Backwards-Design Lesson Plan: English 4a british Literature – Dystopia Unit hall – N130



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Backwards-Design Lesson Plan: English 4A British Literature – Dystopia Unit

HALL – N130


Stage 1 – Desired Results

Content Standard(s):

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.


Understanding (s)/goals

Students will:

  • 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)

  • How are psychological insights especially demonstrated in 1984, Brave New World, “Harrison Bergeron” and Macbeth

  • Is the outcome of characters’ lives determined by fate, free will, or a combination of the two?

Student objectives (outcomes):

Students will be able to:



  • Analyze plot structure, conflict, characterization, theme, tone, mood, setting, and historical connection

  • Make complex inferences regarding the texts they read and provide textual evidence to support their theses
  • Determine class distinctions as illustrated in 1984, Brave New World, “Harrison Bergeron”, and Macbeth





Stage 2 – Assessment Evidence

Performance Task(s):

  • Students will see the parallels between life and literature as we move between the characters and the students’ lives

  • Students will analyze the use of sensory language and explain what effect this has on the tone.

  • Students will analyze literary elements such as foreshadowing and symbolism to anticipate future events in the literature

  • Students will make complex inferences and support with textual evidence.

  • Students will examine use of literary/rhetorical devices and the effect they have on the reader



Other Evidence:

  • Application of literary terms and rhetorical devices

  • Vocabulary (connotative and denotative) in context

  • Open-ended responses

  • Unit examination


Stage 3 – Learning Plan

Learning Activities:
  • 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

Monday:__11/3'>Monday:

10/13

Archetype Unit EXAM



Wednesday/Thursday:__10/29-30'>(Major)

Completion of Archetype Unit in 1st six weeks



Tuesday:

10/14

Dystopian Unit

Introduction

(Handout)



Wednesday/Thursday:

10/15-16

1984 Excerpts

Open-ended questions for Socratic discussion

(Handouts)


Friday:__10/24'>Friday:__10/17'>Friday:

10/17

Vocabulary 6

(spelling, part of speech, definition, antonym, write varied sentence structures using context clues)




Monday:

10/20

Work in teams to create dystopian society and design a propaganda poster

(Handouts)
Assign 2 Minute Hate Photo assignment


Tuesday:

10/21

Work in teams to complete dystopian society and propaganda poster

(Handouts)


Wednesday/Thursday:

10/22-23

Present team created dystopian society (Major)

(Handouts)
1984 Excerpt 2

Open-ended questions for Socratic discussion (Handouts)




Friday:

10/24

Vocabulary 7

(spelling, part of speech, definition, antonym, write varied sentence structures using context clues)
Assign - Doublethink


Monday:

10/27

Present Doublethink


2 Minute Hate Video and Journal Exercise

Tuesday:

10/28

“Harrison Bergeron” Short Story and Open-ended questions



(Major)

Wednesday/Thursday:

10/29-30

“Harrison Bergeron” Short-Story and Open-ended questions



(Major)

Friday:

10/31

Vocabulary 8

(spelling, part of speech, definition, antonym, write varied sentence structures using context clues)

TURN IN WRITING ASSESSMENT (Major)


Monday:

11/3

Discuss “Harrison Bergeron” Open-Ended questions


2081 presentation

Tuesday:

11/4

Introduction to Shakespeare and “The

Scottish play” (Macbeth)


Wednesday/Thursday:

11/5-6

Macbeth Act I

Discussion questions

(Lit. book & handouts)


Friday:

11/7

Vocabulary 9

(spelling, part of speech, definition, antonym, write varied sentence structures using context clues)



Monday:

11/10

Macbeth Act II

Discussion Questions

(Lit. book & handouts)


Tuesday:

11/11

Macbeth Act II

Discussion Questions

(Lit. book & handouts)


Wednesday/Thursday:

11/12-13

TUTS special presentation – Macbeth (Drama Component)



Friday:

11/14

Vocabulary 10



(spelling, part of speech, definition, antonym, write varied sentence structures using context clues)


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