week  2:   I.  Character  Deep  Dive:  Ralph  (personality,  motivations,  values)   Anchor  Text:   • Begin  building  
    Lord  of  the  Flies,  Ch.  2-­‐4   anchor  charts  around  
Characterization:   • Students  should  continue  to  practice  collecting  evidence  about     significant  characters  
Ralph     characters,  analyzing  the  key  details,  and  drawing  conclusions   Supplemental  Texts   and  plot  events  to  
  about  characters,  with  a  specific  focus  on  Ralph  this  week.     (Appendix  B)   help  guide  students  
Analyzing  how   • After  thinking  deeply  about  Ralph’s  commitment  to  establishing   Ø “What  is  Civilization?”   as  the  story  
specific  events   order  and  leading  the  boys,  read  the  supplemental  informational   National  Geographic   complicates  and  
impact  characters   text  about  characteristics  of  a  civilization.     Article   characters  begin  to  
and  plot  (conflicts,   o Make  connections  between  Ralph’s  actions  (his  leadership   Ø “What  motivates  kids   change.    
turning  points)   and  establishment  of  “rules,”  a  loose  system  of   who  are  bullies?”   • Although  it  is  not  an  
  government,  division  of  labor)  and  the  key  ideas  in  the   (article)   explicit  teaching  
RI.1   informational  text.    Students  should  recognize  Ralph  as   Ø Video  Clip:  Ralph  and   point  this  week,  note  
RL.1   someone  who  represents  civilization;  the  boy  who  is  most   the  conch     that  the  beastie  is  
RL.3   committed  to  establishing  order  and  government.     https://www.youtube describe  as  a  “snake-­‐
W.9   o Extension:  What  does  the  conch  shell  represent?  What  is   .com/watch?v=ipkF3x like  thing,”  an  
the  conch’s  role  in  this  civilization?  (show  the  video)   kP63M     allusion  to  the  
    serpent/evil  in  the  
II.  Good  readers  identify  significant  conflicts  (internal  and  external)   Supplemental   story  of  Adam  and  
in  a  story’s  plot,  and  analyze  how  different  characters  respond  to   Resources   Eve.    
those  conflicts.  A  character’s  response  to  conflict  can  reveal  his   (Appendix  D)   • The  next  few  weeks  
personality  traits,  motivations,  and  values.         will  each  focus  
Ø List  of  Potential   character  analysis  on  
• Teaching  Point:  An  internal  conflict  is  when  a  character  struggles   Zoom-­‐In  Passages  (by   one  of  the  boys;  this  
with  a  difficult  decision,  belief  or  understanding.  Modeling:  Jack   chapter)   does  not  mean  that  
experiences  an  internal  conflict  at  the  end  of  chapter  1  when  he  is   Ø Characterization   you  should  ignore  (or  
poised  to  kill  the  pig,  but  holds  back.     graphic  organizers   tell  students  to  
• Teaching  Point:  An  external  conflict  is  a  conflict  between  two   Ø Turning  Point  Graphic   ignore)  growth  in  the  
people,  a  person  and  nature,  or  a  person  and  some  other  force   Organizer   other  boys!  For  
outside  of  himself.  Modeling:  When  the  boys  pick  on  Piggy  (two   Ø Conflict  Analysis   example,  it’s  also  
people),  when  the  boys  become  stranded  on  an  island  with  no   Graphic  Organizer   critical  this  week  that  
resources  or  adults  (nature).     Ø LitChart:  Ch.  2-­‐4   students  notice  Jack’s  
• Students  should  continue  tracking  conflicts  and  noting  the  impact     growing  desire  to  
they  have  on  characters.       hunt  and  kill,  
o Example:  Zoom  in  on  Jack’s  treatment  of  Piggy  at  the  end   although  we  won’t  
of  chapter  4.  Students  can  read  the  short  article,  “What   dig  deeply  into  that  
motivates  kids  to  bully?”  as  a  way  to  better  understand   yet.    
Jack’s  motivations  (see  writing  task  below).      
 Unit  7.2:  Analyzing  Characters  in  Fiction  
 
 

