How to Design a Booklet
and why you have to
Here are some of the physical innovations in my 32 years of teaching.
Photocopiers. Board markers and white boards. Interactive whiteboards and projectors. Computers and the internet. PowerPoint. Knowledge organisers. Curriculum plans. Lesson plans.
I won’t list the dozens of fads from brain gym to learning styles to guided reading, accountability, the invention of Ofsted, the contradictory versions of Ofsted, academisation, Multi Academy Trusts, the introduction of exam modules, then final exams … the many ways the landscape is so different to what it was.
I could teach without any of it, and my students would still make the same outstanding progress. (I measure it). But there is one innovation I could not live without.
The booklet.
Wouldn’t I need a photocopier? No, it would actually be cheaper and more professional to publish your booklets as books on Amazon. That’s a whole other post.
If you aren’t teaching from bookets, then you aren’t really interested in progress, in the same way that if you don’t exercise for 30 minutes a day, you aren’t really interested in health. I know, it’s a little provocative. Of course you are interested in progress.
Yet, you don’t know what you don’t know.
So, here’s my pitch for why booklets are going to change your world.
What a Booklet is For
The aim of the booklet is to be better than a text book. These are the things it needs to do:
Give clear explanations of knowledge and concepts.
Provide the right vocabulary to be clear, but also introduce the Tier 3 vocabulary necessary to write like a scholar.
Repeat key vocabulary in different contexts, so that students understand how it is applied.
Include note taking skills which will develop metacognition.
Test students quickly in knowledge retrieval skills: cloze exercises, gap fills, bullet point summaries, vocabulary selection, drawing.
Models of every assessment you want students to try, at both Standard and Excellent.
Clear criteria for success.
Tasks which force students to use the criteria on these models, and their own writing.
Tasks which ask students to combine knowledge from different models - e.g. to answer a question which combines 2 or 3 previous assessment questions.
A table in which students can keep score of their results in knowledge retrieval and application assessments.
Links to other content taught in previous booklets.
Questions or activities which force students to make those links.
What might this look like?
I’ll construct this around a text I don’t teach at the minute: Lord of the Flies. I’m going to use ChatGPT to help me do this. This will illustrate the structure of a booklet, and the kinds of activities you might sequence.
My booklets always include text boxes for students to write in, rather than getting them to keep switching to an exercise book. I’m not wedded to this.
I’ve included a place-holder text box here - you would obviously adapt the size to fit the activity.
This also means that my page numbers are not ‘actual size’ but just a way to show transitions from one resource or activity to the next.
Instructions
You’ll notice that I give very precise instructions to the students. I also alert them to what the teacher will do next. This re-inforces that everyone is likely to be cold called and makes students want to think hard.
This also helps train my teachers in how to cold call, use the visualiser and manage really tight time limits.
Page 1
What context will I need in order to fully understand the novel Lord of the Flies?
Historical Context:
Post-World War II: The novel was published in 1954, shortly after World War II. The war's devastating impact, especially the atrocities and the use of nuclear weapons, influenced the themes of human nature and civilization in the novel.
Cold War Era: The tension between democracy and totalitarianism during the Cold War also permeates the book. The novel reflects fears about the potential for society to collapse into barbarism.
British Empire Decline: The novel was written at a time when the British Empire was waning, and there was a growing awareness of the flaws and limits of Western civilization, which Golding critiques.
2. Philosophical Context:
Human Nature: The novel explores the idea that there is a fundamental darkness or savagery within all humans, which can emerge in the absence of societal constraints. Golding was influenced by philosophical debates on whether humans are inherently good or evil.
Civilization vs. Savagery: Lord of the Flies contrasts the thin veneer of civilization with the underlying potential for savagery, questioning the stability and morality of societal structures.
3. Literary Context:
Allegory: The novel is an allegory, meaning its characters, events, and objects symbolize larger ideas. For instance, the conch represents order and democracy, while the "Lord of the Flies" symbolizes the manifestation of evil within humanity.
Influence of Other Works: Golding was responding to earlier works, particularly R.M. Ballantyne's The Coral Island, which depicted boys stranded on an island who manage to create a functioning, moral society. Golding subverts this idea, showing instead how quickly things can fall apart.
Symbolism: Be prepared to engage with heavy symbolism throughout the novel. Characters like Ralph, Piggy, and Jack represent different aspects of society and human nature.
Page 2
Present this as a cloze text, excluding the 25 most important words.
Historical Context:
Post-__________(1): The novel was published in 1954, shortly after World War II. The war's devastating impact, especially the atrocities and the use of nuclear weapons, influenced the themes of human ________(2) and ________(3) in the novel.
Cold War Era: The tension between ________(4) and totalitarianism during the Cold War also permeates the book. The novel reflects fears about the potential for society to collapse into ________(5).
British ________(6) Decline: The novel was written at a time when the British Empire was waning, and there was a growing awareness of the flaws and limits of Western ________(7), which Golding critiques.
Philosophical Context:
__________(8) Nature: The novel explores the idea that there is a fundamental darkness or ________(9) within all humans, which can emerge in the absence of societal ________(10). Golding was influenced by philosophical debates on whether humans are inherently good or ________(11).
Civilization vs. ________(12): Lord of the Flies contrasts the thin veneer of civilization with the underlying potential for ________(13), questioning the stability and morality of societal ________(14).
Literary Context:
__________(15): The novel is an allegory, meaning its characters, events, and objects symbolize larger ideas. For instance, the ________(16) represents order and democracy, while the "Lord of the Flies" symbolizes the manifestation of ________(17) within humanity.
Influence of Other Works: Golding was responding to earlier works, particularly R.M. Ballantyne's The ________(18) Island, which depicted boys stranded on an island who manage to create a functioning, moral society. Golding ________(19) this idea, showing instead how quickly things can fall apart.
__________(20): Be prepared to engage with heavy symbolism throughout the novel. Characters like Ralph, ________(21), and Jack represent different aspects of society and human ________(22).
Page 3
Write about the novel based on what you have learned, using these words.
You can change their endings, and you can use them more than once.
You have 8 minutes. Your teacher will randomly select two to teach from under the visualiser as soon as 8 minutes is up.
