An Educator's Reference Desk Lesson Plan
Date: May 8, 1996
Grade Level(s): 12
Subject(s):
Overview:
The following two-part lesson is designed to assist students in identifying and understanding the use of symbolism in literature. By expanding the common definition of symbolism to include characters, dialogue, narrator's description, events, actions, etc. as well as physical objects, students can more effectively identify symbolism and the important role it plays in the literature they read. (This lesson is especially suitable for allegorical stories such as "Lord of the Flies.")
Objective:
Following a brief discussion of symbolism/allegory in literature, each student will display his/her understanding of this literary convention by composing a list of ten (10) symbols that have appeared in our reading ("Lord of the Flies") to this point and interpreting the meaning of those symbols chosen.
Materials: "Lord of the Flies" by William Golding
Activities and Procedures:
Begin class with a brief discussion and analysis of chapter four.
What is the significance of chapter four's title, "Painted Faces and Long Hair?"
Use this summary to introduce symbolism/allegory to students.
What is a symbol?
What is an allegory?
What are some common uses and benefits of symbolism in literature?
Ask students to provide specific examples from the novel.
Reiterate to students that "Lord of the Flies" is itself a symbol; It is an allegorical tale that works on many different levels, thus, reader interpretation of these symbols is of great importance.
Following this discussion, have each student compose a list of ten symbols that have appeared in the novel to this point. These symbols can be physical, descriptive (i.e. narration), dialogue, actions and/or interactions, characters themselves, particular events, etc. Each example must be listed in the following form: "The conch represents ... because ..." Inform students that such symbols may carry more than one meaning and encourage them to explore as many of these meanings as possible for each symbol selected. Students' lists should be comprehensive and descriptive, and symbols should be discussed in-depth.
Lists will be checked for completion at the beginning of the next class period and will be used in a small group exercise at that time (Part Two).