Aim: How does the symbolism depicted in Lord of the Flies contribute to Golding’s comment on the human condition?
Do Now: TEAMWORK
Each of you will get at least 1 minute to speak while others diligently listen. You may respond, add new information, add insight, clarify, or question. You may discuss ANY part of chapter 9.
Make 1 member the time-keeper to ensure that each person gets to speak, uninterrupted, for one minute. Assign 1-2 members of your group who will share the whole team’s thoughts with the class (i.e.: take notes while they speak). Share.
We began today’s class by completing our “Do Now” by discussing our reading homework, chapter 9 of Lord of the Flies, in our groups, with sufficient time for each member to state their ideas. After some time, we moved on to a class discussion, in which many insightful ideas were shared aloud.
During our class discussion, many students participated in summarizing the main events of the chapter. As a class, we concluded that in chapter 9, Simon discovered the supposed “deadly beast,” which turned out to be the fallen parachute of a deceased parachutist (Amy). While Simon was away, Piggy and Ralph joined Jack (and the hunters) in a roasted pig feast (Heidi). Ralph’s leadership powers continued to diminish, while Jack continued to gather more followers (Asdaq). In response to the stormy weather, the boys, including Ralph and Piggy, began to dance and chant from their thrill and excitement of killing the pig. As Simon enthusiastically returned to the group with his positive news, the boys misrecognized his shadow as the beast. Despite Simon’s desperate screams and explanations, the boys continued to rip him apart, ultimately causing his death (Rory).
By the end of this Do Now activity and discussion, which provided a summary of chapter 9 of Lord of the Flies, students were able to refresh their knowledge and clear up any misconceptions of their previous understanding of the story.
We then moved on to a “Pair-Share” activity where we identified and defined the meanings behind the images/symbols (shown below) based on the perspective of the American population.
The first picture displays the American flag. Our class discussed how it is often a controversial symbol due to its symbolic meaning of either nationalism and patriotism or disappointment/feelings of negativity towards what the country has done. Many students also added how its meaning/symbolism differs depending on the perspective. While some may view the American flag as a symbol of freedom and opportunity, others may view it as a symbol of tragic pasts and broken promises.
The second image displays a swastika, a religious symbol used in Hinduism and native to Tibet. During our class discussion, we highlighted how, although it is often misunderstood or misinterpreted as the Nazi swastika, which is positioned differently, itis a sacred symbol of spirituality in Hinduism.
The third image displays the Yin-Yang symbol. Our class discussed that it is a symbol of balance and peace, and it is generally associated, by Americans, to Asia. Several classmates also added that the Yin and Yang are symbolic of goodness and evil.
This activity paved the way to our discussion of symbolism. By identifying and defining the symbols above, especially from the perspective of the general American public, we can see how different perspectives, emotions, and ideas are brought forth by different symbols.
Quick Review!
Symbolism: Utilizes symbols, objects, or characters to represent and be understood as something both literally and “figuratively,” with abstract significance.
(Watch the video below to gain a better understanding and examples of symbolism)
https://www.youtube.com/watch?v=8Vwek28P9Gk
FOIL Note-taking method: This method encourages students to (F) focus and stay (O) on point. Rather than copying or restating a whole excerpt from the text, for example, students should only write down (I) important information and (L) list examples for a solid understanding.
...Getting back on track, we concluded our class time by practicing our close-reading skills on the final pages of chapter 9 and identifying the symbolism within its lines. (Pages 152-154 on a physical/paperback copy & page 218 on the digital book)
When factoring in attributes of characterization, setting, and tone, Simon’s death can be symbolically perceived as the result of peer pressure, temptation, and, as mentioned by Group 1 (Luciano), the “bandwagon appeal.” In the final lines of chapter 9, Ms. Peterson notes how Simon’s representation as a Christ-like figure also demonstrates how negativity/negative qualities are taking over positivity/positive characteristics of the world.
Likewise, the application of symbolism to the human condition in chapter 9 displays humanity’s power to do wrong and be evil. Simon’s death, as a christ-like figure, symbolizes the diminishing “light in the world.” This also reiterates the ideas brought forth by the Yin-Yang symbol where innocence/goodness is balanced by evil (Heidi).
Reflection: Today’s lesson solidified my understanding and my ability to apply symbolism to not only text, but also the world around me. Though I never made an effort to recognize the symbols around me, symbolism surrounds us in our day-to-day activities. Even when things go unsaid, I often associate “hearts” with “love,” “ravens” with “death,” and “rainbows” with “peace/happiness.” Our discussion on and analysis of chapter 9 (in Lord of the Flies) also prompted my realization of the savagery and temptation of human nature (human condition). I am, once again, reminded of the darkness and evil in this world, though I hope that the world’s fate does not resemble that of Simon’s. The rise of savagery within Ralph and Piggy, the two characters I least associated with savagery, was especially shocking and eye-opening. It made me ponder the beliefs of Golding and Rousseau, whether humanity is inherently good or evil. I was also able to make a connection between the themes of Lord of the Flies and Murray Stein’s, Jung's Map of the Soul. Additionally, the “Pair-Share” activity reminded me of the importance of perspectives and pushed me to think from multiple perspectives in order to fully understand an object, symbol, or character. Moving forward, I can most definitely see myself utilizing the skill sets that this lesson taught me. In the future, I plan on incorporating more symbolism and perspectives into my writing to enhance the reader’s understanding and experience.
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