World War II
nature
civilization
democracy
barbarism
Empire
Human
savagery
constraints
evil
structures
Allegory
conch
Coral
subverts
Symbolism
Piggy
Write down 5 things you have learned from seeing the work under the visualiser:
1.
2.
3.
4.
5.
With your partner, create the best paragaph you can, using these words: allegory, barbarism, savagery, empire, symbolism, evil, human nature.
You have 6 minutes. Your teacher will display the work of one pair at the end of that time.
Page 4
Cultural and Social Context:
In your pair, use the words at the bottom of the page to fill in the gaps.
Your teacher will select 1 pair at random in 4 minutes’ time.
Class Structure: The boys in the novel come from various social ________(1), reflecting British society. Their interactions and the breakdown of social ________(2) reflect the tensions between different social groups.
Gender and Age: The novel exclusively features ________(3), which reflects and critiques traditional notions of masculinity and ________(4). The boys' descent into ________(5) can be seen as a comment on the socialization of young men.
Golding’s Biography:
William Golding’s ________(6): Golding served in the Royal Navy during World ________(7), where he witnessed the horrors of war firsthand. His experiences shaped his pessimistic view of human ________(8), which is evident in the novel.
Themes and Motifs:
Loss of Innocence: The novel traces the boys' journey from ________(9) to the realization of their own capacity for ________(10).
Power and ________(11): The struggle for power among the boys, and the methods they use to ________(12) one another, are central themes.
Fear: Fear of the (13), symbolized by the "(14)," drives much of the boys' actions and reveals their inner ________(15).
Words to fill the gaps (in random order):
innocence
power
control
socialization
nature
unknown
groups
savagery
beast
order
World War II
boys
Golding's
evil
masculinity
Page 5
Write an Essay about this theme. Include 6 key moments from the novel, with quotes from each key moment in the novel. Include links to the context we have discussed.
Essay on the Theme of Civilization vs. Savagery in Lord of the Flies
Lord of the Flies by William Golding is a profound exploration of the thin line between civilization and savagery. Written in the post-World War II era, the novel reflects the tension and fear of societal collapse that dominated the Cold War period. Through the experiences of a group of boys stranded on an uninhabited island, Golding dissects the fragile nature of civilization and the inherent darkness within human beings. This essay examines six key moments in the novel that illustrate the theme of civilization versus savagery, supported by quotes and contextual analysis.
1. The Establishment of Order: The Conch
The novel begins with the boys' attempt to establish a society based on order and democracy. Ralph and Piggy discover a conch shell, which they use to summon the other boys and establish a system of governance. The conch becomes a symbol of civilization, authority, and order. Ralph asserts, “I’ll give the conch to the next person to speak. He can hold it when he’s speaking” (Chapter 2). This moment represents the boys’ initial commitment to civilized values and democratic processes, reflecting the British societal norms they have inherited. The conch symbolizes their desire to maintain structure and control, mirroring post-war efforts to rebuild and stabilize society.
2. The Descent into Savagery: The First Hunt
As the boys spend more time on the island, the veneer of civilization begins to crack. This is first evident when Jack and his hunters kill a pig, marking their descent into savagery. Jack’s excitement is palpable as he exclaims, “I cut the pig’s throat” (Chapter 4). The boys' shift from their initial reluctance to kill to taking pleasure in the act illustrates the erosion of their civilized identities. The hunt symbolizes the boys' growing embrace of violence and primal instincts, a reflection of Golding's view of human nature as inherently flawed and capable of cruelty, especially when societal constraints are removed.
3. The Loss of Innocence: The Death of Simon
The death of Simon is a pivotal moment that marks the complete collapse of civilization on the island. Mistaken for the mythical "beast," Simon is brutally killed by the boys in a frenzied ritual. Golding describes the scene: “The sticks fell and the mouth of the new circle crunched and screamed” (Chapter 9). This savage act, committed in a moment of collective hysteria, signifies the boys' loss of innocence and the dominance of their darker impulses. Simon's death is a tragic reflection of the inherent evil within humans, a central theme in Golding's critique of post-war society’s potential for barbarism.
4. The Destruction of the Conch: The End of Order
The symbolic destruction of the conch and Piggy's subsequent death represent the definitive end of civilization on the island. Roger, one of the more sadistic boys, pushes a boulder that kills Piggy and shatters the conch. “The conch exploded into a thousand white fragments and ceased to exist” (Chapter 11). This moment is significant because it signals the complete disintegration of the social order the boys initially tried to establish. The destruction of the conch mirrors the collapse of the democratic values that it represented, highlighting Golding's pessimistic view of the fragility of civilization.
5. The Triumph of Savagery: The Hunt for Ralph
In the final chapters, the boys, now completely consumed by savagery, turn on Ralph, the last symbol of order and civilization. They hunt him down like an animal, with the intention of killing him. The narrative describes Ralph's terror: “The scream that rose, must have been in Ralph’s nightmare; for there were no words, and no movements but the tearing of teeth and claws” (Chapter 12). This hunt signifies the ultimate triumph of savagery over civilization. Ralph’s desperation and the boys’ bloodlust highlight the complete moral breakdown that has occurred on the island, a microcosm of what Golding feared could happen in the real world without the restraints of societal order.
6. The Rescue: A Return to Civilization?
The novel concludes with the boys' rescue by a naval officer, who is shocked by their appearance and behavior. The officer’s arrival represents a return to civilization, but the boys' experiences have left them irreparably changed. Ralph weeps “for the end of innocence, the darkness of man’s heart” (Chapter 12). This moment is deeply ironic; while the boys are physically saved, their psychological and moral corruption is irreversible. The rescue underscores the novel’s central theme that the darkness of human nature is always lurking beneath the surface, and civilization is only a fragile construct. The officer’s misunderstanding of the boys' experiences reflects the broader societal ignorance of the potential for human savagery that Golding seeks to expose.
