Reflection: High Quality Task Dystopian Elements in Our World (Day 1 of 3) - Section 2: Dystopian Elements in Our Modern World: Film Overview and Viewing

 

There is nothing quite so frustrating as being derailed by technology. I had the kids so pumped for watching the movie and had really established the kind of thinking/analysis I wanted of them through their analysis of the film and then...my computer totally froze. It didn't just freeze, it shut down completely. So, my teaching partner, the student teacher and I all worried over the computer and projectors for ten solid minutes (there is probably a joke to be made here about how many teachers it takes to show a movie...).

What I had established as a high quality task, something I am always very mindful to do when taking time to do what has often been a fluff activity (i.e. showing a whole movie) in schools, was derailed by an electronic device.

It wasn't a total debacle. We were finally able to get the movie started and had a nice conversation at the end of class about what we saw, but I will likely have to build in extra time to make sure we finish the film next week. I still think it is totally worth the time to do this, but I wish that my great plans were less impacted by devices and tools that are always so fickle. 

  Technology Woes
  High Quality Task: Technology Woes
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Dystopian Elements in Our World (Day 1 of 3)

Unit 14: Literary: Dystopian Fiction Literature Circles
Lesson 8 of 13

Objective: SWBAT analyze the representation of a subject in two different artistic mediums taking note of what is emphasized or absent in each by comparing a modern dystopian film to their choice novels.

Big Idea: We are reading the granddaddy novels of the dystopian genre. Now it's time to see how their ideas morphed, changed, grew into modern ideas about dystopia.

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tayando islands
 
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