Lord of the Flies

Lesson 14
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ELA

Unit 10

9th Grade

Lesson 14 of 26

Objective


Explain how Golding develops the theme of chaos vs. order in pages 64-75.

Readings and Materials


  • Book: Lord of the Flies by William Golding  pp. 64 – 75

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Target Task


Multiple Choice

Which of the following best describes why, on pages 68 and 69, Ralph is so angry that Jack let the fire go out?

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The conflict between Jack and Ralph is increasing. Which of the following best describes the conflict between them in Chapter 4?

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Writing Prompt

According to our class definition, do the boys have a functional orderly society? Explain, using evidence from Chapter 4.

Key Questions


  • What does a functional and orderly society look like?
  • Based on these quotations from yesterday’s reading, do the boys appear to have an orderly society/civilization? Examine each of the quotations below. Do they indicate that the boys are forming order (i.e., a functioning society) or giving in to chaos? Explain.
      “They ate most of the day, picking fruit where they could reach it and not particular about ripeness or quality. They were used to stomachaches and a sort of chronic diarrhea.”  “They obeyed the summons of the conch, partly because Ralph blew it, and he was big enough to be a link with the adult world of authority; and partly because they enjoyed the entertainment of the assemblies.” 
  • “They ate most of the day, picking fruit where they could reach it and not particular about ripeness or quality. They were used to stomachaches and a sort of chronic diarrhea.” 
  • “They obeyed the summons of the conch, partly because Ralph blew it, and he was big enough to be a link with the adult world of authority; and partly because they enjoyed the entertainment of the assemblies.” 
  • As you read today, continue to look for evidence of the boys’ society and what Golding is suggesting about whether or not these young boys are creating a functional society. After reading, examine the following quotations:
      “I’ve been thinking about a clock. We could make a sundial. We could put a stick in the sand and then—“  “The fire was out, smokeless and dead; the watchers were gone. A pileful of unused fuel lay ready.” “Kill the pig, cut her throat, spill her blood!”  “Piggy’s glasses flew off and tinkled on the rocks.” (recall what Piggy’s glasses symbolize.) “I’m calling an assembly…With the conch. I’m calling a meeting even if we have to go into the dark. Down on the platform.”
  • “I’ve been thinking about a clock. We could make a sundial. We could put a stick in the sand and then—“ 
  • “The fire was out, smokeless and dead; the watchers were gone. A pileful of unused fuel lay ready.”
  • “Kill the pig, cut her throat, spill her blood!” 
  • “Piggy’s glasses flew off and tinkled on the rocks.” (recall what Piggy’s glasses symbolize.)
  • “I’m calling an assembly…With the conch. I’m calling a meeting even if we have to go into the dark. Down on the platform.”
  • “They ate most of the day, picking fruit where they could reach it and not particular about ripeness or quality. They were used to stomachaches and a sort of chronic diarrhea.” 
  • “They obeyed the summons of the conch, partly because Ralph blew it, and he was big enough to be a link with the adult world of authority; and partly because they enjoyed the entertainment of the assemblies.” 
  • “I’ve been thinking about a clock. We could make a sundial. We could put a stick in the sand and then—“ 
  • “The fire was out, smokeless and dead; the watchers were gone. A pileful of unused fuel lay ready.”
  • “Kill the pig, cut her throat, spill her blood!” 
  • “Piggy’s glasses flew off and tinkled on the rocks.” (recall what Piggy’s glasses symbolize.)
  • “I’m calling an assembly…With the conch. I’m calling a meeting even if we have to go into the dark. Down on the platform.”

Notes


The quote analysis activity would work well as small group discussion. Assign the reading about face painting for homework.

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Lesson 13

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Lesson 15

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