ENG1D Novel Study Unit Name: Novel Study Unit: Lord of the Flies

Transcription

1 ENG1D Novel Study Unit Name: Novel Study Unit: Lord of the Flies

2 by Sir William Golding Biography Sir William Gerald Golding CBE (19 September June 1993) was an English novelist, playwright, and poet who won a Nobel Prize in Literature, and is best known for his novel Lord of the Flies. He was also awarded the Booker Prize for literature in 1980 for his novel Rites of Passage, the first book in what became his sea trilogy, To the Ends of the Earth. Golding was knighted by Elizabeth II in He was a fellow of the Royal Society of Literature. In 2008, The Times ranked Golding third on their list of "The 50 greatest British writers since 1945". Early life William Golding was born in his grandmother's house, 47 Mountwise, Newquay, Cornwall and he spent many childhood holidays there. He grew up in Marlborough, Wiltshire, where his father (Alec Golding) was a science master at Marlborough Grammar School (1905 to retirement). Alec Golding was a socialist who advocated science-inspired rationalism, and the young Golding and his elder brother Joseph attended the school where his father taught. His mother, Mildred (Curnoe), kept house at 29, The Green, Marlborough, and was a campaigner for female suffrage. In 1930 Golding went to Brasenose College, Oxford, where he read Natural Sciences for two years before transferring to English Literature. Golding took his B.A. degree with Second Class Honours in the summer of 1934, and later that year a book of his Poems, was published by Macmillan & Co, with the help of his Oxford friend, the anthroposophist Adam Bittleston. Marriage and family Golding married Ann Brookfield, an analytic chemist, on 30 September 1939 and they had two children, Judith and David. War service During World War II, Golding joined the Royal Navy in He fought (on board a destroyer) and was briefly involved in the pursuit and sinking of the German battleship Bismarck. He also participated in the invasion of Normandy on D-Day, commanding a landing ship that fired salvoes of rockets onto the beaches, and was in action at Walcheren at which 23 out of 24 assault craft were sunk. Death In 1985, Golding and his wife moved to Tullimaar House at Perranarworthal, near Truro, Cornwall, where he died of heart failure, eight years later, on 19 June He was buried in the village churchyard at Bowerchalke, South Wiltshire (near the Hampshire and Dorset county boundaries). He left the draft of a novel, The Double Tongue, set in ancient Delphi, which was published posthumously. His son David continues to live at Tullimaar House. From Wikipedia.org Regarding the 1963 film version by Peter Brook: They ended up with sixty hours of rushes and then spent a year editing. Brook's experience with the boys confirmed, for him, the truth of Golding's fable. Their off-screen relationships paralleled the story. Piggy, for example, came close to tears, because the other boys told him his death was going to be for real: 'They don't need you any more.' Golding's only falsification, Brook concluded, was the length of time the descent into savagery took. In the novel it is about three months, whereas, in Brook's view, if the constraints of adult presence were removed, 'the complete catastrophe could occur within a long weekend'. His dark, terrifying film has long been recognized as a masterpiece and it introduced Golding's fable to thousands who never had and never would read him. from William Golding: The Man Who Wrote Lord of the Flies by John Carey 2

3 Character Map From CliffNotes The Lord of the Flies Summary and Study Guide 3

4 Characters Directions: Match the following descriptors to the appropriate characters. Types: ruthless leader, mystic, model boy, thinker Central Motivation: to be rescued, to know the truth, to be rescued, to hunt Principal Emotions and Attributes: dreamer; easygoing but responsible, serious; thoughtful, visionary; brave, hatred; a natural leader Principal Actions: feeds ideas to Ralph, talks to the Lord of the Flies; solves the mystery of the Beast, forms democracy; lights the signal fire, splits boys into two groups initially At the Beginning of the Novel: in charge of boys choir, apprehensive; frightened, fainting; choirboy, happy; excited by adventure Character Type Ralph Jack Piggy Simon Central Motivation Principle Emotions and Attributes Principle Actions At the Beginning of the Novel 4

5 Allegory and Symbolism Definitions Allegory: a type of story whose surface plot and theme represent a deeper, abstract meaning. Symbol: an object, sign, or image that is used to stand for something else, as a flag may be used to symbolize a nation. Henry Adams uses the dynamo as a symbol of vast, inhuman power. Symbolism: the systematic use of recurrent symbols or images in a work to create an added level of meaning. Dante s Fourfold Method Interpretations of Allegories by Dante Alighieri Source: The AP Vertical Team Guide The literal or historical level: The things that are actually happening in the story on a surface level. The political level: The level on which human beings relate to others in a community and in the world. For example, where the rule of law is shaken and a city s order is threatened. The question is this: Which is more important, the state s stability or the individual s conscience? The moral or psychological level: The way in which the self relates to the realm of ethics. The spiritual level: The universal level on which a person relates to the cosmos, the way of the pilgrim soul. For example, an individual representing a free spirit bound to rebel against the repression of absolute authority. This person symbolizes free will and the power of the individual, showing the reader the idealism of youth that inflexibly seeks martyrdom rather than compromise. Moral allegory Social allegory Religious allegory Ralph Jack Piggy Simon Common sense Emotion Intellect Soul Democratic government Power; dictator Technology Humanism Everyday person Ruthless/corrupt Intellect Spiritual truth 5

