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Topic/Theme: Lord of the Flies/Dystopia Time frame: 4 Weeks Class/Grade Level: 10 th grade, English
State Content Standards: (What state standards will you be addressing in this unit?) -Grades 9-10 students will analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme. -Grades 9-10 students will write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. -Grades 9-10 students will analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment. What facts and basic concepts should students know by the end of this unit?
Grace Jones
Students will be able to independently use their learning to -Understand how to cite information from a given text -Build connections between novels and films -Detect and analyze characterization and themes within texts -Speak comfortably within a classroom setting Stage 1Desired Results (Meaning)
Grace Jones
What Enduring Understandings/Big Ideas do you want students to take away from this unit? Students will understand that -Characterization is in all texts and in different text forms -Building connections within essays or journal entries is important as they develop within their academic career -Texts of different types and forms can/are interrelated
What are the Essential Questions will you use to guide the learning in this unit?
Grace Jones
Students will keep considering -Why do authors write their characters they way they do? -What is achieved through distinct characterization? -Why is dystopia such a common theme in literature and film? -What are the authors and filmmakers attempting to say about our society? -What are some common themes between these works? Stage 1Desired Results (Continued) (Meaning)
Grace Jones
Summative Assessment (Performance-based): Socratic Seminar: During our Socratic Seminar over the poem on dystopia students will actively engage in discussion on the topic and how it relates to the unit as a whole. All students will be expected to contribute to the conversation. This will be monitored both by me, the teacher, and the students in the outer circle who will evaluate the inner circle students conversations. This practice will encourage (1) student participation (2) student understanding of the text at hand and LOTF and (3) student ability to build connections between works. Dystopia short essay: This essay will serve as an introduction to the concept of dystopia and to the unit. Students will discuss as a group and then each write their own short (1-2 pages) essays on their concept of dystopia. They can use evidence from culture and from their class discussions within their essay. I will also use this essay as a way to introduce/review the idea of having an introduction, body paragraphs, conclusion, thesis, etc. within your essays. Once the students produce the work I will be able to evaluate their grasp on these concepts. Dystopian characters essay: This essay will build on the last one but will have students focus on the characters in LOTF and how these characters are affected within their dystopian world. Since a major theme of the unit is characterization, this will serve as a midway check point to see how students are understanding the characters in the novel and the characterization that Golding Stage 2Evidence of Desired Results employs in order to change/enhance those characters. Film/Novel comparison essay: After we have viewed selected scenes from The Hunger Games movie, students will be expected to write a response in which they compare the dystopian ideas in each work and how they are alike, how they are different, and what these ideas serve within the works themselves. Other Summative Assessments (selected-response, extended written response, personal communication, performance-based): Journaling: Students will journal three times a week on the previous nights readings. They will be asked specific questions in order to propel their entries into thought-provoking writings. Conferences: Students will be given in-class time to workshop for their final essay. During this time, I will sit down for 5-10 minutes with each student and question them on their understanding and help them with any questions they may have.
Grace Jones
Pre-assessments Pre vocabulary test: Over words such as dystopia, characterization, theme, and voice. This will help me gauge students understanding of these concepts. Discussion over essay organization: I will do this as a discussion so as not to make students more comfortable. I will use this to evaluate what the overall understanding of essay organization/5 paragraph essays is. For students who already have a good understanding of these concepts and of essay organization, I will try and engage them in meaningful conversations that will help them go above and beyond in their writings. Stage 3Learning Plan Intermediate Lessons & Assessments As we end the third week, I will have students write their essays on dystopian characters. This will feed off of the character charts that they have been working on throughout the reading of the novel. During the fourth and final week, students will begin prepping for their final essay, which will focus on the overall theme of dystopia, and its presence within these works. Their film/novel comparison essay will feed into this and get them ready to go more in depth on the subject. After handing the assignment prompt out on Monday, we will spend Tuesday, Wednesday, and Thursday workshopping as a means of getting the students prepared tow rite their essay. Throughout these days I will sit down with each student for 5-10 minutes and confer with them on their ideas for the final essay. This will be a means of informally evaluating where students are and getting a grasp on their understanding on the topic.
Ending Lessons & Assessments After coming up with an overall understanding of dystopia, we will delve into the novel Lord of the Flies. With this, I will have students begin to come up with character charts that discuss different characters, which will feed into a later essay on characterization. Further, during the 2nd week we will have our Socratic Seminar (see attached 2nd Lesson Plan), which will get students thinking about the connections between
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the two different works. This will help them develop not only communication but also get them thinking about the connections between works. Hopefully as we move further into the novel and watch clips from The Hunger Games, the students will begin to see how overarching of a theme dystopia is. This will feed into the novel/film comparison essay which will allow them to develop their ideas on dystopia within different works. Introductor y Lessons & Assessments I will introduce students to the Essential Questions, so that they are completely aware of where this unit is going and what its purpose is. On the first day of the Unit, we will have an introduction of dystopia which will get students interested and engaged in the topic. We will watch clips from various movies/shows that display both utopia and dystopia (to display the differences between the two concepts). I will also have students journal over what dystopia means to them and any examples they can think of, which will prep them for the next days class. The next day we will go to my First Lesson Plan (see attached), which will have students explore in their writing the concept of dystopia.
