Freshmen: Introduction to Lord of the Flies

For the freshmen in Room G17, this is a week of transition: from Miss DeGirolamo to Mrs. Sparks and from our research unit to our study of William Golding’s Lord of the Flies.

On Monday, students will submit their final research papers. In class they will use the rubric provided last week to self-assess before Miss DeGirolamo assesses their work. In order for their essays to be considered “on time,” students must have completed the following:

  • Printed their final drafts prior to class
  • Submitted their final drafts to
  • Completed a self-assessment using the essay rubric

Students will receive a 10% late penalty for each day the paper is late.

On Tuesday, students will be introduced to Golding’s novel and to the structure of this final unit. Each class period will be divided into two parts: instruction/assessment and readers/writers workshop. In the opening part of each class period, students will engage in activities such as close readings of Lord of the Flies; study of thematically related poems, articles, and images; quizzes; and whole class discussions. In the closing part of each class period, students will be free to work on reading the assigned pages of Lord of the Flies, reading their choice books, or working on their multigenre projects. Students will choose how they spend their workshop time.

Students will engage in a close reading exercise on setting in Chapter 1 of Lord of the Flies on Wednesday before taking their first quiz on the reading Thursday. On Friday, students will work on a partner character study based off of their Chapter 1 reading.

Parents, how can you help?

  • Ensure that your child submits his/her research paper on Monday.
  • Review expectations and due dates for the multigenre project with your child. This project will be collected in increments over the next four weeks, and it is essential that students stay on top of these due dates.
  • Talk to your child about Chapter 1. The quiz on Thursday will be a “quote quiz” during which students will encounter key lines from the chapter. Using the knowledge students have of the characters, setting, and conflicts of Chapter 1, students should be able to infer (or remember!) the speaker of the quotation, the context of the quotation, and the significance of the quotation.