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Lesson Plan by Cassie Bermel B. Ed.

Lord of the Flies by William Golding

Pixton Lesson Plan on Lord of the Flies by William Golding

Make classic literature come to life with comics!

Including these awesome activities:
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Featured Layouts

When students complete the activities in this lesson plan, they will use the following comic layout types.

  • Comic Strip
  • Storyboard
  • Graphic Novel
  • Mind Map
  • Character Map
  • Plot Diagram
  • Poster

Your students will create amazing images like these in no time!

This free, printable Pixton lesson plan brings classic literature to life with comics and storyboards.
This free, printable Pixton lesson plan brings classic literature to life with comics and storyboards.
Pixton Lesson Plan on Lord of the Flies by William Golding

Main Characters

Lord of the Flies by William Golding

When you import any of the activities below, you can choose to share these ready-made characters with your students.

  • Ralph from Lord of the Flies by William Golding
    Ralph

    The protagonist, a twelve year old boy who is elected leader

  • Jack from Lord of the Flies by William Golding
    Jack

    An older boy stranded on the island and the leader of the hunters

  • Simon from Lord of the Flies by William Golding
    Simon

    A shy, sensitive boy in the group

  • Piggy from Lord of the Flies by William Golding
    Piggy

    Ralph’s 'lieutenant', a whiny, intellectual boy

  • Roger from Lord of the Flies by William Golding
    Roger

    Jack’s 'lieutenant', a sadistic, cruel, older boy

  • Sam and Eric from Lord of the Flies by William Golding
    Sam and Eric

    Twins siding with Ralph.

Featured Props

Lord of the Flies by William Golding

Student creations come alive with these themed objects – in addition to our library of over 3,000 props!

  • Fire
    Fire
  • Ground
    Ground
  • Log
    Log
  • Rock
    Rock
  • Seashell
    Seashell
  • Seashore
    Seashore
  • Shrub
    Shrub
  • Stick
    Stick
  • Sun
    Sun
  • Tree
    Tree
Print this Teacher Guide

Teacher Guide

Lord of the Flies by William Golding

Step 1Class discussion with students

Split students into groups and ask them to think of a world with no adults... no parents, no teachers, no authority figures. If the students in the class lived in that world, what would it be like? Give them specific things to think about like:

  • What would you do?
  • Would you have a leader? If so, who?
  • Would you learn?
  • Would you work?
  • What would you eat?

Encourage them to think of as many different aspects as they can, then compare answers.

Step 2Pixton comic-making activities
  • Make a Comic Strip, Graphic Novel, or ...
    Imagery

    Complete after Chapter 4.

    View Activity
  • Make a Character Map
    Character Map

    Begin after the first chapter, and made additions throughout the unit.

    View Activity
  • Make a Plot Diagram
    Conflict and Plot

    Complete after novel is finished.

    View Activity
  • Extension / Modification
    Graphic Novel (Extension / Modification)

    Create a short Graphic Novel to represent the book in 24 panels (approximately two panels per chapter).

  • Extension / Modification
    Poster (Extension / Modification)

    Create two Posters for the leadership campaigns, one for Ralph, the other for Jack.

Step 3Concluding discussion with students

Having read the book Lord of the Flies, would you still want a world without adults? If so, what would you do differently so you don’t run into the problems in the novel? Brainstorm and share.

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Pixton Activity: Lord of the Flies 1 Imagery

Featured Layouts

  • Comic Strip
  • Storyboard
  • Graphic Novel
  • Mind Map

Intro

Translating words into images is an important skill to have, whether you physically draw the images or imagine them in your head. The more attention you pay to the words, the more detailed the image will be.

Instructions

Create a comic using 1-5 panels choosing one of the three scenes below to develop. Be sure to read the chosen section of the book carefully, paying attention to details.

The scenes are:

  1. Ralph's finding the conch and blowing in it for the first time (Chapter 1)
  2. Ralph's being elected leader (Chapter 1)
  3. The hunters' killing their first pig, but letting the fire die (Chapter 4)

See the rubric for grading guidelines.

Rubric: Imagery

Use this interactive rubric for easy, thorough assessment. It can even be used by students for self-assessment!

