Summary This genre study introduces students to the genre of dystopian ction, a subset of speculative literature that has exploded in popularity in recent years. Throughout the unit, we question why dystopian ction is so popular, what types of values it reects, and how dystopian literature can resonate with the real world -- both on a global and personal scale. Because dystopian literature often employs unfamiliar societies and world-building (though not too unfamiliar), reading dystopian ction helps introduce readers to meaning-making strategies, which we model and practice throughout the unit. Students work to develop annotation skills and use a variety of means -- from debating to creative writing to graphic design -- to uncover the core ideas of Delirium and then connect them into broader schemas of knowledge. Outcomes Speaking & Listening GCO 1: Use oral language to learn 1.1 reinforce or develop new understanding from what others share during a discussion 1.2 ask questions for clarication, elaboration, to qualify, or question relevance, accuracy, 1.4 explain and advocate point of view and support it with evidence from various sources 1.5 listen critically and determine the effectiveness of the speaker based on the accuracy and appropriateness of the information he or she presents GCO 2: Communicate using clear oral communication 2.1 contribute to small-group and whole class discussions using a variety of strategies for effective talk 2.2 use appropriate vocabulary, sentence structure, speed of talking, and tone for different audiences and purposes 2.6 understand how the content and message are affected by verbal and non-verbal language (repetition, eye contact, and volume) GCO 3: Interact with sensitivity and respect 3.2 show respect and sensitivity toward others and their differences when giving personal opinions Reading & Viewing GCO 4: Read widely and with understanding 4.2 read a variety of texts including ction and literature, non-ction, and media texts from different provinces and countries English 9, R. Wheadon 1 4.3 explain how authors use text features to create meaning and achieve different purposes 4.4 use text features to construct meaning and understand the text 4.6 independently use a range of reading strategies (predicting, connecting, questioning, inferring) to make meaning from complex print and media texts 4.7 consistently identify and discuss the kinds of strategies good readers and viewers use GCO 6: respond personally 6.1 go beyond initial response to give more thoughtful interpretations by questioning, connecting, evaluating, and extending 6.2 support personal response to the issues, themes, and situations in texts and give personal examples and evidence from text with increasing sophistication GCO 7: read critically 7.2 evaluate the relevance and reliability of the content presented 7.3 recognize increasingly complex tools authors use in their writing to achieve their purpose (organization of info, word choice, use of time, imagery) 7.4 evaluate the impact that text form, content, and structure have on meaning Writing & Representing GCO 8: Use many kinds of writing to think and learn 8.2 write for a variety of reasons 8.4 use various forms of note-making for different purposes and situations 8.5 integrate interesting effects in their writing (feelings and thoughts, detail, correct inconsistency, avoid extraneous detail, language choice, vocabulary, and phrasing) GCO 9: Create a variety of texts 9.1 continue to use a variety of forms as well as other art forms such as visual arts, music, and drama GCO 10: produce clear and effective writing and other representations 10.2 consistently use the conventions of written language in nal products 10.3 use various technologies for the purpose of communicating (video, email, word processing, audiotape, Internet) 10.4 demonstrate a commitment to crafting writing and other representations English 9, R. Wheadon 2 Time Frame 30 classes (approximately 6 weeks) Outline Introduction to Dystopian Literature -- 4 classes (R. Wheadon) Reading Strategies for Big Ideas & Dystopian Literature -- 4 classes (R. Wheadon) Themes, Symbols, and Beyond-the-Book Connections -- 4 classes (R. Wheadon) Character Development and Creative Writing -- 5 classes (E. McKenney) Changing Attitudes and Perceptions -- 6 classes (S. Sherman) Personal Values and Growth -- 2 classes (R. Wheadon) Creating Your Own Dystopia -- 5 classes (A. Bakes) Assessment 1. Conversation Journals: Students will receive assessment for learning and personalized feedback in conversation journals, which they will write in regularly. 2. Short Story: Students will be writing a short story that focuses on character development and dystopia. Feedback will be formative. 3. Book Cover Creation: Students will be creating symbolic book covers for Delirium, focusing on theme, symbol, and important quotations. Feedback will be formative. 4. Charts: Throughout the unit, students will be asked to engage in close reading or analysis and track their ndings on chart paper. 5. Small Group Discussion: Students will regularly meet in small groups to discuss ideas, read sections of the text, and ask questions. They will receive feedback on their participation and speaking and listening skills. 6. Debate: Students will engage in a debate mid-way through the unit to address speaking and listening skills. Assessment will be formative. 7. Dystopian Community Creation: In groups, students will create a dystopian community at the end of the unit to demonstrate that they understand the genre. Each student will be responsible for part of the project so that students can be assessed individually. Assessment will be summative. 8. Reective Portfolio: Students will conclude the unit by submitting a reective portfolio -- a collection of the pieces they have worked on throughout the unit with several items annotated by the student to demonstrate assessment as learning. Students will receive a mark for this. Texts After: Nineteen Stories of Apocalypse and Dystopia. Eds. Ellen Datlow and Terri Windling. New York: Hyperion, 2012. Anthology. Aysha. Cupid in a War Zone. Brave New Voices. YouTube. The Dark Side of Young Adult Fiction. Room for Debate. The New York Times. 26 December 2011. Web. Durfee, Arik. Creating a Dystopia PREZI Lesson Plan. Prezi. Web. Fisher, Helen. The Brain in Love. TED Talks. YouTube. English 9, R. Wheadon 3 Ford, Katie. Create Your Own Dystopian Society. Dystopian Literature: Whats Wrong With This Picture. Web. Hambouz, Annissa and Schulten, Katherine. Dark Materials: Reecting on Dystopian Themes in Young Adult Literature. The New York Times: The Learning Network. 6 January 2011. Web. Hill Campbell, Kimberly. Less Is More: Teaching Literature with Short Texts -- Grades 6-12. Portland, ME: Stenhouse, 2007. Jemisin, N.K. The Valedictorian. After: Nineteen Stories of Apocalypse and Dystopia. Eds. Ellen Datlow and Terri Windling. New York: Hyperion, 2012. 45-63. Nahill, Steven. Create Your Own Dystopia. Prezi. Web. Oliver, Lauren. Delirium. New York: HarperCollins, 2011. Novel. Sesler, Henry. Examination Day. The Boston Bachelor. 20 October 2008. Web. Valentine, Genevieve. The Segment. After: Nineteen Stories of Apocalypse and Dystopia. Eds. Ellen Datlow and Terri Windling. New York: Hyperion, 2012. PAGES. Wilcox, Christie. Time -- and Brain Chemistry -- Heal All Wounds. Scientic American. 24 October 2011. Web. Wong, Jan. Red China Blues: My Long March from Mao to Now. Toronto: Doubleday, 1997. Memoir. English 9, R. Wheadon 4 Delirium: Introduction to Dystopian Literature Summary This lesson introduces students to dystopian literature as a genre: we address predominant ideas in dystopian literature, imagined ideal societies (utopias), imagined worst societies (dystopias), student- generated ideas on dystopia, and author opinions on dystopia. Students will then link these core ideas to a variety of dystopian book covers, which we will analyze as a class. Objectives Students should leave this lesson with a sense of the common themes and ideas in dystopian literature, as well as a few ideas as to why dyslit is so popular right now. They should also begin thinking about themes and symbols and how the two are related. Students should also practice pulling ideas from non-ction texts (Dark Materials) and evaluating whether or not they agree. Outcomes Met 1.1 reinforce or develop new understanding from what others share during a discussion 1.2 ask questions for clarication, elaboration, to qualify, or question relevance, accuracy 2.1 contribute to small-group and whole class discussions using a variety of strategies for effective talk 6.1 go beyond initial response to give more thoughtful interpretations by questioning, connecting, evaluating, and extending 6.2 support personal response to the issues, themes, and situations in texts and give personal examples and evidence from text with increasing sophistication Materials Chart paper, markers, journals for distribution, poker chips Pre-Work Photocopy Dark Materials articles for distribution Prep list of dystopian texts to discuss (if necessary) Prepare dystopian book cover slideshow (poker chips if necessary) English 9, R. Wheadon 5 Plan Warm-Up (1.5 classes) 1. Split students into groups with chart paper and markers. Ask them to draw a line down the middle. On one side, have students write Best. Explain: Imagine youre a space explorer who has discovered a new inhabitable planet. Because youve discovered the planet, you get to decide how to set up your society so that everyone is happy and healthy (please dont pretend youre the supreme ruler and everyone needs to grovel at your feet!). What would your society look like? Try to think of descriptive words such as organized or free, with a brief explanation (1-2 sentences) of how that description would manifest in the society. Briey model. 