Digital Unit Plan for education class

1. Digital Unit Plan Template
Unit Title:​ ​Lord of the Flies​ and Human Society Name: ​Dominic Lopez
Content Area: ​English Language Arts Grade Level: ​9-10th grade
CA Content Standard(s)/Common Core Standard(s):
​CCSS.ELA-Literacy.RL.9-10.3: Analyze how complex characters (e.g., those with multiple or conflicting
motivations) develop over the course of a text, interact with other characters,
and advance the plot or develop the theme.
CCSS.ELA-Literacy.RL.9-10.4: Determine the meaning of words and phrases as they are used in the text,
including figurative and connotative meanings; analyze the cumulative impact
of specific word choices on meaning and tone (e.g., how the language evokes
a sense of time and place; how it sets a formal or informal tone).
CCSS.ELA-Literacy.SL.9-10.1: Initiate and participate effectively in a range of collaborative discussions
(one-on-one, in groups, and teacher-led) with diverse partners on grades
9–10 topics, texts, and issues, building on others’ ideas and expressing
their own clearly and persuasively.
CCSS.ELA-Literacy.W.9-10. 6: Use technology, including the Internet, to produce, publish, and update
individual or shared writing products, taking advantage of technology’s
capacity to link to other information and to display information flexibly
and dynamically.
Big Ideas/Unit Goals:
Throughout the unit, students will critically analyze and reflect on the following essential questions that are explored in William Golding's
novel The Lord of the Flies and develop their own ideas and conclusions as their responses to these questions:
1.) What is the significance of a civilized and ordered society and what is the best way for a society to be run effectively?
2.) How does the nature of human beings conflict with working together with others in harmony and with productive results?
3.) Is humanity naturally evil or naturally good? How does childhood and the loss of innocence as we become adults affect
our moral behavior?
4.) Why are we drawn to power and holding it over others?

2. ​5.) Why is it easier and more enjoyable for the most part to give in to our selfish desires instead of doing noble things like working hard
and being responsible?
Unit Summary:
At some point, everyone gets frustrated with the state of their society and imagines how they would change things to make things better for
themselves and for the people around them if they could run their own society. But what would you do if you were actually given the
chance to​ ​begin a new society with people your age that is isolated from the rest of society and that gives you the freedom to run it
however
you and your peers decide to run it? Sounds fun and promising, doesn't it? While starting a new society isolated from the rest of society
with people your age could be fun and result in a well-functioning and peaceful community, you can imagine that there would be a lot of
complications and challenges that would come about over time.
This concept is one of the big ideas we will be exploring in this unit by closely reading and analyzing William Golding's novel ​Lord of the
Flies​. In this novel, a group of young boys find themselves stranded on a deserted island and completely isolated from society following a
plane crash. They decide to organize themselves into a makeshift society with rules and responsibilities in order to survive and to
eventually be rescued from the island. Through this novel, we will explore various complex characters and complex themes such as the
conflict between order and chaos and the corrupted nature of humanity. We will also learn about important literary devices
like symbolism and imagery that are used throughout the novel to convey the themes of the novel.
To begin the Unit, each student will create a presentation based on research on the use of Symbolism in Human Society from a certain
historical time period or from an aspect of our current society. There will be three major lessons in this unit that will contain an Entry-level
assessment and four Formative assessments. These three lessons will be a teacher lecture, a Webercise activity, and a Graphic Organizer
activity. The teacher lecture will assess the prior knowledge of the students on real-world applications of the novel by examining the
results of the Stanford Prison experiment and through a brainstorming activity. It will provide background information on the novel and
require students to think critically about the events, themes, characters, and symbols of the novel. Various quizzes and a student reaction
survey will gauge how well students are understanding the contents and literary elements of the novel and what ways they are considering
applying these key aspects of the novel to the world around them and their own lives. The Webercise activity will have students go to three
different websites to find information on the impact of societies on human beings and participate in two simulation activities. These two
simulation activities will require students to work together in groups to try and survive on a deserted island and the other will have students
create their own country and attempt to run it successfully. In the Graphic Organizer activity, students will complete concept maps that

