1 Learning Context (Relationship to the unit, topic of study, curriculum targets) UNIT GOAL | Synthesize new meaning from

m a literary text using thematic lens Practice acquired set of skills by finding evidence from the text, making inferences, and s ynthesizing your interpretation of the literature. Form connections from the literature to si gnificant outside elements in order to create new meaning from a literary text. Class Context | Downers Grove North High School This lesson will take place in a co-taught sophomore level English Communication II course at Downers Grove North in a co-taught classroom consisting of 22 students. Topic of study | English Communication II The students are reading Lord of the Flies. We read nearly all of chapters 1-5 in class, and the students have been listening to the audio and finishing the rest of the reading for homework. Over spring break, the students were assigned to read chapters 8 and 9. We have summarized these chapters, but still need to look at major theme in the chapters. Curriculum Targets | Downers Grove North Literature and Reading
Targets

Apply analytical annotations and ideas to the text, Lord of the flies, textmarking and drawing conclusions about characters, themes, and ideas Analyze how thematic idea evolves throughout the story - looking at a novel through thematic lens. Formulate summaries at the end of every chapter Draw conclusions about thematic topics as they are evident Identify, find examples of, and analyze symbols and motifs 2 Learner Characteristics (What are the students like? Are there any special ch aracteristics or needs?) Students request explicit directions and reasoning behind classroom activities Some students do not appear to particularly enjoy the novel Some students do not appear to be taking part in reading outside of class 3 Learner Objectives Content (What knowledge and skills are to be learned?) Todays Objective/ Skill | April 3, 2012

1. Identify, find examples of, and analyze a major theme in the text 2. Draw conclusions about a thematic topic that is evident in the text 3. Close-read section of the text State Goal One: Read with understanding and fluency 1.B.4a Preview reading materials, clarify meaning, analyze overall themes and coherence, and relate reading with information from other sources. 1.B.4b Analyze, interpret and compare a variety of texts for purpose, structure, content, detail and effect.

Process and Reasoning (What will students be doing and what learning skills, r easoning, etc are required?) 1. Begin by watching two clips of mob mentality a. http://www.youtube.com/watch?v=b9xbP18_0B4) negative b. http://www.youtube.com/watch?v=1aSbKvm_mKA positive 2. Discuss differences between powder puff hazing mob mentality and Oprah flash mob mob mentality 3. Listen to the audio version of when Simon is killed where Ralph and Piggy join in as well 4. Separate students into heterogenous literature circles (assign roles: Piggy, Ralph, narrator) 5. Have students begin reading chapter 10 in small groups 6. Students fill out exit slip explaining the effects of mob mentality on the characters in the novel (emotional change in roles of Piggy and Ralph) Application (How will students apply their new knowledge?) Students will be writing a thematic essay at the end of the unit around one of the themes on their bookmark. Leadership is one large theme we have been discussing throughout the novel. Tie in leadership to mob mentality. Who started this attack on Simon? Why did the others join in? Also look at the theme of savagery and civilization and compare the two. All of these themes are applicable for the thematic essay at the end of the unit.

4 Assessment Pre-assessment (Processes used to determine student readiness.) Students will watch clip and answer questions on the worksheet and then begin discussion about mob mentality and the connection between the reality of mob mentality and the novel. Have students relate to the characters more in the novel and understand attack on Simon (innocent). Formative (Processes used to monitor student learning) Students will fill out an exit slip explaining the effects of mob mentality on the characters in the novel and what Golding is trying to say about mob mentality, leadership, savagery, and civilization. Summative (Assessments beyond this lesson.) At the end of this unit, students will need to draw logical conclusions on themes throughout Lord of the Flies. Students will then synthesize an innovative significant message based on Goldings portrayal of the effects of a lack of civilization and the true return to id or savagery innate in human beings. Students will be assessed through a formal thematic essay at the end of the unit. 5 Instructional Strategies, Materials and Technology (Teaching techniques, mat erials and technology based tools) Strategies 1. Collaboration in pre-determined heterogeneous reading groups 3. Use of a visual representative for mob mentality 4. Making text-to-world connections Materials and Technology 1. Exit slip for students to fill out 2. Two ready-to-go clips to view 3. Lord of the Flies 4. Small group lists

6 Possible Student Learning Challenges Students are not enjoying the novel and do not understand how these kids are so savage. Students recently read a gruesome part in the novel and have complained that the book is unrealistic and have lost interest in the novel. I wanted to peak the students interest with real forms of mob mentality and the differences between good and bad mob mentality.