Unit Map & Calendar
- 1. Dystopian Literature Unit Plan Calendar Day One Day Two Day Three Day Four Day Five Introduction to Dystopian Literature Book Talk on Texts for Lit Circles Rate books (Teacher will divide into Lit Circles based on ranks) Dystopian Literature Review Divide into Lit Circles Lit Circle Instructions In-Class Reading Time (Chapters 1-2) (Individual Reading) Mini-Lesson on Lit Circle Roles/Discussion Groups create Lit Circle Reading Calendar and assign Roles In-Class Reading Time (Group Reading) Dystopian Lit Quiz (15 Min.) Philosophical Concepts Mini- Lesson (Beginning – general ideas) Lit Circle Group Discussions: What Philosophical Concepts are in the texts being read? Philosophical Concepts Mini- Lesson (Cont.) Intro Discussion/Debate of Concepts (Day 8, if appropriate for class) Lit Circle Group Discussions In-Class Reading Time (If time, Group Reading) Day Six Day Seven Day Eight Day Nine Day Ten Contrast and Contradictions Mini-Lesson Lit Circle Group Discussions In-Class Reading Time (Individual Reading) Tough Questions Mini-Lesson Lit Circle Group Discussions In-Class Reading Time (Group Reading) Class Discussion & Debate: Philosophical & Political Concepts in Lit Circle Texts **Ifdebate is not appropriate for class, In- class reading day, either groups or individual** Words of the Wise Mini- Lesson Lit Circle Group Discussions In-Class Reading Time (Group Reading) Introduce Final Project (Book Talk PPT.) Lit Circle Group Discussions In-Class Reading (If time, Individual Reading) Day Eleven Day Twelve Day Thirteen Day Fourteen Day Fifteen Book Talk Mini-Lesson (What needs to be in final presentations) Lit Circle Group Discussions In-Class Reading Time (If needed, Individual Reading) In-Class Reading Day to finish novels if needed OR Work Day for Final Project Presentations (Conference with students) Work Day for Final Project Presentations (Conferencing with students) Work Day for Final Project Presentations (Conferencing with students) Final Project Presentations
- 2. Dystopian Literature Unit Map Understandings Objectives Assessments Standards-based concepts and skills to be addressed Strategies & best practices to teach skills and concepts Instructional resources Notes/Adaptations for Special Needs Students 1. Unit will provide an understanding of basic philosophical and political concepts 2. Unit will teach students sign posts and encourage close reading and analysis while reading 3. Unit provide students with a way of thinking about political issues they are learning about in American History in a realistic light - Students will be provided with a basic knowledge of Dystopian Literature - Students will learn about political and philosophical concepts that can effect a society - Students will learn to discuss and debate sensitive topics in a polite and positive manner - Students will discuss Tough Questions and analyze how characters might respond to them - Students will analyze characters and plot by utilizing close reading strategies (Sign Posts) 1. Literature Circle Role Preparation: Will be checked daily during group discussion/in-class reading time. Roles will hold students accountable for reading as well as provide them with discussion material. It will also encourage students to do a closer reading of the text and to think critically about what they are reading 2. Dystopian Literature Quiz: Quiz will be given to check for student’s understanding of the genre. The quiz IRA/NCTE Standard 3: Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. InTASC Standards Standard #4: Content Knowledge The teacher understands the central concepts, tools of inquiry,and structures of the discipline(s)… CC.1.2.11-12.B: Cite strong and thorough textual evidence to support analysisof what the text says CC.1.2.11-12.G: Integrate and - Lit Circle Roles Handout - Reading calendar/schedule for individuals in Literature Circle Groups - Discussion Rules Handout for individuals and for whole class - Mini-Lessons on Sign Posts: - Contrast and Contradictions -Aha Moments -Words of the Wise - Mini-Lessons: - Book Talks - Philosophical Concepts - Dystopian Literature - Notice and Note by Beers and Probst - When Kids Can’t Read by Beers - Divergent by Veronica Roth - The Giver by Lois Lowry - The Hunger Games by Suzanne Collins - Philosophical Concepts Handout (created by Aileen Weaver) - Computer and projector - Mobile Computer Lab/Computer Lab - Teaching Reading (ENGL 323; IUP, Fall 2015; Dr. Emily Wender) - One on one partner discussions with handouts - Whole Class discussions to clarify topics and content - Handouts for mini- lessons and content discussions - Conferencing with students during group discussions to check- in on individual reading and understanding - Extra time and individual conferencing to work on Final Project - In-depth Handouts for Philosophical Concepts & make PowerPoint Presentation out of class for students to review
- 3. - Students will discuss howWords of the Wise might effect a character’s decision throughout the novel - Students will discuss and analyze character’s Aha Moments and how these moments change a plot - Students will discuss Contrasts and Contradictions in character’s actions and in events throughout the story and analyze how they may affect the plot - Students will work as a group to present a persuasive presentation on their novel to their classmates -Students will learn how to utilize Literature Circle Roles to create conversation and closely read a text includes a short answer in which the students will be asked to describe their own utopia, and how the utopia could become a dystopia.This provides time for students to think critically about why an authormight write a dystopian text. 3. Group Book Talk Presentation: The presentation will be five to ten minutes about the text students have read in their literature circles. It provides students with the opportunity to describe what they have learned while reading the novel. Students will also be encouraging classmates to read the book they are presenting on, in turn getting the other students to read their novel. evaluate multiple sources of information presented in different media or formats. CC.1.3.11-12.A: Determine and analyzethe relationship between two or more themes or central ideas of a text CC.1.3.11-12.B: Cite strong and thorough textual evidence to support analysisof what the text says CC.1.3.11-12.C: Analyze the impact of the author’s choices CC.1.3.11-12.K: Read and comprehend literary fiction on grade level, reading independently and proficiently. CC.1.4.11-12.C: Develop and analyzethe topic CC.1.4.11-12.F: Demonstrate a grade appropriate command of the - Discussion on Philosophical and Political Concepts in Lit Circle Books - Reading Notebooks/Lit Circle Role Preparation out of class while reading - Rubric for Final Project Presentations - Rubric for Discussion/Lit Circle Role Prep -Literature Circles: Voice and Choice in Book Clubs& Reading Groups by Harvey Daniels Online Resources: - Corbett Harrison
- 4. conventions of standard English CC.1.4.11-12.H: Write with a sharp distinctfocus identifyingtopic, task,and audience. CC.1.4.11-12.K: Write with an awareness of the stylisticaspects of composition. CC.1.5.11-12.A: Initiate& participate effectively in a range of collaborative discussions