Grace Jones
Pacing Calendar
Friday
-Pre-Vocabulary test -Ppt on essay organization: this will lead to a discussion and then some partner work as they are given a wrongly formatted essay and must correct it Make changes for the next week based on the results
-Introduction to LOTF and William Golding -Watch the trailer to the movie -Thing-Pair-Share: What is dystopia? What does this word mean to you? Turn in an exit slip
-Begin discussion on dystopia -View clips from movies about dystopia and utopia -Journal Entry: How has your understanding of dystopia changed since yesterday? What is an example of one?
Lesson Plan #1 -Think-Pair-Share on dystopiaturn into a Sharing Whip -Hand out and explain the Assignment prompt -Students get into pre-chosen groups to make a graphic organizer or list of their ideas on dystopia -Each group will read their MVP from their work -Students will be given time to ask questions about the
-Students will have 20 minutes computer time to finish up their essays from yesterday (and to ask questions) -Introduction of Socratic Seminar -We will have already done a seminar this semester, but we will review what will be expected of students on Monday -Hand out
Grace Jones
10
Lesson Plan #2 -Divide students into groups, form inner and outer circle, begin Socratic Seminar -Assign first two chapters of LOTF
-Journal Entry: Opening thoughts on LOTF; what evidence so far of dystopia? -Analyze relation between poem on Dystopia and dystopia in book so far -Assign ch. 3-4
-Admit Slip: Favorite character of the book so far, and why -View clip of the Reaping in The Hunger Games -Discuss connection between works -Assign ch 5-6
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-View more clips from The Hunger Games movie -Split into groups and create a venn diagram comparing the two works -No reading assignment
-Introduce film/novel comparison essay -Discuss essay basics and expectations -Essay to be due next Tuesday -Assign Ch 7-8
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-Journal Entry: The boys fake hunt of Robert gets out of hand quickly. What does this fake hunt say about their loss of humanity? The presence of dystopian content? Computer Lab time -Ask questions and work on essays -Quick review of MLA formatting basics
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Essay Due -Begin more in-depth discussion of characterization -Think-Pair-Share: How has Jack changed through the novel? Ralph? -Assign ch 9-10
Lesson Plan #3 -Think-PairShare: How is characterizatio n important in this novel? -Sharing Whip of discussion -Discussion of Character Charts that weve been working on, further development -Hand out assignment prompt
Characterizatio n Essay due -Journal Entry: relation between characterization and dystopia within the novel -This will feed into a class discussion of dystopian characterization, looking at both LOTF and The Hunger Games -Assign end of novel
17 -Essay Workshopping -Brainstorm ideas -Discuss with partner -Exit Slip on how youre feeling about this essay
18 -Essay Workshopping -Quick rundown of MLA, other requirements -Computer Lab time
19 -Essay Worshopping -Computer Lab time -Work on Rough Draft with partner, begin to make final changes
20 -Essay Due -Review Essential Questions -Post Vocabulary Test -Introduction of next unit
-Journal Entry: Reaction to the end of the novel -Class analysis of the end of the novel, what it means
Grace Jones
-Introduce final essay on LOTF and dystopia, can use other works that weve discussed as well
Grace Jones
Your Name: Grace Jones Name of Unit: Lord of the Flies and Dystopia
Subject Area: English Language Arts Grade Level: 10th Instruction time: 45 minutes
Grace Jones
-Grades 9-10 students will write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. -Grades 9-10 students will introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.
Objective(s)
At the end of this lesson (C), students (A) will be able to identify (B) the essential concepts behind dystopian works, and will be properly prepared to respond (C) to the prompt (D). After writing their essay from the prompt (C), students (A) will have integrated (B) their in class discussion with their own ideas and will have written a well-developed short essay (D).
Differentiation
Need: havent had a lot of essay writing experience Response: If Im already aware of students who struggle with writing, I will group those students together during the group time and give them specific information to use and a more detailed prompt that includes sentence prompts and a detailed outline on
Grace Jones
how to build an essay (process). If I decide its necessary, I will also shorten the essay length in order to accommodate them (content). Need: ESL Student Response: If I had an ESL student in my classroom, I would want to frontload them with as much information as possible so that they can understand the content better. Id give the student a supplemental handout defining dystopia and breaking the concepts that the essay require down enough so that they can understand it (content). I would do this so that they are properly prepared to succeed with this assignment (readiness. For the essay portion of this lesson, I will also shorten the essay length in order to accommodate their needs (content).
