Final+Project

= Introduction to Dystopian Literature =
 * Time: Five 60-minute class periods**
 * Grade: 12**

__Reading (Literature), Grades 11-12__ 1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. 2. Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text. 3. Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama. __Writing, Grades 11-12__ 6. Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information. 9. Draw evidence from literary or informational texts to support analysis, reflection, and research. __Speaking and Listening, Grades 11-12__ 1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. a. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas. b. Work with peers to promote civil, democratic discussions and decision-making,set clear goals and deadlines, and establish individual roles as needed. c. Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives. d. Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task 2. Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data. 4. Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development,substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks 5. Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. __Language, Grades 11-12__: 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. 4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11–12 reading and content, choosing flexibly from a range of strategies. 6. Acquire and use accurately general academic and domain-specific words and phrases,sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression. __Technology Literacy Standards, Grades 9-12__ 1.38 Use HTML or Web-authoring tools to create, edit, and publish well organized Web sites with effective navigation 2.9 Evaluate the authenticity, accuracy, appropriateness, and bias of electronic resources, including Web sites. 2.10 Analyze the values and points of view that are presented in media message 3.1 Devise and demonstrate strategies for efficiently collecting and organizing information from electronic sources. 3.6 Use a variety of media to present information for specific purposes (e.g., reports, research papers, presentations, newsletters, Web sites, podcasts, blogs), citing sources. 3.7 Demonstrate how the use of various techniques and effects (e.g., editing, music, color, rhetorical devices) can be used to convey meaning in media. 3.8 Use online communication tools to collaborate with peers, community members, and field experts as appropriate (e.g., bulletin boards, discussion forums, listservs, Web conferencing)
 * Standards Addressed:**

Students will be able to….
 * Objectives**:
 * 1) Define “dystopia” and identify examples of dystopian works.
 * 2) List characteristics of a dystopia and identify examples in dystopian works.
 * 3) Identify and explain author’s purpose in specific texts, as well as the overall purpose of dystopian works in a given society.
 * 4) Use Web 2.0 tools to enhance learning, collaboration and communication of ideas.
 * 5) Work collaboratively in groups to enhance understanding and teach peers.


 * Essential Questions**:
 * 1) What do dystopian visions of the future reveal about society?
 * 2) What are the common characteristics of a dystopia?
 * 3) How are language and images used to influence perception?

__ **DAY ONE** __
 * Daily Objectives:**
 * 1) Students will be able to define "dystopia."
 * 2) Students will be able to identify dystopian characteristics in film clips.
 * 3) Students will consider the purpose(s) of dystopian works.


 * Preview / Do-Now:**
 * Video Clip:
 * Distribute the following handout:media type="custom" key="10279749"
 * Explain that we will be viewing a clip from //WALL-E//, an animated film set in the future.
 * Film clipmedia type="custom" key="10279861":
 * As they watch, students take content/response notes on what they notice about this vision of the future (Part One on handout).


 * Opening:**
 * Explain that //WALL-E// is an example of a //dystopia// - a dark vision of the future.
 * Review objectives for the week and the day.


 * Direct Instruction & Modeling / Class Notes:**
 * Review film clip:
 * Having watched the clip, students summarize what they noticed, considering filmmakers' purpose (Part Two on handout).
 * Pair/Share: Students discuss what they noticed with a partner.
 * Discuss students' observations as a class. A student volunteer records responses on the board. Students add to their notes in a different color.

media type="custom" key="10279955"
 * Prezi:
 * Use Prezi to introduce the definition and characteristics of a dystopia.
 * Students should annotate and take response notes during the Prezi (Part Three on handout).


 * View //WALL-E// clip again.
 * As a class (with teacher guidance) students identify dystopian characteristics in //WALL-E// clip. A student volunteer records responses. Students add to original notes (possibly in a third color).


 * Independent & Group Work:**
 * Explain that students will view a new clip and repeat the same activity.
 * Using the final portion of the Prezi, students view and identify dystopian characteristics in //1984//clip.
 * Pair/Share: Students discuss what they noticed with a partner.
 * Discuss students' responses as a class. A student volunteer record responses on the board. Students add to their notes in a different color.
 * Take questions.


 * Closure:**
 * 3-2-1 "Ticket to Leave"
 * Three important things you learned about dystopias
 * Two things the film clips had in common
 * One question you still have


 * Homework:**
 * Blog post: Students find their own dystopian film clips and embed them in a post on their student blogs. Below the clip, students write a response, which must include a summary, the dystopian characteristics they noted, and a consideration of the filmmakers' purpose. Finally, students mst comment on two classmates' posts.

**__DAY TWO__**


 * Daily Objectives:**
 * 1) Students will be able to identify dystopian characteristics in short stories.
 * 2) Students will develop their understanding of the purpose(s) of dystopian works.
 * 3) Students will use Crocodoc to annotate a text.
 * 4) Students will use an online communication tool (Voicethread) to collaborate with peers (homework).


