“The Lord of the Flies” Booklet

Your primary assessment for this unit will be your in depth analysis booklet over William Golding’s “The Lord of the Flies”. You will have the opportunity to add to your analysis booklet each day in class, but note you should still work on it at home every night. Do not wait to the last minute to finish this assignment – the quality of your work, and by extension your grade, will suffer because of it and working on it at home at the last minute in the middle of the night eliminates your chance to discuss any questions you may have with either myself or your classmates. Please but sure to use your class time wisely to complete this assessment!


lotf-tagxedo-2Your booklet will contain four parts – Chapter Analysis, Character Analysis, Symbols and Themes. The requirements for each of these individual sections is listed below. Please note that you may hand-write or type your booklet… however, please be sure that it is legible if you elect to hand-write the assignmnets. Additionally, your booklet must have an illustrated cover and be bound together – either in a folder, hole-punched, or stapled.


Chapter Analysis

  • Each chapter should have a minimum of a half page analysis and summary of the major events, conflicts, and developments. You should also include the chapter analysis questions we cover each day in class – click here if you have misplaced your questions.

Character Analysis

  • For each of the major characters you will need to provide a general overview of who they are and their role in the novel, and an indepth explanation of how they change throughout the novel.
  • The characters you must include are:
    • Ralph (Full page)
    • Jack (Full page)
    • Piggy (full page)
    • Simon (full page)
    • SamandEric (1/2 page)
    • Roger (1/2 page)
    • The Choirboys (1/2 page)
    • The Littleuns (1/2 page)


  • You must analyze the deeper meaning and significance of each of the symbols in the story, and explain how they connect the characters in a minimum of a 1/2 page each.
  • The symbols include:
    • The Conch
    • The Specs/Glasses
    • The Fire
    • The Pig
    • The Beast


  • Finally, you must explain the major themes of the text, tracing how this theme shows up in the actions of the boys throughout the novel and how they struggle with these lessons, in a minimum of a 1/2 page each.
  • The themes you must analyze include:
    • The Loss of Innocence
    • The Traits of a Leader
    • The Darkness within Man
    • The Individual v.s. Society/Civilization

Remember, this will be due next week when we finish the novel – please be sure to talk to be BEFORE then if you have any questions!

9th Grade Literature Fall 2016

Analyzing “The Lord of the Flies”

Each day in class this week we will be discussing the chapter you were assigned to read for homework the previous night – please make sure that you not only read the assigned chapters, but that you take notes over what you’ve read, so that you can participate fully in the discussions taking place in class.

For this novel you will be completing an analysis workbook – please see the post on that assignment in particular if you have any questions about the requirements – and engaging with the text through rigorous questioning and discussion is a large part of that analysis. Please be sure to review the analysis questions that we discuss at the beginning of class for each chapter, as they should guide your discussion of the text and point you in the direction of the important characters, plot devices, symbols and themes that you need to understand in Golding’s work.

If you have misplaced your questions, please review them below for each chapter. These should be answered and included in your notebook – fully developed, in complete sentences with evidence from the text when asked for.

Chapter 1

1. The author spends much of Chapter One describing the island and the boys. One example is on page 19, where “the creature stepped from mirage on to clear sand, and they saw that the darkness was not all shadow but mostly clothing. The creature was a party of boys, marching approximately in step in two parallel lines and dressed in strangely eccentric clothing.” How does the author’s figurative language contribute to the mood and setting? (Discuss this example or one of your choosing from Chapter One).

2. In his description of the beach, the narrator says, “always, almost visible, was the heat” (p. 10). Why does the author choose to emphasize this feature? What comparison might he be suggesting for the reader? Explain.

3. Why do the boys react to their island surroundings by stripping off their clothes? What might their actions symbolize?

Chapter 2

1. Explain the irony when Ralph pretends to be a fighter-plane, machine-gunning Piggy.

2. How do the boys try to establish order on the island? What is the effect on the boys’ behavior?

Chapter 3

1. In the opening scene of Chapter Three, Jack is “bent double. . . . his nose only a few inches from the humid earth” (p. 48). Analyze the impact of Golding’s characterization and imagery here.

Chapter 4

1. Piggy’s glasses are used to start the fire. What might be their symbolic significance? How does the significance of the glasses change or deepen after Jack breaks them (p. 71)?

2. What order of business is most significant to Ralph? What is most important to Jack? What does Piggy believe to be most pressing? How might these different motivations affect their future interactions?

3. What does the conch represent and why is it so important to Piggy?

Chapter 5 

1. Describe Ralph’s state of mind at the beginning of Chapter Five. Explain his insight when he asks himself, “If faces were different when lit from above or below—what was a face? What was anything?” (p. 78). What does this insight reveal about the changes that he is undergoing?

2. How does Piggy defend his view that there is no beast? Summarize his argument.

3. Ralph says of Piggy, Simon, and himself, “Fat lot of good we are.…Three Blind Mice” (p. 93). Explain his reference. How are the boys “blind”?

