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“I finished the last half of Lord of the Flies in a single afternoon, my eyes wide, my heart pounding, not thinking, just inhaling….My rule of thumb as a writer and reader–largely formed by Lord of the Flies–is feel it first, think about it later.” – Stephen King, author (It, The Mist)
William Golding’s Lord of The Flies is a text visited by GCSE students both at home in the UK and their iGCSE counterparts around the globe. The striking cover of the Deluxe Edition released in 2016 by Penguin Classics really stands out. In fact, looking at the numerous editions of this novel, and there are a good span of releases, all the covers tell their own story and draw you as a reader to the opening of the covers. Not that you should treat a book by its cover. I guess the students of grades 6-8 selected this cover because of the visual. It pictures a character looking like a watermelon had exploded during his evening snack time. The introduction by Stephen King and foreword by Lois Lowry were too modestly placed to catch the eye.
I must confess that during my secondary school days of Reddish Vale High School, that our English classes did not visit the works of William Golding. However, I was vaguely aware from friends at other schools of the works. In fact, I made a point of reading it within the confines of the old Levenshulme Library. Because, it was a time when The Lost Boys movie was talk of the town, I’d often muddle the two tales but oddly I had never watched the vampire teenage horror movie.
Luna displayed detailed writing and explained her views accordingly. The introduction was relayed in a clear presentation. This allowed future teaching to be differentiated to her specific needs. Understanding the significance of phrases and descriptions, Luna has explained her answers clearly. Students were given the chance to collaborate and exchange views. During this opportunity Luna listened both carefully and gave her views in response using text-appropriate examples. Luna’s interpretation of the island from the Lord of The Flies was detailed, annotated accordingly and she could orally relay the symbolic locations within. When creating timelines of the story’s events Luna used a clear format, added comments and kept the work clear. Luna worked tirelessly to complete the revision activities in a way befitting the final unit exam. Luna displayed a sound understanding of the questions presented to her. She gave her efforts to the challenge and now needs to check the marks available and how to details the answers accordingly. If six marks are made available then three sentences with appropriate details and conjunctions is likely the minimum expected.
May used strong vocabulary and detailed writing with reference to the text Lord of The Flies. Her understanding was clear and set out in an organised fashion. May was able to orally discuss her following of the work with her classroom peers. May discussed many questions and possible answers in a small group before expanding her confident findings to the entire class. She went further in asking questions of her answers that led her to a deeper reflection of the novel, Lord of The Flies. From May’s interpretation of the island from the Lord of The Flies it was clear that she takes pride in her artwork. The neat and carefully set-out work allowed little room for misunderstanding. May’s use of timelines was varied and detailed, often using quotes and key points. May completed the revision tasks to a high standard ahead of the unit examination. For May to give suitable chances to gaining fuller marks, she must look at the point weighting and try to suitably apply points to each mark available. Overall her written answers are well structured and feature good levels of reference to the key text and her experience.
Nathan covered the key points of the early chapters and was unafraid to voice his opinion. He often placed questions about the predicament the characters within the story faced. He formed a good hypothesis about where he believed the plot would lead. Nathan could at times show his distaste towards the novel but he would also justify this well. The vocabulary-heavy text of a book written in a different land and time gave him opportunity to cast his answers, heavily coated in his thoughts. Nathan created a clear outline with finite detail throughout his map of William Golding’s imagined island. He explained the symbolism throughout and discussed his reasoning with peers. Nathan used timelines to good effect and displayed the relevant information accordingly. Nathan displayed an impassioned view within his review of the unit. Nathan must pay attention to the marks available and decide how to weight his answers accordingly. Extra paper had been made available. Not double checking the meaning and rereading a question cost Nathan 6 marks, which was highly unlike his previous work. He completed a clear and well organised exam paper with reasoning, opinion and clarity throughout.
Gabriel selected appropriate vocabulary and details for his initial analysis of Lord of The Flies. He confidently organised and produced text to support his views. Talking to write has helped him to set out his work well. Gabriel’s focus on the text fluctuated from a passionate advocate of the writing to that of someone who dislikes the descriptive content. His answers attributed the base points and did not shy from opinion. Firstly Gabriel made a draft of the island taken from William Golding’s novel Lord of The Flies. From this he neatened up and slotted his work together into a pleasing final output, full or relevant detail. Gabriel favoured an expanded format of timeline, rich in detail with appropriate quotations from the novel’s dialogue. Gabriel’s revision work was clearly drawn together and his use of comic illustrations was welcomed by the teacher. Gabriel must give all his attention to the marks available. This will allow him to decide how to weight his answers appropriately. Extra paper had been made available but was not requested.