 * Preview / Do-Now:**
 * Free-write & Pair/Share:
 * Students write for five minutes in response to the following prompt:
 * Based on the three film clips you viewed yesterday, what points do you think the film-makers were trying to make? What might their purpose(s) have been? What techniques did they use to achieve this purpose? How effective were they?
 * Pair/Share: Students discuss their responses with a partner.


 * Opening:**
 * Briefly discuss responses to Do-Now, encouraging students to identify specific purpose(s) and effect(s).
 * Point out that creating a dystopia is a type of rhetorical strategy.
 * Review daily objectives, explaining that we will continue our discussion of dystopias by shifting from film to literature.


 * Direct Instruction / Class Notes:**
 * Distribute laptops.
 * Direct students to the class blog, where they will find links to the full text of four short stories:
 * [|Harrison Bergeron]
 * [|2BR02B]
 * [|The Pedestrian]
 * [|There Will Come Soft Rains]
 * Students are assigned to a story and upload it to Crododoc.
 * Using the first paragraph of "Harrison Bergeron" as an example, model / review how to use Crocodoc to annotate a text. Urge students to use Vocabulary.com to look up unfamiliar words.
 * Instruct students to focus annotation on author's purpose, techniques and effects.
 * Take Questions


 * Independent Work:**
 * Using Crododoc, students work independently to annotate their assigned stories.
 * As they work, circulate throughout the room, addressing any issues with technology, text, or assignment.


 * Closure:**
 * Lead a brief discussion of what worked and what challenges presented themselves.
 * Review the use of Voicestream, pointing students to links on class blog to Voicestreams for each of the short stories.
 * Take questions.


 * Homework:**
 * If students did not have time to finish annotation in class, this must be finished for homework //before// the voicestream.
 * Voicestream:
 * Each short story group has a separate voicestream.
 * Students must leave audio responses to the following questions:
 * 1) What dystopian characteristics did you notice in your story? Be specific.
 * 2) What might have been the author's purpose? Support your response with one or two details from the text.
 * 3) What connections can you make between this dystopia and our society today?

__ **DAY THREE** __


 * Daily Objectives:**
 * 1) Students will further develop their understanding of the purpose and techniques of dystopian works.
 * 2) Students will collaborate with peers to complete a task.
 * 3) Students will use an online presentation tool (Glogster or Prezi) to create a presentation for their classmates.


 * Preview / Do-Now:**
 * As they come in, students sit in one of four groups, according to their short stories.
 * Students use laptop to listen to / review their Voicethreads from the previous night.
 * As a group, students identify the two most interesting / important points from Voicethread to share with the class.


 * Opening:**
 * Review the today's objectives.
 * Go around twice and ask each group to share one of the points identified in the Do-Now.

media type="custom" key="10292243"
 * Direct Instruction & Modeling:**
 * Hand out assignment for group project and read through it with the students, explaining and taking questions.
 * Students will have two class periods and two nights at home to complete the project.
 * The project will call for collaboration between group members.


 * Review project expectations and grading rubric.
 * Show examples of Prezis and Glogs.
 * Take questions.


 * Independent & Group Work:**
 * Students review the assignment together in their groups.
 * Students allocate responsibilities and assign tasks. (Because they are seniors, students should be able to do this on their own. Help if necessary.) Encourage students to select according to talents and interests.
 * Students set a goal for the day and begin working on the project.
 * As they work, circulate throughout the room, offering clarification and helping groups maintain focus.


 * Closure:**
 * Students agree upon homework assignments to work towards the completion of the project.
 * "Ticket-to-Leave"
 * Students write down questions and/or concerns they have regarding the project.


 * Homework:**
 * Students decide on a tasks for the project to be completed for homework. Each student must post on his/her blog with an update of what he/she accomplished in class and as homework.

__**DAY FOUR**__**:**


 * Objectives: **
 * 1) Students will further develop their understanding of the purpose and techniques of dystopian works.
 * 2) Students will collaborate with peers to complete a task.
 * 3) Students will use an online presentation tool (Glogster or Prezi) to create a presentation for their classmates.


 * Preview / Do-Now:**
 * Students sit in their groups and go around sharing what they completed for homework.


 * Opening:**
 * Review the day's objectives.
 * Go over some of the questions / concerns from yesterday's ticket-to-leave.
 * Remind students that today is the last day for working in class on their Glogs / Prezis.
 * Review the project grading rubric.
 * Take questions.


 * Independent & Group Work:**
 * Students set a goal for the day and continue working on the project.
 * As they work, circulate throughout the room, offering clarification and helping groups maintain focus.


 * Closure:**
 * Instruct students to allocate responsibilities / assign tasks to ensure the Glog or Prezi will be ready for the following day.
 * "Ticket-to-Leave"
 * Students write an assessment of how effectively they worked in groups.


 * Homework:**
 * Glog/Prezi must be complete and ready to present by the beginning of class tomorrow. Students must post presentation to their blogs, and a volunteer must post a link to the class blog.

__**DAY FIVE**__ **Student Presentations**