Conclusion
Lord of the Flies is a powerful allegory that examines the tenuous balance between civilization and savagery. Through key moments such as the establishment of the conch, the boys' first hunt, Simon’s death, the destruction of the conch, the hunt for Ralph, and their eventual rescue, Golding illustrates how quickly civilization can unravel in the absence of social order. These moments are not only critical to the narrative but also resonate with the historical and philosophical contexts of the post-World War II era, a time when the world was grappling with the horrors of conflict and the potential for human depravity. Golding’s novel serves as a stark reminder of the fragility of civilization and the ever-present threat of savagery within us all.
Page 6
There are 8 paragraphs in that essay. We are going to examine them so we all understand them, and can use their ideas as our own.
Your teacher will show you how to write a one sentence summary of paragraph 1.
Read the second paragraph. You have 2 minutes to write a one sentence summary of the main idea.
Your teacher will take one at random and show you how to improve it, so that it is a better summary.
You now have 2 minutes to write a summary of the third paragraph.
Your teacher will take one at random and show you how to improve it, so that it is a better summary.
You now have 3 minutes to write a one sentence summary of paragraph 4 with your partner.
Your teacher might take one at random and show you how to improve it, so that it is a better summary.
On your own, you have 4 minutes to write your two sentences summarising paragraphs 5 and 6.
Your teacher will now write a summary of paragraph 7, cold calling your for ideas and vocabulary.
You now have 2 minutes to write a summary of the conclusion, paragraph 8.
Page 7
The first paragraph of the essay is called a thesis paragraph. Read it, and write down 5 rules for writing an excellent thesis in any essay. You have 2 minutes.
Your teacher will place two of these at random under the visualiser and question you so that you can get the best 5, as a class.
Your teacher will pick a volunteer to model the conversation you are going to try with your partner.
Shut your booklet. Your teacher will ask you to read out your summary to a paragraph from the essay. Then your teacher will ask you questions which will prompt you to think about everything that was written in that paragraph in the essay. Listen to see what kind of help your teacher gives, and how hard they make the volunteer think.
Number yourselves 1 and 2 in the pair. You have 3 minutes to try that in your pair. Your teacher will tell you who will go first, 1 or 2. Your teacher will circulate and pick a pair to demonstrate part of theirs at the end.
Now reverse roles in the pair, and pick a new paragraph to work on.
Write down the 8 most important words in the thesis, in the order in which they appear. Your teacher will do the first 3 with you as a class.
Cover up the thesis statement, and write your own version of it using your 8 words. You have 4 minutes.
Decide who has written the best thesis statement with your partner, and spend 2 more minutes making the best one even better. Your teacher will choose 2 at random to place under the visualiser.
Now read the conclusion. Your teacher will repeat the sequence of activities in 7, 8 and 9, with the conclusion.
Page 8
Here are the 8 themes connected to the context we studied.
The novel explores the thin veneer of civilization and how quickly it can dissolve, leading to chaos and savagery. The breakdown of social order among the boys illustrates this theme.
The boys' descent from innocent children to violent savages represents the loss of innocence, highlighting the darkness within human nature.
The struggle for power among the boys, particularly between Ralph and Jack, underscores the theme of leadership, authority, and the different ways power can be used or abused.
The "beast" symbolises the boys' fear of the unknown, which drives much of their behavior and leads to irrational actions and decisions.
The novel examines the inherent evil and darkness within humans, suggesting that savagery lies beneath the surface of civilized behavior.
The breakdown of social order and the tensions between different social groups reflect the fragility of societal structures and the impact of class differences.
The novel critiques traditional notions of masculinity, as the boys' attempts to assert dominance and control mirror societal expectations of male behavior.
The context of World War II and Golding’s own experiences in the war influence the novel’s themes, particularly the destructive nature of human conflict and the moral dilemmas associated with it.
Applying the Essay to Themes
With your partner, write a heading for each theme. Your teacher will do the first one with you as a class. (I have placed possible wording in bold but you might remove this from the booklet).
The essay on page 5 was about civilisation and savagery. Do not look back at it.
Pick 2 other themes which link most closely with what you remember about the essay. You have 2 minutes.
Your teacher will pick one pair at random to tell them one of their themes. Now your teacher will question your memory as a class, to get ideas from the essay which link to that theme.
Now you have 3 minutes in your pair to do the same with one of your themes.
Page 9
Applying Quotes to Your Themes
Here are the quotes from the essay. How many can you relate to your two themes?
“I’ll give the conch to the next person to speak. He can hold it when he’s speaking” (Chapter 2).
“I cut the pig’s throat” (Chapter 4).
“The sticks fell and the mouth of the new circle crunched and screamed” (Chapter 9).
“The conch exploded into a thousand white fragments and ceased to exist” (Chapter 11).
“The scream that rose, must have been in Ralph’s nightmare; for there were no words, and no movements but the tearing of teeth and claws” (Chapter 12).
Ralph weeps “for the end of innocence, the darkness of man’s heart” (Chapter 12).
Your teacher will cold call you at random to see how well you can relate these to your themes.
Applying Key Vocabulary to Your Quotes
Your teacher will cold call you as they write a paragraph about the first quote, using as many words as possible from this list.
Write down 5 things you learn from this process of writing.
World War II
nature
civilization
democracy
barbarism
Empire
Human
savagery
constraints
evil
structures
Allegory
conch
Coral
subverts
Symbolism
innocence
masculinity
Write about quote 2 with your partner, using as many words as you can from the list. You have 5 minutes.
Your teacher will cold call one or two pairs to ask you how your paragraph uses the 5 things you identified that you learned from the joint writing with your teacher.
Write about quote 3 on your own, using as many words as you can from the list. You have 3 minutes.
Annotate your paragraph to show 5 things about your writing which you are focusing on. You have 2 minutes.
Your teacher will cold call one or two students to see how well your writing matches what you are trying to achieve.
Write about quotes 4 and 5 in two paragraphs. Make sure that you link what you say about quote 5 back to what you wrote quote 4. You have 8 minutes.
Your teacher will now write about quote 6 using the ideas you give, to construct a brilliant analysis that links to previous quotes.
Write down 5 things you have learned about how to write a brilliant analysis from this activity.
Page 10
Your teacher will show you how to draw a 30 second picture of quote 1 using the visualiser. This picture is to help your teacher remember the quote, so the picture will be relevant to them, not you.
Your teacher will now explain how the details of the picture relates to their memory, so you can understand how this process works.
