Lord Of The Flies Essay Rubric

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37 page Unit Plan for "Lord of the Flies" by William Golding including individual lesson plans, worksheets, rubrics, assessments, lesson materials.

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Please note that ALL lesson plans include: rationale, relevant curriculum frameworks, listing of necessary materials, educational and behavioral objectives or SWBAT, introductory activity, detailed step by step teaching procedures, wrap activity, both formal and observational/ informal assessment suggestions and associated worksheets/ rubrics. Lesson specific worksheets follow their lesson plan. At the end of the document, there are more general worksheets or class materials that can be used as homework or to guide a class discussion, lecture, or cooperative grouping.

Unit Table of Contents.
Unit Overview (1-2)
Includes unit rationale, general goals and educational objectives, Massachusetts Frameworks, and Unit Essential Questions.

Lesson Plan One: Survivor! (3-4)
Given a power point presentation, students will understand the historical background and setting of the novel. Given the survival skills activity, students will understand the steps required to recreate a civilization on a deserted island and demonstrate their understanding on a creative poster.

Rubric - Survivor Activity (5)

Lesson Plan Two - Connotation and Denotation: Operative in Everyday Life (6-7)
In this lesson, students will participate in an activity that emphasizes the presence of connotative meaning in everyday life. By using their "literary language" in a seemingly ordinary way, students will begin to realize that life, not just literature, can be looked at in a symbolic way. The purpose of emphasizing this mindset is that students must be able to practice their symbolic and connotative skills on a daily basis, just like any language. In doing so, students will feel at ease when looking at texts in a symbolic or connotative way.

Lesson Plan Three - Connotation and Dentoation: Operative in William Golding's Lord of the Flies (8-9)
In this lesson, students will participate in an activity that emphasizes the presence of connotative meaning in Williams Golding's Lord of the Flies. Students have just practiced with their literary language in an everyday way, now they will be required to apply this knowledge to the beginning of Lord of the Flies.

Worksheet - Concrete to Connotated: Lord of the Flies (10)

Worksheet - Concrete to Connotated: Lord of the Flies Inverted (11)

Lesson Plan Four - Point Counterpoint: Is Taking a Human Life Ever Justifiable? (12-13)
In this lesson, students are introduced to a series of difficult questions regarding the killing of other human beings. While this is of course a sensitive topic, it is important for the students to establish their personal moral code before they can seriously contemplate the crimes committed on the island in Lord of the Flies. This activity acts as an activator near the end of the unit to motivate thinking about the moral fiber of Golding's character and forces them to question what their own behavior would be like on the island. I believe that doing so will engage a more profound, personal experience with the text

Worksheet - Point-Counterpoint (14)

Lesson Plan Five - Symbols as Indicators of Progression/ Digression (15-17)
In this lesson, students will examine three central images from Lord of the Flies: the megaphone, the conch, and the Lord of the Flies. Through this examination, students will discuss how the boy's change overtime on the island, the nature of civilization, the nature of community, and the nature of communication.

Lesson Plan Six - Group Discussion Extravaganza (18-21)
In this lesson, students will participate in a group discussion on chapters 2&3 in Lord of the Flies. As a class, we have been discussing theme, conflict, and connotation, this activity serves to put these terms in context and allow students to practice with literary discourse. Students will also be challenged to make connections among the ideas presented in the past two lessons, which include elements of civilization vs. elements of savagery, connotation, and characterization. This lesson will begin with the students in small groups discussing an assigned question. Students will then present their ideas, which will allow for class wide discussion of each question.

Worksheet - Group Discussion Extravaganza (22-23)

Worksheet - Making Connections: Two Quotes Worksheet (24)

Final Assessment - 6 Differentiated Creative/ Analytical Essay Questions (25)

Worksheet/ Lesson Material - Key Literary Terms and Definitions (26-28)
Can be used anytime in the year but is particularly applicable to allusion/ archetype and connotation/ denotation lessons.

Worksheet - Golding's Garden: Biblical Allusions in Lord of the Flies (29)

Worksheet - Guiding Questions for The Story of Cain and Abel: 4:1-16 (30)
To be paired with story in preparation for charting biblical allusions

Worksheet - Guiding Questions for The Fall of Man: Genesis 3:1-24 (31)
To be paired with story in preparation for charting biblical allusions

Worksheet - Charting Biblical Allusions (32-33)
Graphic organizer that can work with any text!

Lesson Materials - Discussion Questions: Ch. 1-3 (34-35)
Highly detailed discussion questions with page numbers; Great for modeling literary discourse and guiding classroom discussion.

