Day 3
Day 3
Day 3
Lesson Purpose(s):
1) By citing textual evidence to illustrate the presence of
these dystopian characteristics, students will practice
using the text to support claims.
2) By more closely examining the methods used by other
authors to create their dystopian worlds, students can
begin to think about how their own writing styles and
methods compare as they look toward writing their own
dystopian short story.
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A good source when talking about what authors do to create their dystopian worlds and will be helpful when
students begin writing their own dystopian stories: How to Build a Dystopian World. Retrieved April 19, 2020, from
https://nybookeditors.com/2016/02/how-to-build-a-dystopian-world/
Input/direct instruction
What kind of information Most of the direct instruction will have taken place prior to this
must I provide so students lesson. Students will be pulling from previous instruction on the
can meet the objective? characteristics that define a dystopia as well as the elements that
make up a story's exposition.
Prior to this lesson, I will also have taught them about pulling
textual evidence from the text and citing it to support claims.
Modeling (I Do)
What ways might I show the As we move into Part III of the “Creating Dystopian Worlds”
students the process or skill? handout, I will model an example for the students using “The
What errors and Veldt,” another Bradbury text they will have read previously in
misunderstandings do I the course. As I go through the process of identifying the
anticipate? How might I characteristic and citing the textual evidence that supports it, I
correct them? will vocalize my internal dialogue so students can follow along
and copy the example on their own handout.
EXAMPLE:
Dystopian Textual Support How Do You Know?
Characteristic(s)
Notes: This lesson was adapted from a lesson I originally created to compare Bradbury and
Collins (the beginning of F451 and The Hunger Games) for an interview with CECFC.
Time and Space: 94 minutes; Desks will be adjusted to accommodate four groups
2
Dewey (2015)
3
Langer (2011)
4
The idea to replace traditional reading quizzes with discussion board posts serves multiple purposes: discussion
boards allow for more discussion in general, and provide students with a chance to continue conversations started in
class as well as start new conversations on the topics of their choosing in a setting that might be less stressful and
give less assertive students a chance to have their voice heard (Walsh-Moorman, 2016). Additionally, switching out
reading quizzes for discussion boards aligns with my goal to have this unit be strongly discussion-based, and
students will still be held accountable for completing the assigned reading.
Materials: Journal Prompt Ppt, Creating Dystopian Worlds handout, Discussion Board #1
Assignment, Discussion Board Grading Rubric
Logistics/Ops
Materials: Journal Prompt Ppt, Creating Dystopian Worlds handout, Discussion Board #1
Assignment, Discussion Board Grading Rubric
Space: Desks will be adjusted to accommodate four groups
Activity Time Description: What will I do? What will students do?
Review: How can I formatively assess that students met the
learning targets while getting them to capture their thinking?
Read novel 20 min I will read aloud while the students follow along.
Students should be working on their Part 1 Annotations
Assignment as they come across particularly effective uses of
literary devices.
Explain and 10 min ● Explain the logistics of using the discussion board
Assign platform.
Discussion ● Distribute grading rubrics and go over the requirements
Board #15 ● Distribute Discussion Board #1 assignment and answer
any questions.
Exit Ticket 0 min Part IV of “Creating Dystopian Worlds” handout will serve as
today’s exit ticket.
5
Note: Specifics in terms of what discussion board platform will be used and the amount of extra credit to be issued
on the discussion board assignment would be determined by the specific school I would be teaching in.