Page

Foundations and Methods of the English Language Learner

Literacy Development and Content Instruction
SIOP Lesson Plan on Lord of the Flies
Lesson 3

Lesson 3: Lord of the Flies

Standards:
Common Core Standards:
RI.8 Delineate and evaluate the argument and specific claims in a text, assessing
whether the reasoning is valid and the evidence is relevant and sufficient; identifying
false statements and fallacious reasoning.
W10. Write routinely over extended time frames (time for research, reflections, and
revisions) and shorter time frames (a single sitting or a day or two) for a range of
tasks, purposes, and audiences.
SL1. Initiate and participate effectively in a range of collaborative discussions (oneon-one, in groups, and teacher-led) with diverse partners on grade 9-10 topics, texts,
and issues, building on others ideas and expressing their own clearly and
persuasively.
SL4. Present information, findings, and supporting evidence clearly, concisely, and
logically such that listeners can follow the line of reasoning and the organization,
development, substance, and style are appropriate to purpose, audience, and task.
L.4 Determine or clarify the meaning of unknown and multiple-meaning words and
phrases based on grades 9-10 reading and content, choosing flexibility from a range
of strategies.
ELD Standards:
1. Collaborative: Exchanging information and ideas with others through oral
collaborative discussions on a range of social and academic topics
6. Collaborative: Reading closely literary and informational texts and viewing
multimedia to determine how meaning is conveyed explicitly and implicitly through
language
5. Interpretive: Listening actively to spoken English in a range of social and academic
contexts
6. Interpretive: Reading closely literary and informational texts and viewing
multimedia to determine how meaning is conveyed explicitly and implicitly through
language
7. Interpretive: Evaluating how well writers use language to support ideas and
arguments with details or evidence depending on modality, text type, purpose,
audience, topic, and content area
8. Interpretive: Analyzing how writers use vocabulary and other language resources
for specific purposes (to explain, persuade, entertain, etc.) depending on modality,
text type, purpose, audience, topic, and content area
9. Productive: Expressing information and ideas in formal oral presentations on
academic topics

1 of 7

Page

Theme:
Humanity

Lesson Topic:
Civilization versus Savagery

Objectives: Students will be able to:

Language:
Listen to instructions
Write an answer to a journal question
Speak about the answer to the journal question
Explain characteristics of certain characters in the book
Speak to a class about their characters traits
Write to complete a survivor worksheet
Speak to a class about the research completed
Content:
Generate ideas and examples for the required journal entry, using descriptive
vocabulary and correct grammar and punctuation
Re-tell his/her journal entry in his/her own words without relying on text
Develop critical thinking skills through Internet research in a group project setting
Working in a group, students will listen to instructions, list the required areas
necessary for research, gather information via the Internet, discern information based
on need, and write a narrative report about survival plans which will be presented to
the class.

Learning Strategies:

Cooperative groups
Pairs
Comparison Chart
Brainstorm

Key Vocabulary:
Ebullience, indignant, tumult, savage, civilized

Materials:
Teacher:
__# of copies of Civilized Or Savage? chart
__# of Poster boards
Student:
Word Journal
Writing Journal
Pen/Pencil/Highlighter

2 of 7

Page

3 of 7

Motivation:
Journal Entry:
What would you do if you were stranded on an island? Who would you want with you? Do
you think you could survive/be rescued? Why/Why not?

Presentation:
1. Discuss answers to the journal entry. Ask for volunteers.

Practice/Application:
1. To better understand the group dynamics on the island, have students fill out the
chart, Civilized Or Savage?
2. Choose partners based on ELL and native speakers as well as learning level abilities.
Track who you choose as partners. They should be partners at least twice so that
they each take an active role.
3. Review the directions with the students. Start by providing one character example as
an example on how to complete the chart. Several answers possible.
4. Students work in pairs to complete the chart.
5. Each pair picks a speaker, based on who presented last time.
6. Each pair presents their findings to the class. Individual students are to add to their
own chart, if they dont have that same example.
7. Students will turn in for completion points. This sheet will be returned and students
are to keep this chart for future quiz/text/paper.