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Teaching Duration

1 month


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Lesson Plan

Defining Moments: Charting Character Evolution in Lord of the Flies


Grades9 – 12
Lesson Plan TypeStandard Lesson
Estimated TimeSix 50-minute sessions
Lesson Author




Help students analyze characters by noting the ways in which defining moments shape personalities. In this lesson, students chart the evolution of Lord of the Flies' Jack and Ralph in order to gain perspective on how life on the island affects them. Students will chart changes, note the “direction” of their characters, support their conclusions with textual evidence, and present their findings. The strategies that students learn in this lesson will be applicable to future novels, making it a great one for improving overall critical reading. As a post-lesson assessment, teachers can also use the essay reflection directions and rubric.

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Before students graph their characters’ defining moments, they must find appropriate quotes in the book that demonstrate these moments. Morache (1987) explains, “Junior high students can be introduced to the idea of backing one's statements with evidence through a character analysis activity” (p. 61). While Lord of the Flies is often a novel read in high school, high school students can also benefit from practicing this important analysis skill. Like Morache’s activity, this character evolution lesson similarly “… encourages subjective response to literature yet requires that opinions be validated” (p. 63).

By charting moments that are supported with quotes and written explanation, students are free to draw their own conclusions but must ground their thinking in evidence. This type of analysis is crucial in sound critical reading/thinking, and practicing it in this lesson will help students interpret future novels, as well.

Further Reading

Morache, Jette. "Use of Quotes in Teaching Literature." English Journal. 76.6 (1987): 61-63.

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Students read a wide range of print and nonprint texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works.



Students read a wide range of literature from many periods in many genres to build an understanding of the many dimensions (e.g., philosophical, ethical, aesthetic) of human experience.



Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics).



Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities.



Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information).


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Resources & Preparation


  • Class set of William Golding’s Lord of the Flies
  • One computer for every four students

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Grades   3 – 12  |  Student Interactive  |  Organizing & Summarizing

Graphic Map

The Graphic Map assists teachers and students in reading and writing activities by charting the high and low points related to a particular item or group of items, such as events during a day or chapters in a book.


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  1. Before this lesson, students should have finished reading William Golding’s Lord of the Flies.
  2. Reserve the computer lab or library computers for one class session (students will need these computers for session three of the five sessions in this lesson)
  3. Create a list of student groups (four students in a group). Heterogeneous grouping is recommended.
  4. Divide list in half: one set of groups will investigate Ralph, while the other half will investigate Jack.
  5. Make class copies of Dynamic vs. Static Characters printout, or have the handout ready to project onto screen for students to take notes.
  6. Make class copies of Character Evolution Project Directions,Character Evolution Organizer,Character Evolution Chart Grading Rubric, Character Evolution Reflection Directions, andtheCharacter Evolution Reflection Grading Rubric.

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Instructional Plan


Students will:

  • apply literacy knowledge to identify defining moments for Jack or Ralph in Lord of the Flies and support their choices of defining moments with quotes from text.
  • create a Graphic Map of defining moments and write individual reflections supporting choices.
  • present findings and interpretations to the class.

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Session One

  1. Begin the session with a short review of the main points and characters of Lord of the Flies, which students should have just completed reading.  Ask students if anyone knows the difference between “static” characters and “dynamic” characters. Come up with a class definition and write it on the board/chart paper.
  2. Hand out the Dynamic vs. Static Characters printout, or project it onto a screen, asking students to write down definitions:
    • Static characters: do not experience basic character changes during the course of the story.
    • Dynamic characters: experience changes throughout the plot of a story.
  3. As a class, list the static and dynamic characters of Lord of the Flies on the board. (Example: the “littluns” are generally static, while Jack becomes significantly more aggressive.)
  4. Talk about the reasons that dynamic characters change. Explain that moments that change us significantly are “defining moments.” The moments themselves may be big or small.
  5. To check understanding, ask students to individually think of a single defining moment for Ralph or Jack and choose a few students to share these moments with the class. If time remains, challenge students to think of defining moments in short stories or novels they have read earlier in the school year.

