Module Overview: Since the beginning of humanity, humans have striven to create the perfect society. Greece, Rome, “New World” (America), Germany, Soviet Russia – the list goes on and on. What is it we are looking for and what continues to go wrong? What qualifies a society as dystopian? This unit explores the dream of a perfect society, and the failures and consequences humans have experienced in attempting to create one.
Module Assessment: Choice Board *see attached rubric
Persuasive Essay *see attached rubric
Standard(s):
10RL2/RI2: Determine a theme or central idea of text and analyze in detail its development over the course of the text; including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
10RL2/ RI1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
10RL3: Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
10RI3 Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.
10RL4/RI4: Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone.
10W1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. A: use precise claims, B: develop counterclaims, D: Establish a formal style and tone, E: provide an effective concluding statement.
10W2: Write informative / explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.
10W4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
10W9: Draw evidence from literary or informational texts to support analysis, reflection, and research.
10L2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
10L3: Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.
10L5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
10SL1: Initiate and participate effectively in a range of collaborative discussions.
Enduring Understanding(s):
Students will understand that….
· The role government plays on its citizens
· A dystopia is a community or society that is in some important way undesirable or frightening.
· A dystopia is the opposite of a Utopia.
· Dystopias are characterized by dehumanization, totalitarian governments, environmental disasters, or other characteristics associated with a cataclysmic decline in society.
· Dystopian societies appear in many sub-genres of fiction and are often used to draw attention to real world issues regarding society, environment, politics, economics, religion, psychology, ethics, science, and/or technology, which if unaddressed could potentially lead to such a dystopia-like condition. / Essential Question(s):
· How are our human flaws revealed?
· What do our human flaws reveal about us?
· How does the author use characters and setting to express his ideas about people?
· How does an author develop theme?
· What are some effects that imagery has on a story?
· What qualifies a society as dystopian?
· In what ways do laws limit individuality?
· What happens to the individual/the group in a dystopia?
· When is it best to conform to the wishes or rules of others?
· What problems are avoided when people conform?
· How important is it for people to have choices?
· What are the effects of governmental and corporate propaganda?
Learning Target(s):
Students will know…..
· What standards they will be working on
· What final product(s) will be
· Specific characteristics found in dystopian societies / Performance Evidence:
Students will be able to…..
· Actively read
· Participate and contribute in class discussion
· Compare and contrast the novel setting to present day
· Analyze the effect dialogue has in a story
· Determine author’s purpose
· Analyze foreshadowing to make predictions.
· Make inferences based on characterization techniques
· Use alternate texts to relate to main text
· Determine how setting impacts the mood
Assessment(s) (Formative):
Essential Questions
Daily Response
Daily Writing
SIFT
Discussion Panels
Reading Guides
Anticipation Guides
Tickets Out
3-2-1
Quiz / Assessment(s) (Summative):
Persuasive Essay
Daily Response (16 – 20)
Tests
Create Your Own Dystopia
Create Your Own Allegory
Choice Board
Instructional Resources:
· Elements/Characteristics of Dystopian Societies
· Background information: George Orwell, 1984, Animal Farm, etc.
· Is 2013 Really 1984 Video
· “The Pedestrian”
· “The Lottery” by Shirley Jackson
· The Lottery Video
· “Harrison Bergeron” by Kurt Vonnegut
· Harrison Bergeron Video
· The Book Thief
· 1984
· Animal Farm
· Lord of the Flies
· Fahrenheit 451
· The Giver
Differentiated Instruction Notes:
Guided Notes
Graphic Organizers
Flexible Groups and pairs
Topic Choices
Literature Circles
Key Vocabulary:
Honors: Celibate, corrugated, dissemble, pillory, gesticulate, nebulous, multifarious, camaraderie, compendium, lassitude, drudgery, expropriate, disseminate, austere, sheaf, deprecate, pilfer, avaricious, fatuous, stagnant, saccharine, dismember, delude, deranged, sanctimonious, culpable, mutilate, mottled, ambivalent, jostle.
Regular: Cynical, dissentient, enmity, ensconce, benevolent, abolish, apathy, gambol, preeminent, tormentor, allocate, eradicate, fortify, nondescript, preliminary, rigor, schlep, scourge, skitter, hallucination, insufflation, diminish, infectivity, flail, ajar, kindle pustule, scowl.
Literary Terms: Allegory, foreshadowing, flashback, dramatic irony, situational irony, genre, theme, mood, tone, ellipses, claim, hook, thesis, topic sentence, concluding statement, counterclaim
Honors Module Assessment 2: Dystopian Society
Does the society in 1984 qualify as a dystopia? After reading the novel, write a persuasive essay in which you address the question, establish a claim, and argue your point of view. Support your position with evidence from the text.
