Reflection: Unit Planning Dystopian Fiction as Social Commentary - Section 3: Individual Research/Evidence Gathering


This unit has a pretty easy connection to the past unit of study, but I always struggle to make sure that really great learning or work that students do in one unit doesn't become isolated to that one unit. 

For example, the blog posts. These were such a great part of the unit we just finished and I want to make sure that students recognize the great thinking and discourse that happened in those blogs. This is part of the reason I brought the Chromebooks into class today. Additionally, I want students to realize that they can pull from their own thinking when coming to the synthesis stage of writing/thinking in a new unit. Many of them have a good beginning for their essay in their blog posts.

It was good for me to be able to wander around while students were working on the computers this morning to point some of those things out. Which leads to the best way to make sure that your units flow nicely one to the next, which is to celebrate the learning by highlighting it and then building on it. We are luck with the ELA standards that so much of what we do spirals from one day to the next. As teachers, we need to sometimes take time to help students see how they are building a set of skills, not finishing an assignment then being done with that kind of thinking forever. 


  Connecting Units
  Unit Planning: Connecting Units
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Dystopian Fiction as Social Commentary

Unit 15: Argument: Analyzing and Creating Social Commentary
Lesson 1 of 9

Objective: SWBAT gather evidence to support interpretation of polemics in their choice novels by working with peers to generate summaries and interpretations about each of their choice novels.

Big Idea: As we transition to a new unit, we will spend time looking at the social commentary utilized in dystopian novels.

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