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Teacher notes on Lord of The Flies
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Literary EYE GCSE EnglishLord of the Flies
Literary eye GCSE English
Lord of the
Teacher Notes
Flies
William Golding
Mary Hartley
crossAcademe
1 Context
3 Chapter notes
• Test your knowledge (6 tests)
24 Characters
27 Themes
29 Structure
31 Activity sheets
• Activity sheet 1: Literary tradition
• Activity sheet 2: Ralph & Jack’s leadership qualities
• Activity sheet 3: Ralph
• Activity sheet 4: Jack
• Activity sheet 5: Piggy & Simon
41 Exam practice
© Cross Academe Limited 2010
ISBN 978-1-907251-19-1
Design by:
Oxford Designers & Illustrators
Published by:
Cross Academe Limited
St John’s House
crossAcademe
5 South Parade
Oxford OX2 7JL
www.crossacademe.co.uk
,LORD OF THE FLIES Teacher Notes
Context
Starter activity
What is your reaction to the thought of being stranded on a desert island with a group of
children and teenagers, and no adults? Discuss what your hopes and fears would be.
Speaking and listening activity
Ask students to jot down answers to the questions below and then present the results in a
talk or presentation. An alternative approach would be to organise pair or group interviews, in
which the interviewers encourage the speaker with questions and comments. You might like
to refer to the BBC radio programme Desert Island Discs and stress that the interest lies not
just in people’s choices but in what those choices reveal about the individual.
This exercise could also lead to a piece of writing.
Desert island choices
• You are allowed one useful object. What would it be?
• What book or other reading material would you like to have with you?
• What three pieces of music would you like?
• You can have one object to remind you of home. What would you choose?
• If you could choose two people to be stranded with you, who would they be?
• You have been there a week. What do you miss most?
Activity 1
Focus on Theme
You could read passages from Coral Island, available on www.gutenberg.org. See, for
example:
Among other useful things, Jack, who was ever the most active and diligent, converted
about three inches of the hoop-iron into an excellent knife. First he beat it quite flat with
the axe. Then he made a rude handle, and tied the hoop-iron to it with our piece of whip-
cord, and ground it to an edge on a piece of sand-stone. When it was finished he used
it to shape a better handle, to which he fixed it with a strip of his cotton handkerchief, in
which operation he had, as Peterkin pointed out, torn off one of Lord Nelson’s noses.
However, the whip-cord, thus set free, was used by Peterkin as a fishing line. He merely
tied a piece of oyster to the end of it. This, the fish were allowed to swallow, and then
they were pulled quickly ashore. But as the line was very short and we had no boat, the
fish we caught were exceedingly small.
One day Peterkin came up from the beach, where he had been angling, and said in
a very cross tone, ‘I’ll tell you what, Jack, I’m not going to be humbugged with catching
such contemptible things any longer. I want you to swim out with me on your back, and
let me fish in deep water!’
‘Dear me, Peterkin,’ replied Jack, ‘I had no idea you were taking the thing so much to
heart, else I would have got you out of that difficulty long ago. Let me see,’ – and Jack
LITERARY EYE GCSE English 1 © Cross Academe Limited 2010
,LORD OF THE FLIES Lord
Teacher Notes
of the Flies
looked down at a piece of timber on which he had been labouring, with a peculiar gaze
of abstraction, which he always assumed when trying to invent or discover anything.
‘What say you to building a boat?’ he inquired, looking up hastily.
‘Take far too long,’ was the reply; ‘can’t be bothered waiting. I want to begin at once!’
Again Jack considered. ‘I have it!’ he cried. ‘We’ll fell a large tree and launch the trunk of
it in the water, so that when you want to fish you’ve nothing to do but to swim out to it.’
LITERARY EYE GCSE English 2 © Cross Academe Limited 2010
, LORD OF THE FLIES Teacher Notes
Chapter notes
Chapter 1
The Sound of the Shell
Starter activity
Think about books, films and television series which are based on situations where the
characters are stranded, lost or isolated from the rest of the world. What kinds of events take
place? How do people behave towards each other?
Activity 1
Character analysis
(a) Differences
1. Physical attributes and appearance
• Ralph:
fair, athletic, wearing shirt, shoes, socks, garters. Good swimmer.
• Piggy: short, very fat, pale, wears glasses. Cannot swim, does not run, has asthma. Wears
greasy wind breaker, zipped up.
2. Way they talk
• Ralph
says: ‘Daddy’, ‘Whizzoh!’, ‘What’s your father?’, ‘Gosh!’, ‘Sucks to your ass-mar!’
• Piggy
says: ‘them fruit’, ‘Dad’, ‘mum’ and ‘auntie’, ‘nobody don’t know’, ‘can’t half’, ‘ever
so’, ‘I seen’.
3. Reactions to island
• Ralph: delighted, excited, revels in the physical environment. Assumes they will be
rescued.
• Piggy: nervous, ill-at-ease, out of his depth. Knows people have died and that no one
knows where they are.
4. Family background
• Ralph: father is Naval Commander who taught him to swim. Public school or similar.
• Piggy: brought up by auntie who over-protects him and gives him access to lots of sweets.
His father is dead and we can infer that his mother has left him with his aunt.
(b) Social and cultural differences are established, as is Ralph’s natural sense of superiority.
Piggy actually says more and shows more awareness of their situation, but he defers to
Ralph and wishes to ingratiate himself with him. You might infer a sense of ‘officer class’
and ‘other ranks’.
LITERARY EYE GCSE English 3 © Cross Academe Limited 2010
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