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Differentiated Instruction Lessons For "Lord of the Flies"

written by: Krima Olive Molina • edited by: Sarah Malburg • updated: 1/16/2014

Always using the literary circle for your literature discussions? Use these differentiated instruction strategies and lesson plans for your unit on Lord of the Flies.

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    It never fails--for a lesson to have the maximum impact on your students, you should be able to tap into their unique set of Lord of the Flies by William Golding strengths and guide them toward using Gardner's specialized intelligences for learning. Never make your students comprehend a lesson using skills they aren't wired with---this is a waste of time and a source of frustration for students. In your differentiated instruction lesson plans for Lord of the Flies, bear in mind to use your students' multiple intelligences in dividing them into cooperative groups that usher in constructivist teaching on the part of the teacher.

    Determine three dominant skills based on the profile of your students. You may consult the multiple intelligences test records from the school guidance counselors to determine what the three most common skills/talents of your class are. You may also refer to your previous anecdotal journals and notes made during class observations on what your students are good at. You will find that there are Actors, Writers, and Visual Artists always present in any class. Group your students under any of these three categories. Later on, when you and your students get the hang of differentiated group activities, you may delve into other student talents such as the dancers, sports enthusiasts, etc. Here's what each group (with the allotted preparation time of 20 minutes) is tasked to do for their literature lesson on Lord of the Flies.

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    Objective

    At the end of the lesson, the students should be able to articulate understanding of the novel Lords of the Flies by William Golding, through inferential, critical, evaluative, and creative comprehension processes.

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    Materials

    • Two pieces of white cartolina
    • Bond papers
    • Writing utensils
    • Markers and other coloring materials
    • Sketching materials (pencil, eraser, charcoal)
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    Writers: Letter to Jack

    Want your students to truly express how they feel about Jack, the novel's antagonist? Give this opportunity to those who can best express themselves through words--the class writers. Their group task is to draft a letter to Jack, with the writers pretending that the letter is from the novel's protagonist, Ralph.

    Instructions for the Writers:

    1. Draft a letter that is five paragraphs long with at least five sentences per paragraph.

    2. Talk among yourselves about how the thoughts and feelings of Ralph would drive him to write down what he needs to express on paper.

    3. Write the letter on a whole sheet of white cartolina, to be presented after 20 minutes.

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    Actors: Interviews With Ralph, Jack, Piggy, and Roger

    Another way for the students to air out their own thoughts about the events in the novel is to let them impersonate the main characters themselves. This is a great way for you, the teacher, to know how deeply your students comprehend each character's personality and values and how much they have understood why the characters act the way they do in the novel.

    Instruction for the Actors:

    1. Present a ten-minute interview featuring one or two talk show hosts (with a possible third reporter airing live from another area on the island), and the four main novel characters--Ralph, his lieutenant Piggy, Jack, and his lieutenant Roger. Assign these seven characters among your group members. The students who are assigned as talk show hosts shall be the ones to interview the four other students who will act as the four characters--the guests--in this show.

    2. Prepare a set of questions that the hosts are to ask the guests--these questions should mostly pertain to why the characters think and act the way they do in various important scenes in the novel.

    3. Write down the set of questions to be asked and submit them to the teacher ten minutes into your 20-minute preparation time.

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    Visual Artists: Lord of the Flies Book Cover

    For this task, encourage your visual artists to talk among themselves on what, to them, are the most important images representing the plot of the novel. Then tell them to design their own original illustration of how the book cover of Lord of the Flies should look like.

    Instructions for the Artists:

    1. Avoid using the same images found on the existing book cover designs. (Note: Provide the students with images of existing book cover designs of the novel.)

    2. Use a half sheet of white cartolina for the book cover illustration.

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    Gather Everybody

    After 20 minutes, call everyone back into the classroom and have the students present their outputs. It is now the teacher's task to process each group activity/output to provide continuity and cohesion among the three different task results. For instance, after the first presentation, the teacher can have this spiel: "Now we know what Ralph's thoughts are and how he really feels about Jack's ideas and actions. We have now been provided a good insight into Ralph's soul. Now, let's see what our other characters think about everything that has happened. Fortunately, we actually have them in the room as guests! They will be interviewed by our famous talk show hosts about what they really did on that island and how they felt about everything they went through. Let us now sit back and relax as we watch this talk show."

    By doing these differentiated instruction lesson plans for Lord of the Flies, you encourage the students to demonstrate what they know about and how they comprehend the plot and themes of the novel using their very own learning styles. In this way, learning becomes so much more meaningful and less frustrating for them, which encourages them to look forward to more literary discussion that allows them to use their abilities to maximize their learning.