Dystopian Elements in Our World (Day 2 of 3) + Book Club Three Preparations

3 teachers like this lesson

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. SWBAT draw evidence from literary text to support analysis and reflection by completing individual tasks to prepare for group discussions.

Big Idea

A little bit of work time + a little bit of viewing/analysis = fantastic immersion in dystopian subject matter

Lesson Author

Jessica Keigan

Thornton, CO

Grade Level

Tenth grade

Subjects

English / Language Arts

Literature

Writing

Listening and Speaking

Reading

World Literature

Standards

RL.9-10.3

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.

RL.9-10.4

Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).

RL.9-10.7

Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment (e.g., Auden's "Musée des Beaux Arts" and Breughel's Landscape with the Fall of Icarus).

RI.9-10.6

Determine an author's point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.

W.9-10.9

Draw evidence from literary or informational texts to support analysis, reflection, and research.

SL.9-10.1c

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.

L.9-10.3

Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

L.9-10.5

Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

Book Club Meeting Three Preparation

20 minutes

Similar to the past few prep days, I will give students a short amount of time to work on preparing their new roles for their book club meetings tomorrow. At this point, students will be working on their third role of the four they must complete. As always, I will ask them to focus on the skill of drawing evidence from their texts to support their analysis and reflections (W.9-10.9)

The roles are as follows:

Team Leader: Guides discussions by creating prompting questions based on three significant quotes/passages from assigned reading (SL.9-10.1c).
Allusionator: Find three quotes/passages that represent allusions to history, art, literature, etc and provides analysis for each. (L.9-10.5)
Style Monster: Finds three quotes/passages that represent stylistic elements (plot structure, figurative language, etc.) and analyzes how these choices impact the book. (RL.9-10.4 and L.9-10.3)
Character Stalker: Finds three quotes/passages that represent character development and analyzes how characters interact with each other and with the plot (RL.9-10.3).
Minister of Propaganda: Finds three quotes/passages that represent the mind-control/rhetorical strategies employed within the novel and creates an artistic representation of their analysis. (RI.9-10.6)

Film Review/Viewing

30 minutes

Making Connections

We will continue our viewing of The Island today. I am hoping to get through about 20 more minutes so that we are in a good position to finish the whole movie by the end of the week.

Before we dive back into the movie, I will ask students to offer any observations about what we have already seen and to make connections to their books and/or the dystopian elements we have been discussing. I will specifically ask them to share their thoughts on what seems to be the emphasis of the movie in regards to dystopian ideas and ask them to think about why the filmmakers are choosing to focus in on these things (RL.9-10.7). I will ask for at least three volunteers to share their observations out loud (SL.9-10.1).

While they watch the movie, I will ask students to continue to fill in their dystopian elements chart. These charts, which I will collect after the movie is over, will serve as the basis for an informal seminar about dystopian fiction after spring break.

Wrap Up and Next Steps

5 minutes

I will stop the movie a few minutes before class ends to allow students to get their notes written down completely and to see if there are any questions. I will remind students to have their roles prepared for tomorrow's book club meetings.

Previous Lesson

Next Lesson

9th Grade ELA » Fences: Character and Theme Analysis in Drama