Your teacher will now annotate the picture with any words from the quote that they think will help trigger memory.
You have 30 seconds to think of the picture you might draw to trigger your memory of quote 1.
You now have 30 seconds to draw that picture.
Space to draw that picture (not to size here)
Your teacher will cold call 2, and ask you to explain how it triggers your memory.
You now have 30 seconds to annotate your picture with words from the quote.
You have 30 seconds to think of the picture you might draw to trigger your memory of quote 2.
You now have 30 seconds to draw that picture.
Space to draw that picture
Your teacher will cold call 1, and ask you to explain how it triggers your memory.
You have 30 seconds to think of the picture you might draw to trigger your memory of quote 3.
You now have 30 seconds to draw that picture.
Space to draw that picture
Your teacher will cold call 1, and ask you to explain how it triggers your memory.
You have 30 seconds to think of the picture you might draw to trigger your memory of quote 4.
You now have 30 seconds to draw that picture.
Space to draw that picture
You have 30 seconds to think of the picture you might draw to trigger your memory of quote 5.
You now have 30 seconds to draw that picture.
Space to draw that picture
You have 30 seconds to think of the picture you might draw to trigger your memory of quote 6.
You now have 30 seconds to draw that picture.
Space to draw that picture
Swap pictures with your partner and ask your partner to tell you what they have drawn for each quote, from memory.
Page 11
You have 5 minutes to do this quiz. It is based on the essay we have studied. Do this from memory.
Multiple Choice Quiz on Lord of the Flies and the Theme of Civilization vs. Savagery
1. What does the conch shell symbolise in Lord of the Flies?
A) Power and violence
B) Civilization and order
C) Chaos and disorder
2. Which character is most associated with the descent into savagery through the act of hunting?
A) Ralph
B) Piggy
C) Jack
3. What event marks the boys' complete loss of innocence?
A) The destruction of the conch
B) The death of Simon
C) The rescue by the naval officer
4. How does Roger's act of pushing the boulder symbolize the end of civilization on the island?
A) It signals the start of a new democratic order
B) It represents the boys' final attempt to build shelters
C) It destroys the conch and kills Piggy, symbolizing the collapse of order
5. What is the significance of Ralph weeping "for the end of innocence, the darkness of man’s heart"?
A) It shows his regret for not being a better leader
B) It reflects the boys' collective guilt for what they've done
C) It signifies his realization of the inherent evil within humans
6. What was the initial purpose of the conch shell when Ralph and Piggy first found it?
A) To establish a signal for help
B) To summon the other boys and establish order
C) To use it as a weapon against wild animals
7. How does Golding portray the inherent darkness within human beings?
A) Through the boys' eventual return to civilized behavior
B) By showing the boys' descent into savagery when societal rules are removed
C) By depicting their innocence and morality even in dire situations
8. What does Jack’s exclamation “I cut the pig’s throat” reveal about his character?
A) His growing discomfort with killing
B) His enjoyment of violence and loss of civilized behavior
C) His leadership and sense of responsibility
9. Which moment in the novel signals the final triumph of savagery over civilization?
A) The rescue by the naval officer
B) The destruction of the shelters
C) The hunt for Ralph
10. What is ironic about the boys' rescue at the end of the novel?
A) They are saved just before they establish a new society
B) They are physically saved, but psychologically and morally damaged
C) The officer understands the boys' experiences perfectly
11. Why is the officer's reaction at the end of the novel significant?
A) It shows his admiration for the boys' survival skills
B) It reflects the broader societal ignorance of human savagery
C) It indicates that the boys were about to be punished for their actions
12. What was Ralph's primary method of maintaining order among the boys?
A) Using the conch to allow everyone to speak in turn
B) Establishing strict punishments for rule-breaking
C) Creating alliances with Jack and his hunters
13. How does the killing of the pig influence the boys' behavior on the island?
A) It unites them in their goal of finding rescue
B) It leads them to embrace their primal instincts and abandon civilized behavior
C) It increases their fear of the unknown
14. What does Simon’s death symbolize in the novel?
A) The triumph of civilization over savagery
B) The inevitability of rescue
C) The collapse of moral order and the dominance of darkness
15. How does Golding use the boys' behavior to critique post-war society?
A) By showing the resilience of democratic values in times of crisis
B) By illustrating the fragility of civilization and the potential for barbarism
C) By depicting the boys' successful creation of a moral society
16. What does the destruction of the conch represent?
A) The breaking of the boys' alliance with Ralph
B) The end of any remaining order and the collapse of democratic values
C) The boys' realization of the need to work together
17. What causes the boys to finally turn on Ralph and hunt him down?
A) Ralph’s insistence on keeping the fire going
B) Ralph's refusal to join Jack's tribe
C) The complete breakdown of order and the triumph of savagery
18. What does the naval officer’s misunderstanding of the boys’ situation suggest?
A) The boys were exaggerating their experiences on the island
B) The officer is disconnected from the reality of their descent into savagery
C) The boys had successfully hidden their savagery from the officer
19. How does the novel reflect the historical context of the Cold War?
A) By depicting the boys' successful establishment of a new civilization
B) By showcasing the fears of societal collapse and the potential for human savagery
C) By highlighting the differences between democracy and totalitarianism
20. What is the primary lesson Golding wants readers to take from Lord of the Flies?
A) Civilization is inherently strong and can survive any crisis
B) Without societal constraints, humans will naturally revert to savagery
C) The innocence of childhood protects against the darkness within humans
Your teacher will no cold call each question to a different person chosen at random. You will be asked to explain your answer.
Page 12
You have 3 minutes to complete this cloze. Your memory will not improve unless you place a best guess in each gap.
Your teacher will cold call one at random to put under the visualiser.
“I’ll give the ______ to the next person to ______. He can hold it when he’s ______” (Chapter 2).
“I cut the ______ ______” (Chapter 4).
“The sticks ______ and the mouth of the new circle ______ and ______” (Chapter 9).
“The ______ exploded into a thousand ______ fragments and ceased to ______” (Chapter 11).
“The scream that ______, must have been in Ralph’s ______; for there were no words, and no movements but the ______ of teeth and claws” (Chapter 12).
