Unit: Civilized Society - Lord of the Flies

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Unit: Civilized Society - Lord of the Flies by Mind Map: Unit: Civilized Society - Lord of the Flies

1. Essential Understandings:

1.1. Power changes relationships and individuals. Group dynamics are powerful agents of change for the better and for the worse of society. Laws are needed to maintain societal order, but when they are challenged or not followed what happens or should happen? Is the individual stronger or the group stronger? Mentality of the Indiv vs. the group and its power

2. Understand

2.1. Art is a expression of society. The good, the bad, the ugly....

2.2. That literature, good literature, transcends time and space.


3.1. CCSS: English Language Arts 6-12 CCSS: Grades 9-10 Reading: Literature Key Ideas and Details 1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. RL.9-10.1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. 2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. RL.9-10.2. Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. 3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text. RL.9-10.3. Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme. Writing Text Types and Purposes 1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. W.9-10.1a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence. Production and Distribution of Writing 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. W.9-10.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)

4. Accommodations/Tiered Vocabulary/ Scaffolding: This will be done at the lesson plan level. This all depends on specific student needs per class or per pupil.

4.1. Audio text, supplemental notes, teacher notes, fill in the blank, word wall, samples/exemplars...etc..

5. Student Strengths

5.1. Strategies to utilize prior knowledge at the beginning, monitor through the middle, and final assessment that has multiple entry points for showing knowledge.

6. Final Assessment showing BIG UNDERSTANDINGS

6.1. Culminating Project Choice of 6 Activities

6.2. Argument Essay - Prep for real world writing.

7. Essential Questions :

7.1. How does individual power change in relationships with others? Do individuals control groups, or do groups control individuals? How does a society maintain order? Are laws necessary? How do fear and desire for acceptance influence human behavior? Does violence create power or control? If no one is watching, why will some people to do the right thing while others will not?

8. Know

8.1. *analyze literary conventions and devices an author uses and how they contribute meaning and appeal. *develop and defend multiple responses to literature using individual connections and relevant text references. *develop a critical stance and cite evidence to support the stance.

8.2. *activate prior knowledge, establish purposes for reading and adjust the purposes while reading. *select and organize relevant information from text to summarize. *draw conclusions and use evidence to substantiate them by using texts heard, read and viewed.

9. Do

9.1. Students will be able to read, analyze, and reflect on theme, characterization, and the bigger picture focuses of power, utopia/dystopia, and beyond within this unit.

9.2. Students will create a mock trial where they must choose a character whose actions they defend or take part in the judicial end where they decide who is guilty.

9.3. Students will think critically within each chapter and respond to journal questions connecting larger ideas/concepts to each chapter and use evidence from the text to back up their claims.