Vocabulary:
1. Review vocabulary words for the day. Each student is to write in their Word Journal
the word, definition and a sentence incorporating that vocabulary term.

Presentation:
Who has seen the movie Castaway? The show Survivor? What is a common theme in these
shows?

Practice/Application:
Research for Survival Lesson:
1. Divide students into groups of three. Create a mix of students including ELL with native
language speakers with special ed and high level learners.
2. Explain to the class as a whole that they have gone on a class cruise to Hawaii. However,
the ship runs aground; and only the three of your group survive to swim to a small,
uninhabited island in the Pacific. (The class might decide what supplies, if any, each group is
allowed to salvage from the ship.)
3. Allow each group time to brainstorm the necessities for survival and the type of information
they'll need to survive. This information should be written on a poster board to be shared
later.
4. Explain that each group will search the Internet for the skills necessary for survival. (A note
of caution: searching survival sites sometimes links to militia groups and weapon sales. Be
sure to circulate among your students to monitor the sites they visit.) Write the following site
address for them to use in their research:
http://www.survivaliq.com/survival/tropical-survival_s5.htm
http://www.wilderness-survival.net/chp6.php
5. Check with each group to be sure they've included as necessary information how the
survivors must adapt to their situation in the areas of climate protection, food gathering, water
purification, clothing, government of the group, and attempts to secure rescue.
6. Provide research worksheets (attached) and MLA citation guidelines (available in all writing
textbooks) to each group to facilitate their research.

Page

4 of 7

7. Instruct the groups to divide areas of responsibility for research. Each student contributes
to the final report what he/she found in his/her research. The research worksheets can be
collected at project's end to ensure individual participation. Each student's notes should
reflect his area of research.
8. Once the research has been completed, the students will use the computer (the group may
rotate use of keyboard in respect to their areas of responsibility during research) to type a
narrative that explains how they survived the shipwreck.
9. Allow class time to present group narratives. A speaker for each group should read the
group's report to classmates, who pose as media representatives and ask questions relating
to the presenting group's "experience" and survival. As an option, have each group present
only one section of their report by reading it aloud or narrating a created slideshow such as
PowerPoint. Since classmates have researched similar material, their questions should be
knowledgeable ones.

Review/Assessment:

Civilized or Savage charts will be collected and given a participation point. Students to
keep for future reference.
Research for Survival project: Each student assessed as an individual as well as a
participant in the group. Please see Rubric at the end.
Research worksheets collected

Works Cited:
ALEX
http://alex.state.al.us/lesson_view.php?id=9194
Accessed 2/12/16
Smelser, Tricia (2016) Lesson Three: Lord of the Flies Unpublished lesson plan, University of
California, San Diego.
Survival IQ
http://www.survivaliq.com/survival/tropical-survival_s5.htm
Accessed 2/12/16
Wilderness Survival
http://www.wilderness-survival.net/chp6.php
Accessed 2/12/16

Page

5 of 7

Name_______________________________________________________________________
Date:________________________________________________________________________

CIVILIZED OR SAVAGE?
Directions: Identify examples showing each character as either savage or civilized.

Character

Examples of how they are civilized or savage

Pag
e#

Jack

Jack drew his sword with flourish to kill the pig savagery

30

Ralph

Ralph called the group together using the conch civilized

17

Page

6 of 7

Piggy

RESEARCH WORKSHEET
Name: ____________________________________________
Date: _____________________________________________

Topic area (water, shelter, etc):

Solution based on information found:

Survival problem (salty or muddy water, sun and rain

protection, etc.)

Page

7 of 7

Website name:

Website address:

Name:
__________________________________________________________________________
Date:
___________________________________________________________________________

Survivor PROJECT RUBRIC:

Assessment Points
Research Participation (20)
Writing Participation (20)
Group Report Presentation
(10)
Final Written Report (50)
Including:
Grammar & Spelling (15)
Length of Report (one full
page for 15)
Coverage of all areas (30)
Final Score:

Grade

Comments