III.  A  “turning  point”  is  a  specific  and  significant  moment  in  a  story   • Events  in  these  (and  
when  something  begins  to  change.  Turning  points  can  dramatically   later)  chapters  start  
impact  a  story’s  plot  and  can  provoke  changes  within  characters   the  process  of  driving  
(and  relationships).       a  separation  between  
Ralph  (civilization)  
• Have  students  analyze  the  missed  rescue  (when  Jack  and  his   and  Jack.  The  
hunters  allow  the  fire  to  go  out  right  at  the  moment  when  a  ship   growing  divide  
passes)  and  the  subsequent  argument  between  Jack  and  Ralph  as  a   between  these  
turning  point.  What  has  changed?  What  impact  does  this  moment   characters  
have  on  the  story’s  plot  and  its  characters?     symbolizes  the  
a. Notice  each  main  character’s  unique  response  to  the  missed   growing  divide  
rescue,  particularly  Ralph’s  and  Jack’s.  What  does  each   between  order  and  
response  reveal  about  that  character  and  what  he  cares  about?     chaos.  Helping  
b. How  does  this  conflict  (and  others)  increase  already  growing   students  to  keep  
tensions  between  the  boys?     track  (on  an  anchor  
c. Make  inferences  and  predict:  What  does  this  incident  make   chart  or  through  
you  think  about  what’s  to  come  of  this  “civilization?”  What   ongoing  discussion)  
evidence  from  the  text  supports  what  you  think?   of  how  these  boys  
are  growing  apart  
Writing  Tasks:     will  support  them  in  
future  weeks.    
Ø (Cross-­‐text  prompt)  How  have  the  boys  attempted  to  establish  a  
civilization?  What  components  are  still  missing?  Include  evidence    
from  chapter  1  and  from  the  article,  “What  is  Civilization?”  in  your    
response.      
Ø Why  don’t  Ralph  and  Jack  get  along?  What  is  the  root  cause  of  the    
conflict  between  them?  Cite  evidence  from  at  least  two  chapters  to    
support  your  claim.      
Ø (Cross-­‐text  prompt)  What  motivates  Jack  to  treat  Piggy  the  way  he    
does  at  the  end  of  chapter  4?  Include  evidence  from  Lord  of  the  Flies    
and  the  article  “What  motives  kids  to  be  bullies?”  in  your  response.      
   
 
   
 
   
 
 Unit  7.2:  Analyzing  Characters  in  Fiction  
 
 

Week  3:   I.  Character  Deep  Dive:  Simon  (personality,  motivations,  values)     Anchor  Text:   Ø Important  Note:  An  
  • Collect  evidence  about  Simon,  particularly  in  response  to  the   Lord  of  the  Flies,  Ch.  5-­‐7   essential  plot  
Characterization:   following  topics:       understanding  
Simon     o What  makes  Simon  different  from  the  other  boys?     Supplemental  Texts   emerging  in  Chapter  
  § He  possesses  a  sense  of  morality,  generosity,  and  a   (Appendix  B)   6  (that  could  be  easy  
Interpreting  the   connection  to  nature  that  the  other  boys  do  not.  He     for  students  to  
meaning  of   seems  to  be  motivated  by  a  greater  force,  like  a  god.     N/A   overlook):  the  scene  
symbols   o Why  isn’t  Simon  afraid  to  go  into  the  forest  alone  or  at     where  the  
  night?   Supplemental   parachutist  lands  on  
RL.1   o How  is  Simon’s  understanding  of  “the  beast”  different  from   Resources   the  island.  If  students  
RL.3   the  other  boys’  understanding?     (Appendix  D)   don’t  have  a  mental  
RL.6   § Zoom  in  on  the  passage  where  Simon  claims  that     picture  of  what  
the  beast  is  actually  within  the  boys  themselves.   • Video  for   happened,  the  
Analyze  what  he  might  mean  by  this,  and  how  the   introducing  the   subsequent  chapters  
other  boys  react  to  his  idea.     concept  of   will  not  make  sense.  
  symbolism:     Ensure  
II.  Introduction  to  Symbolism:  Understanding  and  Interpreting   https://www.yout comprehension  and  
Symbols   ube.com/watch?v visualization  of  this  
• Teaching  Points:  In  literature,  a  symbol  is  an  object,  event,   =x2wWRejHYkU     scene  through  
action,  or  character  that  represents  something  other  than  its   • Analyzing   repeated  readings  or  
literal  meaning.     symbolism   TDQs.    
o Symbols  often  have  multiple  layers  of  meaning  and   graphic  organizer   Ø Consider  showing  
they  can  be  interpreted  in  many  different  ways.   • List  of  Potential   additional  clips  from  
Depending  on  how  it’s  presented  by  the  author  (the   Zoom-­‐In  Passages   the  film  version  (full  
CONTEXT  of  the  symbol),  it  can  have  different   (by  chapter)   movie  available  on  
meanings.       youtube)  to  support  
o Symbols  help  authors  communicate  their  feelings  and     comprehension  of  
convey  their  themes.     tricky  passages  
o Some  symbols  appear  across  many  texts  and  are   https://www.youtub
recognized  universally  (ie.  A  serpent  is  recognized   e.com/watch?v=WIu
universally  as  a  symbol  of  temptation  and  evil)   HyduImtE    
• Guiding  Questions  for  understanding  the  context  of  symbols:     Ø This  is  likely  the  first  
o Which  character(s)  is  it  typically  associated  with?   time  our  seventh  
What  is  its  function  or  purpose  in  the  story?  Are  there   graders  have  been  
positive  or  negative  feelings  around  it?  What  makes  it   introduced  to  
stick  out  as  symbolic?     symbolism.  Draw  on  
  symbols  from  daily  
life  and  pop  culture  
 Unit  7.2:  Analyzing  Characters  in  Fiction  
 