Chapter 6 

1. What is the “sign” that comes “down from the world of grownups?” (p. 95). Analyze its literal as well as figurative meanings.

2. When the hunters let the fire go out, Ralph asks, “Hasn’t anyone got any sense? We’ve got to relight that fire…. Or don’t any of you want to be rescued?” (p. 102). Do the boys want to be rescued? What reasons might there be to reject civilized society?

Chapter 7

1. What might be Golding’s purpose in including the mock hunting scene where Robert is surrounded by the other boys?

2. How does Jack use rhetorical structures in his attempt to wrestle power from Ralph (p. 126)?

3. Explain the irony in Jack’s saying, “I’m not going to play any longer. Not with you” (p. 127).

 Chapter 8 

1. Simon climbs the mountain to face the beast alone, asking “What else is there to do?” (p. 128). Why does Simon stand and act apart from the other boys? Why does he not take sides? How are Simon’s perceptions different from Ralph’s and Jack’s?

2. Analyze the contrasting imagery of butterflies and blood in the death scene of the mother pig (p. 135). What emotions might this imagery evoke in the reader?

3. What is Simon’s “ancient, inescapable recognition” upon speaking to the lord of the flies (p. 138)?

Chapter 9

1.Why do the boys attack Simon? What does his death indicate about how the boys have changed?

Chapter 10 

1. Why don’t Jack and his hunters take the conch when they attack Ralph, Piggy,and Samneric (p. 168)?

2. Ralph argues that when they confront Jack and the hunters, they should go “washed and brushed” (p. 170). Explain the significance of appearance at thispoint in the novel.

Chapter 11

1. Prior to his death, Piggy once again argues on the side of logic. What does his death signify? “You let me carry the conch, Ralph. I’ll show him the one thing he hasn’t got.” (Piggy, p. 171)

Chapter 12

1. “A semicircle of little boys, their bodies streaked with colored clay, sharp sticks in their hands, were standing on the beach making no noise at all. ‘Fun and games,’ said the officer” (p. 200). How is this line ironic?

9th Grade Literature Fall 2016

The Lord of the Flies

As we say goodbye the our week of standardized testing, we can move into one of the most exciting texts you will be reading in class this semester – William Golding novel “The Lord of the Flies”. Focusing on a group of British boys whose plane is shot down and who are subsequently stranded on an island, the read follows them and their attempts to survive and govern themselves. Ultimately the novel is a reflection of humanity’s struggle with its darker tendencies towards violence and oppression,  while examining the role of government and ‘civilized society’ on the masses.

With only 12 chapters this book will be an easy read for you guys, and will give you the opportunity to ‘flex your analysis muscles’ before the Christmas break. The reading schedule for the novel is as follows:

  • Friday. December 2nd: Read Chapters 1 and 2
  • Monday, December 5th: Read Chapters 3 and 4
  • Tuesday, December 6th: Read Chapters 5 and 6
  • Wednesday, December 7th: Read Chapters 7 and 8
  • Thursday, December 8th: Read Chapters 9 and 10
  • Friday, December 9th: Read Chapters 11 and 12

Each day in class we will be conducting a literary analysis of the two chapters you read previous for homework, focusing on the plot, symbols, characters and themes present in the readings. Please be prepared to devote an hour to reading each night this week, and please show up to class ready to discuss the themes and issues this novel presents!


9th Grade Literature Fall 2016

“The Enduring Chill”

Rarely are we lucky enough to not only have a great story to read in class that’s 1) set in the South, 2) short enough to hold your attention span and 3) had a fantastic performance to accompany it…. but this week we are in fact lucky enough to have all three in Flannery O’Connor’s short story “The Enduring Chill”, and the performance of this story by Stephen Colbert at Symphony Space in New York last year.

Click here to access the short story “The Enduring Chill”.


As we examine this text, please remember that you should be looking for how the themes of the Southern Gothic are present, how O’Connor uses irony and how she uses very simple diction and images to create very pointed and engaging imagery.


11th Grade American Literature Fall 2016 Uncategorized

The Southern Gothic, The Grotesque, and Flannery O’Connor

As we mark the transition from Modernist literature to Post Modernist, we are taking the time to pay special attention to a unique ‘bubble’ of literature that sprung up in response to the changing culture of the 1950’s and 1960’s, and the stolid culture of the American South – The Southern Gothic.

As culture changed rapidly in America between the 1950’s and the 1960’s, the ‘South’ was a unique place where the struggle between the ‘old ways’ and the ‘new ways’ played out in startling clarity – both in real life and in our literature.

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The transition from ‘wholesome’ all-American family values, and traditional ideas about race, sex, gender and religion change dramatically during the 1950’s and 60’s.

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Within her stories, specifically ‘The Enduring Chill’, Flannery O’Connor examines these changes and how the South provide a unique background on which to analyze the drama, conflict, and irony that these changes wrought in American life.


For the full powerpoint/lecture notes over today’s introduction to The Southern Gothic and Flannery O’Connor, please click here.


