Hello there.

Welcome to today's lesson.

My name is Mr. Barnsley and it's great to see you today.

Thank you for joining me as we continue to study "Lord of the Flies." And we're gonna be doing some reading today as we dive into chapter six.

So you are gonna need your own copy of the text in front of you.

I would recommend using the Faber and Faber 1997 edition 'cause that means all of our page numbers will be aligned.

All right, once you have got your copy of the text, then I think it is time for us to get started.

Let's dive in.

So let's have a look at the outcome of today's lesson.

During today's lesson, we are gonna be reading chapter six and you are gonna be able to explain and explore some of the key events that occur in this chapter of "Lord of the Flies." Some key words we are gonna be keeping an eye out for then today as we read.

The first is despondent, and this means you are unhappy, you've got no hope, no enthusiasm.

The next word is vivid, and this is something that produces, something is vivid, it produces a really clear, powerful and detailed image in the mind.

The next word is anonymous, and this is someone whose name is not known.

The next word is humility, and this is freedom from pride or arrogance.

And the final word is dramatic irony.

This is actually a technique that we're going to be looking at later in the lesson.

And this is a situation in which the audience of a play or a story knows something that the characters do not know.

So let's keep an eye out for each of these five words as we read the chapter and discuss the events together.

So two sections in today's lesson.

First, we're gonna do some reading and understanding of chapter six, make sure we understood exactly what we read.

And then we're gonna be looking out for this technique that I mentioned, one of our keywords, dramatic irony, where we as the reader know things that the characters do not.

But first we are gonna dive into chapter six.

We're gonna do some reading and do some understanding.

Before we do that, let's do a little bit of a bit of thinking, a bit of a recap on what we might have read in the novel so far.

And I want to throw over a question to you to think about, do you think things would've been different if there had been adults on the island? Some things to consider as you are thinking about this, the knowledge and skills that adults might have compared with children.

You might want to think about some of Golding's own experience as a teacher, but also think about the context of this novel knowing it is set in wartime.

So if you have a partner, I think this is a fantastic task for you to do together.

You can discuss your ideas, you can go back and forth.

You can agree, you can build, you can challenge each other respectfully if you don't agree with each other.

But don't worry if you're working by yourself.

If you're working by yourself, you don't have anyone to discuss with, then you can just think through this question independently.

If you want, you can make a few notes or you can just think through in your head.

All right.

Over to you then.

Pause the video.

Would things have been different on this island if there had been adults there? Do press play when you've got some ideas.

Welcome back.

It was great to hear such lively discussions there about whether adults would've changed what was happening on the island.

Here's what some of our Oak pupils said.

Let's have a look and see if this was similar ideas to you.

So Aisha said, "Well, she thinks there would be more order on the island 'cause generally adults are good at routine." And we could even link this to Golding's own experience as a teacher.

He's used to providing routine for groups of pupils.

Andeep said, "The boys feel they need adults because adults know things," and there is a sense of knowledge and experience that comes with age that the boys don't have.

So perhaps the boys would feel more comfortable on the island if they had, if they were in the presence of adults.

And Jacob said, "Actually though, World War II was caused by adults.

It wasn't children who were at war." And so we could say that Golden believes it's them, it's adults who cause harm, not children.

So there could be an argument to say, look, if adults were on this island, put under the really difficult conditions that the boys were put under, then actually things could be even worse.

Is there anything you would like to add? What ideas did you have? Were they similar to our Oak pupils? Were they different? Why don't you take a moment, pause the video and see if there's any other ideas that you could add to those that are on the screen.

Pause the video and press play when you are done.

Okay, welcome back.

It's time for us to do some reading now.

Now, I said at the beginning of the lesson, you are gonna need your copy of "Lord of the Flies" for this lesson.

It'd be really helpful if you're using the Faber and Faber main edition from 1997.

That means our page numbers should align.

And you are gonna be reading all of chapter six now.

And chapter six starts on page 103 of the Faber and Faber edition.