2. Allow class time for students to generate a list. Circulate. 3. Once all groups have three or four descriptors down, reconvene. Have them share with the class, keeping track of items. Do we see any patterns or are our ideas about an ideal society very different? 4. Next, ask students to label the other side of their chart Worst. Prompt them: Look at your list of descriptors. If that descriptor (organized) is characteristic of the best society, what would the worst society look like (chaotic)? Include a brief explanation (1-2 sentences) of how your Worst column descriptor would manifest in a society. Briey model. 5. Allow class time for students to translate utopian ideals to dystopian standards. Circulate. 6. Once the groups have their dystopian lists, reconvene and share. Write down descriptors and see if you can notice any patterns 7. Explain that students have essentially created utopian and dystopian societies. Ask each group to create a denition of utopia and a denition of dystopia based on our ndings. Write these denitions on the bottom of each column on chart paper. Post around the room. 8. Bring up the denition of dystopia from After. Give them time to circulate and evaluate the other denitions. 9. Introduce students to nal portfolio and conversation journals (split journal pages; student writes on top, teacher responds below). Ask them to describe their impressions of the idea of dystopias. Do they notice any patterns? Do they disagree with any denitions? Have they read any dystopian literature or seen any dystopian movies? Collect. English 9, R. Wheadon 6 Main Act (2 classes) 1. As a class, do a brainstorm of all of the dystopian texts we can think of (movies, television shows, comics, novels, short stories, video games). Ask students to include a one sentence summary and what they think the main theme is. If students are unfamiliar with dyslit or they need to get into the genre more in-depth, break into groups and assign each group a dystopian text to research on smart phones, iPads, or computers. Good texts would be The Hunger Games series (books), Divergent (book), V for Vendetta (lm or comic), Revolution (TV), Bioshock (game), and Dollhouse (TV). Reconvene and share. Video clips from YouTube could be very helpful. 2. Once students have a solid idea of similarities between dystopian texts, have them break into groups to think about why dystopian literature is so popular -- trends dont arise in a vacuum! Ask each group to come up with two reasons they think dystopian literature might be so popular and why it might appeal to each student individually. 3. After students have generated their two reasons, collect their thoughts and distribute Dark Materials texts -- assigning each group a different text. Have groups read through, highlighting and summarizing what their author thinks about dystopian literature; encourage each student to create a concept or idea map. 4. Jigsaw: Form groups so that each new group has one member from each of the old groups. Have students share what their author thought and discuss. What do they nd most believable? How do the authors reasons compare to their own? 5. Have students stand up and read key statements from each text and from student-generated reasons as spectrum questions. Conclusion (0.5 class) 1. Put up a series of dystopian book covers. Have students predict what they think each story will be about, its theme or big idea, based on the cover and the title. Have students work in groups; discuss ideas as a class. 2. This can be made into a game: each group starts out with ten red poker chips (guesses) to use throughout; they need to spend a red chip to guess. Any group thats close gets a white chip in return. Each red chip remaining counts as one point; each white chip counts as two. The group with the highest total is declared victorious; the group with the lowest is exiled to the barren wastelands! Students may point out that some peers may have read some of the books Im putting up; explain that, in our dystopian dictatorship, fairness is not a concern. This is just a fun way of getting students into the mood for actually reading dyslit. English 9, R. Wheadon 7 Assessment Formative: respond to conversation journals. Also circulate and monitor student discussion and make note of whole-class discussion. If students appear to be having difculty with the concepts, rework lesson plans to support student learning. Adaptations Students with exceptionalities will be given visual organizers to help brainstorming processes. Cause and Effect chart would be useful for the rst activity (Best and Worst societies). Students who struggle with reading should nd jigsaw groups helpful -- be sure they have adequate time to read/process/learn from peers. Extensions Extra time can be lled by moving on to the next lesson -- The Examination is a fairly short story to read aloud and we could do the initial read-through in one class and the second read-through (with notes, annotations) the next day. Research/ Resources Hambouz, Annissa and Schulten, Katherine. Dark Materials: Reecting on Dystopian Themes in Young Adult Literature. The New York Times: The Learning Network. 6 January 2011. Web. After: Nineteen Stories of Apocalypse and Dystopia. Eds. Ellen Datlow and Terri Windling. New York: Hyperion, 2012. Anthology. The Dark Side of Young Adult Fiction. Room for Debate. The New York Times. 26 December 2011. Web. English 9, R. Wheadon 8 Delirium: Reading Strategies for Big Ideas & Dystopian Literature Summary This lesson introduces students to reading strategies that help clarify meaning, theme, and content. It is particularly helpful for students who are new to speculative ction to have an understanding of how to unpack meaning in unfamiliar worlds with unfamiliar norms and values. We also address the early themes in Delirium of government control, regulation, and systems that function to eliminate free-thinkers. The lesson begins to draw connections between Delirium, other texts, and the real world -- a direction carried on and developed to a greater extent in the next lesson. Objectives By the end of this lesson, students should be comfortable identifying important passages and searching for clues in dyslit as to setting, world-building, and theme. Students should also begin to think about how a texts big ideas can be connected to ideas, situations, or texts beyond the original piece. Outcomes Met 1.1 reinforce or develop new understanding from what others share during a discussion 1.2 ask questions for clarication, elaboration, to qualify, or question relevance, accuracy 4.2 read a variety of texts including ction and literature, non-ction, and media texts from different provinces and countries 4.3 explain how authors use text features to create meaning and achieve different purposes 4.4 use text features to construct meaning and understand the text 4.6 independently use a range of reading strategies (predicting, connecting, questioning, inferring) to make meaning from complex print and media texts 4.7 consistently identify and discuss the kinds of strategies good readers and viewers use 8.4 use various forms of note-making for different purposes and situations Materials Chart paper, sticky notes, highlighters, pens/pencils Pre-Work Photocopy The Examination Distribute highlighters, sticky notes English 9, R. Wheadon 9 Plan Warm-Up (1 class) 1. Read The Examination aloud. Re-read, doing verbal annotations and asking students to highlight important parts. 2. Read the rst three chapters of Delirium, doing verbal annotations and asking students to mark down important parts with post-it notes. Have students jump in with passages that stick out to them as well. 3. Have students read Chapter 4 aloud in groups, continuing post-it annotation. Circulate and monitor to check reading skills and strategies. Main Act (2 classes) 1. Split the class into groups. Ask half of the groups to come up with 1-2 sentences summarizing what The Examination seems to suggest about government tests; ask the remaining groups to do the same for Delirium. Why is there testing in each book? What do they think it means? Is it important? 2. Reconvene. Have each group share one idea they had, leading into a discussion about exams and tests as methods for control/regulation. What type of society uses exams to determine someones entire future? Does our society do this? What about others in the world? Is it necessary, right, wrong, manipulative, organizing? 3. Return to the text in groups. Ask students to nd three passages from the rst four chapters that tell them about the world Lena lives in -- setting -- and theme. What passages did they use to help them gure out whats going on? On chart paper, ask students to write down passages in one column and two or three words that correspond to that passage -- the information they were able to pull (for example, controlling, no freedom, lack of individuality). Model rst. 4. Once each group has written down three important passages and corresponding descriptors, tape the chart paper up and have the class function like a carousel. Every group should move to another groups paper and add descriptors or comments, generating at least one word per entry. 