11th Grade American Literature Fall 2016

9th Grade Literature End of Course Assessment

It’s that time of year again kids – testing season. So as you recover from Thanksgiving and prepare for the wild-rumpus that is Christmas, remember to review the format and requirements for your End of Course (EOC) exam!


Below you will find links to not only the assessment overview booklet from the Georgia Department of Education, but also the student/parent study guide provided by the GADOE. Please review the documents as needed – and remember, I make my class a little more difficult than the EOC so you are over prepared for this exam…. don’t stress, do your best, and follow the directions and you should be fine! 🙂


Click here to access the 9th Grade Literature EOC Assessment Overview packet.

Click here to access the 9th Grade Literature EOC study guide.

9th Grade Literature Fall 2016

American Literature End of Course Assessment

It’s that time of year again kids – testing season. So as you recover from Thanksgiving and prepare for the wild-rumpus that is Christmas, remember to review the format and requirements for your End of Course (EOC) exam!


Below you will find links to not only the assessment overview booklet from the Georgia Department of Education, but also the student/parent study guide provided by the GADOE. Please review the documents as needed – and remember, I make my class a little more difficult than the EOC so you are over prepared for this exam…. don’t stress, do your best, and follow the directions and you should be fine! 🙂


Click here to access the American Literature EOC Assessment Overview packet.

Click here to access the American Literature EOC study guide.

11th Grade American Literature Fall 2016

Elements of a Short Story

As we begin our next unit, it is important that you feel comfortable with the basic information regarding short stories first – after all, we will be analyzing many stories together the next two weeks, and you need to be familiar with the mechanics of story stories before you dive into a deep critical analysis.

In western storytelling we usually tell our stories using Freytag’s Pyramid:


Each part of the pyramid corresponds with a part of the plot. The sections of plot are:

  1. The Exposition: This is where we learn about the characters, the setting, the relationships between characters, and the background for the story about to take place. We also learn the primary motivations for many of the characters.
  2. Rising Action:
9th Grade Literature Fall 2016

Charlotte Perkins Gilman – The Yellow Wallpaper


Over the next two days we will be reading the short story “The Yellow Wallpaper” by Charlotte Perkins Gilman. A feminist, social reformer and novelist, Gilman based the story of “The Yellow Wallpaper” on her own experiences with depression and the popular 19th century ‘rest cure’. In her short story she examines the impact that this ‘cure’ has on the mental state of her female protagonist, and makes a clear statement against the control that a patriarchal society held over every aspect of women’s lives in the 19th century.


As we examine this text, remember to apply the lens of Feminist Criticism to your analysis. If you’ve forgotten how to do this, remember:

Feminist Criticism:  Feminist criticism is concerned with the impact of gender on writing and
reading. It usually begins with a critique of patriarchal culture. It is concerned with the place of female writers in the literary cannon. Finally, it includes a search for a feminine theory or approach to texts. Feminist criticism is political and often revisionist. Feminists often argue that male fears are portrayed through female characters. They may argue that gender determines everything, or just the opposite: that all gender differences are imposed by society, and gender determines nothing.

Advantages: Women have been underrepresented in the traditional cannon, and a feminist approach to literature attempts to redress this problem.

Disadvantages: Feminists turn literary criticism into a political battlefield and overlook the merits of works they consider “patriarchal.” When arguing for a distinct feminine writing style, they tend to relegate women’s literature to a ghetto status; this in turn prevents female literature from being naturally included in the literary cannon. The feminist approach is often too theoretical.

Checklist of Feminist Critical Questions:

  • To what extent does the representation of women (and men) in the work reflect the place and time in which the work was written?
  • How are the relationships between men and women or those between members of the same sex presented in the work?
  • What roles do men and women assume and perform and with what consequences?
  • Does the author present the work from within a predominantly male or female sensibility?
  • Why might this have been done, and with what effects?
  • How do the facts of the author’s life relate to the presentation of men and women in the work? To their relative degrees of power?
  • How do other works by the author correspond to this one in their depiction of the power relationships between men and women?

Please click here for access to Gilman’s story “The Yellow Wallpaper”.

11th Grade American Literature Fall 2016

Paul Lawrence Dunbar – We Wear the Mask


Paul Laurence Dunbar was an American poet, novelist, and playwright of the late 19th and early 20th centuries. Dunbar’s parents had both been slaves prior to the Civil War, and he was apart of the first group of African Americans to be born free and emancipated from slavery in the United States. His work focused on the dialect and language of the Southern slaves and African Americans, though he had a difficult time publishing this work. He wanted to record and preserve the language of the southern African Americans, as slaves had been kept illiterate, and he knew that this history would be lost. Eventually Dunbar would go on to write poems, stories and articles in standard forms, and would receive acclaim and praise for them.


In class we are analyzing Dunbar’s poem ‘We Wear The Mask’, and tracing how not only the tone of the poem shifts in each stanza, but also how the speaker feels about the ‘mask’ they where. Please be sure to analyze this poem thoroughly, and it will be on your test!


Click here to access Dunbar’s poem.


11th Grade American Literature Fall 2016