Lord of the Flies Character Analysis PBLA:
CC.9-10.R.L.1Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
C.9-10.R.L.2 Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details, quotes, and parsing.
CC.9-10.R.L.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.
CC.9-10.R.L.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).
CC.9-10.R.L.6 Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature.
CC.9-10.W5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
READING Comprehend, interpret, analyze, and evaluate a wide range and level of complex literary and informational texts.
WRITING Produce clear and coherent writing for a range of tasks, purposes, and audiences.
Attributes: Problem Solver: Improves the quality of understanding by skillfully analyzing, assessing, and constructing new knowledge within different contexts.
Effective Communicator: Uses a variety of methods to communicate persuasively and effectively, including written, spoken, visual, or audio discourse, appropriate to task, purpose, and audience.
Suggested Steps for Success:
1. Think about the class discussions that dealt with allegory in terms of the novel. Which ideas most appealed to you or your interests and/or areas of knowledge in the world?
2. Make a list of appropriate quotes about Simon, Piggy, Ralph, and Jack. Also, include their page numbers for easy reference for parenthetical documentation later. If you have done this as homework (as suggested), you can skip this step. You’re ahead of the game because you already did the work.
3. After looking at all your quotes for the 4 main characters, decide which quotes (with parsing from you) will prove your choice of allegory the best. Your decisions will determine your allegory (or “lens”) that you will apply, so make them thoughtfully and carefully.
4. Some of you will need additional research. For example, if you are analyzing the novel as a WW2 allegory, you might need some additional information about WW2 leaders, countries, or political parties. If you are using a psychological lens, you may want to research the id, ego, and super ego to see what characters best fit those categories.
5. Once you have done your research and/or thinking, write your introductions as you have been instructed all year throughout multiple genres of writing and in my modeling in class:
· You’ll need a hook that captures the reader’s attention
· You’ll need to explain your choice of allegory and why you think this fits the novel the best.
· Introduce the characters you will be using to prove your argument and their role in your allegory
· You’ll create a thesis. (Thesis= SAD [Simple, Arguable, and Direct] statement about what your paper will prove=a claim you are making about the meaning of the novel).
6. Once you know what characters and what lens you will be using, choose a graphic organizer of your choice to help you to logically develop your thoughts. We will be doing some of this in class but most of the writing will be done by you at home as homework.
7. Create each body paragraph with logical development, textual support, and parsing to prove your claim. Many of you will ask, “How many quotes?” You won’t be surprised to hear my answer is, “As many as it takes.” It depends on the depth and length of the quotes you choose as well as how deeply you parse them.
8. Complete your essay with a conclusion in which you:
· Restate your thesis in slightly different words
· Sum up the most important parts of your body paragraphs (also in slightly different words)
· End with a statement that makes the reader aware of a “bigger picture” of why your allegory is important--or explain what is the significance of your paper.
I will be checking your progress regularly (and reporting lack of progress via letters home to parents) as well as modeling some of the more difficult skills for the assignment. I will also be happy to hold writing conference with you before school, after school, and during my preps with an appointment. Rebel 33 is often too noisy to use for writing conferences. I am not available on Tuesday or Thursday as I have previous responsibilities. Please do not procrastinate on scheduling writing conferences, as I can not help 50 students who show up on the day before the paper is due. Plan ahead to ensure that we have the time together that you need.
Good luck and enjoy the process. The rubric is the "Character Analysis Rubric," used by all 9th grade classes for this assignment. The format of school rubrics does not allow its publishing on here.