Lord Of The Flies Essay Rubric

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37 page Unit Plan for "Lord of the Flies" by William Golding including individual lesson plans, worksheets, rubrics, assessments, lesson materials.

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Please note that ALL lesson plans include: rationale, relevant curriculum frameworks, listing of necessary materials, educational and behavioral objectives or SWBAT, introductory activity, detailed step by step teaching procedures, wrap activity, both formal and observational/ informal assessment suggestions and associated worksheets/ rubrics. Lesson specific worksheets follow their lesson plan. At the end of the document, there are more general worksheets or class materials that can be used as homework or to guide a class discussion, lecture, or cooperative grouping.

Unit Table of Contents.
Unit Overview (1-2)
Includes unit rationale, general goals and educational objectives, Massachusetts Frameworks, and Unit Essential Questions.

Lesson Plan One: Survivor! (3-4)
Given a power point presentation, students will understand the historical background and setting of the novel. Given the survival skills activity, students will understand the steps required to recreate a civilization on a deserted island and demonstrate their understanding on a creative poster.

Rubric - Survivor Activity (5)

Lesson Plan Two - Connotation and Denotation: Operative in Everyday Life (6-7)
In this lesson, students will participate in an activity that emphasizes the presence of connotative meaning in everyday life. By using their "literary language" in a seemingly ordinary way, students will begin to realize that life, not just literature, can be looked at in a symbolic way. The purpose of emphasizing this mindset is that students must be able to practice their symbolic and connotative skills on a daily basis, just like any language. In doing so, students will feel at ease when looking at texts in a symbolic or connotative way.

Lesson Plan Three - Connotation and Dentoation: Operative in William Golding's Lord of the Flies (8-9)
In this lesson, students will participate in an activity that emphasizes the presence of connotative meaning in Williams Golding's Lord of the Flies. Students have just practiced with their literary language in an everyday way, now they will be required to apply this knowledge to the beginning of Lord of the Flies.

Worksheet - Concrete to Connotated: Lord of the Flies (10)

Worksheet - Concrete to Connotated: Lord of the Flies Inverted (11)

Lesson Plan Four - Point Counterpoint: Is Taking a Human Life Ever Justifiable? (12-13)
In this lesson, students are introduced to a series of difficult questions regarding the killing of other human beings. While this is of course a sensitive topic, it is important for the students to establish their personal moral code before they can seriously contemplate the crimes committed on the island in Lord of the Flies. This activity acts as an activator near the end of the unit to motivate thinking about the moral fiber of Golding's character and forces them to question what their own behavior would be like on the island. I believe that doing so will engage a more profound, personal experience with the text

Worksheet - Point-Counterpoint (14)

Lesson Plan Five - Symbols as Indicators of Progression/ Digression (15-17)
In this lesson, students will examine three central images from Lord of the Flies: the megaphone, the conch, and the Lord of the Flies. Through this examination, students will discuss how the boy's change overtime on the island, the nature of civilization, the nature of community, and the nature of communication.

Lesson Plan Six - Group Discussion Extravaganza (18-21)
In this lesson, students will participate in a group discussion on chapters 2&3 in Lord of the Flies. As a class, we have been discussing theme, conflict, and connotation, this activity serves to put these terms in context and allow students to practice with literary discourse. Students will also be challenged to make connections among the ideas presented in the past two lessons, which include elements of civilization vs. elements of savagery, connotation, and characterization. This lesson will begin with the students in small groups discussing an assigned question. Students will then present their ideas, which will allow for class wide discussion of each question.


Worksheet - Group Discussion Extravaganza (22-23)

Worksheet - Making Connections: Two Quotes Worksheet (24)

Final Assessment - 6 Differentiated Creative/ Analytical Essay Questions (25)

Worksheet/ Lesson Material - Key Literary Terms and Definitions (26-28)
Can be used anytime in the year but is particularly applicable to allusion/ archetype and connotation/ denotation lessons.

Worksheet - Golding's Garden: Biblical Allusions in Lord of the Flies (29)

Worksheet - Guiding Questions for The Story of Cain and Abel: 4:1-16 (30)
To be paired with story in preparation for charting biblical allusions

Worksheet - Guiding Questions for The Fall of Man: Genesis 3:1-24 (31)
To be paired with story in preparation for charting biblical allusions

Worksheet - Charting Biblical Allusions (32-33)
Graphic organizer that can work with any text!

Lesson Materials - Discussion Questions: Ch. 1-3 (34-35)
Highly detailed discussion questions with page numbers; Great for modeling literary discourse and guiding classroom discussion.

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Teaching Duration

1 month

  • How does society shape our behaviors and impulses?


  • Are “good” people capable of evil?


  • How does power change people?


  • How are people transformed through their relationships with others?


Learning Targets:

  • I can compare how two (or more) themes are developed in a text.

  • I can evaluate how and why a symbol changes throughout a text.

  • I can explore the relationship between symbols/themes, symbols/characters, themes/characters.


Welcome to our third reading unit for the semester. Over the course of the next three weeks, we will explore William Golding’s Lord of the Flies. Golding, who wrote the novel in 1954, was deeply affected by his experience fighting in World War II and this novel is, in part, an outcome of the atrocities Golding witnessed as a soldier fighting the Germans in Europe.

This is an exciting book. It will push you to think deeply about human nature, power, and friendship. As we move through the novel, keep in mind how symbolism is used and the themes which these symbols uncover.

You are expected to keep nightly reading journals in which you will record your observations and thinking about these symbols, as well as characters and plot events.These journals require you to answer reading questions using evidence from the text. Reading journal questions are discussed daily in class, so it is imperative that they are completed before class begins.

During this unit, you can expect to:


  • keep a reading journal;

  • learn and use new vocabulary;

  • compose short analytical paragraphs (HQRs);

  • compose a long analytical paper (5-6 paragraphs);

  • participate in socratic seminars and other group discussions.



Major Due Dates:

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