6 Theme Statements A theme is a statement that suggests a universal observation on like that authors convey through their stories. Theme statements are not preachy, and they are not specific to the text; instead they offer insight that is promoted through the text. Possible topics for themes in Lord of the Flies include: civilization versus savagery loss of innocence innate evil in humans anarchy versus democracy reason (wisdom) versus power innocence versus experience strength versus weakness loss of communication and there are probably many more Sample Statement of Theme: When civilization is overcome by savagery, there is always a loss of innocence. Sample Connection: Civilization versus savagery Loss of innocence Using the topics above, try to create theme statements for each of the topics listed. 1. The following organizer contains a list of primary conflicts in the novel. Conflicts are not themes but often serve as signposts, which point towards themes. Within the conflict is a major idea about human nature that the author is trying to convey to you as the reader. This major idea is referred to as the theme. 2. Uncover at least five examples from the novel for each listed conflict. Based on the examples collected, specify the major idea the author is trying to convey (theme). Primary Conflicts Civilized Behaviour (Ralph) vs. Savage Behaviour (Jack) Themes 6

7 Theme Statements Primary Conflicts Anarchy vs. Democracy Themes Reason (Wisdom) vs. Power Innocence vs. Experience Strength vs. Weakness (physical and psychological) Spirituality vs. Agnosticism Humans vs. Nature 7

8 Rituals A ritual, according to Confucian philosophers, refers to the symbolic expression of the sentiments, which are attached to a given situation. A situation could include a person, time, concept, thing, or occasion (i.e., marriage, funeral, sporting event, etc.). In other words, there is significant meaning or feeling attached to the particular practice, custom, expression, etc. In determining whether an act or event is a ritual, watch for certain behavioiurs from costumes to the words used. Examine what purpose these practices provide that is not stated explicitly. Note: habitual behaviours are actions that have no symbolic connection to the repetition of behaviour. For example, tying one s shoes is not a ritual. Classification of Some Types of Rituals Source: Keutsche, Paul. Field Ethnography: A Manual for Doing Cultural Anthropology. Prentice Hall, Toronto Rites of Deference: rituals that show differences in status, ranging from tipping a hat to a lady to bowing oneself before a throne. These can be indirect, such as the right to interrupt another in conversation or to arrive late for an appointment. 2. Rites of Passage: rituals associated with the change of status of an individual or group of individuals. For example, christening, marriage, funeral, initiation, crowning. Examples of functions for such rituals are as follows: A. Closure: marks the end of stages of life or of situations. Examples: Closing Ceremonies of the Olympic Games is an example of closure. B. Promotion of Familiarity: promoting stepped up social interaction between the new member and others in the association. Consider whether this ritual involves an opportunity for two groups to interact when they usually would not. 3. Rites of Intensification: rituals, for which the main purpose is to reassert social relations, to intensify social bonds. Functions include: A. Activation of Status Relationships: helps maintain status systems by giving them the excuse to operate. For example, a king s coronation with all its pageantry could help promote and maintain his status and role. Look at the costumes of individuals for this case. B. Value Reiteration: ceremonies that promote loyalty. For example, a group of Toronto Maple Leaf fans wear the same colour, in order to show they support this team. 8

9 Ritual Activity 1. In the organizer below, list three modern rituals that you are familiar with and, in a sentence, describe the purpose of each ritual. 2. List three rituals that the boys create in Lord of the Flies. In a sentence, describe the purpose of each ritual. 3. In a paragraph, pretend that you are a field ethnographer describing a ritual you have just witnessed the boys perform in Lord of the Flies. 1 Modern Ritual e.g., marriage Description of Modern Ritual Purpose of Modern Ritual e.g., to celebrate the permanent union of two people from a society rite of passage Text Ritual Description of Text Ritual Purpose of Text Ritual 2 3 Assume you are a field ethnographer observing one of the rituals in Lord of the Flies. Describe in detail the boys behaviour and try to explain the ritual s purpose. 9

10 * Please write your paragraph rough draft on the lines provided below * 10

11 Quotation Analysis Practice Complete the chart table below on each of the quotations provided from Lord of the Flies: Quotations Speaker Context Type of Significance Proof Explain (complete two types) (one for each type) (an explanation for each type) he was old enough stood on head (Golding 5). Within the diamond haze eccentric clothing (15). This last piece with his glasses (16-17). 11