5. Reconvene. What ideas did the students notice coming up again and again? What does that tell us about the setting of the novel? The themes? The atmosphere? English 9, R. Wheadon 10 Conclusion (1 class) 1. Give students time to start reading Chapter 5 in their groups, keeping track of how theyre progressing in reading strategies. Chapter 5 is a turning point, so its important that students are truly grasping the storyworld and themes. 2. Conversation Journal: Do you ever feel like youre being judged through testing or exams? Have you ever felt like you were supposed to say one thing, but had a different thing in your heart? Why do you think Lenas answers at the end of her interview are suspicious? What might they tell the examiners about her? Assessment Formative: Respond to conversation journals. Monitor student use of reading strategies. Explicit instruction may need to be carried on if students are struggling with comprehension. Adaptations Reading strategies should help struggling readers, but may need to be made more explicit/tailored to particular learners. Students who have difculty with visual processing could be given an audio book. Extensions Any extra time can be lled with group reading, silent reading, or whole-class reading. Research/ Resources Hill Campbell, Kimberly. Less Is More: Teaching Literature with Short Texts -- Grades 6-12. Portland, ME: Stenhouse, 2007. (Annotation strategies) English 9, R. Wheadon 11 Delirium: Themes, Symbols, and Beyond-the-Book Connections Summary This lesson helps clarify and anchor the themes of Delirium in students minds by linking themes with symbols through book cover design. Students also engage in reading strategies by predicting how they think the novel will play out by evaluating its themes and plot thus far (up through Chapter 9). This lesson also draws intertextual connections between Delirium and music, highlight the power of music (love songs, songs as cries for rebellion or protest) both in the novel and in our lives. Objectives Students should leave this lesson with a clear sense of the themes in Delirium and how those themes can be connected to other texts -- especially those beyond literature. Students should have initial ideas about what Delirium may be about and how it might play out. Outcomes Met 1.1 reinforce or develop new understanding from what others share during a discussion 1.2 ask questions for clarication, elaboration, to qualify, or question relevance, accuracy 4.2 read a variety of texts including ction and literature, non-ction, and media texts from different provinces and countries 4.3 explain how authors use text features to create meaning and achieve different purposes 4.4 use text features to construct meaning and understand the text 4.6 independently use a range of reading strategies (predicting, connecting, questioning, inferring) to make meaning from complex print and media texts 4.7 consistently identify and discuss the kinds of strategies good readers and viewers use 8.4 use various forms of note-making for different purposes and situations 9.1 continue to use a variety of forms as well as other art forms such as visual arts, music, and drama 10.4 demonstrate a commitment to crafting writing and other representations Materials Art supplies for book cover creation (magazines, paper, paint, markers, glitter, etc.) Pre-Work Prepare colour symbolism sheet and font sample sheet Photocopy Book Cover assignment hand-out Choose pertinent songs for Delirium music tie-in English 9, R. Wheadon 12 Plan Warm-Up (1.5 classes) 1. Construct a timeline of what has happened so far in the novel (Chapters 1-5). We know Alex has asked Lena to meet him: do we think she will? What will happen? What do we think is going to happen in the next few chapters? Explain that making predictions is a reading strategy; were always trying to gure out whats going to happen next. Encourage students to jot down their ideas or speculations on post-its as they read -- even if their guesses dont come true, theyre evidence of good reading practices. 2. Read Chapter 6 aloud, comparing what happens to our initial predictions and stopping once in awhile to ask for additional predictions. Model and encourage students to contribute. 3. In their groups, have students read Chapters 7-9. Circulate and monitor. Students can read either silently in their groups, pausing to check in with the others and to make predictions, get clarication, or speculate on motives, or can read aloud as a group. Main Act (2 classes) 1. Assign each group a section of the novel. Ask them to pull out the most important section that relates to Deliriums themes. Reconvene as a class and share. Write down the quotations on the board and discuss: do we all agree these are signicant? What do they tell us? Would a person who didnt know anything about the novel get a sense of Deliriums big ideas? 2. Have students choose a section from the novel and design a cover based on the section theyve chosen (this is done individually). Revisit the dystopian covers we looked at initially; remind students that covers can be minimalistic and symbolic -- they dont need to depict a scene. Allow plenty of time for this, asking students to write their corresponding quotation and an explanation of their cover on the back of the page. Advise students to be thoughtful in font and colour choices (distribute sheet with font samples and colour symbolism). 3. Once students have nished making their book covers, put them up around the room. Note similarities and differences. Has anyone done something very different from the others? Are they all very different? Can we spot any patterns? What does this information tell us? English 9, R. Wheadon 13 Conclusion (0.5 class) 1. Music plays a huge part in this section of the novel and in Lenas transformation, highlighting the governments censorship and the power of art to take one outside of social limitations. Select a few pieces of music to bring in that relate to love or rebellion and play in class with accompanying lyrics sheets. Have students highlight any sections that make them think of Lena, Hana, or Alex -- or that remind them of Delirium in general. 2. In groups, ask students about censorship: Why would the government in Delirium want to censor certain texts and songs? Are there any texts or songs they can think of that the government would denitely censor? Is this censorship realistic? Reconvene and discuss. 3. Conversation journal: Has music ever inuenced how you feel or think? Have you ever listened to a song, album, or artist that just clicks with where you are in your life? Do you think music can be a form of protest or rebellion? What do you think about censorship? Does that happen today? Is it right or wrong? Assessment Formative: Students will receive feedback on cover creation as comments without grades. Conversation journal responses as usual. Adaptations Students still struggling to read should receive appropriate support in terms of reading strategies and instruction. Organizational sheets may help as well. Extensions Students can either continue reading Delirium or can, with laptops or iPads, go to 8tracks.com and create fanmixes of their own -- they could make playlists that tie in with the novel or the novels themes (love, control, fear) or songs that changed their lives. Research/ Resources Research into appropriate music that interests/engages students will need to be conducted with individual class. Possibilities include hip-hop (particularly for music meant to incite rebellion), rock ballads, folk music, etc. Any music that employs unconventional sounds would be especially powerful (see Lenas description of rst hearing music that has been banned) -- perhaps a band like Radiohead or Sigur Ros or a musician like Bjork. Research into the history of censorship of media may also be helpful for the lesson, if class interests tend that way. English 9, R. Wheadon 14 Book Cover Assignment So far, weve gured out some big ideas a lot of dystopian ction shares. Weve also started digging into Delirium a little and have started to make some predictions about what the novel is about and where it might be heading. Imagine you are a book cover designer working on a very tight deadline. You need to create a new cover for Delirium, but you havent had time to read the entire novel. Youve read the premise (the back cover) and one section of the book (the section you group has been assigned). Thankfully, you are also familiar with dystopian literature. Based on your section, what are the big ideas or dystopian themes you think Delirium addresses? List 2 or 3. What are some symbols that correspond to those ideas? List 2 or 3. What kind of mood do you want the font to convey? List 2 possible moods. What could you represent through colour? Check the colour symbolism sheet. List 2 to 3 possible symbols and colours. Now that youve nished with your initial impressions, choose the symbol(s), font, and colour(s) you want to use and create your cover! Please explain your choices on the back of the cover you create. English 9, R. Wheadon 15 Delirium: Character Development