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A. General Topic:
Close-reading: The death of Simon and
civilization
Grade(s): 10
# Days/Periods (3-5
hours): 3
B. Essential Question(s):
-Can anyone be capable of killing? Why or why not?
-How powerful is fear as a motivator?
-How can an individual lose his or her identity in a group?
Writing
CCSS.W.9-10.9 Draw evidence from literary or informational texts to support analysis,
reflection, and research.
Research
*Movement (not CC, but important to consider as a form of communication)
F. List Texts (texts may be other than print, like music, art, video)
Complete a Preparatory Analysis of Text (PAT) worksheet for planning reading tasks and
strategies. PAT Worksheet follows the template.
Lord of the Flies, Chapter 9
G. California ELD Standards for Learning Segment and Performance Levels (reading,
writing, speaking, listening, performing). Align with Common Core Content
Standards.
Reference CA ELD Standards. Select only those that apply to the Learning Segment.
Part 1: Interacting in Meaning Ways
CCCS
Collaborative
CCCS
DAY 1
Day 1: Agenda
Setting the scene, annotating the scene
Learning Activities and Corresponding
Activity Structures:
Day 1: Into
-Plot Timeline: (on a blank piece of paper they
will be adding to throughout the course of the
lesson)
Individually, students will write out in
chronological order three major events in the
novel. Then they will meet with a partner and
compare events, adding events they do not
have to their timelines. Finally, they will meet
with their island groups (the activity group
they have been with throughout the unit) and
add what other pairs in the group identify. If
time allows, each group will briefly share the
events of their timelines so other groups can
compare.
-With the room lights off or low, I would start
to play this video over the speakers only
https://www.youtube.com/watch?
v=g5jmhp1h52g
It is audio of a very intense storm, similar to
one described in the passage.
-Then I will read the passage (before I hand it
to students) along with the setting of the room
to try and create the sensation of what the
characters are experiencing.
Day 1: Through
I will ask students what the experience of
adding the noise and lighting adjustment to
the reading was like as I pass out copies of the
passage.
Then I will have them read the passages and
Opportunities for
Assessment,
Formative and
Summative:
-The timeline gives
me an idea of how
much students
have retained and
a glimpse of what
events from the
novel are most
memorable.
Scaffolds, Literacy,
and ELD Strategies:
-I will write a
definition of plot on
the board and give
an example before
asking students to
come up with their
examples.
-I am giving students
their own copies so
they can mark them
up and interact with
them more than they
could with a book
checked out of the
annotate:
-highlight words/phrases/images the author
repeats or examples of parallel structure
-circle examples of similes or metaphors
-put a box around how the group or individual
characters are referred to (by name, he, she,
etc)
-underline words you do not understand or
want to know more about (part of self-selected
vocabulary)
library.
-Important or
challenging words
will also be written
on the side of the
board, and ELL
students can add
what will help them
the most to the list
-Trends multiple
people notice will be
written up on the
board, so that ELL
students can
reinforce what they
have seen or add to
it.
Day 1: Beyond
Have students copy down the Frayer model.
Model with one of the words on the list how to
fill out the Frayer model, including
reminders/descriptions of what the terms on
the model mean:
Definition: dictionary definition of the word
Context: the sentence/passage it comes from
in the text
Symbol: Any picture or graphic that
represents the word best for you
Anonym: a few different words that mean the
opposite
If there is time left, students can get a jump
start on Homework (taking one of the words
they underlined and filling out a Frayer model
with it)
Note: Attach relevant documents, such as worksheets, assessments, rubrics,
scoring guides, etc.
Example of Frayer Model based on one from adlit.org (the one I use will replace
the Facts section with writing down the context/sentence in the text it is found and
the bottom two sections would be symbols and antonyms respectively):
Chpt. 1
Chpt. 8
Frayer Model: Choose a word from the passage that you do not know or want to
know more about and use it to fill out the Frayer Model below. The list of sections
includes: definition (the dictionary definition), context (a quote of the sentence you
found it in), word (the word you chose), symbol (a visual or drawing to help you
remember the word), and antonym (a word that means the opposite of your word).
Context
WORD
DAY 2
Day 2: Agenda
Antonym
QuickSymbol
Write, Updating vocab. List, Guiding questions, intro to dialogue assignment
Learning Activities and Corresponding
Activity Structures:
Day 2: Into
-Quick write:
Who you blame for the death of Simon?
Why?
Opportunities for
Assessment,
Formative and
Summative:
Scaffolds, Literacy,
and ELD Strategies:
Day 2: Through
-I will ask students to grab the annotated
passage from yesterday (or give copies to
students who were absent day 1) and the
Frayer model they filled out and meet with an
assigned partner (or three max). Then each
pair will be give a few tasks
1.Share the Frayer model you made
2.Re-read and compare passage annotations
(Is there anything your partner marked that
interests you or you may have missed)
3.During this time one of the pair can go and
update the word list on the board, adding
examples, synonyms, or antonyms next to the
word
-examples added to
the vocab list on the
board will assess
their understanding
of the words
-Designated time to
add to quick writes
will be collected as
a formative
assessment
DAY 3
Day 3: Agenda
CJs, Acting, dialogue
Opportunities for
Assessment,
Formative and
Summative:
Scaffolds, Literacy,
and ELD Strategies:
Character Dialogue
Assignment: Create a short dialogue (3 to 5 lines per speaker) between a major character
involved in the scene and someone investigating the death of Simon. Write out your dialogue
and reflection on a separate sheet of paper.
-
Pick any character in the scene (Piggy, Ralph, Jack, Roger, etc.)
If you get stuck, start with a general question (What happened that night? Or Whats the
first thing you remember) and then move on to more specific questions. (Refer to
Imagined Dialogue model)
Within your chosen characters responses, incorporate key words or phrases from the
passage that would inform their recollection of the event. A quote from the book can be
blended with your words or referenced underneath the line of dialogue that refers to it.
(Refer to Imagined Dialogue model)
Write a quick reflection (3-5 sentences) describing why you made the conversational
choices you did. It should explain the words or phrases you quote or paraphrase. Why did
you incorporate these details into your passage? How are they important to the scene we
read or the story as a whole? What larger themes or ideas might Golding be discussing by
using these details?
Purpose: The dialogue is one way to display an analysis of how tone (overall feeling of the
scene) and characterization (description of characters) are used by Golding to impact the reader,
and how you use these elements to make inferences and predictions on how the characters will
be affected or changed by this event.