And the chapter ends on page 118.

So you are reading the whole chapter, and this is what I want you to bear in mind.

This is what I want you to be thinking about as you read, whether you are reading independently or whether you're reading as a group.

In chapter six, a dead parachutist lands on the island.

So someone who we assume kind of either ejected from or fallen out of a plane and they were on a parachute, but they are dead, okay? And they've land on the island.

As you read the chapter, I want you to consider the following question, what effect does the dead parachutist have on the characters have on the boys? All right, you're gonna pause the video now to do some reading, whether that's independently or as a group.

But I want you to be thinking about throughout this chapter, what is the effect that the dead parachutist has on the characters? All right.

Pause the video.

Over to you to do some reading and press play when you're ready to continue.

Okay, welcome back.

Some fantastic reading going on there.

Really well done.

Before we move on, I want to check our understanding of the chapter.

We've understood what we've just read.

So you can see eight statements on the board.

And for each of these, I want you to decide if they are true or false.

So let's go through them together, shall we? So number one, Sam and Eric fall asleep whilst on fire duty.

Number two, the boys identify the beast and set out to kill it.

Three, the parachutist is mistaken for the beast.

Four, Sam and Eric tell the other boys about the beast, but they are not convinced.

Five, the boys go to Castle Rock where the beast was spotted.

Six, Ralph thinks Castle Rock would be a brilliant for a fort.

Seven, Simon understands that the beast is a parachutist.

And eight, the boys decide to return to the mountain to relight the signal fire.

Al right.

Pause the video.

Decide which of those statements are true or false.

And if you identify any as false, can you think about how you would have to change that statement to make it true? All right.

Pause the video, check your understanding and then press play when you're ready to find out if you were right.

Welcome back.

Let's see how you got on there.

So the following statements were true.

Sam and Eric fell asleep whilst on duty.

The parachutist is mistaken for the beast.

The boys think the parachutist is the beast.

The boys go to Castle Rock where they thought the beast was spotted and the boys decide to return to the mountain to relight the signal fire.

All right, let's have a look at the statements which were not true and see what changes might need to be made.

So, well, first of all, the boys didn't identify the beast.

You know, they thought it was, they didn't check, they set out to kill it.

Sam and Eric tells the boys, other boys about the beast, but they are not convinced.

Well actually, most of the boys are convinced, they believe Sam and Eric, they don't need any identification.

It's only Simon who has any queries.

It's only Simon who's not sure.

Number six, Ralph thinks Castle Rock would be a brilliant for a fort.

Well actually, it's Jack who thinks that.

And then number seven, Simon understands that the beast is a parachutist.

He doesn't know it's a parachutist, but he doesn't believe in the beast, okay? So he doesn't go along with the other boys, he doesn't believe the boys, he doesn't believe in the beast, but it's not because he knows it's a parachutist, he just doesn't believe that the beast exists.

Well done if you've got all of those correct.

Great job.

Okay, over to you then for our first task.

I asked you to think about a question as you were reading chapter six.

And now we are going to start to think about our responses.

So a discussion question for you.

What effect does the dead parachutist have on the characters? Some points you may wish to consider as you are discussing.

What do we learn from Sam and Eric's description of the beast? What is Simon's reaction to the idea of the beast? And how does the hunt for the beast affect the relationship between Jack and Ralph? Okay, if you have a partner, I think this would be a fantastic task to do as a discussion.

If you are working by yourself and you don't have anyone to discuss with, then just think through these independently.

Maybe make a few notes if you wish.

All right.

Pause the video.

Over to you.

Let's do some discussing.

What effect does the dead parachutist have on the characters? All right.

Remember to press play when you think you're done.

All right.

Welcome back.

Some fantastic discussions going on there.

Before we move on, I really want to shine a light on some of the things that you may have discussed.

I heard some great ideas and I would like to draw everyone's attention to them.