and Creative Writing Summary The purpose of these 5 lessons will be for students to understand the elements of character development. They will be asked to look closely to how the characters are developing throughout the novel, how their relationships change, how they interact with one another and how their personal values change throughout the course on the novel. Students will also be given a creative writing assignment that will be placed in their portfolio as a piece to their nal project. Objectives For this lesson on character development, students will be able to see how the characters of dystopian ction develop, how the author places value on certain aspects of each character and, how the characters personal values evolve throughout the course of the novel. Students will be expected to have thoughtful, meaningful conversation about the characters in the novel and to incorporate imagination and background knowledge into a creative writing assignment. Outcomes Met 1.1 reinforce or develop new understanding from what others share during a discussion 1.2 ask questions for clarication, elaboration, to qualify, or question relevance, accuracy, 1.5 listen critically and determine the effectiveness of the speaker based on the accuracy and appropriateness of the information he or she presents 3.2 show respect and sensitivity toward others and their differences when giving personal opinions 4.2 read a variety of texts including ction and literature, non-ction, and media texts from different provinces and countries 4.6 independently use a range of reading strategies (predicting, connecting, questioning, inferring) to make meaning from complex print and media texts 6.1 go beyond initial response to give more thoughtful interpretations by questioning, connecting, evaluating, and extending 7.4 evaluate the impact that text form, content, and structure have on meaning 8.2 write for a variety of reasons 8.5 integrate interesting effects in their writing (feelings and thoughts, detail, correct inconsistency, avoid extraneous detail, language choice, vocabulary, and phrasing) 10.4 demonstrate a commitment to crafting writing and other representations English 9, E. McKenney 16 Materials Excerpts from Red China Blues by Jan Wong, projector and a computer with access to YouTube, The Segment (short story) Pre-Work Ensure students have read to at least the end of Chapter 10 Prepare excerpt from Red China Blues Photocopy Character Development article for distribution Photocopy The Segment for distribution Plan Warm-Up (for every class) Each class will consist of 15 to 20 minutes of silent reading, conversation journal, or of writing prompts. Students are to be reading Delirium for the 15-20 minutes of silent reading at the beginning of each class. Students will be reminded to continue to make annotations, and to note important or confusing passage. Students will be encouraged to communicate with peers or with the instructor to help clarify any confusion. Main Act (4 classes) Lesson 1: For the rst lesson, students should be on chapter 10 but not past the end of chapter 13. To introduce character development, We will begin the class by splitting into small groups, and asking the students to think about and discuss what they know about our three most important characters: Lena, Alex and Hana. I want to know how they feel so far about: (10-20 minutes of discussion) What changes are we seeing in Lena? How is she starting to differ from Hana? Do you notice a pattern of progression in Lena? What might some of her next choices be? What has surprised you the most about Alex? Students in this rst lesson should be able to understand that, the way in which characters are developed in a story affects how we connect to the story itself. 20-30 minutes: The activity I would have them do, is create a character using the following guidelines: http://freelancewriting.com/articles/2012-character-development.php We will spend the rest of the class working on this activity. At the end of class they will be asked to hand in what they have done so far, and it will be kept in their portfolio. For the next class they will be ask to read to chapter the end of chapter 15. English 9, E. McKenney 17 Lesson 2: In lesson 2 we will begin with our 15 minutes of silent reading activities. 20-30 minutes: At the end of silent reading we will read together as a class the short story by Genevieve Valentine called The Segment. I will then have a class/group discussion on the similarities and differences that the students nd in the short story and Delirium. Students will break into groups and be asked to brain storm a list of differences and similarities between the characters and plot of the two texts. The main thing students should be able to connect about the two stories are the idea of perception. Some things for students to think about are: How do the higher powers running society in both stories, get the rest of the public to believe something? What do the things we perceive in a society, say about our own personal and moral values? 30 minutes: Once we have done so I will hand back out the character development they worked on it the previous day. The creative writing assignment for their portfolio will be explained. Students will be asked to write a minimum 2 page short story based on the dystopian ction genre. Students may choose to write their short story in parallel with the dystopian society they created in previous classes. Students must have a peer edit their rst draft and give each other detailed and constructive feedback or suggestions for the nal draft. Students are to place emphasis especially on character development. For their short story, students will be asked to use the character they had began to create in the previous class. That character is to become the protagonist in their short story. I want students to pay close attention to the personal values of the characters in Delirium and, to how they evolve throughout the story. The purpose of this assignment is for students to think creatively and to develop characters with moral and personal values, which are continuously developing in the story they write. Students will be given the rest of the class to work on this. Students will be expected to read to the end of chapter 17 for next class. English 9, E. McKenney 18 Lesson 3: 15 minutes of silent reading activities. 20-40 minutes: At this point students should be at least to the end of chapter 17 in Delirium. At this point in the novel, Lena is in full delirium and the character relationship between Lena and Alex has progressed. Though neither one can say it to the other directly, they are in love. To illuminate to students why we cant always change what we think the heart wants, even though our head tells us something differently, I will show them the Brave New Voices poem Cupid in a War Zone (this depends on the maturity of the class; its a very powerful poem but requires a relatively mature audience because of its complexity). This will be followed by a short discussion. I want to see if students will be able to understand why Lena and Alex have such a connection to one another. Students will then be given the task of predicting what they think may happen for the two next. Do star- crossed lovers always end up together? Does the real world intervene? Do things play out differently in real life than in ction? What kind of factors can complicate love? Or can love triumph over everything? 20 minutes: Students will have time to work on their creative writing short story for the rest of class. By next class students will be expected to have read to the end of chapter 19. Lesson 4: 15-20 minutes of silent reading activities. Students should read up to the end of chapter 19. 20-30 minutes: Students will be given a handout with an excerpt from the novel Red China Blues by Jan Wong. As students read the excerpt, I will ask them to think of the following questions; Does what Wong is describing in communist china, relate to the way in which people are treated in Portland in Delirium? How are the governments the same? How are the different? What are the main goals of oppression of the people? Does knowing that real world situations can seem like dystopias change how you think about dystopian ction? Do you think it makes dystopian ction more serious or important, or does it draw attention away from real world problems? I will then ask students to take a few minutes and write in their journals what they nd most compelling about the similarities or the difference of the two, one being ction, the other being real life. 20 Minutes: Students will be given the last 20 minutes of class to work on their creative writing short story. English 9, E. McKenney 19 Conclusion (1 class) 15 minutes of silent reading activities. 10-15 minutes: We will use this class to wrap up the importance of character development and discuss how many different factors go into the development of creating a well written character. It is all the little details that are put into creating a character that make him or her realistic and believable. Characters become someone that we connect with, by seeing a little of ourselves in them. When thinking about what makes us connect with certain characters, I would like students to think about a few things: Have the ever read a book or a story about a character they absolutely hate? Did that change how they felt about the novel? What about a character they love? For example, if you took Harry out of the Harry Potter series, would the books make readers feel the same way? What about The Hunger Games without Katniss? 40 minutes: Students will be given the rest of the class to work on and nish up their creative writing short story assignment.
