Backwards-Design Lesson Plan: English 4A British Literature – Dystopia Unit
HALL – N130
Stage 1 – Desired Results
The students will…
ELA.12.1B analyze textual context (within a sentence and in larger sections of text) to draw conclusions about the nuance in word meanings.
ELA.12.2C relate the characters, setting, and theme of a literary work to the historical social, and economic ideas of its time.
ELA.12.5B analyze the moral dilemmas presented in works of dystopian literature as revealed by the underlying motivations and behaviors of the characters and setting.
ELA.12.13B structure ideas in a critical/analytical way (e.g., using outlines, note taking, graphic organizers, lists) and develop original works (a dystopian society) that illustrate rhetorical devices to convey meaning.
ELA.12.26 Listening and Speaking/Teamwork. Students work productively with others in teams to create a dystopian society. Students will continue to apply earlier standards with greater complexity. Students are expected to participate productively in teams, offering ideas or judgments that are purposeful in moving the team toward goals, asking relevant and insightful questions, tolerating a range of positions in decision-making, and evaluating the work of the group based on agreed-upon criteria.
Become more confident in their abilities to locate literary and rhetorical devices in literature and analyze the effects created through the use of these devices.
See the world through realistic lens; compare fate vs. free-will
Understand literary techniques
Become confident in their abilities to locate literary devices found in literature and explain the effects created through the use of these devices.
Essential Question(s) :
What are the implications of psychological insights into the characters? (character analysis)
Participate in Socratic discussion including elements of characterization, plot development, effective use of rhetorical and literary devices, historical environments that impact the cause/effect relationships developed in the literature: 1984, Brave New World, “Harrison Bergeron”, and Macbeth
Identify and analyze the effects of figurative language, sensory language, and diction throughout the works and compare/contrast the use of these rhetorical/literary devices within the literature
Note: Assignments and Due Dates are subject to change depending on student progress/needs