Student Assessment(s)
I will informally assess students during the group work portion of this lesson. As I circle the class, I will observe the groups to ensure that everyone is participating and contributing, and to check the levels of understanding that are present. I will formally assess students once they hand in their papers on dystopia. Since this is the first writing of the unit, I think I will need to grade it more lightly but I will check for (a) understanding of the concept of dystopia (b) ability to organize an essay into clearly defined parts and (c) development of the ideas from class to the paper.
Instructional strategies/methods
Grace Jones
This lesson will feature both direct and indirect instruction. The direct portion will occur at the beginning of the class period during the PowerPoint. Since this is information that I need the kids to immediately see and process, I am presenting it in this way so that they will be better equipped to do their group work and, later, their essay. After this direct instruction, we will move on to the group work, which will be more of an indirect approach. Students will work together in order to come up with ideas on dystopia, but the PowerPoint will still be available to them, as will my a portion of my own list of dystopian concepts and ideas. I want this to be available to students so that they can reference it if need be and can access the information on their own.
Grace Jones
Your Name: Grace Jones Name of Unit: Lord of the Flies and Dystopia
Subject Area: English Language Arts Grade Level: 10th Instruction time: 45 minutes
Grace Jones
A Socratic Seminar is a structured discussion in which the teacher merely observes. There are two circles, an outer and an inner, that switch places halfway through. The inner circle students are the only ones allowed to contribute to the conversation during their time. While the inner circle is discussing, the outer circle is listening and evaluating what is happening. After the allotted time, the outer circle can give advice or praise to the students in the inner circle. After this, the students switch places. The day before this lesson I would prepare students for the Socratic Seminar by going over the rubric (see attached) and explaining to them the process. Some students may have experience with this type of discussion and some wont, therefore it is important to be explicitly clear about what is expected.
Standard(s)
1. Grades 9-10 students will initiate and participate effectively in a range of collaborative discussions (oneon-one, in groups, and teacher-led) with diverse partners on grades 910 topics, texts, and issues, building on others ideas and expressing their own clearly and persuasively. 1 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. 2 B. Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed. 3 C. Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions. 4 D. Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.
Grace Jones
Objective(s)
At the end of the Socratic Seminar, students (A) will be able to identify (B) the dystopian ideas present within the poem, which will be evident through their annotations of the poem and their discussion (D). At the end of the Socratic Seminar, students (A) will be able to determine (B) the relationship between this poem and Lord of the Flies, which will be evident through the quality of their discussion (D). Affective Objective: At the end of the Socratic Seminar, students (A) will be able to understand (B) the relationship between annotation and discussion, which will be evident through their annotation and the quality of their discussion (D).
Differentiation
Need: Shyness/unwillingness to talk in class Response: Within a Socratic Seminar, students are encouraged to question each other and do their best to give every student a chance to talk. Despite this, there are still those students who are unwilling to talk. While students who dont talk still may be docked a point or two, I would encourage them to do even MORE annotation on the poem in order to show me that they do in fact comprehend the text and I would weigh these ideas into consideration when grading them (product).
Grace Jones
Student Assessment(s)
The structure of the Socratic Seminar calls for mostly informal assessment. As the instructor, my role will just be to call time and keep track of who is speaking and who isnt (also, to keep things in line if things get out of control). Through keeping track of how many times students speak, I will be able to tell their understanding of the relationship between their annotations and the discussions. Further, after looking over their annotations of the poem, I will be able to assess if they can identify the dystopian ideas present within the poem. This, and their discussion, will also help me understand if they have made the connections between the poem and their reading of Lord of the Flies.
Instructional strategies/methods
A Socratic Seminar is an instructional strategy in and of itself. This strategy calls for a different approach to understanding a given piece of literature or text and allows for more students to comment and give their thoughts on the topic at hand. This also allows students to make the text their own; they can guide the discussion (so long as it is productive) and answer the questions they want answered. This is a form of indirect instruction, as it calls for the students to make the lesson their own, to manipulate the texts in whatever way they see fit. Give one glow/one grow is a strategy which calls for students to prepare one good thing about the discussion that occurred in the inner circle (a glow) and then one thing that could use improvement for next time (a grow). By having them think of something that could use improvement, it makes the comments less negative in nature and allows them to be more helpful.
Grace Jones
Grace Jones
between this poem and Goldings novel? Why is dystopia such a common theme in literature? What is the relationship between the narrator and the society that hes discussing.