 

Up  for  Analysis:  Examples  of  Symbols  in  LOTF  (choose  1-­‐2  this  week)   to  introduce  the  
• The  Conch   concept,  and  
o The  purpose  of  the  conch  is  to  call  meetings.  The  person   gradually  transfer  
holding  the  conch  is  the  one  with  the  authority  to  speak.   the  conceptual  
In  these  ways,  the  conch  becomes  a  symbol  of  rules,   understanding  to  
government,  and  authority.     literature.  This  week,  
• Fire   it  will  be  necessary  
o The  fire  is  always  linked  to  Ralph  and  Piggy,  and  is   for  you  to  identify  
neglected  by  Jack.  Practically,  the  smoke  it  produces  is   symbols  and  model  
also  the  only  way  they  will  ever  be  rescued.  For  this   the  interpretation  as  
reason,  Golding  uses  the  fire  as  a  symbol  of  the  boys’  last   needed  to  lay  the  
link  to  civilization.     groundwork  for  
o It  doubles  as  a  symbol  of  hope  for  rescue,  a  tool  that  is   students.  Additional  
the  boys’  only  lifeline  to  society.     scaffolding  ideas  
• The  Beast   include  providing  the  
o Essential  plot  understanding:  When  the  boys  climb  the   symbol  and  having  
mountain  and  see  “the  beast,”  what  are  they  really   students  discuss  
seeing?  What  do  we  know  that  they  do  not?  What  does   what  it  could  mean,  
this  make  you  think  about  the  nature  of  the  beast?       or  vice  versa:  ask,  
o What  does  it  mean  when  Simon  says  that  the  “beast”  lies   “What  could  be  a  
within  the  boys  themselves?   symbol  of  ____  in  this  
• The  Parachutist     chapter?”    
o In  literature,  parachutes  typically  symbolize  security   Ø The  explanations  in  
and  safety.  They  protect  humans  from  danger  and  make   italics  beneath  each  
us  capable  of  doing  something  that  would  otherwise  be   symbol  listed  in  this  
too  risky  and  even  deadly.     unit  plan  are  
o How  does  the  representation  of  the  parachute  in  this   examples  of  how  you  
book  compare  with  its  traditional  symbolism?  What   may  model  (or  how  
might  Golding  be  trying  to  say  by  portraying  the   students  may  fill  out)  
parachutist  this  way?     the  “analyzing  
Writing  Task:     symbolism  graphic  
•  In  chapter  5,  Simon  says,  “What  I  mean  is…maybe  [the  beast]   organizer”  in  
is  only  us”  (89).  Then,  in  chapter  6,  Simon  “mumbled   Appendix  D.  Feel  free  
confusedly:  ‘I  don’t  believe  in  the  beast’”(105).  How  do  these   to  modify  this  
two  quotes  reveal  differences  between  Simon’s  point  of  view   organizer  or  create  
and  the  rest  of  the  boys’?  What  does  Simon  understand  that   your  own  to  guide  
the  other  boys  do  not  yet?     students.    
 Unit  7.2:  Analyzing  Characters  in  Fiction  
 
 

