jwolf

Joyce Wolf

EDC 448

Dr. Coiro

**Lord of the Flies Diverse Text Set** This diverse text set will focus primarily on sophomores in high school English literature course. The following resources are intended to spark their imagination, create a good background, as well as aid them in better understanding the novel, //Lord of the Flies//, in its different aspects.
 * Context for using the text set: **
 * A. Print Resources:**
 * Text #1:**
 * Citation:** Gale, Thomson. (2002).William Golding. //Authors and Artists for Young Adults//. 44. Retrieved February 23rd, 2009 from []
 * Text Summary:** This text is a short and concise bibliography that chronicles Golding’s life from birth until death. It retells of important events such as his relationship with his mother to his experience in the war which “shattered his Candide-like optimism.” Other interesting facts include how his most famous novel, //Lord of the Flies//, was rejected by twenty one publishers before it was finally published by Faber & Faber.
 * Rationale:** As an English literature teacher, I feel that it is important to know the author in addition to reading their work. It allows the student to feel a new appreciation for this work of art as well as gain some sort of understand that people really do write stories. Though it cannot be said that all authors write what they’ve lived through, it is still quite beneficial to learn information about their lives so that students can learn to respect it both as a learning tool and someone’s life work.
 * Use of text:** I plan to print it out for my students and use this as an introduction to //Lord of the Flies// with the hopes that students will gain an interest in reading what this man had to say in his novel. The bibliography also highlights the time he received a Nobel Price for //Lord of the Flies// and how it is one of the “most debated ‘great’ writers of the twentieth century”. It’s an interesting read that leaves its audience wondering why it is such a debate which is an additional benefit. Another important aspect is to demonstrate how writers work hard which correlates with the establishment of newfound appreciation and respect that I had mentioned earlier.
 * Attachment:** See Attachment #1.


 * Text #2:**
 * Citation:** Scott, Mary Lynn (1990). Universal Pessimist, Cosmic Optimist: William Golding. //[|Aurora Online]//. Retrieved February 28th from http://aurora.icaap.org/index.php/aurora/article/view/50/63
 * Text Summary:** This text is a type of personal communication as we read an actual interview that Mary Lynn Scott was able to conduct with William Golding himself.
 * Rationale:** Though it has a similar concept to text because it offers information about Golding, it is in a much more different setting. This gives the reader some insight into Golding’s world and it helps bring him to life even more. Text one focused on the more exterior aspect where as this text reveals more in depth thought.
 * Use of text:** Unrelated to //Lord of the Flies//, I would enjoy introducing my students to this type of document because it’s unique to all the typical essays, books, and other learning devices that they are familiar with. It helps to open up their options as well as demonstrate a good technique in obtaining a primary resource. In pertinence to //Lord of the Flies//, once again it gives the reader great insight into his working mind which can only benefit the audience as they begin to tackle the book.
 * Attachment:** See Attachment #2.


 * Text #3:**
 * Citation:** Golding, William. (1959). //Lord of the Flies//. USA: Penguin Group.
 * Text Summary:** This classic novel tells a story of a group of young boys stranded on a deserted island. The plot thickens as they progressively start to lose their rational thoughts and replace them with animalistic savage one.
 * Rationale:** I selected this book to base my lesson on because I can recall this particular story to be a high light in my own high school English class experience. Not only was it fun to read but it was truly interesting to see how this unique scenario would turn out. I also hope that it will how much fun reading can be.
 * Use of text:** It can be appealing to both gender demographics considering that it is an action adventure novel. Boys can relate to the characters where as girls have a curious state of mind to want to learn more. The vocabulary isn’t too much of an obstacle yet still contains words that students can figure out from reading the words surrounding it. There is great foreshadowing, symbolism, and major themes that students can discover for themselves within the text. Overall, it is both a useful and entertaining book that demonstrates how reading can be fun.
 * Attachment:** This is an actual book so there is no attachment.