Students are to have read to Chapter 23 for the following day. Assessment Reading and viewing, speaking and listening, writing and representing. Students will be assessed based on their in class discussion, group discussion, and creative writing assignment and journal writing. Students journals and creative writing will be assessed with feedback, not grades. Adaptations In the lesson on character development, students will have adaptation in the areas of creative writing -- they will be asked to write a shorter page limit. Students may read the chapters at an appropriate pace with the learning center in necessary. If necessary, students will be able to use graphic organizers and story boards to help with visual representation. Extensions If students nish early, they will be asked to write me an exit slip based on the novel. They will be asked to think of 2 questions that they nd puzzling up to this point in the novel. English 9, E. McKenney 20 Research/ Resources Aysha. Cupid in a War Zone. Brave New Voices. YouTube. http://freelancewriting.com/articles/2012-character-development.php http://www.castrovalleyhigh.org/ourpages/auto/2010/6/8/57458832/ Examination%20Day%20_WP_.pdf Valentine, Genevieve. The Segment. After: Nineteen Stories of Apocalypse and Dystopia. Eds. Ellen Datlow and Terri Windling. New York: Hyperion, 2012. Anthology. Wong, Jan. Red China Blues: My Long March from Mao to Now. Toronto: Doubleday, 1997. Memoir. English 9, E. McKenney 21 Creative Writing Short Story Rubric 6.1 - respond to some of the material they read or view by questioning, connecting, evaluating, and extending; move beyond initial understanding to more thoughtful interpretations 4 3 2 1 Student demonstrates multiple connections between the short story and the characteristics of dystopian fiction. Student was able to bring together their own thoughts with the short story Student demonstrates many connections between the story and the characteristics of dystopian fiction. Student brought together their own thoughts with the story a majority on the time Student demonstrates some connections between the story and dystopian fiction. Student was able to incorporate their thoughts with the story some of the time Student demonstrates a connection between the story and the characteristics of dystopian fiction. Student is having some difficulty incorporating their thoughts with the story 8.2 - use a range of strategies in writing and other ways of representing; to extend ideas and experiences; and to explore and reect on what has been viewed 4 3 2 1 Student demonstrates an excellent reflection and explores options to extend the story. Student demonstrates a strong reflection, explores many options and extends the story in a well thought out manner Student demonstrates a reflection and explores a few different options, which extends the story. Student demonstrates a reflection on the story. 8.5 integrate interesting effects in their writing (feelings and thoughts, detail, correct inconsistency, avoid extraneous detail, language choice, vocabulary, and phrasing) 4 3 2 1 Student constantly promotes character development and consistently stays with the theme of the story Student usually promotes character development and consistently stayed with the theme of the story Student somewhat promoted character development, and somewhat stayed with the theme of the story Student did not develop characters but, stayed with the theme of the story 9.4 Students gave feedback about writing and apply it to future drafts 4 3 2 1 Student gave detailed feedback during brainstorming process, and considered peer opinions and feedback Student gave detailed feedback during brainstorming process, and often considered peer opinions and feedback Student gave some detailed feedback during the brainstorming process, and sometimes considered peer opinions and feedback Student gave detailed feedback during brainstorming process, but did not consider peer opinions and feedback English 9, E. McKenney 22 Delirium: Changing Attitudes and Perceptions Summary From this lesson students will begin to grasp an understanding of what it is to have external force acting upon you, and the necessity of creating your own viewpoints, personal values and having a sense of independence. Students will question the idea of what is love, and how does it feel both in the context of the novel, as well as for themselves, as well as beginning to make personal connections to the text (i.e. how would they react to living in a dystopian society? How would they be affected?) Objectives The objective for the lesson is to have students understand the emotional component attached to living under a sense of oppression within a dystopia and how this affects, and essentially changes attitudes and opinions. Outcomes Met 1.1 reinforce or develop new understanding from what others share during a discussion 1.4 explain and advocate point of view and support it with evidence from various sources 1.5 listen critically and determine the effectiveness of the speaker based on the accuracy and appropriateness of the information he or she presents 2.1 contribute to small-group and whole class discussions using a variety of strategies for effective talk 2.2 use appropriate vocabulary, sentence structure, speed of talking, and tone for different audiences and purposes 2.6 understand how the content and message are affected by verbal and non-verbal language (repetition, eye contact, and volume) 3.2 show respect and sensitivity toward others and their differences when giving personal opinions 6.1 go beyond initial response to give more thoughtful interpretations by questioning, connecting, evaluating, and extending 6.2 support personal response to the issues, themes, and situations in texts and give personal examples and evidence from text with increasing sophistication 7.2 evaluate the relevance and reliability of the content presented 8.5 integrate interesting effects in their writing (feelings and thoughts, detail, correct inconsistency, avoid extraneous detail, language choice, vocabulary, and phrasing) English 9, S. Sherman 23 Materials Chart paper Markers Pre-Work Students will have nished reading Chapters 20-23 inclusive of the text Copies of Valedictorian for the class have been made Materials have been collected (chart paper, markers, etc.) On days of group work, seats have previously been arranged into groups Copies of Debate Rules to hand out to students Copies of Debate Assessment Guidelines for students to have as they prepare Plan Warm-Up (1 class) Students have previously completed reading chapters 20-23. Begin by reviewing the events of these chapters with the class. Ask students to consider the following questions during class discussion: 1. How does Lenas attitude begin to change about love and having the procedure from the beginning up until this point in the novel? 2. Is there a distinction between love and lust? Does Lena really love Alex? Or, does she simply want what she cant have. Vice Versa? 3. What kind of an inuence do you believe that Alex has over her? 4. What kind of an effect does thinking for herself, and making her own decisions have on Lena? After the class discussion, students will watch a video from YouTube titled Helen Fisher: The Brain in Love: http://www.youtube.com/watch?v=OYfoGTIG7pY&list=PLOGi5- fAu8bFTShPncnjmrCtuSCR5ShTW After watching the short video. Guide the students into a Think-Pair- Share activity. Model. Ask students to think about the following questions: 1. What does love do to the brain? 2. How much control does Lena have? 3. What are the choices she could make, if any? English 9, S. Sherman 24 After students have the opportunity to discuss the video with a partner, ask students to respond to the following response in their conversation journal: 1. How does love feel, or, how is it supposed to feel? What are your perceptions of it? Now that Lena has fallen in love with Alex, how does this change her perception on society, and her family? Main Act (4 classes) Class 1 Students have previously begun the process of thinking about what love is, how it affects the brain, and how Lenas perception towards love changes, as well the affect it has on the perception of society and her family. In this sense, Lena is developing a sense of independence and is branching out beyond what is seen as the justied norm for young people of her age. Students will be introduced to the short story The Valedictorian by N.K. Jemisin which focusses around many of the same elements of developing independence and beginning to branch out and think for yourself. The story will be read out loud in class and discussed. Students will be asked to pull on their prior introductory knowledge of dystopian ction what makes this story a dystopia? What kind of control is represented? What is the central fear or anxiety? After students have a grasp of the short story itself, students will be divided into groups of 4-6 students (dependent on class size). Each group will be given a piece of chart paper, and markers and asked to