Lord of the Flies Chapter 7 Lesson Plan

This lesson plan, dedicated to exploring  Lord of the Flies Chapter 7 is tailored to enrich students’ understanding of the novel’s critical developments and the complex interplay among its characters, with a return to the psycho-analytic lens. Our session will begin with a collaborative review of the chapter questions, followed by an immersive reading of Chapter 7. This structured approach aims to bolster critical thinking and foster an in-depth comprehension of the chapter’s key events, character dynamics, and core themes, particularly through a psycho-analytic perspective. As students engage with the chapter questions, they will be encouraged to analyze character motivations, symbolic elements, and thematic subtleties through this lens. This exercise is designed to enhance their analytical skills and provide a deeper, more insightful understanding of the narrative’s psychological underpinnings.

Learning Goals

• I will be able to analyze and explain the changing dynamics between characters in Chapter 7.
• I will be able to assess and discuss the motivations behind the boys’ actions in this chapter.
• I will be able to write a comprehensive paragraph describing the events of Chapter 7 through a psychoanalytic lens.

Materials

LotF Digital Copy

LotF Audio Chapter 7 (28:25)

Chapter 7 Questions

Process

1. Review the Chapter 7 questions together.
2. Read Lord of the Flies Chapter 7.
3. Complete the chapter questions.

Lord of the Flies Chapter 7 Questions

1. Who became the “pig” after the hunt? 
2. What caused the boys to act this way?
3. Who does Jack suggest that they use next time to play the game, and what does this reveal about him? 
4. Give an example in this chapter of how fear deceives people and explain.
5. What impression do you get of Roger?
6. In a paragraph, describe the events in the chapter in terms of the psychoanalytic lens. Think about how the boys act, the connection to ‘the shadow’, and the connection to the hunt re-enactment. Also, what does the monster they find suggest about the collective unconscious?

Curriculum Connections

Ontario Grade 9 English (ENL1W)

• C1.1: Read and comprehend complex literary texts.
• C2.6: Summarize and synthesize important ideas and supporting details.
• C3.2: Make inferences using explicit and implicit evidence.
• C3.3: Analyze complex texts and formulate conclusions.

Common Core State Standards (Grades 9–10)

• RL.9-10.1: Cite strong and thorough textual evidence.
• RL.9-10.2: Analyze the development of themes or central ideas.
• RL.9-10.3: Analyze how complex characters develop and interact.
• SL.9-10.1: Participate effectively in collaborative discussions.

Differentiation and Extensions

Differentiation: Break the chapter questions into smaller sets, allow students to discuss answers before writing, and provide sentence stems that connect evidence to psychoanalytic interpretation.

Extension: Ask students to identify a moment when a character’s behaviour can be explained in more than one way and compare a psychoanalytic interpretation with a non-psychoanalytic reading.

Frequently Asked Questions

Should students answer every question independently?

Not necessarily. A useful sequence is individual thinking, partner discussion, and then a short written response so students can refine their interpretation before committing to an answer.

How much evidence should students use?

For analytical questions, students should point to a specific moment or detail from the chapter and explain how it supports the interpretation.

Can this lesson be used as review?

Yes. The questions work well as a chapter review before moving into the research-focused portion of the unit.

Unit navigation: ← Previous: Chapter 6 | Unit Plan | Next: Annotated Bibliography →