Dystopia
Smoke pumping into the sky, A Gothic Skyline filled with black Black architecture, Dominating a brooding landscape Clanking cogs grinding, Making an inhuman scream People walking silently, In black uniform lines No individuality survives, Everyone dressed the same, skin pale to the eye Morbidly cold to the touch,
Mere machines Blackness permeating everywhere, Flesh providing no warmth I dream of what the world could have been like, Full of colour and life, full of creativity and uniqueness No place to voice my ideas, Dangerous ideas crushed by those in control Part of one collective mind, Merely a subjugated citizen!
Josh Gibbens
Use the following rubric as a guide for you to evaluate the Inner Circle. You can write names in the boxes where you think different people belong, or you could just use these ideas as something to keep in mind when you write your glow/grow. Remember, a glow is something that was done well. It can be about a specific person, or the whole group. A grow is something that was done just OK but theres room for improvement. This should focus on the group discussion as a whole, and not one person. GLOW: GROW:
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Participation is Outstanding
Participant offers enough solid analysis, without prompting, to move the conversation forward Participant, through his/her comments, demonstrates a deep knowledge of the text and the question Participant has come to the seminar prepared, with notes and a marked/annotated text Participant, through his/her comments, shows that he/she is actively listening to other participants She/he offers clarification and/or follow-up that extends the conversation Participant's remarks often refer to specific parts of the text Participant offers solid analysis without prompting Through his/her comments, participant demonstrates a good knowledge of the text and the question
Grace Jones
Participant has come to the seminar prepared with notes and/or a marked/annotated text Participant shows that he/she is actively listening to others. She/he offers clarification and/or follow-up Participant offers some analysis, but needs prompting from the seminar leader and/or others Through his/her comments, participant demonstrates a general knowledge of the text and the question Participant is less prepared, with few notes and no marked/annotated text Participant is actively listening to others, but does not offer clarification and/or follow-up to others' comments Participant relies more upon his/her opinion, and less on the text to drive his/her comments Participant offers little commentary Participant comes to the seminar illprepared with little understanding of
Participation is satisfactory
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the text and question Participant does not listen to others, offers no commentary to further the discussion
Reconfigured rubric based on Adams@studyguide.org
Your Name: Grace Jones Name of Unit: Lord of the Flies and Dystopia
Subject Area: English Language Arts Grade Level: 10th Instruction time: 45 minutes
Grace Jones
Standard(s)
Grades 9-10 students will analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme. Grades 9-10 students will cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Grades 9-10 students will write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
Objective(s)
At the end of this lesson (C), students (A) will be able to identify (B) phrasing and actions that create characters, which will be evident through their character charts and essays (D). At the end of this lesson (C), students (A) will be able to reflect (B) on the concept of characterization and its purpose within text, which will be seen through their essay (D).
Differentiation
As students work on developing their essays, there may be some who havent paid attention as weve gone through the novel or who havent read the entirety of the readings. For these students, Im going to
Grace Jones
want to talk with them and gauge their understanding thus far. If they really are not ready for this essay and the level of comprehension it requires, I might have them just turn in a more detailed version of the character chart, or perhaps an outline on their favorite character within the novel.
Student Assessment(s)
The essay that students turn in for this will be both summative and formative. During the first two weeks of the Unit, students worked on their character charts and developed their concepts of characterization within the text. Since this essay is a summarization of their understanding and learning of characterization, it is summative so that I can understand where students are at in their comprehension. It is also formative since students will still build off of this in the next week when they write their final essay. They may want to reference some of the ideas they use in this essay as they workshop and develop their final writing.
Instructional strategies/methods
Think-pair-share: I will start the class with a question asking them how characterization comes into play in Lord of the Flies and other novels theyve read. They will then pair off and discuss their answer and one student from the pair will share with the class what their thoughts are on the concept. This lesson will involve a lot of direct instruction as I model my character chart and we add to it together. After this, we will get into a discussion of the essay based off of the prompt that I hand out. I will
Grace Jones
want to make sure students are properly prepared to begin working on their essays that evening after class. Then, the next day, they can come in with any questions they may have.
Grace Jones
(Assignment Sheet for Lesson #3) Characterization within Lord of the Flies Mini essay: due in two class periods You have already been working on your character charts about the characters in William Goldings Lord of the Flies. These charts are going to be what you want to use to guide you as you write this next essay. Understanding characterization is key in understanding how things play out in LOTF. The personalities of each character help define why things end up the way they do. Keeping this in mind, you need to develop a 1-2 page essay that focuses on one character. Once you decide which character you want to write about, think about the following questions: -What is his personality? -How does his personality change through the course of the novel? -What are some words or phrases that help characterize this character?
Grace Jones
As you think about these questions, find specific quotes from the book that help your argument on the importance of characterization within the novel. Try and develop your ideas on characterization and how the characters differences effect the course of the novel. While yes, this paper is only 1-2 pages, make sure that you fully develop your ideas and organize them in an understandable way.