3. contain a detailed analysis on two key literary elements for each chapter of the novel (like symbolism or characterization) and use these
concept maps to discuss the different literary elements of the novel for each chapter in groups with their peers called Literature Circles.
To conclude the unit, there will be two summative assessments that will be achieved through a final project. This final project will be for
students to synthesize and apply the themes from the novel by creating what they determine to be how they would want an ideal, perfect
society to be like in a written and illustrated story, using the digital interactive Storybird. Students will present their Storybird projects
along with detailing how their perfect society would play out based on their group members performing certain roles in their society in a
Gallery Walk presentation. Students in the class will walk around to each group presenting so that the different groups will receive
feedback from the class on what good things their society would be able to achieve and how their society can be improved. The teacher
will provide feedback as well to the groups as the teacher walks around to each group. Additionally, the teacher will assess the
understanding of students on their ability to apply the themes of the novel to the world around them and to discuss challenging concepts
with good critical thinking skills.
Assessment Plan:
Entry-Level:
Brainstorm Activity Questions-What is the
best way for a society to be run and what is
the significance of a civilized and ordered
society? Is humanity naturally good or evil?
The Entry-Level Assessment will be a
Brainstorming Activity that we will be
doing at the beginning of the Unit. In this
Brainstorming Activity, I will ask you to
write down everything you know about
what makes up a society and what the
significance is of a civilized and ordered
society. I will also ask you to consider
whether Humanity is naturally good or evil
and to write down your thoughts about your
reasoning as to why you think either option
Formative:
For the Formative Assessments, we will be
doing four different Assessment Activities.
You will do a Survey in which you will be
asked certain questions to gauge your
reactions and thoughts about certain contents
of the novel that are present throughout the
various chapters of the novel. These
questions will also require you to apply the
contents of the novel to your own lives and
to the world around you. There will be online
quizzes that you will complete that are found
on the digital interactive website named
Quizlet to test your understanding and
analysis of the novel's events, characters, and
Literary Elements and themes. You will also
use the Interactive Flashcards on Quizlet to
Summative:
There will be two Summative Assessments.
The first Summative Assessment you will
complete will be a Storybird Project. With a
group of five of your peers, you will write
and illustrate your own story of what you
believe an ideal society should look like and
how it should be run. Within your group,
each group member will have a certain role
in that society, and you will catalogue how
well cach group member would be able to
fill that role in that society and how
successful your society could end up being
run. The final Summative Assessment will
be a Gallery Walk Presentation of your
Storybird creations and presenting the
outcomes of your Society Simulations to

4. is what you believe to be true about
Humanity's natural state of being. In
conjunction with this Brainstorming
Activity, I will show you an audio clip of
the infamous Standford Prison Experiment
and ask you to reflect on how the results of
this experiment connect to the
Brainstorming questions and inform how
you might change your answers to the
questions after listening to the audio clip.
We will have a Whole Class discussion in
which you will share your responses to this
activity and respond to the opinions of your
classmates as they share them.
prepare for these quizzes and review the
contents of the novel in general as we
progress through the Unit. The third
Formative Assessment will be the Concept
Maps and Literature Circles Activity. With
this activity, each of you will choose two key
Literary Elements of the novel, such as
instances of Symbolism Or Characterization,
and create Concept Maps as a means of
providing examples of these elements within
each chapter of the novel and analyzing their
significance to the novel. You will then use
your Concept Maps to guide your discussion
with a group of your peers in class after each
chapter you read, as each person in your
group will be responsible for leading the
discussion on the key Literary Elements that
you chose to analyze for your Concept Maps.
The last Formative Assessment will be a
Webercise Activity. In this activity, you will
follow directions that require you to visit two
different websites to answer questions about
the characteristics of a society and the
significance of a society. Following this, you
will visit two websites that are Simulation
Activities; with one requiring you to try to
survive on a Deserted Island with a group of
your peers and another asking you to create
your own country and try to manage its
operations and issues.
​
your peers. The class will walk around to
each group's table and evaluate the strengths
and weaknesses of your society as two of
your group members present on your
Storybird creation and the results of your
Society Simulation. With these two
Summative Assessments, I will be able to
see how well you apply the themes and
Ideas Of ​Lord Of The Flies​ to the types of
critical thinking and collaborative skills
being a productive member of society will
require you to have as you enter the adult
world.