Ralph weeps “for the end of ______, the ______ of man’s ______” (Chapter 12).
Write in the corrections and give yourself a score out of 17.
Page 13
Without looking back at page 12, complete this cloze. You have 4 minutes. Remember why you have to make an educated guess for each gap.
“I’ll give the ______(1) to the next ______(2) to ______(3). He can ______(4) it when he’s ______(5)” (Chapter 2).
“I ______(6) the ______(7) ______(8)” (Chapter 4).
“The ______(9) fell and the ______(10) of the new ______(11) crunched and ______(12)” (Chapter 9).
“The ______(13) exploded into a ______(14) ______(15) fragments and ______(16) to ______(17)” (Chapter 11).
“The ______(18) that ______(19), must have been in ______(20) nightmare; for there were no ______(21), and no ______(22) but the ______(23) of ______(24) and ______(25)” (Chapter 12).
Ralph ______(26) “for the ______(27) of ______(28), the ______(29) of ______(30)” (Chapter 12).
Your teacher will cold call 6 people - one for each quote.
Correct those which you got wrong.
Give yourself a score out of 30
Page 14
There were 8 paragraphs in the essay we studied. 1 was the thesis, 8 was the conclusion.
From memory, write down the 6 headings for the other 6 paragraphs. You have 1 minute.
Now, with your partner, refine your list. You have 1 minute.
Blurting
You have 8 minutes.
Write down as much as you can - but at least one thing under each heading.
Number each point you make.
Score yourself one mark for each point, and one mark for each quote.
Write the total.
Your teacher will put the highest score under the visualiser and together you will try to add 10 more points to its score.
You now have 5 minutes to improve your score by adding as much as you can to your blurt.
Page 15 How to Construct the Rest of the Booklet
I asked ChatGPT to rewrite the essay for me at grade 6 (you might choose a different grade).
Essay on the Theme of Civilization vs. Savagery in Lord of the Flies
In Lord of the Flies, William Golding explores the theme of civilisation versus savagery by showing how a group of boys stranded on an island lose their sense of order and become violent. The novel shows how easily humans can go from being civilized to acting like savages when they are left on their own. Through important moments in the story, Golding makes it clear that without rules and order, people can quickly turn to their darker, more violent side.
1. The Conch and Order
At the beginning of the novel, the boys try to create a society with rules. They find a conch shell, and Ralph and Piggy use it to gather everyone and establish order. Ralph says, “I’ll give the conch to the next person to speak. He can hold it when he’s speaking” (Chapter 2). The conch represents civilisation and authority. At first, the boys respect the conch because it helps them stay organised, showing how they are still holding on to the rules they knew from home.
2. The First Hunt: The Start of Savagery
As the boys stay longer on the island, they start to act more like savages. This begins with their first pig hunt. Jack is very excited when he kills a pig, saying, “I cut the pig’s throat” (Chapter 4). This moment shows how the boys are beginning to lose their civilized behavior and are starting to enjoy violence. The hunt is the first step in their journey from order to chaos, as they start to prioritize hunting and killing over working together.
3. The Death of Simon: Loss of Innocence
Simon’s death is one of the most important moments in the novel. The boys mistake him for the beast and kill him in a frenzy. Golding writes, “The sticks fell and the mouth of the new circle crunched and screamed” (Chapter 9). This moment shows how far the boys have fallen from their civilized selves. Killing Simon is not just a mistake; it represents the boys’ total loss of innocence and the dominance of their savage instincts.
4. The Destruction of the Conch
The conch, which was a symbol of order, is destroyed when Roger pushes a boulder that kills Piggy. Golding writes, “The conch exploded into a thousand white fragments and ceased to exist” (Chapter 11). When the conch is shattered, it symbolizes the end of any remaining civilisation on the island. After this point, there is no order left, and the boys are fully controlled by their violent instincts.
5. The Hunt for Ralph: Savagery Triumphs
By the end of the novel, the boys are completely savage, as seen when they hunt Ralph. The text says, “The scream that rose must have been in Ralph’s nightmare; for there were no words, and no movements but the tearing of teeth and claws” (Chapter 12). This shows how the boys have lost all sense of civilization and are now behaving like animals. Ralph, who was a symbol of order, is now being hunted, showing that savagery has won over civilization.
6. The Rescue: A Hollow Return to Civilization
At the end of the novel, a naval officer rescues the boys, but they are no longer the innocent children they were before. Ralph cries “for the end of innocence, the darkness of man’s heart” (Chapter 12). While they are saved from the island, their experiences have changed them forever. The officer doesn’t fully understand what has happened, which suggests that even adults might not realize how close humans are to losing their civilized ways.
Conclusion
In Lord of the Flies, Golding shows how civilization can quickly fall apart when people are left without rules. The conch represents civilization at first, but as the story progresses, the boys become more savage. Key moments like the killing of the pig, Simon’s death, and the destruction of the conch show how savagery takes over. By the end, even though the boys are rescued, they have lost their innocence, and the novel makes us think about how thin the line is between being civilized and being savage.
Activities to do with the Essay
Take out the quotes, and get students to write the quotes in from memory.
Ask students to improve individual or all paragraphs to make them better.
Give students a paragraph and ask them to rewrite it to fit another theme.
Get rid of all the explanations in a paragraph, and keep the evidence and the point. Get students to write in their own explanations.
Give them quotes from the original essay which have been missed out. Ask students to decide where these would link with the argument of the essay. Write a paragaph about that quote and word it so that it will fit into the essay.
Changes Made for Grade 6:
Simplified Language: More straightforward vocabulary and sentence structure were used, avoiding overly complex words and phrasing.
Less Developed Analysis: The analysis is more surface-level and doesn't go into deep contextual or symbolic exploration.
Reduced Sophistication: Ideas are less nuanced, and the interpretation of the text is more direct, without exploring broader philosophical or historical implications in as much detail.
Simpler Quotes and Commentary: Fewer quotes are used, and the commentary on them is more basic, explaining their immediate significance rather than offering more sophisticated insights.
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These are the instructions I gave ChatGPT:
Write an essay on the theme of Christian allegory in Lord of the Flies.