create a Venn Diagram in thinking about the types of choices both Lena and Zinhle make. How do they begin to branch out? How are they similar? How are they different? Students may use the backside of the chart paper to make jot notes and organize their information before lling in the diagram. These will be shared with the class and placed on the walls around the room for students to reference for the next activity. English 9, S. Sherman 25 Class Two, Three, Four In this class, students will read an article from Scientic American: http://blogs.scienticamerican.com/science-sushi/2011/10/24/ brain_chemistry_emotional_wounds/ After reading, students will be presented with the following question: If we were able to create a drug to chemically alter the way the brain reacts to emotion, should we? Students will be divided into two groups and will be required to argue either for, or against the issue in the form of a debate. Students must draw on the novel to support their responses. Students must also think about why we as a society place a value on love. Refer back to the novel, and think about why the reasons why the society in the novel has turned out the way that it has. Is there a certain kind of logic to their choices? Should we avoid feeling certain pains? Students will be given one class to prepare for the debate, and the debate will take place the next class period. While they are preparing each student should be responsible for taking his/her own notes. Students must adhere to debate rules which will be handed out to the groups while they are preparing. Conclusion (1 class) Debrief the debate with the class. What were the main points that came out of the debate? Aside from which team you were on, how do you feel about the idea of creating a drug which can alter your emotional reactions to pain? Through the reading of the short story, a comparison of characters and the texts through the use of the Venn Diagrams, and the debate, students will now be asked to make personal connections with the text. To set the scene: students have been spending time looking at characters who, essentially, have been born into a dystopia, and have always been under some type of systematic control. They, in turn, attempt to break out of that mould to nd a sense of independence, and all of the turmoil that comes along with it. Now it is their turn. Students will be handed out the handout How Would You Feel? They will be responsible for producing a one page response drawing connections between themselves and the texts. Students will be given class time to work on their response. English 9, S. Sherman 26 Assessment Students conversation journals will be collected weekly and feedback will be given to the student on an individual basis. Venn Diagrams will be formative. The debate will be assessed according to a feedback sheet. Adaptations For students who have difculty speaking out in class, on a one on one basis students will meet with the teacher and present their argument. Students who have difculty speaking during the debate may also submit the notes which they took so that their participation in the preparation in the debate is noted. Similarly, for students who have difculty reading, audio books may be used. As for writing prompts, students with difculty in articulating their thoughts in sequential and organized ways, students may write in point form. Students may also audio record their responses. Extensions If students nish an activity with time to spare, students are to continue reading in their novel. Students will also a complete an exit slip at the end of each class. Students will be asked to pose any burning questions which they may have about the novel on these exit slips. They will be read by the teacher before the next class, and will be addressed at the beginning of the next class. Research/ Resources http://blogs.scienticamerican.com/science-sushi/2011/10/24/ brain_chemistry_emotional_wounds/ http://web.archive.org/web/20060503194518/http://w3.tvi.edu/~cgulick/ roles.htm http://www.edu.gov.mb.ca/k12/cur/socstud/frame_found_sr2/g_blms/ g-15.pdf The Valedictorian by N.K. Jemisin Fisher, Helen. The Brain in Love. TED Talks. YouTube. English 9, S. Sherman 27 Lets Debate! Think about this: if we were able to create a drug to chemically alter the way the brain reacts to emotion, should we? You will be divided into two groups and will be required to argue either for, or against the above question. You are to draw on the novel to support your responses. Think about why we as a society place a value on love. Refer back to the novel, and think about why the reasons why the society in the novel has turned out the way that it has. Is there a certain kind of logic to their choices? Should we avoid feeling certain pains? Respect your peers, and their opinions! During the debate, the following rules will be put into play: 1. No put downs. 2. You must raise your hand if it's not your time to speak. Teams lose 1 point for each interruption. Teams lose 1 point for whispering while another speaker is talking. Be prepared to speak when it is your turn. Each group will have the following amount of time for each section of the debate. Remember, be clear and concise in what you have to say. Make notes, be organized. Opening statements for both sides = 3 minutes each Arguments for both sides = 3 minutes each Rebuttal conference = 10 minutes Rebuttals = 2 minutes each Preparation for closing statements = 5 minutes Closing statements for both sides = 3 minutes each English 9, S. Sherman 28 How Would You Feel? You, as grade 9 students have freedom to do whatever you wish imagine that you are going to be placed under a method of control placed into a dystopia to which you must conform, maybe even against your will. How would this make you feel? Write a one page response to this question. Draw connections between yourself and the texts we have read would you react like Lena and Zinhle? Would you panic? Why? What anxieties do you think you would experience under such control? English 9, S. Sherman 29 Debate Feedback Sheet Debating Team Name and Position: ____________________________________ Date: _______________ 1. The speakers statements clearly supported their position in the debate. 2. The speakers statements appeared to be well researched and documented. 3. The speakers addressed the opposing team and made appropriate eye contact. 4. Arguments were presented with clarity and appropriate volume. 5. Speakers were well rehearsed with minimal reliance on notes. 6. Rebuttals were specific to opposing arguments and expressed with clarity. 7. Rebuttals showed evidence of good listening skills. 8. Concluding arguments and statements were effective and convincing. 9. Speakers adhered to the rules of the debate. 10. The overall collective effort of the debate team was effective. English 9, S. Sherman 30 Additional Comments: ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ English 9, S. Sherman 31 Delirium: Personal Values and Growth Summary Previously, students have considered the ethical implications of altering the human experience of love and pain; they have also started to think through how characters and people change over time, developing and rening a sense of self. In this lesson, students will think about their personal values and their own senses of self, as a way to lead into the creation of their own dystopian society, showing that any value, no matter how noble, can be distorted. Objectives Students should leave this lesson with a clearer picture of what they believe, what they value, and who they are. They will also be able to better understand the choices Lena makes at the end of the novel. Outcomes Met 1.1 reinforce or develop new understanding from what others share during a discussion 2.1 contribute to small-group and whole class discussions using a variety of strategies for effective talk 3.2 show respect and sensitivity toward others and their differences when giving personal opinions 4.4 use text features to construct meaning and understand the text 6.2 support personal response to the issues, themes, and situations in texts and give personal examples and evidence from text with increasing sophistication Materials Chart paper, markers Pre-Work Prepare & photocopy values checklist Plan Warm-Up (0.5 class) 1. Return to students character development sheets. Remind them that a key part of knowing a character is knowing what he or she values. Break students into groups and assign each group a character from the novel (Alex, Hana, Lena, Aunt Carol, Annabel). Ask them to brainstorm three key values that those characters hold dear -- have students write down these values on chart paper with supporting quotations. English 9, R. Wheadon 32 2. Once students have nished writing their values down, post the chart paper in the room and have students complete a carousel, either adding a value, a quotation, or a comment about the character. Then go around the room and ask if each character changes over the course of the novel or stays the same. Discuss briey why some people change and others stay the same. It seems that developing as a person is linked to the ability to love, to be passionate, in Delirium. Do the students agree? Can Aunt Carol ever grow if she cant really feel? Main Act (1 class) 1. Have students individually complete the personal values checklist. What do they value? What matters most to them? How do their values impact their choices? What would they do if they were in Zinhles position? What would they do if they were Lena? (You should do a checklist as well to share!) 