Week  4:   I.  Character  Deep  Dive:  Jack  (motivations,  beliefs,  values)   Anchor  Text:   • These  two  chapters  
  • Collect  evidence  and  draw  conclusions  about  Jack’s  character:     Lord  of  the  Flies,  Ch.  8-­‐9   are  especially  
Characterization:   o Based  on  his  words,  thoughts,  and  actions,  what  kind  of  a     complex  and  
Jack     person  has  he  become?     Supplemental  Texts   significant,  which  is  
  o What  is  motivating  him  to  behave  this  way?     (Appendix  B)   why  we’re  dedicating  
Analyzing  turning   o How  has  he  changed  from  the  beginning  of  the  story?     a  whole  week  to  
points  and  their   o What  does  Jack  symbolize  or  represent  in  the  larger   Ø “Beelzebub”  Images   them.  They  mark  
impact  on   world?     Ø Video:  “Babies  Help   some  of  the  most  
characters  and   II.  Good  readers  analyze  a  significant  event’s  impact  on  characters   Unlock  the  Origins  of   symbolic  and  
plot   and  plot  (turning  points).   Morality”   meaningful  events  
  • Turning  Point:  Jack’s  tribe  kills  the  sow  and  leaves  the  pig’s  head   https://www.youtube that  will  require  
Making  text-­‐text   behind  on  a  stake  for  the  “Lord  of  the  Flies”  (the  beast  -­‐  visuals  in   .com/watch?v=FRvVF close  reading  and  
connections  to   Appendix  B).   W85IcU     teacher  support  to  
build  deeper   o Key  Question:  How  does  Jack’s  behavior  and  decision-­‐ Ø Poem:  “It  is   understand.  Note  
meaning   making  in  this  moment  serve  as  a  turning  point  in  the   Dangerous  to  Read   that  students  don’t  
  story?     Newspapers”  by   necessarily  need  to  
RL.1   • Turning  Point:  Simon  discovers  the  truth  about  “the  beast”  and   Margaret  Atwood   analyze  every  part  of  
RL.2   wants  to  share  his  enlightenment  with  the  other  boys,  leading  to     these  chapters;  focus  
RL.3   Simon’s  murder  by  Jack’s  tribe.     Supplemental   student  attention  on  
W.9   o Key  Question:  Thinking  about  what  Simon  represents,   Resources   carefully  selected  
  what  does  his  death  mean  for  the  boys’  society?  What  does   (Appendix  D)   zoom-­‐in  passages  
  his  murder  symbolize?  What  has  permanently  changed?     this  week  to  facilitate  
  III.  Making  connections  across  two  texts  about  similar  ideas  can   Ø LitChart:  Ch.  8-­‐9   productive  struggle.    
  deepen  your  understanding  of  a  topic.     • Provide  scaffolded  
Ø List  of  Potential  
• Watch  the  60  minutes  video  clip  called  “Babies  Help  Unlock  the   Zoom-­‐In  Passages  (by   guiding  questions  
Origins  of  Morality”  to  lead  students  to  investigate  whether  or  not   chapter)   and/or  note-­‐taking  
we  can  conclude  if  humans  are  innately  “good”  or  “evil.”       graphic  organizers  
o What  do  the  results  of  this  study  suggest  about  this   when  showing  videos  
question?       to  help  students  
o What  does  William  Golding  believe  about  this  question     access  the  
based  on  evidence  in  Lord  of  the  Flies?       information  and  
• Read  and  interpret  the  poem,  “It  is  Dangerous  to  Read     organize  their  notes.  
Newspapers”  and  have  students  determine  Atwood’s  theme.     • Students  can  use  a  
o How  does  Atwood’s  outlook  and  attitude  towards   cause  and  effect  
humanity  compare  with  William  Golding’s?  In  what  ways   graphic  organizer  to  
are  their  central  themes  similar?  In  what  ways  are  they   analyze  impact  of  
different?     turning  points.      
 Unit  7.2:  Analyzing  Characters  in  Fiction  
 
 

Week  5:   I.  Individual  characters  can  be  deeply  symbolic.  Their  appearance,   Anchor  Text:   Ø Invite  students  to  
  personality  traits,  name,  belongings,  and  personal  preferences  can   Lord  of  the  Flies,  Ch.  10-­‐11   share  personal  
Analyzing  a   have  many  layers  of  meaning  in  a  text.       responses  to  Piggy’s  
character  (Piggy)   • Students  should  do  a  “character  deep  dive”  into  Piggy  and  analyze   Supplemental  Texts   death.  It’s  likely  that  
as  a  symbol   his  symbolic  nature  and  purpose  within  the  larger  story.     (Appendix  B)   their  sympathy  for  
  • (Ch.  10)  Piggy’s  glasses:  They  represent  technology,  a  critical     Piggy  (as  a  victim)  
Analyzing  how   element  of  civilization.  How  have  they  served  as  an  essential   Ø “The  Rise  and  Fall  of   will  lead  them  to  
authors  use   tool  throughout  the  book?  (as  a  way  to  get  fire,  but  also  as  a   Civilizations”  article   Golding’s  theme.    
symbols  to  convey   tool  of  manipulation  and  source  of  conflict  and  competition)   Ø Piggy’s  death  video   Ø Use  scaffolded  text-­‐
themes     • (Ch.  11)  Piggy  himself:  What  values  or  ideas  does  he  abide  by   clip:   dependent  questions  
  and  therefore  represent,  or  symbolize,  in  the  novel  (order,   https://www.youtube.co to  lead  students  to  
Making   logic,  planning,  science)?     m/watch?v=TQCgzi4j3eM     the  understandings  
connections  across   • (Ch.  11)  Piggy’s  name:  What  makes  his  name  symbolic?  How     about  Piggy’s  name  
texts   is  he  connected  to  the  animals  on  the  island  that  share  his   Supplemental   and  the  significance  
  name?  Why  did  the  author  do  this?     Resources   of  his  stolen  glasses.  
RL.1     (Appendix  D)   Ø This  week’s  teaching  
RL.2   II.  Authors  present  symbols  in  intentional  ways  in  order  to  convey     points  provide  lots  of  
W.9   themes.         Ø LitChart:  Ch.  10-­‐11   opportunities  for  
• (Ch.  10)  Piggy’s  glasses:  Piggy’s  glasses  are  stolen  in  chapter   students  to  hold  
Ø List  of  Potential   formal  discussions  
10.    The  fact  that  Jack’s  tribe  steals  this  tool  that  is  essential  to   Zoom-­‐In  Passages  (by  
building  a  fire  symbolizes  that  any  hope  of  rescue  or  returning   where  they  analyze  
chapter)   characters  and  
to  civilization  is  lost.    
• (Ch.  11)  Piggy  and  his  name:  Piggy  is  murdered  in  Chapter   symbols  as  a  way  of  
11,  the  second  casualty  of  the  boys’  brutality.  Unlike  Simon’s     uncovering  deeper  
murder  (which  the  boys  convinced  themselves  was  a  mistake),   meaning.    
 