Focus on 6 key moments in the novel which reflect this theme.
Include the idea of transubstantiation, and how Simon's death mimics this.
Include the description of Simon as a Christ-like figure. Include the way the dead parachutist leaves the island and how this mimics the resurrection of Christ.
Include the fear of the snake thing and link this to the Garden of Eden and the idea of original sin.
Include the conversation between Simon and the Beast.
Include at least 1 quote from each of the 6 moments you select.
Where possible, include any of these quotes: “I’ll give the conch to the next person to speak. He can hold it when he’s speaking” (Chapter 2). “I cut the pig’s throat” (Chapter 4). “The sticks fell and the mouth of the new circle crunched and screamed” (Chapter 9). “The conch exploded into a thousand white fragments and ceased to exist” (Chapter 11). “The scream that rose, must have been in Ralph’s nightmare; for there were no words, and no movements but the tearing of teeth and claws” (Chapter 12). Ralph weeps “for the end of innocence, the darkness of man’s heart” (Chapter 12).
Write down 6 things you have learned about how to plan an essay from these instructions. You have 3 minutes.
Your teacher will cold call three of you at random. During this add any new ideas about planning that you did not know.
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The Theme of Christian Allegory in Lord of the Flies
William Golding’s Lord of the Flies is often interpreted as a profound Christian allegory, exploring themes of sin, redemption, and the innate depravity of human nature. Through the characterisation of Simon as a Christ-like figure, the symbolic representation of original sin, and the motif of resurrection, Golding delves into the darker aspects of humanity while reflecting on Christian ideas of salvation and sacrifice. This essay examines six key moments in the novel that reinforce the theme of Christian allegory, highlighting the underlying religious symbolism that permeates the text.
1. The Fear of the “Snake-thing” and Original Sin
Early in the novel, the boys' fear of the "snake-thing" represents the introduction of evil into their world, mirroring the serpent in the Garden of Eden. The boys' terror at the thought of this beast recalls the concept of original sin, the inherent evil that, according to Christian theology, all humans inherit from Adam and Eve’s transgression. The “snake-thing” is a manifestation of their inner darkness, much like the serpent in Eden symbolizes the temptation and fall of man. This fear becomes the catalyst for the boys’ descent into savagery, marking the loss of innocence and the emergence of sin within their microcosmic society.
2. Simon as a Christ-like Figure
Simon is unmistakably portrayed as a Christ-like figure throughout Lord of the Flies. He is depicted as inherently good, kind, and spiritually connected to nature. During his retreat into the forest to meditate, Simon is described as "a small, skinny boy," and the scene where he "found for them the fruit they could not reach" highlights his empathy toward the littluns, echoing Christ’s care for the vulnerable. His ultimate sacrifice, foreshadowed in his conversations with Ralph where he says, "You’ll get back to where you came from," reveals his deep understanding of the boys’ situation and his acceptance of his fate. Simon’s insights into the true nature of the "beast"—that the real evil lies within the boys themselves, not in an external monster—are captured in his realization, "maybe it’s only us." This understanding shows his awareness of humanity’s inherent sinfulness. Simon’s recognition of the beast as a manifestation of their own inner darkness sets him apart as a figure of moral clarity, much like Jesus, who understood and preached about the inherent sinfulness of humanity.
3. The Conversation between Simon and the Beast: Temptation and Sin
The pivotal moment of Simon’s encounter with the Lord of the Flies, the "beast" made from the severed pig’s head, is laden with Christian symbolism. The beast taunts Simon, saying, “Fancy thinking the Beast was something you could hunt and kill! You knew, didn’t you? I’m part of you?” (Chapter 8). This conversation mirrors the temptation of Christ by Satan in the wilderness. The beast represents the embodiment of evil and sin, tempting Simon and asserting its dominance over the boys’ souls. Simon’s silent resistance to the beast's taunts signifies his role as a Christ-like figure, resisting sin even as he recognizes its power.
4. Simon’s Death: Transubstantiation and Sacrifice
Simon’s death is the novel's most explicit parallel to the crucifixion of Christ. After discovering the truth about the beast, Simon rushes to share his revelation with the others but is brutally killed in a frenzied ritual. The scene where “The sticks fell and the mouth of the new circle crunched and screamed” (Chapter 9) echoes the violent nature of Christ’s crucifixion. Simon's body is later washed out to sea, described with an almost sacred reverence, akin to the Christian belief in transubstantiation—the transformation of the body and blood of Christ during the Eucharist. Simon’s death serves as a sacrifice, symbolically cleansing the boys' sins, although they fail to recognize it, much like the world failed to comprehend Christ's sacrifice.
5. The Dead Parachutist: Resurrection and Ascension
The dead parachutist, initially mistaken for the beast, plays a crucial role in the Christian allegory of the novel. His body, described as having "opened like a book" and lying "against the blue sky," evokes a sense of fallen grace, reminiscent of Christ’s crucifixion. His eventual release from the island, as the wind carries his body away, is depicted with the line, "freed from the rocks and the wind's indignity," mimicking the resurrection and ascension of Christ. The parachutist’s departure symbolizes the lifting of the false fear that had plagued the boys, just as Christ’s resurrection represents the triumph over sin and death. However, unlike the hopeful message of resurrection in Christianity, the boys' realization comes too late, underscoring the novel’s pessimistic view of humanity’s capacity for redemption.
6. Ralph’s Weeping: The Fall of Man and Loss of Innocence
In the final chapter, after the boys are rescued, Ralph weeps “for the end of innocence, the darkness of man’s heart” (Chapter 12). This moment reflects the profound realization of the boys' fall from grace, much like the biblical fall of man. Ralph’s tears signify a recognition of the inherent sinfulness within each person, a central tenet of Christian theology. The novel ends with this sobering reminder of the loss of innocence and the permanent scar that sin has left on the boys, paralleling the Christian narrative of humanity’s fall and the perpetual struggle against sin.