[]
 * Text #4:**
 * Citation:** Oxford Hills. (2006). Vocabulary. Retrieved February 27th, 2009, from
 * Text Summary:** This text highlights particularly difficult words from each chapter as well as offers a definition.
 * Rationale:** I selected this to use as an example of there maybe encounters with mature vocabulary yet it is an easy obstacle to overcome once one takes the time to discover the meaning.
 * Use of text:** I would use this as an example for a vocabulary assignment which would involve having the students create their own versions of a study guide for words that they did not know before hand.
 * Attachment:** See Attachment #3.


 * Text #5:**
 * Citation:** Horn, Kahentinetha. (2006). Caledonia's "//Lord// //of// //the// //Flies//" Strategy at Six Nations. Canadian Dimension, 40. Retrieved from EBSCOhost database.
 * Text Summary:** Within this text, //Lord of the Flies// is referenced in relevance to an actual event concerning “hundreds of young people from the nearby non-Native town of Caledonia”. Ultimately, these young folks experience the same type of “breakdown of social order and disrespect for fellow human beings” as they let the fear of losing their homes get the better of them. Rather than blaming the real offenders, which would be the Ontario government, they’re placing the blame irrationally on Indigenous people.
 * Rationale:** I chose this text because it is an actual example of Golding’s main theme where social order is compromised.
 * Use of text:** I plan on reading this document out loud with the students and leading a discussion that questions its relevance to the story line. It is my hope that students will connect the two texts on their own and see that humans can lose their rational decision making on multiple occasions. I also hope that this will inspire them to question the reality of the situation and think of resolutions.
 * Attachment:** See Attachment #4.


 * B. Media Resources**
 * Text #6:**
 * Citation:** Allen, Lewis, & Hook, Harry. 1990. //Lord of the Flies//. USA: Castle Rock Entertainment
 * Text Summary:** This movie is based on William Golding’s novel, //Lord of the Flies//. The tagline, “No parents. No teachers. No rules… No Mercy”, is a concise and fitting description for the novel itself.
 * Rationale:** I chose this movie because it brings the book to life and may help students who are more visually gifted in learning according to Gardner’s Multiple Intelligences theory.
 * Use of text:** At the conclusion of reading the novel, I would play this movie as a sort of treat and break from reading. As part of an assignment, I’d ask the students to record any major or minor differences they see between the two texts and then debate on whether or not film is the superior version to the novel.
 * Attachment:** This is an actual movie so there is no attachment.


 * Text #7:**
 * Citation:** Rosenberg, Stuart. (1960). I Show an Arrow into the Air. //Twilight Zone//. USA: [|Cayuga Productions].
 * Text Summary:** The plot is very similar to //Lord of the Flies// as the main characters find themselves stuck on a deserted and hostile environment. Though it’s from a futuristic standpoint, human nature has refrained from evolving as one of the characters, Flight officer Corey, plays a role similar to Jack as he lets his animalistic instinct to survive best his ability to rationalize a situation.
 * Rationale:** This text is yet another different version of //Lord of the Flies//. It offers a futuristic approach to the theme of evil prevailing and consuming the human mind in times of great need.
 * Use of text:** I would play this episode in the classroom as a follow up to the movie segment. For an assignment, I’d ask the students to compare and contrast the differences between this text as well as texts number six and three which would ultimately lead to a creation of a Venn diagram.
 * Attachment:** This is an actual televised program so there is no attachment.


 * C. Online interactive resources**
 * Text #8:**
 * Citation:** Lord of the Flies Study Guide. (2009). Retrieved March 1st, 2009, from Grade Saver: [] /
 * Text Summary:** This text offers an interactive online quiz for every chapter of the novel. There are up to ten questions per chapter and they cover topics relevant to that chapter such as asking what “Piggy’s real name is” as well as questioning why events occurred.
 * Rationale:** This interactive text would be very useful to have as it completely covers the book and high lights the major important events and details that occur.
 * Use of text:** Upon completion of reading each chapter, I would have students access this online website and take the quiz that correlates with the desired chapter. Then, I would have them print out their results and use this to not only see if students are reading and understanding the material but to award those who receive high scores extra credit in addition to an assignment or test.
 * Attachment:** See Attachment #5.