Introductory ParagraphHook:
Introduction of author and novel(s):
General background information about text:
Claim:
Thesis statement (3 details that support your claim):
Body Paragraph #1
Topic sentence (detail #1 that supports claim):
“Direct quote,” page number, explanation:
“Direct quote,” page number, explanation:
Closing statement:
Body Paragraph #2
Topic sentence (detail #2 that supports claim):
“Direct quote,” page number, explanation:
“Direct quote,” page number, explanation:
Closing statement:
Body Paragraph #3
Topic sentence (detail #3 that supports claim):
“Direct quote,” page number, explanation:
“Direct quote,” page number, explanation:
Closing statement:
Conclusion
Reword thesis statement:
Counterclaim:
Restate (reword) main details:
1.
2.
3.
Powerful concluding statement/statement of significance:
Transition Words and Phrases
AdditionFurthermore
Moreover, too, also, again
In addition
Even more
Next, further
Last, lastly
Besides
And, or, nor
First, second, secondly, etc. / Exemplification or Illustration
To illustrate, to demonstrate, specifically, for instance, as an illustration, for example, e.g. (for example
Comparison
In the same way, by the same token, similarly, likewise, in a similar fashion / Clarification
That is to say, in other words, to explain, i.e., that is, to clarify, to rephrase it, to put it another way
Cause
Because, since, on account of, for that reason / Effect
Therefore, consequently, accordingly, thus, hence, as a result
Summary
To summarize, in sum, in brief, to sum up, in short, / in summary
Conclusion
In conclusion, to conclude, finally
Persuasive Essay Rubric: Common Core for Reading and Writing Standards
Exceeds Meets Almost Below
(4) (3) (2) (1)
Thesis/Claim / Thesis/Claim is precise, knowledgeable, significant, and distinguished from alternate or opposing claims / Thesis/Claim is precise and knowledgeable, and answers the prompt (W1) / Thesis/Claim may be unclear or irrelevant, and/or may not answer prompt / Thesis/Claim is missingUse of Evidence / Develops the topic thoroughly by selecting the most significant and relevant facts, concrete details, quotations, or other information and examples from the text(s)
Skillfully integrates information into the text selectively to maintain the flow of ideas and advance the thesis
Skillfully assesses the strengths and limitations of each source / Develops the topic by selecting significant and relevant facts, concrete details, quotations, or other information and examples from the text(s) (W2)
Integrates information into the text selectively to maintain the flow of ideas and advance the thesis(W8)
Assesses the strengths and limitations of each source (W8) / Attempts to develop the topic using facts and other information, but evidence is inaccurate, irrelevant, and/or insufficient
Attempts to integrate information into the text selectively to maintain the flow of ideas and advance the thesis, but information is insufficient or irrelevant
Attempts to assess the strengths and limitations of each source, but misinterprets information / Does not develop the topic by selecting information and examples from the text(s)
Does not integrate information from the text
Does not assess the strengths and limitations of each source
Use of Analysis / Skillfully draws evidence from informational texts to support analysis and thesis/claim
Skillfully delineates and evaluates the argument and specific claims in cited texts, assessing whether the reasoning is valid and the evidence is relevant and sufficient
Skillfully identifies false statements and fallacious reasoning / Draws evidence from informational texts to support analysis and thesis/claim (W9)
Delineates and evaluates the argument and specific claims in cited texts, assessing whether the reasoning is valid and the evidence is relevant and sufficient (R8)
Identifies false statements and fallacious reasoning.(R8) / Attempts to draw evidence from informational texts to support analysis and thesis/claim but evidence is insufficient and/or irrelevant
Attempts to delineate and evaluate the argument and specific claims in cited texts, assessing whether the reasoning is valid and the evidence is relevant and sufficient, but analysis is insufficient
Attempts to identify false statements and fallacious reasoning, but argument is incomplete or insufficient / Does not use evidence from the informational texts to support analysis and/or thesis/claim
Does not delineate or evaluate claims in text
Does not identify false claims or fallacious reasoning
Organization,
Writing Style and Conventions / Organization skillfully sequences the claim(s), counterclaims, reasons, and evidence.
Provides a concluding statement or section that skillfully follows from or supports the argument presented
Skillfully produces clear, coherent, sophisticated writing in which the development, organization, and style are appropriate to task, purpose, and audience / Organization logically sequences the claim(s), counterclaims, reasons, and evidence.(W1)
Provides a concluding statement or section that follows from or supports the argument presented (W1)
Produces clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience (W4) / Attempts to create a logical organization, but may be missing some elements of the assignment, such as a counterclaim
Attempts to provide a concluding statement or section that follows from or supports the argument presented, but statement does not support thesis
Attempts to produce clear and coherent writing, but errors in conventions and writing style detract from understanding / Does not provide logical organization
Does not provide
a concluding statement or section that follows from or supports the argument presented
Does not produce clear and coherent writing
Score: ______Teacher notes and additional comments:
Module Assessment 2: Dystopian Society
Does the society in Animal Farm, The Giver, or Fahrenheit 451 qualify as a dystopia? After reading the novel, write a persuasive essay in which you address the question, establish a claim, and argue your point of view. Support your position with evidence from the text.