Conclusion
Lord of the Flies is rich with Christian allegory, but it offers a bleak exploration of humanity's propensity for sin and a pessimistic view of the possibility of redemption. Through the symbolic representation of the "snake-thing" as original sin, Golding taps into the concept of inherent evil within all humans, suggesting that this darkness is a fundamental part of human nature. Simon's portrayal as a Christ-like figure and the transubstantiation suggested by his death offer a glimmer of hope, yet his brutal murder by the boys—who mistake him for the very beast he sought to reveal as internal—underscores Golding's grim perspective on humanity. The resurrection motif in the parachutist's departure, rather than signaling salvation, highlights the boys' deepening descent into savagery, as they fail to recognize the true nature of their fears and the evil within themselves. On balance, the evidence in the novel suggests that Golding views people as inherently evil, incapable of true redemption. The narrative presents a world where the redemptive power of Christianity is overshadowed by the overwhelming presence of sin and the darkness of human nature, making Lord of the Flies a powerful commentary on the spiritual and moral struggles that define the human condition.
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Success Criteria
Read this essay and construct 10 success criteria. Then use the success criteria to rate the quality of the essay.
Success Criteria for the Essay:
Clear Thesis Statement: The essay should clearly state its main argument or thesis in the introduction.
Christian Allegory Identification: The essay should correctly identify and explain the elements of Christian allegory in Lord of the Flies.
Evidence from the Text: The essay should include appropriate and well-integrated quotes from the novel to support its points.
Analysis of Key Moments: The essay should examine at least six key moments in the novel, exploring how they contribute to the Christian allegory.
Exploration of Symbolism: The essay should effectively analyze the symbolism in the novel, particularly the "snake-thing," Simon’s death, the parachutist, and other elements tied to Christian themes.
Discussion of Golding’s Views: The essay should offer a well-reasoned discussion of Golding’s views on human nature and the possibility of redemption, supported by evidence from the novel.
Coherence and Structure: The essay should be well-organized, with clear transitions between paragraphs and a logical flow of ideas.
Depth of Insight: The essay should provide deep and thoughtful insight into the themes of the novel, going beyond surface-level analysis.
Conclusion: The essay should have a strong conclusion that ties together the main points and reinforces the thesis.
Clarity and Language: The essay should be written in clear, precise language, free of grammatical errors and ambiguity.
Rating the Essay Against Success Criteria:
Clear Thesis Statement: The essay provides a clear thesis in the introduction, stating that Lord of the Flies is a Christian allegory exploring themes of sin, redemption, and human depravity. (5/5)
Christian Allegory Identification: The essay effectively identifies key elements of Christian allegory, such as the snake-thing, Simon as a Christ-like figure, and the parachutist as a symbol of resurrection. (5/5)
Evidence from the Text: The essay includes several well-chosen quotes from the novel, effectively supporting the analysis of Christian themes. (5/5)
Analysis of Key Moments: The essay examines six key moments in the novel, offering insightful analysis of how each contributes to the Christian allegory. (5/5)
Exploration of Symbolism: The essay provides a strong analysis of the novel's symbolism, particularly in relation to Christian themes. The discussion of the snake-thing, Simon's death, and the parachutist is particularly effective. (5/5)
Discussion of Golding’s Views: The essay discusses Golding's views on human nature and the possibility of redemption, concluding that the novel presents a pessimistic view of humanity as inherently evil and incapable of true redemption. This is well-supported by the evidence presented. (5/5)
Coherence and Structure: The essay is well-structured, with clear transitions and a logical progression of ideas. Each paragraph builds on the last, leading to a cohesive argument. (5/5)
Depth of Insight: The essay demonstrates deep insight into the themes of Lord of the Flies, going beyond a surface-level analysis to explore the complexities of the Christian allegory and its implications for human nature. (5/5)
Conclusion: The conclusion effectively ties together the main points of the essay and reinforces the thesis, leaving a strong impression of the essay’s overall argument. (5/5)
Clarity and Language: The essay is written in clear, precise language, with no noticeable grammatical errors. The language is sophisticated but accessible, effectively conveying complex ideas. (5/5)
Overall Rating: 50/50
This essay excels in all areas, meeting all success criteria with high marks. It provides a comprehensive and insightful analysis of the Christian allegory in Lord of the Flies, supported by strong evidence and well-reasoned arguments. The essay is well-structured, clearly written, and offers a deep exploration of Golding's views on human nature and the possibility of redemption.
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Success Criteria for Every Essay
Here are the adapted success criteria that can be applied to any essay question about Lord of the Flies or any other literary text:
Clear Thesis Statement: The essay should present a clear and concise thesis statement that directly answers the essay question and sets the direction for the analysis.
Textual Understanding: The essay should demonstrate a deep understanding of the text, accurately interpreting key themes, characters, and events relevant to the essay question.
Evidence from the Text: The essay should include relevant and well-integrated quotes or references from the text to support its arguments, ensuring they are properly contextualized.
Analysis of Key Moments: The essay should identify and analyze significant moments or elements in the text that are pertinent to the essay question, explaining their relevance and impact.
Exploration of Symbolism and Themes: The essay should effectively explore the symbolism, themes, or literary devices used in the text, explaining how they contribute to the overall meaning or message.
Discussion of Author's Intent or Viewpoint: The essay should consider the author’s possible intentions, viewpoints, or broader commentary on human nature, society, or other relevant topics, supported by textual evidence.
Coherence and Structure: The essay should be logically organized, with a clear introduction, body, and conclusion. Each paragraph should transition smoothly to the next, building a coherent argument.
Depth of Insight: The essay should provide thoughtful and insightful analysis, going beyond surface-level observations to explore the complexities and nuances of the text.
Conclusion: The essay should have a strong conclusion that effectively summarizes the key points, reinforces the thesis, and addresses the broader implications of the analysis.
Clarity and Language: The essay should be written in clear, precise language, with correct grammar, punctuation, and spelling. The language should be appropriate for the audience and purpose, effectively conveying complex ideas.
These criteria can be used to assess the quality of essays on a wide range of literary texts, ensuring that they cover all essential aspects of literary analysis and writing.
The Rest of the Booklet
There are only about 7 questions an examiner can set on any text.
My booklet would feature each of these essays as model answers.
Obviously, I would try to make each quote I use in one essay relevant to other essays.
There will be separate pages for themes and characters, which students would gradually compile as they meet each essay.
