Instructor comments in italics.
Creating Utopia/Dystopia
English 11
5 Lesson Mini Unit
BIG IDEAS/ESSENTIAL QUESTIONS
• How do we, as a culture, begin to address issues of social inequity?[B1]
• What are our ethical obligations to our communities?[B2]
• What relationship is there between personal rights and responsibilities?[B3]
PDP GOALS
2. The development of a clear commitment to respect students as persons with varied interests, backgrounds, points of view, plans, goals and aspirations
7. The development of ability to be a thoughtful and sensitive observer of what goes on in the classroom.
PLO'S & _________'s CURRICULUM GUIDELINES (MASHED UP)
• Work cooperatively in small group settings
• apply a variety of strategies including formal decision-making techniques and consensus-building skills to solve problems and achieve group goals
• use a variety of resources and technologies when working with others
• evaluate and adjust your own roles to reflect the group's purpose
• Blend expository and creative writing
• make connections between your own values, beliefs, and cultures and those reflected in literature and mass media
• Perform oral presentations
• use a variety of resources to locate, access, evaluate, and select relevant information for specific presentations
• select, synthesize, organize, and document information that is appropriate for particular purposes, modes of presentation, and audiences
• create presentations in forms that are appropriate to your subject, audience, and purpose, including informing, persuading, and entertaining
• Demonstrate your critical awareness of non-print media
EVALUATION & ASSESSMENT
• Presentation: Evaluated by me and by peers-- averaged for one mark out of 30. (See
Assignment Sheet and Rubric). Total Score multiplied by number of group members and individual scores negotiated by students within the group. Each student must sign off on the agreement--marked out of 30.
• Bonus Mark for students whose marks match mine.
SHAPE OF THE DAYS
Lesson One: The Assignment
• Attendance/Write Shape of the Day on Board/Settling In (5 Minutes)
•Watch Videos: Imagine, Imagine, Utopia. Read lyrics and discuss. (20 Minutes)
Brainstorm Themes/Elements/Examples of Utopia/Dystopia (25 Minutes)
Examples: Videos shown in class; Brave New World, Fahrenheit 451, 1984; The Matrix; etc...
Themes: Poverty; Social Justice; Individual Rights and Responsibilities; Privilege; Social Identity; Violence; Human to Human Relationships; Human to Nature Relationships; Political Structure; Economic Structure; Race; Class; Work; Industry; Agriculture; Sex/Reproduction; Gender Roles; Technology; etc...
Elements: The Back Story; The Hero/Anti-Hero; The Conflict; Climax/Denouement; Resonance; etc...
• Discuss Rubric and Peer Evaluation (10 Minutes)
• Divide into Groups (10 Minutes)
Lesson Two & Three: Work Shifts[B4]
• Attendance/Write Shape of the Day on Board/Settling In (5 Minutes)
• Class time to work on Utopia/Dystopia in groups (70 Minutes)
Lesson Four: Presentations (Short Day)
• Attendance/Write Shape of the Day on Board/Settling In (5 Minutes)
• Group 1 (12 Minutes—6 Minutes Presentation/6 Minutes Class Discussion)
• Group 2 (12 Minutes—6 Minutes Presentation/6 Minutes Class Discussion)
• Turning in Rubrics, Averaging Scores, and Awarding Bonus Point s. (5 Minutes)
Lesson Five: Presentations (Short Day)
• Attendance/Write Shape of the Day on Board/Settling In (5 Minutes)
• Group 3 (12 Minutes—6 Minutes Presentation/6 Minutes Class Discussion)
• Group 4 (12 Minutes—6 Minutes Presentation/6 Minutes Class Discussion)
• Group 5 (12 Minutes—6 Minutes Presentation/6 Minutes Class Discussion)
• Turning in Rubrics, Averaging Scores, and Awarding Bonus Points. (5 Minutes)
[B1]marvelous
[B2]marvelous
[B3]marvelous
[B4]This is where you may need to do some more “scaffolding” in a public school class, or with younger students, ie. Break down the ideas into some specific activities to help them towards working in groups. Another possibility is adding activities as you see the need in between group work time.
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