12 Flowers and fruit outstretched hands (57). Come on! I ll creep up and stab. The mask compelled them (67). Yet Ralph s throat refused to pass one his throat (76). 12

13 Innocent or Guilty? Trial Students will be placed into groups and assigned a case and will serve as prosecution or defense. The teams will prepare to present in front of the court their findings and will be provided the opportunity to refute the opposing team s arguments. They will be evaluated on their writing and oral presentation skills. Case 1: The State versus Ralph Team One: Four members are the lawyers for Ralph. You must come up with arguments to prove that your client is an effective leader (i.e., not guilty of ineffective leadership). Prior to presenting your case, students must individually submit an argumentative paragraph outlining their three pieces of support (include quotations) as evidence of their case. Students must use trial language in their presentation (watch formality, diction and style) and must critically analyze/comment on how the three pieces of evidence support their argument. Team Two: Four members are the prosecution. You must come up with arguments to prove that Ralph is guilty of ineffective leadership. Prior to presenting your case, students must individually submit an argumentative paragraph outlining their three pieces of support (include quotations) as evidence of their case. Students must use trial language in their presentation (watch formality, diction and style) and must critically analyze/comment on how the three pieces of evidence support their argument. Case 2: The Prosecutor versus Jack Merridew Team Three: Four members are the lawyers for Jack. You must come up with arguments to prove that your client is not guilty of crimes against humanity. Prior to presenting your case, students must individually submit an argumentative paragraph outlining their three pieces of support (include quotations) as evidence of their case. Students must use trial language in their presentation (watch formality, diction and style) and must critically analyze/comment on how the three pieces of evidence support their argument. Team Four: Four members are the prosecution. You must come up with arguments to prove that Jack is guilty of crimes against humanity. Prior to presenting your case, students must individually submit an argumentative paragraph outlining their three pieces of support (include quotations) as evidence of their case. Students must use trial language in their presentation (watch formality, diction and style) and must critically analyze/comment on how the three pieces of evidence support their argument. 13

14 Innocent or Guilty? Trial Case 3: The State versus Jack s Tribe Team Five: Four members are the lawyers for the defense. You must come up with arguments to prove that Jack s tribe is not guilty of civil disobedience. Prior to presenting your case, students must individually submit an argumentative paragraph outlining their three pieces of support (include quotations) as evidence of their case. Students must use trial language in their presentation (watch formality, diction and style) and must critically analyze/comment on how the three pieces of evidence support their argument. Team Six: Four members are the prosecution. You must come up with arguments to prove that Jack s tribe is guilty of civil disobedience. Prior to presenting your case, students must individually submit an argumentative paragraph outlining their three pieces of support (include quotations) as evidence of their case. Students must use trial language in their presentation (watch formality, diction and style) and must critically analyze/comment on how the three pieces of evidence support their argument. Things to Remember: Each team member must have an original argument (point, proof explanation) when he/she presents. Academic vocabulary should be utilized during the presentation. Attempt to use the vocabulary and tone that would be present in a court case. Ex: Ladies and Gentlemen of the jury Attire should be professional and no sharing of costumes is permitted. Be prepared to answer questions from the judge. Each team will have ten minutes to present. 14

15 Presentation Evaluation Student Names: Team: Content Style Team has provided at least four points/quotations to support their ideas / points were effectively analyzed /8 Students use appropriate vocabulary /4 Students have the correct tone and formality for a court trial /4 Student Presentation Skills (tone, volume, pitch, stress, rate, gestures) /5 Courtroom Attire /4 Feedback: Total /30 15

16 Types of Writing DANE Paragraphs There are many different forms of writing, but most of them can be classified under the DANE-CCC acronym: Descriptive Argumentative and Persuasive Narrative Expository Compare and Contrast Cause and Effect Critical Analysis Descriptive Writing Descriptive writing generally uses a lot of sensory details that appeal to the five senses. It can also describe what something is, how it works, or how something happened. A literary device that is directly associated with this form of writing is imagery. Argumentative and Persuasive Writing Argumentative and persuasive writing both try to convince the reader to accept the writer s point of view. This writing can either be serious or funny, but is always focused on convincing the reader of the validity of an opinion. Although both argumentative and persuasive writing aim to convince someone of something, they are different in how they approach this goal. Argumentative writing relies solely on facts and logic to convince the reader, while persuasive writing, which also uses facts and logic, employ rhetorical devices/persuasive strategies to convince the reader. While rhetorical devices/persuasive strategies enhance a persuasive essay, they are considered fallacies in an argumentative essay. Narrative Writing Narrative writing tells a story. Generally, narrative writing is conversational in style, and tells of a personal experience. It uses action verbs, and is most commonly written in the first person, present tense to communicate a feeling of immediacy and currency in the story. Expository Writing Expository writing is informative, and explains how something is done. It generally explains actions that should be performed in a series. This form of writing is considered how-to writing, and is found in most instruction manuals. It may be in the form of step-by-step instructions or in a story form with the instructions/explanations subtly given along the way. 16

