Beacon Lesson Plan Library
Santa Rosa District Schools
As a pre-reading activity for the novel [Lord of the Flies] by William Golding, students write a survival story.
The student selects and uses appropriate pre-writing strategies, such as brainstorming, graphic organizers, and outlines.
The student drafts and revises writing that: is focused, purposeful, and reflects insight into the writing situation; has an organizational pattern that provides for a logical progression of ideas; has effective use of transitional devices that contribute to a sense of completeness; has support that is substantial, specific, relevant, and concrete; demonstrates a commitment to and involvement with the subject; uses creative writing strategies as appropriate to the purpose of the paper; demonstrates a mature command of language with precision of expression; has varied sentence structure; and has few, if any, convention errors in mechanics, usage, punctuation, and spelling.
The student produces final documents that have been edited for: correct spelling; correct punctuation, including commas, colons, and common use of semicolons; correct capitalization; correct sentence formation; correct instances of possessives, subject/verb agreement, instances of noun/pronoun agreement, and the intentional use of fragments for effect; and correct formatting that appeals to readers, including appropriate use of a variety of graphics, tables, charts, and illustrations in both standard and innovative forms.
The student writes fluently for a variety of occasions, audiences, and purposes, making appropriate choices regarding style, tone, level of detail, and organization.
The student selects and uses a variety of electronic media (such as the Internet, information services, and desktop-publishing software programs) to create, revise, retrieve, and verify information.
-Computer access with a word processing program
-Story Guideline Sheet
-Story Jacket Guideline Sheet
The teacher will do the following:
1. Print a copy of the story and story jacket guidelines.
2. Prepare a transparency of guidelines for students to copy or print enough copies for each student.
3. Gain access to a computer lab with word processing capabilities.
4. Print a copy of the scoring guide.
5. Gather materials for story jackets: paper, markers, and crayons.
1. Introduce the novel, [Lord of the Flies], to the entire class. State the basis of the novel, which is, that a group of schoolboys is deserted on an uninhabited island.
2. Lead a discussion with the class. The topic is what are the pros and cons of being deserted on an uninhabited island.
3. Write answers on the overhead or chalkboard.
4. Introduce the studentsí assignment: write survival stories.
5. Post the guidelines on the overhead projector and the students copy.
6. Have students begin writing their stories and complete for homework.
1. Students turn in rough drafts for teacher to edit and offer suggestions.
Day Three and Four
1. Return essays and have students type on the computer using a word processing program like Microsoft Word.
2. Have students print out edited and improved stories.
3. Assess student work.
1. Display and discuss the criteria for completing a story jacket.
2. Have students create and complete story jackets.
1. Staple stories within the jacket.
2. Share some of the best stories with the class.
The story is assessed using the Six Traits of Writing Scoring Rubric. The story is assessed on the following traits: ideas, organization, voice, word choice, sentence fluency, and conventions. A copy of the scoring rubric can be found under WebLinks.
My students really enjoyed doing this activity. The story gives them a rare chance to write creatively. When we returned to writing typical expository and persuasive essays, I was able to see an improvement in their writing overall. It was as though I gave them permission to practice writing creatively on every essay.
Web supplement for SurvivalSix Traits of Writing Scoring Rubrics