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Session Two

  1. Hand out the Character Evolution Project DirectionsandtheCharacter Evolution Organizer. Explain to students that this week they will chart the changes of either Ralph or Jack, first on paper and then on a computer. They will find five defining moments for a character, support it with a quote, and note if the defining moment was low, medium or high in the character’s evolution.  (NOTE: Teachers may choose to give students this printout while they are reading the book--before the lesson is taught--to avoid having to go back to the book to find defining moments.)
  2. Explain how to fill out the organizers and remind students that all group members must participate.
  3. Model the organizer by using an overhead or projected computer screen to partially fill out an organizer.  Allow time for students to ask any clarifying questions.
  4. Split students into their groups and allow them to begin working on their organizers.
  5. Circulate among the groups, guiding students and answering questions.
  6. Wrap up the session by asking each group to share one defining moment with the class.

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Session Three

  1. Ask students if they have any questions about yesterday’s activity. Allow time for students to finsh their Character Evolution Organizers.
  2. Return to the Character Evolution Project Directionsand explain Part Two: Creating Your Chart to students so that they have a full understanding of the next step of their projects.Hand out the Character Evolution Chart Grading Rubric, explain, and allow time for students to ask questions.
  3. Explain to students that they will be using the Graphic Map interactive in the next session to create a chart based on their findings.  Demonstrate the Graphic Map by projecting your computer’s screen onto the board. Show students how to find the Graphic Map, and explain how to fill out the appropriate sections. (Using pictures on the map is optional.)
  4. Tell students that they will get started on their personal Graphic Maps at the beginning of the next session.

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Session Four

  1. Remind students that they have only today to use the Graphic Map interactive. Ensure that students have their Character Evolution Project DirectionsandCharacter Evolution Organizers.
  2. Take students to the library or computer lab and allow them to begin their charts, refering to the Character Evolution Chart Grading Rubric as they work.
  3. Circulate among the students, guiding them and answering questions.
  4. At the end of the session, ask students to print their work (one copy for each student, and one for you). Students will bring these printouts to the next class to be presented to their peers.

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Session Five

  1. Explain to students that today they will present their findings to the class.
  2. Give students five to ten minutes to discuss their presentations with group members.
  3. Call up groups to share their moments with the class. Each group should give their quotes and explain the items on their charts. They should end their presentations by explaining whether their character moved in a positive, neutral or negative direction.
  4. If student presentations are not finished by the end of class, finish them in the next session.

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Session Six (Optional)

  1. Explain to students that today they will begin to reflect on their findings.
  2. Hand out the Character Evolution Reflection Directions. Read the directions aloud and answer student questions.
  3. Hand out the Character Evolution Reflection Grading Rubric. Discuss the requirements of “excellent” papers. Take questions.
  4. Give students the rest of the session to brainstorm/outline their reflections. Circulate among students, helping as needed. (NOTE: Teachers may choose to build in more in-class writing days or direct students to finish reflections at home.)

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  • Reinforce students’ understanding of defining moments by using this same lesson with your next class novel.
  • Aid students in brainstorming the defining moments of their own lives, and follow up with a unit on personal narratives, based on students’ defining moments.

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  • Students present their findings in groups in order to demonstrate their understanding of defining moment and textual support.
  • Use the Character Evolution Chart Grading Rubric to further assess students’ understanding of defining moment and textual support.
  • Students write an essay to demonstrate understanding of character and defining moment.  Use the Character Evolution Reflection Grading Rubric to assess students' understanding.

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Related Resources


Grades   6 – 8  |  Lesson Plan  |  Standard Lesson

Texting a Response to Lord of the Flies

Students use Lord of the Flies to explore communication styles and techniques by writing text messages from one of the novel's characters to an imagined audience off the island.


Grades   9 – 12  |  Lesson Plan  |  Standard Lesson

Word Maps: Developing Critical and Analytical Thinking About Literary Characters

Students read "After Twenty Years" by O. Henry, use a word map to identify characters' qualities or traits, discuss the characters' feelings and actions, and reflect upon these in journals.


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Grades   3 – 12  |  Student Interactive  |  Organizing & Summarizing

Essay Map

The Essay Map is an interactive graphic organizer that enables students to organize and outline their ideas for an informational, definitional, or descriptive essay.


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Grades   3 – 12  |  Printout  |  Assessment Tool

Oral Presentation Rubric

This rubric is designed to be used for any oral presentation. Students are scored in three categories—delivery, content, and audience awareness.


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I was looking for a project like this. I am converting it to the Count of Monte Cristo for my 10th grade students. Thank you for such a well-thought out way of exploring a student's understanding of character with a digital and written component!


Amanda Halek @ FDHS

May 06, 2014

Worked out great! This was a very helpful outline for how to go about reading the book quickly and helping the students to make sure they retained the knowledge for the assessment. I liked the ideas of different possible projects. NICE! Keep 'em comin'!!!




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