Unit 1 Lord of the Flies Grade 10

Text: “Lord of the Flies” Key Concepts: Perspective

Statement of Inquiry: Our Related Concepts: Context,
perspectives of individuals in Style
society can be dictated by the Global Context: Identities and
style and context of a creative Relationships
work. ATL Skills: Thinking, Creativity,
and Self-Management

English – MYP Year 5, Lang. & Lit.

Grade 10 Summative Unit 1 – November 2020
Criterion A, B, and D: Analyzing, Organizing, and Using
Language
Name: Sophie hultzer
Assessment Criteria:
Criterion A: Analyzing
 Identify and explain the content of the text
 Justify opinions and ideas, using examples, explanations and terminology
 Compare and contrast thematic features within and between texts
______/8
Criterion B: Organizing
 Organize essay into paragraphs with thesis statement, introduction, body paragraphs, and conclusion
 Organize ideas in a sustained, coherent, and logical manner (connective words and phrases)
 Format accurately (size 12, Times New Roman)
______/8
 MLA Format

Criterion D: Using Language

 Use range of simple, compound, and complex sentences
 Use the stylistic features of an essay (formal tone)
 Use grammar, vocabulary, and punctuation accurately
 Use capitalization accurately
 Spell with accuracy
______/8

WWW:

EBI:

CTG:
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Unit 1 Lord of the Flies Grade 10

MYP Language & Literature Assessment Criteria: Year 4

7-8 5-6 3-4 1-2 0

The student: The student: The student: The student: The student
A i. provides perceptive i. provides substantial i. provides adequate i. provides minimal does not
identification and comment identification and comment identification and comment identification and reach a
upon significant aspects of upon significant aspects of upon significant aspects of comment upon significant standard
texts texts texts aspects of texts described
ii. provides perceptive ii. provides substantial ii. provides adequate ii. provides minimal by any of
identification and comment identification and comment identification and comment identification and the
upon the creator’s choices upon the creator’s choices upon the creator’s choices comment upon the descriptors
iii. gives detailed iii. sufficiently justifies iii. justifies opinions and creator’s choices
justification of opinions and opinions and ideas with ideas with some examples iii. rarely justifies opinions
ideas with a range of examples and explanations; and explanations, though and ideas with examples
examples, and thorough uses accurate terminology this may not be consistent; or explanations; uses little
explanations; uses accurate describes some similarities uses some terminology or no terminology
terminology and differences in features identifies some similarities identifies few similarities
compares and contrasts across and within and and differences in features and differences in features
features within and between between texts. within and between texts. within and between texts.
texts.
The student: The student: The student: The student: The student
B i. makes sophisticated use of i. makes competent use of i. makes adequate use of i. makes minimal use of does not
organisational structures organisational structures that organisational structures organisational structures, reach a
that serve the context and serve the context and that serve the context and though these may not standard
intention effectively intention intention always serve the context described
ii. effectively organises ii. organises opinions and ii. organises opinions and and intention by any of
opinions and ideas in a ideas in a logical manner, ideas with some degree of ii. organises opinions and the
sustained, coherent, and with ideas building on each coherence and logic ideas with a minimal descriptors
logical manner with ideas other iii. makes adequate use of degree of coherence and below. 
building on each other in a iii. makes competent use of referencing and formatting logic
sophisticated way. referencing and formatting tools to create a iii. makes minimal use of
iii. makes excellent use of tools to create a presentation presentation style suitable referencing and formatting
referencing and formatting style suitable to the context to the context and intention. tools to create a
tools to create an effective and intention. presentation style that
presentation style. may not always be suitable
to the context and
intention.
i. effectively uses a range of i. uses a varied range of i. uses an adequate range of i. uses a limited range of The student
D appropriate vocabulary, appropriate vocabulary, appropriate vocabulary, appropriate vocabulary does not
sentence structures and sentence structures and sentence structures and and forms of expression reach a
forms of expression forms of expression forms of expression ii. writes and speaks in an standard
ii. writes and speaks in a competently ii. sometimes writes and inappropriate register and described
consistently appropriate ii. writes and speaks speaks in a register and style that do not serve the by any of
register and style that serve competently in a register and style that serve the context context and intention the
the context and intention style that serve the context and intention iii. uses grammar, syntax descriptors
iii. uses grammar, syntax and intention iii. uses grammar, syntax and punctuation with below. 
and punctuation with a high iii. uses grammar, syntax and and punctuation with some limited accuracy; errors
degree of accuracy; errors punctuation with a degree of accuracy; errors often hinder
are minor, and considerable degree of sometimes hinder communication
communication is effective accuracy; errors do not communication iv. spells/writes and
iv. spells/writes and hinder effective iv. spells/writes and pronounces with limited
pronounces with a high communication pronounces with some accuracy; errors often
degree of accuracy; errors iv. spells/writes and degree of accuracy; errors hinder communication
are minor, and pronounces with a sometimes hinder
communication is effective considerable degree of communication
accuracy; errors do not
hinder effective
communication

Directions:
 Compare and contrast the events in the novel to the events from the Stanford Prison
Experiment.

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Unit 1 Lord of the Flies Grade 10

 In a five-paragraph essay, evaluate on one of the following themes as can be seen in

both Lord of the Flies and in the article about the Stanford Prison Experiment.
o Descent into savagery
OR
o Perceived power
 What you include in your essay is up to you, but you must formulate an argument (thesis
statement) and compare/contrast this theme in both texts.

