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YMS Liberal Arts The Saunterers Level

Lord of the Flies
by William Golding

Lord of the Flies.jpg

Unit Goals

  • Understand major themes (civilization vs. savagery, loss of innocence, human nature). 

  • Analyze characters, symbols, motifs, and allegorical elements. 

  • Develop skills in close reading, literary discussion, and critical writing. 

  • Connect the novel to historical context, psychology, and contemporary issues.

Calm Sea

Course Details

Course Length

Level 

Instructor

Course Modality 

20+ weeks 

The Saunterers

TBA

Online or in-person

Week-by-Week Breakdown

This is a tentative syllabus. It is very likely that the instructor would require more than 20 weeks to complete the novel and all the assignments designed for the course.

We will add or remove content as the course develops. 

Weeks 1-2: Introduction & Context

  • Read: Background on William Golding; WWII context; allegory and symbolism.

  • Discuss Hobbes vs. Rousseau (state of nature). 

  • Activities: 

    • Introduce themes of human nature, civilization, and morality. 

    • Pre-reading activity: "What would happen if teenagers were stranded on an island?".

  • Assignment: Short reflective essay/journal response on survival & leadership.

Weeks 3-4: Chapters 1-2

  • Read: The Sound of the Shell and Fire on the Mountain. 

  • Focus: Introduction of characters, leadership conflict (Ralph vs. Jack), symbolism of the conch and fire. 

  • Activities: 

    • Character chart. 

    • Map the island (geography and symbolism). 

    • Small group discussion: early signs of order vs. chaos. 

  • Assignment: Paragraph analysis of symbolism of the conch.

Weeks 5-6: Chapters 3-4

  • Read: Huts on the Beach and Painted Faces and Long Hair. 

  • Focus: Struggle between work/play, emerging savagery, masks. 

  • Activities: 

    • Track character changes (Jack, Ralph, Simon, Piggy). 

    • Debate: "Is Jack a natural leader or a tyrant?". 

    • Creative: Write a diary entry from Simon-s point of view. 

  • Assignment: Close-reading passage analysis on Golding-s use of imagery.

Weeks 7-8: Chapters 5-6

  • Read: Beast from Water and Beast from Air. 

  • Focus: Fear, the -beast- as symbol, breakdown of order. 

  • Activities: 

    • Explore the psychology of fear. 

    • Connect to modern fears (media, social fears). 

    • Socratic seminar on the -beast within.- Assignment: Analytical essay draft: "What does the -beast- symbolize?".

  • Assignment: Analytical essay draft: “What does the ‘beast’ symbolize?”

Weeks 9-10: Chapters 7-8

  • Read: Shadows and Tall Trees and Gift for the Darkness.

  • Focus: Growing violence, Simon’s role, the Lord of the Flies (symbolism).

  • Activities:

    • Analyze the pig’s head scene (allegory, foreshadowing)

    • Compare Simon’s insight with religious/mythological figures.

    • Group roleplay: Ralph’s tribe vs. Jack’s tribe council.

  • Assignment: Revision of analytical essay with textual evidence.

Weeks 11-12: Chapters 9-10

  • Read: A View to a Death and The Shell and the Glasses.

  • Focus: Simon’s death, Piggy’s glasses, collapse of civilization.

  • Activities:

    • Discussion: Mob psychology & dehumanization.

    • Compare Golding’s descriptions of violence with historical examples.

    • Write: Was Simon’s death an accident or murder?

  • Assignment: Short response paper on loss of innocence.

Weeks 13-14: Chapters 11-12

  • Read: Castle Rock and Cry of the Hunters.

  • Focus: Piggy’s death, total savagery, rescue.

  • Activities:

    • Explore irony of rescue by naval officer.

    • Theme chart completion (order vs. chaos, innocence, fear, leadership).

    • End-of-book discussion: What is Golding’s view of humanity?

  • Assignment: Final essay prompt distributed (choice of themes, characters, symbols).

Weeks 15-16: Writing & Deeper Analysis

  • Activities:

    • Writing workshops on thesis building, integrating quotes, structuring arguments.

  • Assignment: Essay draft due; peer review sessions.

Weeks 17-18: Presentations & Cross-Connections

  • Activities:

    • Group presentations on themes (civilization, fear, leadership, innocence).

    • Creative option: Rewrite a scene from a different character’s perspective OR modern adaptation.

  • Assignment: Final essay due (5–7 pages).

Weeks 19-20: Reflection & Extension

  • Activities:

    • Film comparison (1963 or 1990 Lord of the Flies adaptations).

    • Discuss differences in interpretation.

    • Final reflective discussion: “What does Golding want us to learn?”

    • Connection to current world events.

  • Final Project: Personal reflection essay or creative project linking Lord of the Flies to modern society.

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