Classics


 * #6 Module – Teaching a Literary Classic **


 * **Part I: Introduction**
 * 9th Grade Level
 * //The Lord of the Flies// by William Golding

The Common Core Standards seek to develop, stretch and strengthen critical analysis and higher order thinking of students. Moreover, students are expected to analyze the integration of knowledge and ideas presented in different bodies of literary works. The Standards also desire students to present information and supporting evidence that follows a logical line of reasoning and organization. Once the entire unit is completed, the class will have met all these expectations. Intertextuality is needed to show the common thread throughout all literature. Even though authors may apply different usages of language, diverse settings and employ various names for characters, all literary works explore universal themes and re-invent universal approaches to those themes. By being able to recognize this motif, it keeps literature from being so broad and abstract – making it more manageable and digestible for students. This allows students to build on knowledge earned without feeling overwhelmed with the charge of learning and maintaining canons of dissimilar text. Once students see the intertextuality in literature, they will be able to indentify the concept in the world around them. This promotes critical thinking and serves students with the ability to participate in a deeper level of comprehension across curriculum and in their personal environments.
 * Part II: Standards, Understanding and Goals

Students will be instructed to indentify their intended career, research the industry and discover the past and current major players and developments of the industry. They will be instructed to indentify three examples of intertextuality in their intended industries. This is where it gets fun! Students must creatively present the three examples of intertexuality as a class presentation. They will be given creative license for this project, with clearance from me. For example, aspiring makeup artist may connect the use of blush or eye shadow application techniques between two famous makeup artists and perform the technique on a face model in class to demonstrate the technique. I think this will be a lot of fun. I will limit the presentations to 10 minutes per student. I believe it may take me two days to complete.
 * **Part III: Assessments**

//Lecture and Discussion// Prior to reading //The Lord of the Flies//, I will introduce parallels and obvious references between literary works familiar to my students. I will explain how great writers borrow from other great writers. We will talk about how Shakespeare borrowed plots from other works to develop his plays. I will ask my students to identify similarities in literary works and music we have covered. I will make the concept very real to their personal worlds and literature they have experienced.
 * **Part IV: Instructional Planning**

//Whole-Class Discussion// As we read //The Lord of the Flies//, we will hold discussions about the intertextuality we see as we move through the text. We will do this as a class. During the discussion, I will introduce //The Coral Island: A Tale of the Pacific Ocean// by R. M. Ballantyne, explaining how the two books reflect each other. I will also shine light on the how intertexuality can be seen within the dynamics of characters, as well as, the full text. We will discuss how the characters of //The Lion the Witch and the Wardrobe// by C. S Lewis have strong similarities. I will show experts from the film, //The Lion the Witch and the Wardrobe// to showcase the similarities in actions and ambitions of the characters in the book of our focus. I will also introduce the movies //The Blue Lagoon// and //The Beach//. These activities will give students a thorough understanding of the new concept of intertextuality.

//Small Group// Each group will have five pairs of familiar literary works. They will be asked to identify at least five solid intertextuality occurrences between the works. Each group will turn in their finding to me at the end of class.

//Individuals// Students will be asked to indentify intertextuality in //The Lord of the Flies// characters of Simon and Jack with Satan and Jesus in the Bible. This will be an opportunity to introduce or practice utilizing a concordance. Clearly, I could only do this in a Christian school.

The Book //The Lord of the Flies// []
 * **Part V: Other Resources**

Plot Summary of //The Lord of the Flies// []

//Lord of the Flies// - Character Analysis [] []

Video on Intertextuality []

Allusions in //Lord of the Flies// []

Intertextuality in //Lord of the Flies// [] Examples of Intertextuality in Literature and Songs []

Intertextuality in Film []

I believe my lesson will be an excellent introduction to the intertextuality concept in literature. However, I want them to be able to see the concept in the world at large. If their understanding of the concept transcends literature, it will deepen the world around them and strengthen critical thinking skills. I was introduced to intertexuality by a literature professor in undergrad, Dr. JoAnn Marx. Dr. Marx attributed Toni Morrison’s use of the flashback motif to James Baldwin. She identified Morrison’s use as intertexuality. I clearly remember loving the way the word sound when spoken. I quickly drew a connection with musical artist sampling older musical tracks to make new songs. Then I noticed the concept in fine art, cooking, architecture, fashion design, sports, etc. Intertextuality quickly became apparent in the world around me. Hopefully, I will be able to impart it the same way to my students. Moreover, intertexuality confirms that “…there is noting new under the sun” (Ecclesiastes 1:9).
 * **Part VI: Reflections**