2. Once students have nished, have a talking circle about personal values. Ask students to share their two most important values. Encourage them to share where their values come from and why they chose these two as the most important. Also share with the students. 3. After students have shared their values, we will re-introduce the nal portfolio assignment. Students will be given some time to begin working on their portfolios or to continue reading. Conclusion (0.5 class) 1. Conversation Journal: Which character do you think you are the most like in the novel? What would you do if you were in Lenas shoes? Would you nd leaving difcult? Could you, like Alex, make sacrices to save someone you love? How do your choices reect your values? Assessment Students will receive formative feedback for speaking and listening, as well as a checkmark for each (if, indeed, they speak and listen). This, and the debate, should help prepare them for their Dystopia presentations. Conversation journals, as always, will be returned with comments. Adaptations Students should have access to dictionaries to help with understanding some of the language. Some learners may need visual organizers. Students with severe anxiety will be asked to just share the two values and need not explain (except to me and two friends from the class). Extensions Any free time will be devoted to working on student portfolios. Research/ Resources None. English 9, R. Wheadon 33 Personal Value Checklist !"#$ &' ()*" + ,*-.# /01"222 lrom thls llst of vulues, select the ten to ffteen thut ure most lmortunt to youus guldes for how to behuve, or us comonents of u vulued wuy of llfe. leel free to udd uny vulues of your own to thls llst. Achlevement lrlendshl Advuncement Eulness Lnjoyment Adventure lumlly Power Authorlty Aectlon Eellng others Prlvucy Arts Eellng soclety luclng chullenges 1he envlronment Loyulty Stublllty veulth Stutus lreedom Love Eumour Eurd work Eonesty Purlty Chunge lndeendence lnfuence Communlty Eurmony Recognltlon Resect Cometence lntegrlty Rellglon Slrltuullty Cometltlon lntelllgence Meunlng lree tlme lume Crder 1runqulllty Stublllty Conformlty Sontunelty Lxcltement Reututlon Cooerutlon Resonslblllty Nutlonullsm Luughter Eeulth Eerltuge Securlty Creutlvlty lnowledge SelfResect Leclslveness Leudershl Qulet Sllllness Lemocrucy Sohlstlcutlon Lthlcs Money 1ruth Lxcellence Nuture vlsdom Personul growth !"#$ 340' Rewrlte the to ffteen vulues you huve chosen below. Now lmuglne you cun only huve fve. Cross o the remulnders. Lllmlnute others untll you huve 05-6 "40. English 9, R. Wheadon 34 Delirium: Creating Your Own Dystopia Summary From this lesson students will pick a criticism that they personally hold from our society and communicate it through the development of their own dystopian society. Students will present their projects and speak to why they formed their society in the way that they did and what the implications of it are on the way they view the existing world around them. Objectives Students will be able to understand the concept of a Dystopia and the elements within it that place criticism on a certain society. Students will start to understand that any value, taken to the extreme can have damaging effects. Essential Questions: What are the downfalls of society today? What aspects of our society might be revealed as bad through a dystopian critique? Outcomes Met GCO 4: read widely and with understanding 4.2 read a variety of texts including ction and literature, non-ction, and media texts from different provinces and countries 4.3 explain how authors use text features to create meaning and achieve different purposes 4.4 use text features to construct meaning and understand the text 4.6 independently use a range of reading strategies (predicting, connecting, questioning, inferring) to make meaning from complex print and media texts GCO 6: respond personally 6.2 support personal response to the issues, themes, and situations in texts and give personal examples and evidence from text with increasing sophistication GCO 7: read critically 7.3 recognize increasingly complex tools authors use in their writing to achieve their purpose (organization of info, word choice, use of time, imagery) GCO 10: produce clear and effective writing and other representations 10.2 consistently use the conventions of written language in nal products 10.3 use various technologies for the purpose of communicating (video, email, word processing, audiotape, Internet) 10.4 demonstrate a commitment to crafting writing and other representations English 9, A. Bakes 35 Materials Chart paper Markers Pre-Work Students will have nished reading Chapters 24-27 at home Copies of Final Project Assignment for everyone PREZI: Creating A Dystopia Copies of Dystopia Worksheet Plan Warm-Up (1 class) Begin the lesson by summarizing the ending of the novel. Students will construct a timeline of major events in pairs and then share as a class. Ask students if they had any questions, comments or concerns (allow time for discussion). Students will write in their conversation journals to the prompt: 1. Did you nd the ending satisfying? Why or why not? 2. Looking back on your predictions were you close to the original? To give students background information and to refresh their knowledge about a dystopia society present for 20 minutes using the *PREZI: Creating A Dystopia. Students could be asked to take notes during the power point presentation. The class will then discuss the questions before beginning the project. Remind students about their previous debate: Is there a danger is placing a higher value on emotions? What are some other aspects from todays society that we place high value on? What happens when that value is corrupted? In Delirium the central fear is love; ask students to work in pairs to brainstorm some criticisms they have from todays society. Hand out nal project assignment (see attached Create Your Own Dystopia) and go over it with the class making sure to read over the rubric and clarify any questions or concerns students may have. Use Delirium to provide an example of this assignment: Love is the central fear; re-read to students some of the government documents, slogans, child poems etc. provided at the beginning of each chapter as examples of what this society looks like; ask for ve laws introduced in Delirium and discuss how this dystopian society is different from our own. The remainder of the class will be used for students to form their own groups of 3-4 and begin working on creating their own dystopian society. Circulate to make sure students are on task. English 9, A. Bakes 36 Main Act (3 classes) On Day 2, Students will begin class by writing in their journals. On the board will be the big questions for students to consider before we continue our group work: 1. What are the downfalls of society today? 2. What aspects of our society might be revealed as bad through a dystopian critique? Students will be allocated 3 classes to continue working on their dystopian society. Chart paper will be provided for students to creatively interpret how their society might look. Students are encouraged to write their 5 laws and main theme on their representation. Continuously check in with each group to keep them on task and clarify any questions. Conclusion (1 class) For the nal class students will turn in a completed representation of their own dystopia. Each group will present their nal project to the class in a 10 minute presentation. Once presentations are complete ask students to individually write a short explanation of why they created their dystopia in the way that they did. Students will hand-in their reective portfolios on the last day of the unit. Assessment Students will be assessed using Create Your Own Dystopia Rubric (see attached). Reective portfolios will be assessed using attached rubric. Adaptations Students will be encouraged to respond to their writing journals in writing, however other idea representations will be accepted: mind maps, illustrations etc. The Create Your Own Dystopia project can be completed individually if a student will be missing class time to work on the project. Students who have severe anxiety with public speaking have the option to present their dystopia at lunchtime in front of two peers and me. Extensions To extend this lesson students could peer evaluate each others dystopian projects. Students could share their portfolios with each other. English 9, A. Bakes 37 Research/ Resources Durfee, Arik. Creating a Dystopia PREZI Lesson Plan. Prezi. http:// www.teacherspayteachers.com/Product/Creating-a-Dystopia- PREZI-Lesson-Plan-208816 Ford, Katie. Create Your Own Dystopian Society. Dystopian Literature: Whats Wrong With This Picture: http:// www.d.umn.edu/~lmillerc/TeachingEnglishHomePage/ TeachingUnits/DystopianLiterature-Ford.htm Nahill, Steven. Create Your Own Dystopia. Prezi: http://prezi.com/ laisrcwyuzjp/create-your-own-dystopia/ English 9, A. Bakes 38 Dystopia Worksheet What is a DYSTOPIA? What is a UTOPIA? Name two of the classic dystopian novels written between 1930 and 1980: 1. 2. Why do you think dystopian literature has been so common throughout history? What novel seemingly opened the oodgates for young-adult dystopian literature? Name four of the young-adult dystopian novels published since the year 2000: 1. 2. 3. 4. Why do you think dystopian literature is such a popular trend among todays young adults? English 9, A. Bakes 39 Summarize at least two of the common story elements shared by most dystopian stories. What are the two most common ways dystopias are created in stories? Why do you think ctional utopias always tend to go horribly wrong and become dystopias? Name at least four of the common themes in dystopian literature. 1. 2. 3. 4. Why does the way in which a ctional dystopia was created affect the possible themes of the story? English 9, A. Bakes 40 Final Group Project: CREATE YOUR OWN DYSTOPIA