 * Text #9:**
 * Citation:** Cox, Beth. (1991). A Picture is Worth a Thousand Worksheets. //Journal of Reading,// 35.3, 244-5. Retrieved from English BYU Edu.
 * Text Summary:** This text highlights one teacher’s efforts of helping her students to “see” the novel by allowing them the opportunity to exercise their artistic ability in the form of drawing pictures which depicted each chapter.
 * Rationale:** This is a very interesting and interactive oriented text that has been noted to allow the students to remember and learn “more than in previous years”.
 * Use of text:** Upon the conclusion of each chapter and in addition to text five, I would have the students draw their own versions of each chapter as a way for them to exercise their artistic ability and self expression. It touches upon a lesson we had learned previously in the semester where picture books should also be given an opportunity to be in the classroom.
 * Attachment:** See Attachment #6.


 * D. Instructional Resources**
 * Text #10:**
 * Citation:** Lord of the Flies Lesson Plan Selections. (2008). Retrieved February 24th, 2009 from http://school.discoveryeducation.com/lessonplans/programs/flies/
 * Text Summary:** This text gives a detailed lesson plan that benefits the students greatly.
 * Rationale:** Basically, this particular lesson plan asks the class to be split into three main groups: Jack’s point of view, Ralph’s point of view, and the audience of judges. The Jack and Ralph oriented groups are assigned the task of defending their character’s actions within the novel where as the judges act as prosecutors. Ultimately, it is up to the judges to declare a winning side.
 * Use of text:** I would use this set up in my classroom as a way to create a trail. I feel this would be a two to three day process in order to allot the students ample time to figure out their arguments, evidence, and any other details necessary in a trail like atmosphere. I think this is a great project to do in class as it exercises the students’ research and communication skills as well as involve them.
 * Attachment:** See Attachment #7.


 * Using these texts together in the classroom:**

I would combine and use all these texts in the classroom because they cater to a wide array of intelligences in accordance with Gardner’s MI theory. By using these texts, the students should ultimately be questioning the idea of evil existent in humans which is one of the primary themes in //Lord of the Flies//. From biography, interview, novel, to film, art, and debate, these texts require and exercise the students many different strengths. Each device has its own unique contribution to the lesson overall yet work well together in helping the student to succeed at understanding the novel. To conclude, one of my main goals in this unit is to have the students question everything about the book from the author to whether or not their fictional actions are applicable to real life situations. Another goal is to have them make connections between all the different types of available texts as well as further their interest in looking beyond the book itself and into the lives of those who write.
 * Learning Objectives:**
 * GLE:** R-10-7.3. All students need ongoing opportunities to apply and practice reading strategies with many different types of informational texts (expository and practical texts across content areas). Recognizing a variety of informational texts and their characteristics will help students in meeting grade level expectations described in the NECAP GLEs and GSEs. Demonstrate initial understanding of informational texts (expository and practical texts) by… Organizing information to show understanding or relationships among facts, ideas, and events (i.e., representing main/central ideas or details within text through charting, mapping, paraphrasing, summarizing, comparing/contrasting, outlining, or connecting information with related ideas) (State)
 * National Teachers of English: ** “Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and nonprint texts”. (www.ncte.org)

Joyce, I like how your very first text set gives a background of the author. I believe, when reading a book, it is very important o know who the author is because that can greatly help you understand the content in the book and why it was written. In text #5, you compare the plot of the book to an actual situation involving real people in the world. Having read this book myself in a high school English class, I ever knew the events that happened in the book came close to mirroring anything that ever happened in real life. I also like how your 6th text is the movie version of //Lord of the Flies//. As I said before I have read the book and enjoyed, but never watched or even knew there was a movie too. Overall a great job Joyce and I would definitely like to be in your class when you teach a lesson on this book

Sam Freundlich

Joyce, I think that you have a very nice diverse text set. Your first couple sources are great because they set up the background of the author. I never knew that he was turned down by publishers! I like that you give the students important vocabularly words. I remember reading this book in 8th grade and being confused and bored through most of it. Perhaps if I had had some sort of list of important terms, I would have had more luck with the book. I remember watching the movie and I am glad you included it in your text set because it helped clear up questions I had about the text back in 8th grade. Overall, you did a really good job!!

Kaela Santillo Please post your diverse text assignment here