Lesson Unit: Character Personalities

Darius Begay

Unit Title: The Egos Collide: Lord of The Flies

Overall Unit Long Term Goal:
Students will be able to better understand a few different types of personalities
more specifically the Id, Ego, and Superego.
Unit Length in days/Grade Level/Subject or Course Name:
1 class, 9th 10th Grades, English (roughly about 45 mins)
Briefly describe what students will be able to do or present to you at the end of
the unit:
The students will be able to distinguish the characters and their traits. For example
pairing the Id with Jack, The Superego with Piggy, and Ego with Ralph.
Arizona Standards Addressed:
1. Write arguments to support claims in an analysis of substantive topics or texts, using
valid reasoning and relevant and sufficient evidence.
a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing
claims, and create an organization that establishes clear relationships among
claim(s), counterclaims, reasons, and evidence.
b. Develop claim(s) and counterclaims fairly, supplying evidence for each while
pointing out the strengths and limitations of both in a manner that anticipates the
audiences knowledge level and concerns.
c. Use words, phrases, and clauses to link the major sections of the text, create
cohesion, and clarify the relationships between claim(s) and reasons, between
reasons and evidence, and between claim(s) and counterclaims.
d. Establish and maintain a formal style and objective tone while attending to the
norms and conventions of the discipline in which they are writing.
e. Provide a concluding statement or section that follows from and supports the
argument presented. (9-10.W.1)
3. Write narratives to develop real or imagined experiences or events using effective
technique, well-chosen details, and well-structured event sequences.
a. Engage and orient the reader by setting out a problem, situation, or observation,
establishing one or multiple point(s) of view, and introducing a narrator and/or
characters; create a smooth progression of experiences or events.
b. Use narrative techniques, such as dialogue, pacing, description, reflection, and
multiple plot lines, to develop experiences, events, and/or characters.

c. Use a variety of techniques to sequence events so that they build on one another
to create a coherent whole.
d. Use precise words and phrases, telling details, and sensory language to convey a
vivid picture of the experiences, events, setting, and/or characters.
4. Produce clear and coherent writing in which the development, organization, and style
are appropriate to task, purpose, and audience. (Grade-specific expectations for writing
types are defined in standards 13 above. (9-10.W.4)
a. Produce clear and coherent functional writing (e.g., formal letters, experiments,
notes/messages, labels, timelines, graphs/tables, procedures, invitations,
envelopes, maps, captions, diagrams) in which the development and organization
are appropriate to the task, purpose, and audience. (AZ. 9-10.W.4)
6. Use technology, including the Internet, to produce, publish, and update individual or
shared writing products, taking advantage of technology's capacity to link to other
information and to display information flexibly and dynamically. (9-10.W.6)
8. Gather relevant information from multiple authoritative print and digital sources, using
advanced searches effectively; assess the usefulness of each source in answering the
research question; integrate information into the text selectively to maintain the flow
of ideas, avoiding plagiarism and following a standard format for citation. (9-10.W.8)
Provide a conclusion that follows from and reflects on what is experienced, observed, or
resolved over the course of the narrative. (9-10.W.3)
Unit Objectives (Body):
1. Knowledge Objective:
-

Make sure students know about critical vocabulary, significant underlying

concepts, and explicit patterns that I will bring to their attention if any questions
are brought forth.

2. Comprehension Objective:
- Have students explain ideas, details, and/or relationships the character(s) explore
throughout the story. Make sure they understand the patterns or the importance of
the facts, vocabulary, or themes you have presented or had them explore!
-

The students will also be able to get into groups if they wish and trade ideas or for
peer review.

3. Application Objective:

Using the film version of the story the students will begin deconstructing key
characters and finding ways the character(s) fit the description of id, ego, and
superego.

4. Analysis Objective:
- Have students identify relationships or connections independently and in groups
by accessing and analyzing authentic (real world) information through peer or
community collaboration! Also the students will begin to analyze how each of
personalities conflict.

5. Synthesis Objective:
- With some ideas brought up during in-class the students will find method of tying
the character traits to the main characters of the story. They will look at the
character development and make their analysis based on that.
6. Evaluation Objective:
- Have students refine their judgments and opinions about the issues brought up in
the story and make questions they could ask in a class discussion.
7. Affective Objective:
- Make sure the student is aware of or sensitive to a certain idea or phenomena and
defend their position.
-

The students will also look at the novel from a traditional stand point i.e. looking
at their own backgrounds and discovering how they might compare of contrast to
the lifestyles of the characters in the book.

8. Psychomotor Objective:
- Students will be able to imitate movements or certain behaviors and practice them
with the appropriate materials kind of as a way of understanding the story better.

Essential Questions: Develop two over arching questions to focus the content and
student interests. These questions directly relate to your objectives.
1. (Content Oriented Question):
Judging from the way the kids were going, and the lack of any adult supervision what
do you think the outcome would have been? Why?
2. (Student Oriented Question):

If you could choose which scenes would go into the movie what would you change?
Outline of the content to be covered in class:
Assessment: How will you make sure students understand the goals for the unit?
By the end of the assignment the students will be given an in-class activity (Document
Attached) to check their understanding of the topics brought forth.
Resources:
Lord of the Flies