Piggy’s  murder  is  intentional.  This  symbolizes  a  point  of  no  
return  for  the  boys;  all  compassion,  humanity,  and  order/logic    
is  lost.    
• Key  Question:  How  do  the  events  surrounding  these  
symbols  help  the  author  convey  his  themes?  
o What  messages  about  humanity  or  the  world  does  
Golding  send  through  these  symbols?    
o How  does  the  constant  victimization  of  Piggy  (who  has  
asthma,  wears  glasses,  and  is  thus  portrayed  as  
physically  “weaker”  than  the  others)  help  us  
understand  Golding’s  theme  about  strength  and  
weakness?    
 Unit  7.2:  Analyzing  Characters  in  Fiction  
 
 

III.    Making  connections  across  two  texts  about  similar  ideas  can  
deepen  your  understanding  of  a  topic.  
• Read  the  supplemental  text  called  “The  Rise  and  Fall  of  
Civilizations”  to  explore  the  reasons  behind  the  boys’  society’s  
deterioration.  Make  connections  between  the  reasons  civilizations  
historically  fail  and  the  reasons  behind  the  island  civilizations’  
crumbling,  with  an  emphasis  on  the  internal  conflict  (the  boys  
themselves,  and  the  evil  within  them,  caused  the  divide).    
 
Writing  Task:    
• Why  do  you  think  William  Golding  included  Piggy  in  this  
novel?  What  purpose  does  his  character  serve?  What  can  
readers  learn  from  his  experiences?  Support  your  claims  with  
text  evidence.    
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 Unit  7.2:  Analyzing  Characters  in  Fiction  
 
 

Week  6:   I.  Authors  present  symbols  in  intentional  ways.  How  symbols  are   Anchor  Text:   • Create  spaces  where  
  presented  across  a  text  can  change  as  a  story  progresses;  when  this   Lord  of  the  Flies,  Ch.  12   students  can  discuss  
Analyzing  how   happens,  the  author  is  usually  trying  to  reveal  a  message  or  theme.     the  novel’s  themes.  
symbols  convey   Analyze  how  the  portrayal  of  a  symbol  conveys  a  theme:     Supplemental  Texts   Opportunities  for  
themes   • Ch.  12,  Example  #1:  Fire   (Appendix  B)   structured  peer  
  o In  the  beginning,  fire  was  linked  to  Ralph.  It  was  used  to…  It   N/A   discussions  will  
Interpreting  a   symbolized…     provide  multiple  
story’s  resolution   o Now,  fire  is  linked  to  Jack.  He  is  using  fire  to…  Its  symbolic   Performance  Tasks   exposures  to  the  
to  uncover  themes   meaning  has  changed  because…   (Appendix  C)   complex  themes  and  
  o The  change  in  this  symbol  reflects  a  theme  about  …  By  using   ideas.  The  three  
Synthesizing   fire  as  a  symbol  in  this  way,  William  Golding  wants  readers   Ø MCLASS  Literary   essential  questions  
learning  with   to  understand  that…   Analysis  Task  (cold   students  will  choose  
Performance  Tasks   • Ch.  12,  Example  #2:  Hunting   passages,  taken   from  during  their  
  o In  the  beginning,  hunting  was  used  to…     online)   written  performance  
RL.1   o Now,  hunting  is  used  to…  It’s  purpose  has  changed  because…   Ø Lord  of  the  Flies   task  are  great  
RL.2   o The  change  in  this  symbol  reflects  a  theme  about  …  By  using   Literary  Analysis   discussion  prompts  
RL.3   hunting  as  a  symbol  in  this  way,  William  Golding  wants   Essay     too.    
W.1   readers  to  understand  that…     • The  information  in  
W.9   II.  The  end  of  a  story  is  called  the  “resolution.”  A  resolution  can   Supplemental   italics  underneath  
provide  closure  to  the  story’s  central  conflict  (in  either  a  happy  or  a   Resources   this  week’s  teaching  
tragic  way),  or  it  can  be  left  open  to  reader  interpretation.  Analyzing   (Appendix  D)   points  are  potential  
a  story’s  resolution  can  reveal  the  author’s  hidden  themes  and     sentence  frames  you  
opinions.     Ø LitChart:   C h.  12   could  give  to  
• After  reading  the  story’s  ending  (rescue),  zoom  in  on  the  last  two   students  to  help  
paragraphs,  specifically  the  quote:  “Ralph  wept  for  the  end  of   them  through  the  
innocence,  the  darkness  of  man’s  heart,  and  the  fall  through   thinking  process.  If  
the  air  of  the  true,  wise  friend  called  Piggy.”   you’re  running  short  
• Ask  students  to  reflect  on  the  following  questions  and  discuss   on  time,  choose  one  
and/or  write  in  response:       of  these  symbols  to  
o Rescue  is  something  the  boys  have  been  “hoping”  for  since   focus  on  more  deeply  
the  beginning  of  the  novel.  Knowing  this,  why  do  you  think   rather  than  
the  boys  react  the  way  they  do  when  he  comes?     investigating  both.    
o Why  does  the  naval  officer  who  discovers  them  look  away   • Note:  Since  the  entire  
while  the  boys  cry?     week  is  not  devoted  
o Why  did  William  Golding  decide  to  rescue  the  boys  at  the   entirely  to  
end?  How  might  the  story’s  themes  be  different  if  the  boys   performance  tasks,  
were  never  rescued?     students  are  only  
 Unit  7.2:  Analyzing  Characters  in  Fiction  
 