YOUR TASK: The end has come! The world as we know it and most of the people in it have been obliterated by an apocalyptic event. After the initial months and years of terror and struggle for survival, Earths survivors have banded together to create a new society. Describe what this post-apocalyptic society is like in the beginning and how it is different from the world of the past. Remember that, at this stage, this society and its government are honestly trying to do their best to save society. ______________ (value) is idolized Describe how (and why) ________________ is valued in this society. Include ceremonies, etc. related to this idolized thing. Include at least one slogan and one symbol for your new society. ______________ (value, belief, activity) is outlawed Describe what is restricted or outlawed in this society. Include one reason the Government says the outlawed thing is wrong (or impossible). The government has passed a series of laws to keep this fragile society from falling apart. Describe ve new laws that have been passed in order to keep people from obtaining what was outlawed. Explain what each law does and what problem it is intended to solve. Include punishments for having (or using or doing) this. 1. 2. 3. 4. 5. English 9, A. Bakes 41 A hundred years later, our post-apocalyptic society has become a dystopia. Injustice runs rampant, and the world has become a horric place. It could be that the laws were corrupted, unfairly enforced, or just carried way too far. Or it could be that the original apocalyptic event complicated things further. Describe what this dystopian society is like now. Include elements of dystopia (elements include: Surveillance, Fear of Outside World, Limited Freedom, Propaganda, Distrust of Nature, Believing the Current Society is Perfect, Overpowering Ruler, etc.) How can we salvage this mess that weve made? How can the world ever regain sanity? How can justice be restored? Imagine a hero or heroine or a heroic group of people (not superheroes, just heroic human beings) who could rise up against the evil dystopian government and bring the world back to the way it used to be. Explain what would need to happen in order for this dystopia to be undone. What are some possible themes that might be taught through a story about your dystopia? What messages or lessons about the real world could the readers get from this?
To present your dystopian society to the class you may use: 1. Prezi 2. PowerPoint 3. An iPad app to create a presentation 4. A poster 5. A users guide to surviving in (and rebelling against!) your dystopia Have a different idea for presenting it? Talk to me about it! English 9, A. Bakes 42 Create Your Own Dystopia Rubric Name: _________________________________ 4 3 2 1 Required Elements Includes all required elements (as described on hand- out) and is represented creatively. Includes all required elements. Includes all but one required element. Does not include all required elements. Write-Up Write-up is well written and explains explicitly the decision making process for setting up the dystopia at every stage. Write-up is well written and successfully explains a several elements of the dystopia. Clearer reasons for the choices made would help. Write-up attempts to explain elements of the dystopia. Clearer reasons for the choices would help. Write-up contains elements of dystopia. Reasons for choices are needed. Presentation Student explains project thoroughly (all required elements present) and does so clearly (eye contact, good voice projection, logical ow, reasons explicit). Student explains project clearly. Needs to remember to share all required elements. Student tries to explain project. Needs to remember to share all required elements with the class and practice clarity when speaking. Student does not present. Additional Comments: English 9, A. Bakes 43 Final Portfolio Assignment: Delirium & Dystopia Throughout this unit, you will be writing in your conversation journal as a way to delve into your ideas about Delirium and its themes, as well as the other texts we do. You will also be engaging in smaller projects, like book cover design, creative writing, debating, and constructing a personal value checklist. At the end of the unit, you will make a portfolio of all of the pieces you have worked on throughout the unit. You can collect these in a folder, on a blog, or in a binder. If you are creating a physical portfolio, please choose ve entries or items to annotate with sticky notes: reect on what you thought then and if your ideas have changed; if youre responding to a conversation journal entry, feel free to add another comment for me to read! If youre choosing to do a digital portfolio, please add your reection under the entry -- maybe as a comment on the blog. You will receive a small amount of class time to work on this portfolio, but you should try to do some work outside of class as well. If you want feedback at any point in the process, please come speak with me! Please remember to keep track of all of the items you work on throughout the unit! If youve lost all of your work, youre going to have to start from square one at the end of the unit -- which would be a disaster of apocalyptic proportions! :) Outcomes 6.1 go beyond initial response to give more thoughtful interpretations by questioning, connecting, evaluating, and extending 6.2 support personal response to the issues, themes, and situations in texts and give personal examples and evidence from text with increasing sophistication 8.2 write for a variety of reasons 8.4 use various forms of note-making for different purposes and situations 9.1 continue to use a variety of forms as well as other art forms such as visual arts, music, and drama 10.2 consistently use the conventions of written language in nal products 10.4 demonstrate a commitment to crafting writing and other representations English 9, R. Wheadon 44 Where Youve Been and How Far Youve Come: Portfolio Rubric The Portfolio Demonstrates: Target Acceptable Developing Professional Appearance Portfolio exhibits an appealing creative format, expresses well written prose with a logical progression of thought and displays excellent editing. Portfolio conveys an appealing/creative format, however minor flaws in writing or editing exist which distract from the presentation of the work. The student tries to format the portfolio in an interesting way, however there are major errors in writing and editing which highly distract from the presentation of the work. Organization Organization of the portfolio follows a theme which is logical and consistently followed organization clearly shows student`s progression toward achieving their learning goal. Organization of the portfolio follows a general theme, however some pieces may be out of place which makes the path taken towards their learning goal unclear. The student tries to organize their portfolio. Many pieces are out of order which make the progression through the portfolio choppy and student growth toward their goal is difficult to see. Originality The portfolio is comprised totally of the student`s original work. At least 80% of the portfolio is comprised of students original work. Pieces which are not student work may include exemplars which students attempted to model to some degree. Student includes mostly exemplars of what the work should have looked like. There are few pieces of original student work. Variety The portfolio demonstrates student ability across a wide range of skillsets. Portfolio only demonstrates the students capabilities in two or three skillsets. Portfolio only demonstrates students capability in one skillset. Breadth/Depth of Coverage Student demonstrates a mastery of the outcomes in a balanced manner through the pieces chosen for the portfolio. Student demonstrates competency of the outcomes throughout their portfolio, however there are still some areas which students need to work on. Student tries to demonstrate an understanding of the outcomes; however students needed to show better pieces to showcase their understanding. English 9, S. Sherman 45 Additional Comments: !!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!! !!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!! !!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!! !!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!! !!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!! !!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!! !!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!! !!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!! !!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!! English 9, S. Sherman 46