5. Lesson 1 (Teacher Lecture)
Student Learning Objective:
1.) Students will be
able to describe and
explain the significance
of the events, symbols,
themes, and characters
of the novel ​Lord of the
Flies ​and the
background
information on the
novel by using guided
notes to take notes on a
PowerPoint Teacher
Lecture and
participating in a class
discussion.
2.) Students will be
able to discuss the
connections between
the real-world
applications of the
themes of the novel
Lord of the Flies​ and
the literary elements
and contents of the
novel itself through
analyzing the Stanford
Prison experiment and
the biographical
information on the
Acceptable Evidence
(Assessments):
One of the assessments
that will be done for
this lesson will be the
Brainstorming activity
at the beginning of the
lesson. This activity
will assess the prior
knowledge of students
on the topics of the
inherent nature of
human beings and the
significance of a
civilized and well-run
society. There will be
discussion questions
three times throughout
the PowerPoint lecture
which students in the
class will answer and
discuss with each other
and the teacher to
assess how students
react to the contents of
the novel and the
background
information that relate
to the world around
Lesson Activities:
In this lesson, students will use guided notes and discussion skills to follow along a
PowerPoint lecture with ten slides presented by the teacher that provides background
information and introductory information on the novel ​Lord of the Flies​. The
PowerPoint lecture also analyzes the first three chapters of the novel as well as
important characterization, themes, and symbolism that are in these three chapters.
The first slide gives an overview of the Stanford Prison Experiment in order to assess
the prior knowledge of students on some of the the themes that are displayed in the
novel and to get them engaged with these themes by showing them a real life example
of decent human beings being corrupted by cruelty and power. The next two slides
provide background information on the author of the novel William Golding and some
of the goals he was trying to accomplish by writing the novel. Slides 4-6 provide an
overview of the first three chapters and focus on key aspects of these chapters to be
further analyzed for their significance to the novel such as the actions of certain
characters and the introduction of important symbols. The last three slides focus on
analyzing three of the most important characters of the novel and how their
characterization expands on themes and ideas displayed throughout the novel.

6. author of the novel
William Golding.
them and the nature of
human beings.
Lesson 2 (Webercise/ iPad Lesson)
Student Learning Objective:
1.) Students will be
able to synthesize the
significant ideas
presented by the novel
by constructing an
illustrated story that
simulates an ideal
functioning society and
the possible conflicts
that could arise.
2.) Students will be
able to collaborate with
their peers to perform
certain roles in a
simulated society and
critique the results of
the effectiveness of
their society in an
interactive presentation
called a Gallery Walk.
Acceptable Evidence:
One of the acceptable
evidences and
assessments used to
measure student’s grasp
and application of the
concepts explored in this
webercise activity will
be done by having
students turn in their
completed webercise
activity handout. The
teacher will assess how
thoroughly and
thoughtfully the students
reflected on their actions
throughout the
webercise activity and
on the results of the
activities within the
webercise activity by
examining how they
filled out the webercise
activity handout. The
teacher will provide
written feedback on the
handout and return it to
Lesson Activities:
The Webercise activity contains three online activities that assess student's growing
understanding of how to create and run a society and what a person's role can be in a
society as a connection to the contents of the novel ​Lord of the Flies​. The three
activities are surviving on a deserted island simulation, finding information on what a
society consists of, and creating your own country and dealing with its operations
and issues. Once students have completed these learning activities, they will break up
into groups of five and discuss their responses and actions in these activities and
what they learned from these activities about creating and running a society. They
will also answer the following questions and discuss their responses with each other:
1.)What should a society do for its people and what is the best way it should be run?
2.) Why is being a part of a society or helping to run a society so important to our
existence as a species?
The next topic students will discuss is how these activities connect to what we have
learned so far about human nature and civilized society in the chapters of ​Lord of the
Flies​. They will come to an agreement about how they think an ideal society should
be run and what kinds of things they would like to see in an ideal society. Students
will take all of the insights they gained from these discussions and write down their
ideas for their ideal society, what roles each group member would play in this
society, and how their society would resolve disagreements and issues. These
discussions and written ideas will help prepare students for their final project for this
unit following their completion of reading and analyzing the novel ​Lord of the Flies.