 

III.  Synthesize  and  demonstrate  learning  from  throughout  the  unit  by   expected  to  produce  
completing  two  performance  tasks.       4  paragraphs  
  (instead  of  the  
Performance  Task  #1:  Lord  of  the  Flies  Literary  Analysis  Essay   standard  5)  for  this  
  written  response.  Of  
Choose  one  of  the  unit’s  thematic  essential  questions.     course,  encourage  
  them  to  elaborate  
o Are  humans  inherently  good  or  bad?  What  causes  “good”   further  for  extension.    
people  to  devolve  into  evil?   • Opportunity  for  
  Extension:    
o What  purposes  do  systems  of  government  and  rules  of   Encourage  students  
civilization  serve?  What  causes  these  systems  to  fail,  and   to  make  text-­‐to-­‐text  
what  are  the  consequences  when  they  do?     connections  with  
  other  stories.  
o How  can  the  pursuit  and  acquisition  of  power  influence  an   Suggestions  include:  
individual?     • The  Hunger  
  Games  (rules  of  
Write  a  three-­‐paragraph  response  that  analyzes  how  William  Golding,  the   civilization,  
author,  would  respond.  How  does  he  convey  his  opinion  about  this   power  dynamics,  
question?  Include  an  analysis  of  one  character  and  one  symbol  in  your   violence  and  
response.  (See  Appendix  C  for  student  planning  resources)   savagery)    
  • The  Most  
Performance  Task  #2:  MCLASS  Assessment  (students  should  take  this   Dangerous  Game  
online  during  the  Assessment  Window).     (short  story)    
  • Other  dystopian  
  fiction    
 
 
 
 
 
 
 
 
 
 
 
 Unit  7.2:  Analyzing  Characters  in  Fiction  
 
 

Appendix  A:  Unpacked  Standards  Guide  

Source:  Public  Schools  of  North  Carolina  NCDPI  Collaborative  Workspace  
Standard   Explanation  and  Example  
RL  7.1  –  Cite  several  pieces  of  textual  evidence  to   Seventh  grade  students  develop  the  ability  to  gather  more  than  one  piece  of  evidence  to  support  
support   analysis   of   what   the   text   says   explicitly   their  thinking  about  the  texts  they  read.  Students  need  to  be  able  to  find  pieces  of  relevant  evidence  
as  well  as  inferences  drawn  from  the  text.     that  not  only  support  their  thinking,  but  are  linked  together  to  a  common  idea  or  conclusion.  
    To  do  this  work,  students  need  practice  in  locating,  evaluating,  and  categorizing  evidence  and  
    linking  this  evidence  to  conclusions  or  claims  they  have  made  about  the  text.  At  this  level,  seventh  
grade  students  continue  to  make  inferences  and  draw  conclusions  based  upon  the  relationship  
between  the  support  (key  details)  they  find  in  the  text  and  the  background  information  they  bring  to  
the  reading.  Seventh  grade  students  take  notice  of  the  author’s  use  of  coherent  language  to  build  
relationships  between  ideas  and  evidence  in  a  text.  They  can  use  partner,  small  group  and  whole  
class  discussion  as  well  as  note-­‐taking  and  graphic  organizers  to  clarify  their  thinking  about  the  
development  of  the  author’s  theme  over  time  within  a  text.  
• Which  specific  details  in  the  text  led  you  to...?    
• Which  detail  from  the  text  supports  the  conclusion  that...?    
• Identify  several  pieces  of  relevant  evidence  that  support  the  idea  that  …    
• Which  pieces  of  evidence  from  the  text  explain...?    
• Which  pieces  of  evidence  from  the  text  best  support/show...?    
• Which  detail  from  the  passage  best  demonstrates  why/how/when  X  may  happen?    
• Which  detail  from  the  passage  best  explains  what  may  have  caused  X?    
 