5 4 3 2 1
Overview The image is focused, has thoughtful details and is insightful. The image is clear, well developed, and logical. The image is easy to follow; ideas are correct, but may be basic or simple. The image discusses some relevant ideas, but may have frequent errors. The image is hard to follow; ideas are not developed.
Meaning Ideas, information and use of detail • strong point of view
• develops ideas clearly and logically with details, examples, and descriptions
• relevant ideas with consistent analysis
• logical descriptions or examples clarify and develop the ideas
• relevant ideas with some analysis
• examples or descriptions are simple and consistent
• few relevant ideas
• examples or descriptions may be poorly developed or illogical
• ideas are not developed
• few details or descriptions
Form Organization and sequence (beginning, middle, end) • proper organization
• sequence is highly effective and has purpose
• panels are thoughtful and detailed
• all panels are organized or logical
• logical sequence
• all panels are present
• most panels are organized or logical
• consistent attention to sequence
• all panels are present
• some panels are organized or logical
• some attention to sequence
• some panels may be missing
• panels are not organized or logical
• no attention to sequence
• panels are missing
Conventions Complete sentences, spelling, punctuation, grammar (e.g.,
use of pronouns; agreement; verb tense
• correct sentence structure, grammar, spelling and punctuation; may include some errors in complex structures • few errors in basic sentence structure, spelling, punctuation, or grammar; errors do not interfere with meaning • occasional errors in sentence structure, spelling, punctuation, or grammar; errors rarely interfere with meaning • several errors in sentence structure, spelling, punctuation, or grammar; errors may make parts hard to follow • repeated errors in basic sentence structure, spelling, punctuation, or grammar often make the writing hard to understand
Total

Example Comic Strip

'Finding the Conch' in “Lord of the Flies” by Student

Here's the link to share this comic:

Student Handout

Share this comic with your students to demonstrate the activity without giving away the farm :)

Imagery in “Cinderella” by Pixton
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Pixton Activity: Lord of the Flies 2 Character Map

Featured Layouts

  • Character Map

Intro

Understanding characterization is an important skill that will help reinforce key attributes of the story’s characters, and help create connections with the plot and theme. The characteristics that make up the protagonist and other characters help shape the outcome of the narrative.

Instructions

Choose three of your favorite characters from Lord of the Flies and create a Character Map for each one.

  • It's important to add sufficient detail to all the parts of the map.
  • Include an appropriate illustration based on the character's attributes that are outlined in the novel.

See the rubric for grading guidelines.

Rubric: Character Map

Use this interactive rubric for easy, thorough assessment. It can even be used by students for self-assessment!

5 4 3 2 1
Overview The character map is thoughtful; descriptions are detailed and informative. The character map is fully developed; accurate details and insightful descriptions. The character map is complete; descriptions are simple and settings are accurate. The character map includes basic details, but is not fully developed. The character map does not accurately reflect the characters.
Meaning Ideas, information and use of detail • strong point of view
• summary is clear and highly detailed
• descriptions are thoughtful and highly developed
• significant details that make characters unique and dynamic
• relevant ideas with consistent analysis
• summary is clear and accurate
• logical descriptions that clarify and develop the idea
• characters are similar; includes relevant details
• relevant ideas with some analysis
• summary is short, but accurate
• descriptions are simple and consistent
• characters similar to description
• some relevant ideas
• summary has several errors
• descriptions are brief and lack detail
• characters vaguely looks like description
• often very brief
• summary is has significant errors
• descriptions are difficult to follow
• characters do not look like description
Style Clarity, variety, impact of visuals and language • language is clear, varied
• flows smoothly; variety in sentences
• images and characters are fully developed; high attention to detail
• language is clear with some variety
• includes a variety of sentence lengths and patterns
• images and characters have purpose and significance
• language is clear with little variety
• basic sentence structures with a few variations
• images and characters are basic, but have purpose
• basic language; vague at times
• repeats a few basic sentence structures
• images and characters have minimal development
• vague, incorrect and repetitive language
• poorly constructed sentences; little variety
• images and characters are poorly developed
Form Organization and sequence • proper organization
• panels are thoughtful and detailed
• all panels are organized or logical
• all panels are present
• most panels are organized or logical
• all panels are present
• some panels are organized or logical
• some panels may be missing
• panels are not organized or logical
• panels are missing
Conventions The text demonstrates standard English conventions of usage and mechanics • demonstrates precise English conventions
• uses eloquent words, rich sensory language and mood to convey a realistic picture
• demonstrates precise English conventions
• uses precise words, controlled sensory language and mood to convey a realistic picture
• demonstrates standard English conventions
• uses words and phrases, telling details and sensory language to convey a vivid picture
• demonstrates some accuracy in standard English conventions of usage and mechanics • contains multiple inaccuracies in Standard English conventions of usage and mechanics
Total
Print this Activity

Pixton Activity: Lord of the Flies 3 Conflict and Plot

Featured Layouts

  • Plot Diagram

Instructions

Summarize Lord of the Flies using a Plot Diagram.