So what do we learn from Sam and Eric's description of the beast? Well, Sam and Eric are terrified by what they see and give a really vivid, a really clear description of the beast.

The way they describe the beast makes it sound like a strange and powerful creature.

They talk about its claws and how it chased them through the trees and it came really close to them.

What's Simon's reaction to the idea of the beast? Well, he might have said something along the lines of Simon not believing in the beast.

He finds the description to be really improbable.

He doesn't seem very likely that exists.

He can't imagine how a beast can run quickly but still not be able to catch up with two small boys.

He also can't understand how an animal of that size can move around the island without leaving any traces.

Although, he is struggling to articulate his thoughts, he's beginning to think that the beast is really just a reflection of both of all that is both grand and unhealthy about human beings.

So he's starting to see the beast as a reflection of these, the negative sides that the boys are showing whilst in isolation on the island.

And how does the hunt for the beast affect the relationship between Jack and Ralph? Well actually, because of his hunter status, Jack knows the island better than Ralph.

So he assumes the leadership position on the hunt.

This gives him extra authority.

He also captures the group's imagination by saying Castle Rock would make a great fort.

The more practical Ralph reminds them of the signal fire, but it is Jack who leads the boys back down the mountain.

So we're seeing this shift in leadership between Jack and Ralph.

Well done if you've said anything.

Of course, you might have slightly different ideas and as long as you can support them with ideas from the text, that's okay as well.

Okay, so we have read and understood, shown our understanding of chapter six.

Now, it is time for us to think about this technique that Golding uses dramatic irony.

So before we do that, I want to do some real close reading of the text.

We're gonna go and reread a section of this chapter from page 103, the second paragraph, which begins with the description of the moon.

And we're gonna stop reading on page 104 at the end of the first paragraph, the last word of that paragraph is again.

I want you to focus on the following words, battle, figure and bowed.

What I want you to think about is what might these words suggest about the parachutist? What did these words in particular suggest about the parachutist? All right.

Pause the video.

Reread, really close reading.

Now we're looking at the real fine details of the text.

Reread between pages 103 and 104.

And then zoom in on these keywords, battle, figure and bowed and tell us what might they tell us about the parachutist? Pause the video, give this a go and press play when you've got some ideas.

Welcome back.

Some excellent close reading there.

Let's have a look at some of the things that you might have said as you were reading.

You might have said that the word battle reminds us of the fact that outside the island people are fighting.

This is a novel set at the time of war.

And actually the tensions and the conflicts of the island are actually much smaller than the war that Golding knew himself firsthand.

The word figure could also show us that Golding is keen to make us realise that the figure is human because he references his feet, his head, his knees.

However, the noun figure is still anonymous.

He could be anyone or all of us.

It really does keep this idea of the parachutists and the beast still being this unknown entity.

And bowed, well, this really suggests a sense of humility in this gesture.

Remember a gesture being like a bow almost shows that you're kind of really humble.

It's as if it is given up.

Perhaps Golding wants us to feel a sense of hope, but also this bowing could suggest like this figure, the parachutist has given up.

You know, obviously, we know he is dead and perhaps Golding here is wanting us to feel a real sense of hopelessness about the way that human beings always fight and destroy each other.

Some really interesting ideas here.

All right.

Let's check our understanding then match the words from the description of the parachutist with the possible interpretations.

Words on the left, interpretations on the right.

Pause the video and let's match them up, which makes sense.

Pause the video.

Over to you and press play when you're ready to continue.

Okay, so bowed, we might have said giving up and feeling despair.

For figure, we might have said unidentified and unknown.

And for battle really links brings these connotations of conflict and destruction.

Well done if you've got those correct.

Okay, so you might remember one of our key words is this technique, dramatic irony.

And that's a situation in which the reader has a better understanding of events in the story than the characters do.

So here are some events from the story.

At the start of chapter six, Golding tells the reader about the parachutist.

However, Sam and Eric see the parachutist, but they decide that they have seen the beast.