RL  7.2  –  Determine  a  theme  or  central  idea  of  a   Seventh  grade  students  must  be  able  to  locate  and  describe  the  central  ideas  and  themes  presented  
text  and  analyze  its  development  over  the  course   in  a  text.  They  understand  how  the  central  ideas  are  related  to  the  details  and  examples  that  support  
of  the  text;  provide  an  objective  summary  of  the   them.  Students  pay  attention  to  how  the  central  ideas  are  developed  throughout  the  text,  and  they  
text.     observe  how  the  characters,  plot,  symbols,  and  other  literary  elements  work  together  to  convey  and  
uphold  the  theme.  Seventh  grade  students  should  be  able  to  summarize  what  they  have  read,  free  
from  their  own  opinions  and  bias.  
• What  is  theme  of  the  text?  What  evidence  do  you  have  to  support  that  theme?    
• Explain  how  the  central  idea/theme  is  conveyed  through  particular  words  or  details.      
• Which  of  the  following  best  supports  the  central  idea/  theme?    
• Which  of  the  following  states  a  theme  of  the  text?      
• How  does  the  author  use  ____  to  develop  the  theme  ____?    
 
 
 Unit  7.2:  Analyzing  Characters  in  Fiction  
 
 

RL.7.3.  Analyze  how  particular  elements  of  a   Seventh  grade  students  read  the  text  closely  to  analyze  the  impact  specific  story  elements  have  on  
story  or  drama  interact  (e.g.,  how  setting  shapes  
the  text.  For  example,  they  may  think  of  how  the  plot  and  setting  affect  the  actions/choices  of  the  
the  characters  or  plot).   characters.  To  do  so,  students  will  need  to  read  across  various  genres  (widely  and  deeply)  and  use  a  
  comparison  tool  (graphic  organizer)  to  take  note  of  the  relationships.    
 
• Describe  the  plot  of  a  story  or  drama.    
• How  does  the  plot  unfold?    
• Which  of  the  following  is  a  turning  point,  and  why?    
• How  does  event  X  impact  character  Y?    
• How  is  the  story’s  plot  shaped  by  the  setting?    
• How  does  character  X  evolve  with  the  story’s  plot?    
• How  does  the  setting  of  the  story  shape  its  characters?  
• How  does  the  use  of  dialogue  help  the  reader  understand  ______?    
 
RL.7.6.  Analyze  how  an  author  develops  and   Seventh  grade  students  observe  the  viewpoints  of  characters  and  how  these  viewpoints  resemble  or  
contrasts  the  points  of  view  of  different   differ  from  one  another.  Students  keep  track  of  what  characters  say,  do,  and  think.  To  do  this  work,  
characters  or  narrators  in  a  text.   students  may  compare  and  contrast  the  characters’  points-­‐of-­‐view  in  a  Venn  Diagram.  In  doing  so,  
  students  may  be  able  to  trace  how  the  author  succeeded  in  creating  and  conveying  the  similar  
and/or  dissimilar  characters  to  the  reader.    
 
• How  would  you  describe  Character  X’s  perspective  about  ____?    
• How/why  is  Character  X’s  point  of  view  similar  to  Character  Y’s?    
• What  specific  events  shaped  a  character’s  point  of  view?    
• How/why  does  Character  X’s  point  of  view  differ  from  that  of  Character  Y?    
• How  does  the  author’s  word  choice  help  to  develop  the  character’s  point  of  view?    
 
7.W.1  Write  arguments  to  support  claims  with   Seventh  grade  students  write  arguments  that  are  supported  by  several  pieces  of  relevant  evidence.  
clear  reasons  and  relevant  evidence.     At  this  level,  students  are  developing  the  ability  to  combine  pieces  of  evidence  to  demonstrate  the  
a. Introduce  claim(s),  acknowledge  alternate  or   validity  of  their  claim(s).  They  learn  to  present  their  belief  to  the  intended  audience  by  introducing  
opposing  claims,  and  organize  the  reasons   their  claim(s)  with  alternate  and  opposing  ideas)  and  ending  their  piece  with  a  concluding  
and  evidence  logically.     statement  or  section.  They  also  learn  to  connect  their  ideas  in  a  logical  way.  To  do  so,  students  will  
b. Support  claim(s)  with  logical  reasoning  and   need  strategies  for  finding  relevant  evidence  to  defend  the  judgments  and  interpretations  they  make  
relevant  evidence,  using  accurate,  credible   about  the  texts  they  read.  They  will  also  need  to  spend  significant  amounts  of  time  and  effort  writing  
sources  and  demonstrating  an  understanding   in  order  to  produce  numerous  pieces  over  short  and  extended  time  frames  throughout  the  year.    
of  the  topic  or  text.    
   