  • Include a brief description and an illustration for each point on the plot diagram (introduction / exposition, rising action, climax, falling action, conclusion / denouement).
  • Be sure to identify the key points that are essential in defining that specific point in the story.
  • Think about relevant quotes that could be used to help create meaning in each panel.

See the rubric for grading guidelines.

Rubric: Conflict and Plot

Use this interactive rubric for easy, thorough assessment. It can even be used by students for self-assessment!

5 4 3 2 1
Overview The plot diagram is focused, with advanced use of language/ideas. The plot diagram is accurate, well developed, with consistent use of details. The plot diagram is complete and accurate; lacks consistent use of specific details. The plot diagram is basic; has several errors,or lacks detail. The plot diagram is inaccurate and difficult to follow.
Meaning Ideas, information and use of detail • strong point of view
• summary is clear and highly detailed
• descriptions are thoughtful and highly developed
• relevant ideas with consistent analysis
• summary is clear and accurate
• logical descriptions that clarify and develop the idea
• relevant ideas with some analysis
• summary is short, but accurate
• descriptions are simple and consistent
• some relevant ideas
• summary has several errors
• descriptions are brief and lack detail
• often very brief
• summary is has significant errors
• descriptions are difficult to follow
Style Clarity, variety, impact of visuals and language • varies language to develop meaning
• varies sentence structure for effect
• images and characters have impact on the meaning of the panel
• language is clear with some variety
• varies sentence structure
• makes attempts to use descriptive language
• images and characters have purpose and significance
• language is clear with little variety
• basic sentence structure with a few variations
• images and characters are basic, but have purpose
• basic language; vague at times
• some variety in sentence length and type
• images and characters have minimal development
• vague, incorrect and repetitive language
• poorly constructed sentences; little variety
• images and characters are poorly developed
Form Organization and sequence (beginning, middle, end) • proper organization
• sequence is highly effective and has purpose
• all panels are thoughtful and detailed
• all panels are organized or logical
• logical sequence
• all panels are present
• most panels are organized or logical
• consistent attention to sequence
• all panels are present
• some panels are organized or logical
• some attention to sequence
• some panels may be missing
• panels are not organized or logical
• no attention to sequence
• panels are missing
Conventions The text demonstrates standard English conventions of usage and mechanics • demonstrates precise English conventions
• uses eloquent words, rich sensory language and mood to convey a realistic picture
• demonstrates precise English conventions
• uses precise words, controlled sensory language and mood to convey a realistic picture
• demonstrates standard English conventions
• uses words and phrases, telling details and sensory language to convey a vivid picture
• demonstrates some accuracy in standard English conventions of usage and mechanics • contains multiple inaccuracies in Standard English conventions of usage and mechanics
Total

Student Handout

Share this comic with your students to demonstrate the activity without giving away the farm :)

Conflict and Plot in “Cinderella” by Pixton
ExpositionCinderella lives a humble life with her father, and is very happy. However, soon after taking a new wife, Cinderella's father passes away. Main ConflictWith her new husband now deceased, Lady Tremaine and her two daughters take over the house. Rather than welcoming Cinderella into the family, they make her a servant and treat her cruelly. Rising ActionThe Prince, looking to get married, announces there will be a ball for all the ladies in the kingdom to attend. Cinderella plans to go but her stepsisters ruin her dress. As she sits in tears, her fairy godmother appears and gives her everything she needs for a grand experience at the ball. But there is a catch; at midnight, everything will return to how it was before. ClimaxCinderella enters the ballroom and immediately catches Prince Charming's eye. After a night of dancing, the two are in love. Cinderella loses track of time, however, and when the clock strikes midnight, she flees from the ball. Prince Charming is left with nothing but her glass slipper. Falling ActionThe prince is determined to find the mysterious woman from the ball. He sends his men to visit every household in the kingdom and have them try on the glass slipper. The woman whom the shoe fits will be the new princess. DenouementAt last, Cinderella gets a chance to try on the glass slipper and it fits perfectly. Prince Charming knows she is the one he fell in love with at the ball. He rescues her from her wicked stepfamily and they live happily ever after.

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