Paragraph 1 – Introduction (title, author, genre, thesis statement)

Paragraphs 2-4 – Body Paragraphs (using evidence from both texts)
Paragraph 5 – Conclusion (re-state thesis statement and write new, interesting
information about what the comparison of these two texts has led to you to discover
about human nature)
 Create cohesion in your writing by using connective words and phrases.
 Use a variety of sentence types and use the best capitalization, spelling, grammar,
syntax, and punctuation you are able.
 The essay should be a minimum of 500 words. Max words count 800 words.

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 Unit 1 Lord of the Flies Grade 10

The purpose of this essay is to compare and contrast the theme “perceived power” in William Golding’s novel ‘Lord of The
Flies’ with the events in the 1971 social psychology ‘Standford Prison Experiment’. In both ‘LOTF’ and ‘SPE’ it is evident that
imbalanced power can change the dynamic of a group and the personalities of the individuals. This shows how dangerous, and
savage ‘perceived power’ can be and the potential to lead subjects to descend into savagery and destruction.

‘Perceived power’ is shown in similar ways in both the ‘SPE’ and ‘LOTF’. At the beginning of the ‘SPE’ the guards are given the
chance to choose their own uniforms. However, the prisoners are not given this choice, they are stripped down and forced to
wear prison uniforms. For the prisoners their whole identity was degraded, decreasing individuality. “You really became the
person of your uniform” stated a guard after the experiment was ended. This quote mentions that the guards in the
experiment felt pressured into acting more savage and forceful. To play the part of strict guard once they were wearing their
uniform. Similarly, in ‘LOTF’, Jack’s tribe used green and black paint, this made the boys feel forced to act the part of savages
and become one with nature. This made the boys act in ways they usually wouldn’t act. In the ‘SPE’ the clothing they wore,
forced them to act in a more degrading and disrespectful way. Them having the right to choose their clothes created an
imbalance of power, which lead to ‘perceived power’. In ‘LOTF’ the paint they wore made the boys act like savages and less
civilized. Jack went from mannered boy to a hunter with a high desire for blood and power. This proves that in both scenarios,
the clothing and paint they wore made them act in ways they wouldn’t regularly act. The feeling that they had to act the part
once they were wearing certain clothes or paint, created the sense of perceived power, which led to destruction and savegery.
Meaning that the guards and the boys on the island felt a certain sense of power, because of the clothing they wore.

Another way in which ‘perceived power’ is shown in both the book and the ‘SPE’ is when the roles are chosen. In the book the
boys decide to elect someone who shall be chief. The result of this election is that Ralph is the chief, however this sense of
leadership is quickly banished, and Jack decides to go his own way. Once Jack makes this decision, he starts using his
‘perceived power’ to gain control over the other boys who are now his tribe. To show his power he makes the boys follow his
orders treating them as slaves, to assert dominance. “Samneric. Get me a coconut, an empty one.” This quote shows that Jack
treats the other boys as if they are less than him. In comparison in the ‘SPE’ the guards also used their power to assert
dominance over the prisoners. After a couple of days in the experiment the punishments started to get more severe, showing
the guards demand for control and desire to appear powerful, treating the prisoners as slaves. Almost identically in both
situation the power the leaders equipped led to them creating severe punishments and act like a savage. This shows that
because they had the power and control it created ‘perceived power’, which led to them doing psychological and physical
harm to the other individuals around.

A way in which the 2 situations contrasted was that in the ‘SPE’ the guards were the ones with the sense of ‘perceived power’,
they felt as if they were better than the prisoners. They asserted dominance and created punishments to keep their sense of
‘perceived power’. On the other hand, in ‘LOTF’ Jack was the one with the sense of ‘perceived power’. This is contrasting as
Jack was not originally elected to be chief and lead the boys, but halfway through the book he decided to go his own way
starting his own tribe. In the ‘SPE’ the prisoners never had this chance to walk away and start their own prison or to even be in
control. Jack felt as if he was better than the other boys and so he went his own way, leaving Ralph who was chief behind. This
shows that in both situations there is a clear difference between the people that have the sense of ‘perceived power’.

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 Unit 1 Lord of the Flies Grade 10

In conclusion the theme ‘perceived power’ was shown in a variety of ways in both ‘LOTF’ and the ‘SPE’. From both situations
we can conclude that perceived power can be caused by an imbalance of power. This imbalance of power can lead to the
individuals acting out in savage and destructional ways. Similarly, in ‘LOTF’ and the ‘SPE’, the clothes they wore created a false
sense of identity. It acted as a mask making them act in ways they wouldn’t usually act. This proves that perceived power can
be created by the clothes people wear. Another way that the events in the ‘SPE’ and ‘LOTF’ compare is that they both have
someone that was chosen to be in control. In the ‘SPE’ this was the guards in ‘LOTF’ it was Ralph. However, in both cases the
opposition started acting out and rebelling against them. These examples prove that ‘perceived power’ can lead to destruction
and savagery. A way in which the two were different is that in ‘LOTF’ the person with the sense of ‘perceived power’ is not the
one originally elected to be in control. However, in conclusion all these aspects help compare and contrast the events that led
to ‘perceived power’ in the ‘SPE’ and ‘LOTF’.

Bibliography

“Lord of the Flies Compared to the Stanford Prison Experiment.” Prezi.com, prezi.com/mak_mxbuba7v/lord-of-the-
flies-compared-to-the-stanford-prison-experiment/.

Mcleod, Saul. “The Stanford Prison Experiment.” Stanford Prison Experiment | Simply Psychology,
www.simplypsychology.org/zimbardo.html.

“Piggy.” Lord of the Flies Symbols, lotfsymbols.weebly.com/piggy.

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Unit 1 Lord of the Flies Grade 10