7. them. Another way that
students will be assessed
with this webercise
activity is by
determining how
effective their final
project of creating their
own societies through
the digital interactive
website Storybird and
simulating this society
with their group
members performing
certain roles in these
societies. This is because
their final projects
requires them to
synthesize the ideas they
gained from completing
the webercise about
human group dynamics
and human societies in
their Storybird stories
and in their Gallery
Walk presentations.
Lesson 3 (Graphic Organizer)
Student Learning Objective:
1.) Students will be
able to identify and
interpret the various
symbols, characters,
and themes that are
Acceptable Evidence:
The acceptable evidence
and assessment for this
graphic organizer
activity will be the
students filling out a
Lesson Activities:
Through the use of concept map graphic organizers, each student will focus their
analysis on two key literary elements of the novel ​Lord of the Flies. ​They will then
use their completed concept maps to discuss with a group of their peers their analysis
of the two key literary elements they chose to focus their analysis and interpretation
on.

8. present throughout the
novel and explain their
function to the novel's
significance by using
graphic organizers as a
means to organize their
analysis of key literary
elements such as
characters, symbols,
and themes.
2.) Students will be
able to discuss and
analyze the novel
critically in small group
discussions and in
larger class discussions
with their own ideas
and respond to the
ideas expressed by
others with evidence
from the novel through
the use of the reading
strategy called
Literature Circles.
concept map graphic
organizer with an
analysis of two key
literary elements, such
as imagery or
characterization, that
come up in each chapter
of the novel. The teacher
will be able to determine
if students understand
the significance of the
two literary elements
they chose to focus their
analysis on by
evaluating each of the
student’s completed
concept maps and they
will be to determine how
skillfully they
demonstrate critical
thinking, literary
analysis, and writing
with excellence. In
addition, the teacher will
be able to assess
students being able to
meet the learning
objectives for this
activity by walking
around and listening to
student discussions
during the Literature
1.) First, each student will choose two key aspects of the novel that they want to
focus on that they will be responsible for in their group for presenting on to them
after they read each chapter for homework as they read each chapter. These aspects
include symbolism, theme, characterization, key quotes and passages, imagery,
developing discussion questions for the group to answer, important vocabulary, and
connecting the novel to their own lives and the world around them.
2.) Students will use the online concept map tool Popplet to create a concept map by
signing up for a free account on their home page and following the directions to
make a new popplet using these two key aspects for each chapter. They will use each
aspect as the main topics for your concept maps and put the specific examples of the
aspect as the branching off points.
3.) Each example by the students should include in-depth analysis of why the
example is significant to the novel.
4.) Upon completing their concept map, students will have access to it while meeting
in their Literature Circle groups so that they can use it to inform their group's
discussion of the chapter they read for homework for each particular reading
assignment.
5.) Using the ​Lord of the Flies​ graphic organizer concept map rubric that is located
on our digital unit plan website under lesson three, students will be able to
understand what the expectations are for completing their graphic organizer with
excellence. An example of a good completed concept map is also located on the same
page on our digital unit plan website so that students can have a good idea of how
they should complete their graphic organizer and what it should look like.

9. Circle portion of this
activity and engaging in
conversation with the
different Literature
Circle groups to gauge
student thought on the
novel’s literary elements
and respond with
commentary and
feedback.
Unit Resources:
● BrainPOP UK: Lord of the Flies Introduction and Overview​: ​https://www.youtube.com/watch?v=Jznph5575FE​ This creative
and fun animated video will give you an overview and introduction to the novel ​Lord of the Flies​, which we will be studying in this
unit. It will also present information on the historical context and background information concerning the author’s purpose for
writing the novel to help you understand the novel better.
● Quizlet: ​https://quizlet.com/260385058/lord-of-the-flies-flash-cards/​ A digital interactive that will help you review the contents of
the novel such as plot elements, symbolism, characterization, themes, connections to the real world, and meaningful quotes​ ​through
interactive review games and interactive flashcards that are either premade or that you can make on your own. You will be taking
quizzes on here to assess your understanding and literary analysis skills on the novel as well throughout the unit.
● Lord of the Flies Video Game: ​https://scratch.mit.edu/projects/138720854/​ ​ ​An online video game that allows you to play as
Ralph, Jack, and Piggy and takes you through the plot of the novel. Play this game to better understand the plot of the novel and to
be able to visualize the different settings throughout the novel.
● Lord of the Flies Digital Interactive: ​https://www.nobelprize.org/educational/literature/golding/lof.html​ ​ ​Go deeper in your
understanding and analysis of the various literary elements and literary devices that are in the novel with this digital interactive
learning game. The learning activities in this digital interactive include matching important symbols in the novel to the themes they
convey and identifying character quotes along with aspects of their characterization.
● Lord of the Flies: Graphic Organizers: ​This link will take you to a set of Graphic Organizers that we will be using throughout
the Unit in class and for homework in our analysis of the novel. These Graphic Organizers include Characterization Charts, uses of
Symbolism, important vocabulary that is used throughout the novel, character quote and regular quote interpretation, and
Discussion Questions for chapters from the novel.