They describe the beast in ways that the readers know just are not accurate.

And this leads to Jack really enjoying taking the lead in the hunt for the beast.

We know that Simon doesn't believe in the beast.

Whilst Ralph listens politely to Simon expressing his disbelief in the beast, but he doesn't necessarily respond in the same way as Simon.

What I want you to think about is which character's point of view is most closely aligned to that of the reader, but how is it different? So which character, their view of the situation is most like ours as the reader, but what is the difference between that character and our view? Pause the video.

Have a think.

If you've got a partner you can discuss with them.

Otherwise, you can just think through this independently.

All right.

Pause the video.

Over to you.

And press play when you've got some ideas.

Welcome back.

Great work if you said Simon's.

However, we know that the beast is the parachutist.

Simon has doubts, but he's not certain of what the beast is.

He just doesn't believe it exists.

So Simon's view is probably most closely aligned to ours, but it is not the same.

Okay, I want you to match the name of the characters.

You can choose from Sam and Eric, Ralph, Jack, and Simon with the following statements.

A, which character doesn't seem to care if the beast is real or not.

B, which character doubts the existence of the beast.

C, fear made these characters think that the beast was very real.

And D, which character is prepared to listen to all points of view about the beast.

Pause the video.

See if you can match the character to the statement and press play when you think you're done.

Welcome back.

You should have said that Jack did not care if the beast is real or not.

He doesn't care.

He just wants this opportunity to really step up into a leadership role with the hunting.

Simon doubts the beast's existence.

It's Sam and Eric whose fear made the beast seem very real to them.

And it's Ralph who seems prepared to listen to all points of view about the beast.

All right, over to you then for our final discussion activity in today's lesson.

And we're really gonna focus on this technique of dramatic irony.

I want you to think about how does Golding use dramatic irony in chapter six to affect the reader's views of the characters.

Some things you may wish to consider.

Who knows what, who believes what? What is the effect on the reader from having superior knowledge about who the beast really is and how does it make us feel towards individual characters? All right, pause the video.

If you've got a partner or small group, you can discuss with them.

Otherwise, you can think through this independently.

Remember to press play when you think you are finished.

All right, over to you.

Okay, welcome back.

It was fantastic to hear your discussions there.

Very lively and brilliant to hear.

So many of you using that keyword, dramatic irony.

All right, what we're gonna do now before we finish today's lesson is reflect on the quality of our discussions by comparing our ideas to some example ideas.

So let's have a look at what some of the Oak pupils said.

Izzy said, "Up until now, I suspected that the beast is not real.

But now I know for sure and that is a relief." Sofa said, "Knowing more than the characters do creates a distance between us and the boys." And Sam built on that and said, "That distance helps us evaluate them, judge them.

It can show us at how fear can make us invent monsters." Alex says, "Actually, it makes him feel sorry for the boys.

They're stranded on this island and they're really trapped by this terror." What we're gonna do now is take a moment to compare our discussions with these that we can see on the screen.

Were your ideas as varied? Where were the similarities? Where were the differences and where there were differences? Can you see any ideas that you think, "Oh, actually, that's a great one.

That really gonna help me develop my understanding of this novel." All right, pause the video and now take some time to reflect on the discussions that you have had today.

Okay, that's it.

We've reached the end of today's lesson.

We've done some fantastic reading and discussing today.

On the screen, you can see a summary of all the key learning.

Let's quickly go through that together before we move on to our next lesson.

So we learned that military aeroplanes fight above the island and a dead parachutist drifts down onto the island.

The twins, Sam and Eric wake and believe that the parachutist is the beast.

The boys set out to hunt for the beast with Jack in charge of the expedition.

Simon does not believe in the existence of the beast.

And then the use of dramatic irony creates a distance between the reader and the characters so we may feel sorry for them.

All right, that's it.

Well done for all of your hard work today.

Thank you so much for joining me in today's lesson.

I do hope to see you again in one of our lessons in the future.

Bye-bye.