17 Argumentative Paragraph Exemplar Structure Topic Sentence: Begin with a sentence that explains what you are about to prove in your paragraph. Point 1: Introduce the first idea to prove your argument. In the point, you want to provide context or background information to lead into your proof. Proof 1: Provide a piece of evidence that proves your point/ argument 1 to be true. This is typically a quotation, statistic, fact, or paraphrase. Explanation 1: Link your first piece of proof directly to your topic sentence by explaining how and why the quotation supports your topic sentence. Rough Work: Point Form Details Speak, by Laurie Halse Anderson, should be read in grade nine academic English classes. To begin, Anderson uses many literary devices, which promote critical thinking. On numerous occasions, the author employs metaphors to make comparisons that reinforce Melinda s feelings. On the first day of high school, as Melinda enters the cafeteria for teachers to provide an indoctrination of school rules, she is reminded that the entire school population hates her. As Melinda searches for a seat, [she] stand[s] in the center aisle of the auditorium, a wounded zebra in a National Geographic special, looking for someone, anyone, to sit next to (Anderson 5). In using this metaphor, the reader is encouraged to think analytically about Melinda s connection to a wounded zebra. She feels as though she is a hurt, abandoned animal being preyed on, something typically seen in a National Geographic magazine. Understanding metaphors is a necessary skill that grade nine students need in order to be successful throughout the English curriculum. 17

18 Argumentative Paragraph Structure Structure Topic Sentence: Begin with a sentence that explains what you are about to prove in your paragraph. Point 1: Introduce the first idea to prove your argument. In the point, you want to provide context or background information to lead into your proof. Proof 1: Provide a piece of evidence that proves your point/argument 1 to be true. This is typically a quotation, statistic, fact, or paraphrase. Explanation 1: Link your first piece of proof directly to your topic sentence by explaining how and why the quotation supports your topic sentence. Point 2: Introduce the second idea to prove your argument. In the point, you want to provide context or background information to lead into your proof. Proof 2: Provide a piece of evidence that proves your point/argument 1 to be true. This is typically a quotation, statistic, fact, or paraphrase. Explanation 2: Link your second piece of proof directly to your topic sentence by explaining how and why the quotation supports your topic sentence. Point 3: Introduce the third idea to prove your argument. In the point, you want to provide context or background information to lead into your proof. Proof 3: Introduce the third idea to prove your argument. In the point, you want to provide context or background information to lead into your proof. Explanation 3: Link your third piece of proof directly to your topic sentence by explaining how and why the quotation supports your topic sentence. Concluding Sentence: Synthesize your argument by restating your opinion on the issue. Rough Work: Point Form Details 18

19 * Please write your paragraph rough draft on the lines provided below * 19

20 Rubric Argumentative Paragraph /20 Name: **Submit this sheet to your teacher prior to presenting.** Criteria Below Level 1 Level 1 Level 2 Level 3 Level 4 (0-49%) (50-59%) (60-69%) (70-79%) (80-100%) Structure/ Organization Support/ Analysis Demonstrates a very limited understanding of an argumentative paragraph The supporting arguments, examples and analysis support the topic sentence with very limited effectiveness Communication Communicates information and ideas with very limited clarity Mechanics Feedback: Very limited word choice and very little variance in sentence structure Uses language connections with very limited accuracy and effectiveness Demonstrates a limited understanding of an argumentative paragraph The supporting arguments, examples and analysis support the topic sentence with limited effectiveness Communicates information and ideas with limited clarity Limited word choice and little variance in sentence structure Uses language conventions with limited accuracy and effectiveness Demonstrates some understanding of an argumentative paragraph The supporting arguments, examples and analysis support the topic sentence some effectiveness Communicates information and ideas with some clarity Some variance in word choice and in sentence structure Uses language conventions with some accuracy and effectiveness Demonstrates a considerable understanding of an argumentative paragraph The supporting arguments, examples and analysis support the topic sentence with considerable effectiveness Communicates information and ideas with considerable clarity Word choice is effective and in sentence structure is varied effectively Uses language conventions with considerable accuracy and effectiveness Demonstrates a strong understanding of an argumentative paragraph The supporting arguments, examples and analysis support the topic sentence a high degree of effectiveness Communicates information and ideas with a high degree of clarity Excellent use of diction and sentence structure to communicate main argument Uses language conventions with a high degree of accuracy and effectiveness 20