10. ● Literature Circles: Overview Video: ​https://www.youtube.com/watch?time_continue=4&v=S2CnA0uIqMs​ Watch this video
before we begin our Literature Circles activity and before you complete your concept map graphic organizers. This video explains
how Literature Circles work and what they should achieve. By watching this video and applying the information from it, you
should be able to make your Literature Circle group meetings more productive and effective and complete your concept maps with
a lot of detail and critical analysis.
● Information on the Characteristics of a Society and the Significance of a Society:
http://www.yourarticlelibrary.com/society/6-basic-elements-or-characteristics-which-constit
utes-society-927-words/8506​ ​http://www.newworldencyclopedia.org/entry/Society​ ​These two websites contain
important information and insights into how societies work and why they are significant. These websites will be used to complete
the webercise activity and should also be used as a valuable resource for when students are constructing their final project and
presentation of their created society.
● Creating your own Country/Society Digital interactive: ​https://www.nationstates.net/​ ​A digital interactive students will play
during the webercise activity that will give them a taste of what it takes to run your own country and how complex it is to have its
citizens and government work in harmony with each other and to pursue having their interests and desires met. It will also allow
students the experience of trying to solve issues and crises in a country and to learn from their mistakes of running their country so
that they can apply all their experiences with this digital interactive into their final project of making an ideal society.
● Popplet: ​http://popplet.com/​ Get to know this website so that you can become familiar with making concept map graphic
organizers that you will use in your Literature Circle groups. You will make each topic in new bubbles that you will branch off into
subtopics and supporting details and examples. You can also use this tool in your other classrooms in the future as it is an effective
way to organize your notes and analysis of key academic topics and concepts.
● Storybird: ​https://storybird.com/​ This website is what you will be using to write and illustrate your creative stories about your
ideal society and the simulation of how your society would be run and play out. It contains illustrative tools such as coloring and
premade illustrations that you can use as backgrounds for your story.
Useful Websites:
● The Purdue Online Writing Lab:​ ​https://owl.english.purdue.edu/​ Through the Online Writing Lab at Purdue University, you will
find over 200 free resources that will help you in improving your writing and research skills. It is also extremely useful in that it
teaches the correct way to format your papers and works cited pages for all formatting styles such as MLA format and APA style.
It even has information on how to do in-text citations and citations for your works cited pages and bibliographies.

11. ● Khan Academy: ​https://www.khanacademy.org/​ ​ ​This website contains resources such as instructional videos, practice exercises,
and a personalized learning dashboard that provides students with extra help in learning different subject areas and developing the
skills that are needed to master these subject areas.
● Webquest:​ ​https://www.thirteen.org/edonline/concept2class/webquests/index.html​ With Webquest, you can access thousands of
online lessons created by teachers for different subject areas. If there is anything you need extra help in, this website can help you
learn different subject areas in a variety of lesson styles.
● Google Scholar: ​https://scholar.google.ca/​ ​Google Scholar allows you to search for scholarly articles for your research
assignments and for when you are writing papers. By using this website, you can be assured that you are using reliable and
respected sources for your assignments.
● Prezi: ​https://prezi.com/​ ​You can use this link to create an online presentation with Prezi, a presentation tool that gives you the
ability to use slides with images, audio, video, text, and other resources. Prezi is an effective online presentation tool that will
sharpen your technological and presentation​ ​skills. It is a useful tool that you can use to organize what you learn in this class and
that you can use in your future classes for things such as class projects and as a way to creatively review certain things you have
learned or are having trouble learning.