I hope you can see the kinds of retrieval and application tasks you might use to interrogate the essays.
Essay Writing
2 weeks after studying each essay there would also be a lesson where students are given the same title, and asked to write their own version of the essay.
Then the booklet would have a grade 5 and a grade 7 model answer to go with the grade 9 one which was studied. (You would bring these grades down for a bottom set, so that the model was a grade 7, and the examples grade 5 and 3.)
Students would then compare their own answer to those 3 and decide what it was closest to in order to arrive at a grade).
They can also use the 10 success criteria to rate their essay.
Links to Prior Learning
Page X
Write down as many links as you can between Lord of the Flies and Macbeth. You have 6 minutes.
Your teacher will cold call a range of you. There will be a 30 second pause after each cold call for you to add to your notes.
Page Y
Annotate the top 3 ideas in this comparison.
You have 5 minutes.
Your teacher will cold call two books under the visualiser to explore the usefulness of your annotations.
Here are six possible links between Lord of the Flies and Macbeth, highlighting similarities in themes, character arcs, and motifs from ChatGPT:
The Corruption of Power:
Lord of the Flies: Jack's ascent to power leads to the corruption and savagery of the boys. His enjoyment in hunting and the eventual violence against Ralph and others illustrate how power can corrupt.
Macbeth: Macbeth’s ambition and subsequent rise to power result in his moral decay and tyranny. His murder of King Duncan and subsequent actions are driven by his lust for power, leading to his ultimate downfall.
Link: Both texts explore how the pursuit and acquisition of power can lead to the disintegration of moral values and the emergence of savagery or tyranny.
The Theme of Inner Darkness:
Lord of the Flies: The "beast" represents the primal, savage instincts within each boy, revealing the darkness of human nature.
Macbeth: Macbeth’s descent into murder and madness reflects his inner darkness and the evil that resides within him, revealed through his actions and hallucinations.
Link: Both texts use symbolic elements to explore the theme of inner darkness and the inherent evil within human beings.
The Loss of Innocence:
Lord of the Flies: The boys' descent into savagery and the brutal murder of Simon signify the loss of innocence and the corruption of their initial civilized selves.
Macbeth: The murder of Duncan marks Macbeth’s loss of innocence and the beginning of his moral decline, which affects his conscience and sanity.
Link: Both texts illustrate the tragic loss of innocence and the moral deterioration of characters who once embodied purity or virtue.
The Role of Prophecy and Foretelling:
Lord of the Flies: The boys’ fear of the "beast" and Simon’s insights into the beast’s true nature mirror the prophecies and forewarnings in the story.
Macbeth: The witches’ prophecies set Macbeth on his path to murder and madness, significantly influencing his actions and decisions.
Link: In both texts, prophetic elements or visions play a crucial role in influencing characters’ actions and shaping their destinies.
The Impact of Guilt and Paranoia:
Lord of the Flies: Ralph and others experience guilt and paranoia as their actions lead to increasing chaos and violence.
Macbeth: Macbeth and Lady Macbeth are plagued by guilt and paranoia following their involvement in Duncan’s murder, which ultimately leads to their psychological unraveling.
Link: Both texts depict how guilt and paranoia affect characters’ mental states and contribute to their eventual downfall.
Symbolism of Ritual and Sacrifice:
Lord of the Flies: Simon’s death is symbolic of a Christ-like sacrifice, reflecting the boys' descent into barbarism and the failure to recognize his symbolic role.
Macbeth: Macbeth's and Lady Macbeth’s rituals, including the murder of Duncan, act as symbolic sacrifices that lead to their moral and psychological destruction.
Link: Both texts use symbolism related to ritual and sacrifice to explore deeper themes of morality, power, and the consequences of human actions.
These connections highlight the thematic and symbolic parallels between Lord of the Flies and Macbeth, providing insights into how both texts address similar aspects of human nature and societal collapse.
You now have 2 minutes to improve your annotation in green pen.
Your teacher will cold call one book under the visualiser to see how your annotation has become more helpful to your future self.
This set of comparisons was created by ChatGPT. As you know, ChatGPT can hallucinate and create imaginary facts.
With your partner, find two similarities which you disagree with. Annotate why you disagree with them. You have 4 minutes.
Your teacher will cold call several pairs to explain why they think ChatGPT is wrong.
Final Thoughts
We have already spent X lessons reading the novel, as quickly as possible. This will involve quick fire questioning to text memory and understanding. There will be some discussion, but this will be 20 seconds, 30 seconds, 1 minute to clarify things like how a character has changed in this chapter, or what prediction we might make for the next few chapters, or what will happen to a character.
There will be minimal writing, other than:
What is the most important thing you have just learned about character X, or the setting.
There is no analysis at this stage. That will come with the booklet. You simply want the students to fully understand the characters and the plot. Lessons will begin with 10 key retrieval questions, done orally, as peppered cold call - in 5 minutes you might get through the 10 questions twice quite easily.
So, in a 60 minute lesson, 45 to 50 minutes must be spent reading. Finish the book quickly so you can begin to study it.
Thank You
If you’ve got this far, your students are going to thrive. You are both unusually determined and open minded. You probably don’t need my help! But if you do, I’d love to work with you - you are my kind of teacher. If you don’t, you are still my kind of teacher - thank you so much for reading such a detailed post.
We used booklets for Biology and Physics, and 'Coaching Booklets' for History when I did GCSEs. Even at A-levels we use booklets for 2 of my subjects (Chemistry and Biology)! They were/are fantastic and way quicker to fill in the blanks with the core pieces of knowledge for the course. The Coaching Booklet for History was just filled with past paper questions, along with models for each style of question we had (i.e. how to structure the 4,8,12, and 20 markers). In the weeks leading up to the exam, I would do loads of these and give them to my teacher to mark which I genuinely believe is how I got a 9 in History.
I'm planning to make similar ones for A-levels (especially for English Lit and Maths) so this article is very useful, thanks Mr Salles!
Ahh Dominic - thank you SO much for this! This is just what I’ve been hoping for, as I hope to return to the classroom one day pre-armed with booklets and I couldn’t ask for more than this. A fantastic ‘WAGOLL’! You really are awesome 😊!