 
 Unit  7.2:  Analyzing  Characters  in  Fiction  
 
 

W.7.3.  Write  narratives  to  develop  real  or   Seventh  grade  students  write  narrative  texts.  They  are  developing  strategies  that  focus  on  how  to  
imagined  experiences  or  events  using  effective   clearly  introduce  a  topic  with  a  preview  of  information  to  follow,  and  how  to  create  cohesive  
technique,  relevant  descriptive  details,  and  well-­‐ relationships  among  ideas  and  concepts  throughout  their  writing.  Students  also  need  to  develop  a  
structured  event  sequences.   controlling  idea  and  a  coherent  focus  on  a  topic.  At  this  level,  students  are  becoming  more  skilled  at  
a. Engage  and  orient  the  reader  by  establishing   selecting  and  incorporating  relevant  examples,  details,  and  dialogue  into  their  writing.  They  should  
a  context  and  point  of  view  and  introducing  a   be  using  specific  language  and  description  to  develop  characters,  setting,  and  a  logical  sequence  of  
narrator  and/or  characters;  organize  an   events  in  their  narratives.    
event  sequence  that  unfolds  naturally  and  
logically.    
b. Use  narrative  techniques,  such  as  dialogue,  
pacing,  and  description,  to  develop  
experiences,  events,  and/or  characters.    
c. Use  a  variety  of  transition  words,  phrases,  
and  clauses  to  convey  sequence  and  signal  
shifts  from  one  time  frame  or  setting  to  
another.    
 
SL  7.1  –  Engage  effectively  in  a  range  of   Seventh  grade  students  will  work  together  in  groups  to  collaborate  and  'bounce  ideas'  off  one  
collaborative  discussions  (one-­‐on-­‐one,  in  groups,   another  to  build  on  others’  ideas  and  bring  their  own  thinking  to  light.  To  show  mastery,  students  
and  teacher-­‐led)  with  diverse  partners  on  grade   might  participate  in  partnerships,  book  clubs,  Socratic  seminars,  philosophical  chairs,  or  teacher-­‐led  
7  topics,  texts,  and  issues,  building  on  others’   class  discussions.  These  structures  require  students  to  prepare  for  discussions/debates  by  
ideas  and  expressing  their  own  clearly.     becoming  familiar  with  the  topic,  text,  or  issue.  Students  then  come  together,  under  the  guidelines  of  
  a  specific  structure,  and  probe  for  deeper  meanings  beneath  the  topic,  text,  or  issue.  They  should  
take  responsibility  for  the  groups’  work  by  monitoring  their  progress,  asking  and  answering  pointed  
questions  that  require  participants  to  explain  their  responses,  and  should  reflect  on  and  re-­‐evaluate  
their  initial  belief  or  stance.  This  process  encourages  students  to  practice  skills  such  as  active  
listening,  connecting  to  others’  ideas,  and  progress  monitoring.  
 
SL.7.4  Present  claims  and  findings,  emphasizing   Seventh  grade  students  will  build  arguments  to  prepare  for  persuasive  speeches  on  topics  of  
salient  points  in  a  focused,  coherent  manner  with   interest  or  address  the  class  on  an  assigned  topic.  When  students  present  their  claims  or  findings,  
pertinent  descriptions,  facts,  details  and   they  should  use  practices  that  engage  their  audience,  emphasizing  important  points  with  different  
examples;  use  appropriate  eye  contact,  adequate   pitch  or  volume,  and  elaborating  on  a  point  that  listeners  may  need  more  explanation  to  understand.  
volume,  and  clear  pronunciation.     They  support  all  claims  with  ample  and  relevant  evidence.  Students  in  seventh  grade  also  become  
more  familiar  with  the  way  their  own  speech  sounds.  They  observe  when  it  is  appropriate  to  use  
informal  language  versus  formal  English.  Students  need  to  recognize  and  consider  to  whom  they  are  
presenting  (audience)  and  consider  if  the  topic  and  language  style  correspond  appropriately.  
Students  need  to  reflect  on  their  use  of  language  and  revise  as  needed.    
 Unit  7.2:  Analyzing  Characters  in  Fiction  
 
 

L.7.4  Determine  or  clarify  the  meaning  of   Seventh  grade  students  use  their  familiarity  with  language  and  its  structure  as  a  tool  to  aid  their  
unknown  and  multiple-­‐meaning  words  and   comprehension.  To  achieve  this,  students  will  draw  from  a  variety  of  skills,  including  using  context  
phrases  based  on  grade  7  reading  and  content,   and  function  to  determine  a  word’s  meaning,  analyzing  unknown  words  using  knowledge  of  Greek  
choosing  flexibly  from  a  range  of  strategies.     and  Latin  roots,  and  developing  the  skills  to  use  reference  tools  when  necessary.  Possible  activities  
for  this  goal  include  practice  with  analogies  in  order  to  understand  how  function  can  serve  as  a  clue  
to  an  unknown  word  and  word  studies  of  common  roots.  As  students  refine  these  skills,  they  should  
be  asked  to  routinely  apply  their  knowledge  in  authentic  reading,  writing,  and  speaking  contexts.    
 
• Based  upon  the  use  of  the  word  in  context,  what  can  you  deduce  the  word  _____  means?  
• How  does  the  affix/root  assist  you  in  understanding  the  word’s  meaning?    
• Using  context  clues,  what  does  _____  mean  as  it  is  used  in  paragraph  ____?    
• Which  word  or  detail  from  the  text  helped  you  to  understand  the  meaning  of  word  X?