Lord of the Flies Pre-Reading Activity: Who is Golding?

In this lesson, we’ll begin our study on Lord of the Flies by William Golding. We’ll start with the basics: learning about Golding’s background, the novel’s main symbols, themes, and key characters. Then, we’ll listen to an audio clip of Golding discussing his reasons for writing the book and why he chose not to include girls on the island. After listening, students will write a journal response to Golding’s points and then we’ll come back together to discuss everyone’s thoughts as a group. This lesson is designed to give students a clear introduction to Lord of the Flies, its author, and the choices behind its creation.

Learning Goals

I will be able to identify and describe key aspects of Lord of the Flies.
I will be able to understand and articulate William Golding’s perspective.
I will be able to critically engage with Golding’s viewpoints.
I will be able to effectively communicate and discuss my thoughts and opinions in a group setting.

Materials

Lord of the Flies Note

William Golding Interview

Process

Have students copy down the pre-reading note.
Watch the William Golding video together.
Ask students to journal their thoughts about Golding’s comments.
Engage in a large-group discussion about Golding’s comments.

Note on Lord of the Flies

Written by William Golding
Born in Britain, 1911
Died: 1993
Published in 1954
The Title “Beelzebub” is a Hebrew word for Lucifer. However, the literal translation of “Beelzebub” into English is Lord of the Flies!
The book is heavily influenced by the wars that Golding witnessed.
He was a child during WWI.
He was in the navy during WWII
He wrote Lord of the Flies during the Korean War.

Golding’s Central Theme

Through LOTF, Golding is
making the statement that we
cannot escape our savage,
violent tendencies.
Without social order, we
devolve into a state of chaos.

Symbols

Piggy’s Glasses = The last
surviving evidence of the lawful,
structured world.
Conch Shell = New democracy on the island; when the shell is shattered, all order disappears.
Snake = Evil…reference to the serpent in the garden of Eden

Important Images

The Beast = The imaginary evil that is projected onto the island by the boys’ paranoia.
Lord of the Flies = A pig’s head on a stick that becomes the physical acceptance of evil on the island.

Central Character #1 – Ralph

Ralph: Main character. Described as “fair haired,” having “broad shoulders…[like a] boxer’s,” and has a face that “proclaims no devil”
Committed to civilization and morality

Central Character #2 – Piggy

Piggy: Described as “fat,” “intellectual,” asthmatic, and needs glasses.
Represents scientific, rational side of civilization, and social order.

Central Character #3 – Jack

Jack: Described as having red hair, wears black with a snake clasp, ugly. Cruel and manipulative.
Represents our savage instincts and some of our evil tendencies.

Central Character #4 – Simon

Simon: Described as a skinny, vivid little boy, who “meditates;” and he faints, which some cultures have believed is a sign of connecting with the spiritual world.
Seems to be connected with nature, and he
has an innate, spiritual goodness.

Central Character #5- Roger

Roger: “Silent” and sadistic. Targets the “littluns.” The only one to premeditate murder.
Kills without conscience. Pure evil.

More Themes

The Need for Social Order
Power
Vision
Fear of the Unknown
Loss of Identity
Loss of Innocence

For Consideration:

Simon as a “Christ figure.”
Simon goes alone into the jungle and confronts evil. Simon comes down from the mountain bringing news that will save the boys from their fear. Instead of listening to Simon, they ignore him.
Golding has said that Lord of the Flies is “an attempt to trace the defects of society back to the defects of human nature.”
He acknowledges evil as a force that lurks within every person.
That’s why we will read this book with a focus on the psychological critical lens.

William Golding Interview

Journal question:

What do you think about Golding’s claims in this interview?

Curriculum Connections

Ontario Grade 9 English (ENL1W)

C2.1: Activate relevant prior knowledge to support comprehension of a new text.
C2.3: Make and refine predictions using background knowledge and textual information.
C3.2: Make inferences using explicit and implicit evidence.
D1.2: Generate and develop ideas using a range of strategies and resources.

Common Core State Standards (Grades 9–10)

RL.9-10.1: Cite strong and thorough textual evidence to support analysis.
RL.9-10.2: Determine and analyze themes or central ideas.
SL.9-10.1: Participate effectively in collaborative discussions.

Differentiation and Extensions

Differentiation: Preview the character and symbol notes in small chunks, provide the interview questions before viewing, and allow students to respond to the journal prompt orally or with sentence starters before writing independently.

Extension: Ask students to record two predictions about the novel based on the introductory material and return to those predictions after several chapters to evaluate how their thinking changed.

Frequently Asked Questions

Should students have read the novel before this lesson?

No. This lesson is designed as an entry point to the unit and builds useful background knowledge before students begin close reading.

Can the author interview be assigned independently?

Yes. Students can view the interview individually and bring a brief response or discussion note to class.

How can I support students who find the introductory notes overwhelming?

Chunk the notes by character, symbol, and theme, and ask students to focus on a small number of ideas that they can revisit as the novel develops.

Unit navigation: Lord of the Flies Unit Plan | Next: Chapter 1 Island Mapping →

The Cautiously Optimistic Teacher