Introductory ParagraphHook:
Introduction of author and novel(s):
General background information about text:
Claim:
Thesis statement (3 details that support your claim):
Body Paragraph #1
Topic sentence (detail #1 that supports claim):
“Direct quote,” page number, explanation:
Closing statement:
Body Paragraph #2
Topic sentence (detail #2 that supports claim):
“Direct quote,” page number, explanation:
Closing statement:
Body Paragraph #3
Topic sentence (detail #3 that supports claim):
“Direct quote,” page number, explanation:
Closing statement:
Conclusion
Reword thesis statement:
Counterclaim:
Restate (reword) main details:
1.
2.
3.
Powerful concluding statement/statement of significance:
Transition Words and Phrases
AdditionFurthermore
Moreover, too, also, again
In addition
Even more
Next, further
Last, lastly
Besides
And, or, nor
First, second, secondly, etc. / Exemplification or Illustration
To illustrate, to demonstrate, specifically, for instance, as an illustration, for example, e.g. (for example
Comparison
In the same way, by the same token, similarly, likewise, in a similar fashion / Clarification
That is to say, in other words, to explain, i.e., that is, to clarify, to rephrase it, to put it another way
Cause
Because, since, on account of, for that reason / Effect
Therefore, consequently, accordingly, thus, hence, as a result
Summary
To summarize, in sum, in brief, to sum up, in short, / in summary
Conclusion
In conclusion, to conclude, finally
Persuasive Essay Rubric: Common Core for Reading and Writing Standards
Exceeds Meets Almost Below
(4) (3) (2) (1)
Thesis/Claim / Thesis/Claim is precise, knowledgeable, significant, and distinguished from alternate or opposing claims / Thesis/Claim is precise and knowledgeable, and answers the prompt (W1) / Thesis/Claim may be unclear or irrelevant, and/or may not answer prompt / Thesis/Claim is missingUse of Evidence / Develops the topic thoroughly by selecting the most significant and relevant facts, concrete details, quotations, or other information and examples from the text(s)
Skillfully integrates information into the text selectively to maintain the flow of ideas and advance the thesis
Skillfully assesses the strengths and limitations of each source / Develops the topic by selecting significant and relevant facts, concrete details, quotations, or other information and examples from the text(s) (W2)
Integrates information into the text selectively to maintain the flow of ideas and advance the thesis(W8)
Assesses the strengths and limitations of each source (W8) / Attempts to develop the topic using facts and other information, but evidence is inaccurate, irrelevant, and/or insufficient
Attempts to integrate information into the text selectively to maintain the flow of ideas and advance the thesis, but information is insufficient or irrelevant
Attempts to assess the strengths and limitations of each source, but misinterprets information / Does not develop the topic by selecting information and examples from the text(s)
Does not integrate information from the text
Does not assess the strengths and limitations of each source
Use of Analysis / Skillfully delineates and evaluates the argument and specific claims in cited texts, assessing whether the reasoning is valid and the evidence is relevant and sufficient / Delineates and evaluates the argument and specific claims in cited texts, assessing whether the reasoning is valid and the evidence is relevant and sufficient (R8) / Attempts to delineate and evaluate the argument and specific claims in cited texts, assessing whether the reasoning is valid and the evidence is relevant and sufficient, but analysis is insufficient / Does not delineate or evaluate claims in text
Organization,
Writing Style and Conventions / Organization skillfully sequences the claim(s), counterclaims, reasons, and evidence.
Provides a concluding statement or section that skillfully follows from or supports the argument presented
Skillfully produces clear, coherent, sophisticated writing in which the development, organization, and style are appropriate to task, purpose, and audience / Organization logically sequences the claim(s), counterclaims, reasons, and evidence.(W1)
Provides a concluding statement or section that follows from or supports the argument presented (W1)
Produces clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience (W4) / Attempts to create a logical organization, but may be missing some elements of the assignment, such as a counterclaim
Attempts to provide a concluding statement or section that follows from or supports the argument presented, but statement does not support thesis
Attempts to produce clear and coherent writing, but errors in conventions and writing style detract from understanding / Does not provide logical organization
Does not provide
a concluding statement or section that follows from or supports the argument presented
Does not produce clear and coherent writing
Score: ______Teacher notes and additional comments: