Reflection: Standards Alignment Dystopian Elements in Our World (Day 2 of 3) + Book Club Three Preparations - Section 2: Film Review/Viewing


Today I physically saw the students click into a conceptual understanding of dystopia today. As my students were watching the movie, they saw the main characters make the realization that what they believed to be true about their world is actually a total lie. These characters freak out to realize that they have been physically and psychologically manipulated to act certain ways and to believe certain things.

My students had a similar reaction. There was a mad scramble for pencils as students started to make the jump from basic comprehension to a deeper conceptual understanding of their novels and the film. 

As I wandered the rows and looked at their observations/notes in their dystopian elements charts, I saw all of the following, often more than once. Students reading Brave New World jotted down the eerie similarities between the imagery in the film and the imagery in their novels. The Handmaid's Tale students wrote down observations about the treatment of pregnant mothers. 1984 readers wrote down connections between the security systems that monitored the main characters lives and the telescreens that monitor Winston and Julia. Those who are reading Fahrenheit 451 (my group who has struggled the most so far) was able to make connections between the forced, virtual recreation of the citizens in the movie and the citizens in their books. 

Not only did I see great things in their written observations, I had a few students linger after class to share specific ideas that they have been thinking about as they've been reading/viewing. I even had a student send me an email later in the evening drawing connections between her book, The Island and her recent viewing of the new Hunger Games movie. 

Of course, my teacher heart is warmed by my students' engagement in their learning, but more importantly, I am seeing them master the RL.9-10.7 standard, which asks students to compare representations of a subject in two different artistic mediums. Not only are they offering excellent observations and ideas about these representations, they are truly demonstrating an understanding of the genre and function of dystopian literature in the 20th century. So cool!

  Making Connections
  Standards Alignment: Making Connections
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Dystopian Elements in Our World (Day 2 of 3) + Book Club Three Preparations

Unit 14: Literary: Dystopian Fiction Literature Circles
Lesson 9 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. 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

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