Henry used a calm and steady tone to relay his outline of the early chapters within William Golding’s Lord of The Flies. He set his work out clearly and asked appropriate questions to his peers. Henry reflected the answers to match the questions using simplistic formats and clarity. He would benefit in the future from adding a little more passion and widening his vocabulary usage. Henry explained the symbolism of the island and went further by logging the symbolism within his notebook. He created a key to his work and could orally explain his positioning of the island’s features, referring to the novel throughout. Henry created numerous timelines at several stages of the novel and worked well to explain this to his peers. He led by example, sharing an exemplar of what was expected. Henry’s linear and concise writing in preparation for the final unit assessment was both careful and considerate to the need. To allow Henry to give attention to the marks available he must decide how to weight his answers appropriately. Extra paper had been made available but was not requested. Large gaps will cost marks.
Benny used his inquiring nature, his confidence and his collaboration skills in ways to support his early understanding of the novel Lord of The Flies. He has utilised his enthusiasm and curiosity to good effect, often displayed within his writing style. Benny’s timing at writing answers needs a little more urgency, however his spoken preparation work has been second-to-none. He articulates his thoughts with clarity and even questions them appropriately to refine his final work. Now, he needs to take more care in presenting those words on paper. Benny created an island with aid from researching the internet for other interpretations of the island’s shapes and features. He extracted and explained his choices, and noted several common representations led to a pattern. A little neatness goes a long way and Benny’s strive to turn cluttered work to tidy output was noted as a sign of his progression throughout this unit. Benny’s writing preparation for the final unit assessment was a little light in volume but his work to date has been adequate to show his overall understanding. Benny should give all his attention to the marks available. This will allow him to decide how to weight his answers accordingly. Extra paper had been made available but was not requested. Unlike other formative assessments Benny did not detail as in depth as before. He can do so much more. Next time he will deliver with more gusto.
Chael is laid back in character but hit his understanding. With a little more effort and careful checking he could develop clearer written interpretations of The Lord of The Flies. He is often highly enthusiastic and energetic, but requires a little more focus. Chael could deliver more. He must take more care in writing and checking his output. At times he can orally present a fantastic set of findings, but the material delivery of such words is mostly absent. More differentiated writing practice will allow him to develop. Chael researched island shapes, land features and attached them to his understanding of William Golding’s island. He noted the features mentioned in passing, as well as the central landmarks of the story. After some encouragement Chael set out a clear and detailed timeline of events. To the teacher it seems that Chael can fire out words like a machine gun, however, it is also apparent that he needs encouragement in checking, checking again and reviewing. This will reduce Chael’s potential final reflection content. Chael must pay attention to the marks available and decide how to weight his answers accordingly. Extra paper had been made available but was not used. The strength of his answers is smooth and clear, but he would benefit from using quotes or reference points.
Kingston has a very relaxed attitude to classwork and must understand that production of work is completely different to oral relaying of a text such as The Lord of The Flies. Whilst he said this was his second visiting to the text, he must understand that reading for pleasure and reading for deeper analysis and understanding are far removed from one another. Kingston sometimes is shy and unassuming. His opportunity to talk and prepare is frequent amongst the classes, yet silence stunts his chance. He must engage fully and find those word in his soul that are crying to get out. He is more than capable. Pick up a pen! Kingston needed pushing to complete this task. Finally at his own pace he completed a basic outline. He could explain the features and common landmarks of the island but did not write these down in his notebook. With encouragement he is capable of a good output. Kingston needed pushing to create and explain his chosen chapter of events. He produced the work after the deadline and needed support from classmates and the teacher to finalise his work. Kingston did some revision work but he is certainly capable of much more. Between not completing homework, some choice comments within his answers and a distinct feeling of idleness, Kingston has given less than all his efforts to this summative test. The teacher shall be setting targets and goals with Kingston to allow him to reach his full potential.
The Lord of The Flies has since penetrated culture in innumerable ways. It’s even been reflected back at us through real-life situations such as Tongan boys trapped on a remote island. Historian Rutger Bregman documented this remarkable story in his book Humankind. These six boys
“Lord of the Flies is one of my favorite books. I still read it every couple of years.” – Suzanne Collins, author (The Hunger Games)
Thank you kindly for your time.