Reflection: Perseverance Dystopian Elements Overview - Section 2: Individual Book Club Prep Time

 

I am really glad that I included this work time today. As mentioned in yesterday's lesson/overview of my structure for this unit as a whole, but teaching colleagues and I REALLY wanted to make sure that this unit was successful because we all love these books and we know that the students will love them too as long as they persevere. By building in class time to support this perseverance, think we are going to have better discussions overall. 

After I wandered the room today, I am even more convinced that this work time was needed. Students were asking really great questions about their books and the requirements of their roles. I had a long conversation with two of my Handmaid's Tale allusionators about the inclusion of certain Biblical passages in their novels. I also had a great conversation with a student who was working on creating a propaganda poster for Brave New World. By being able to walk around and check for student understanding, I had a greater sense of who has been reading and was able to help students who have been trying really hard to "get" their books, but who needed a little one-on-one dialogue before presenting their ideas to their peers. 

  Individual Assistance
  Perseverance: Individual Assistance
Loading resource...
 

Dystopian Elements Overview

Unit 14: Literary: Dystopian Fiction Literature Circles
Lesson 4 of 13

Objective: SWBAT determine themes of dystopian literature and analyze how these themes are developed by participating in class discussion.

Big Idea: As we prepare for our first official text-based discussion on our dystopian novels, we will take note of the common elements for this genre.

  Print Lesson
5 teachers like this lesson
bigbrother
 
1
2
3
4
Similar Lessons
 
Stereotypical and Iconic Images Depicted in Drama: Baseball and the N-Word in Fences, Act 1 Scene 1
9th Grade ELA » Fences: Character and Theme Analysis in Drama
Big Idea: How do the images of America's favorite past time and racial stereotypes impact the disempowered?
  Favorites(10)
  Resources(49)

Environment: Urban
Donna Fletcher
 
Analyzing Character’s Influence on Theme in Night, Chapters 1-6
10th Grade ELA » What It Means to be Human
Big Idea: Is a character influenced by theme, or is theme influenced by character?
  Favorites(3)
  Resources(10)
Independence, MO
Environment: Suburban
Lindsay Thompson
 
Who is Esperanza and what shapes her identity in "The House on Mango Street"?
9th Grade ELA » The Search for Identity: "The House on Mango Street"
Big Idea: Point me to it! Students work together to figure out the point of the book and answer its essential question.
  Favorites(10)
  Resources(22)
Bel Air, MD
Environment: Suburban
Paula Stanton
 
Something went wrong. See details for more info
Nothing to upload
details
close