Dystopian Literature

Topic: Dystopian literature

Objectives:

1. Students will be able to identify common traits in dystopian literature.

2. Students will be able to analyze themes and symbols in dystopian literature.

National standards:

• CCSS.ELA-LITERACY.RL.8.2 Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot.
• CCSS.ELA-LITERACY.RL.8.6 Analyze how differences in the points of view of the characters and the audience or reader create such effects as suspense or humor.

Materials:

• Various dystopian literature texts (e.g. "The Hunger Games", "1984", "Brave New World")
• Paper and pencils
• Whiteboard and markers

Warm-up:

Open-ended question: What do you think a dystopian society would look like and how would it differ from our own society?

Direct instruction:

1. Define dystopian literature and provide examples.

2. Discuss common traits found in dystopian literature, such as a totalitarian government, restricted freedoms, and a bleak and oppressive society.

3. Explain how themes and symbols can be used in dystopian literature to convey deeper meanings and commentary on society.

Guided practice:

Active learning strategy: Collaborative storyboarding activity

• Divide students into small groups.
• Provide each group with a dystopian literature text to analyze.
• Have students create a storyboard that highlights key themes, symbols, and events in the text.
• Encourage students to discuss and compare their interpretations with their group members.

Independent practice:

Project-based activity: Create your own dystopian society

• Instruct students to create their own dystopian society, including details such as government structure, societal norms, and daily life.
• Encourage students to incorporate themes and symbols that were discussed in class.
• Have students present their dystopian societies to the class.

Closure:

Closure activity: Reflective journaling

• Ask students to write a journal entry reflecting on what they learned about dystopian literature and how it relates to our own society.
• Have students share their reflections with a partner or the class.

Assessment:

• Assess students' understanding of common traits in dystopian literature through their collaborative storyboarding activity.
• Evaluate students' ability to analyze themes and symbols in their independent dystopian society projects.

Differentiation for students with special needs:

• Provide visual aids and graphic organizers to support understanding.
• Offer extended time or modified assignments for students who may need additional support.
• Incorporate peer groups or step-by-step instructions to help students navigate the project-based activities.
• Provide additional opportunities for verbal discussion and reflection to accommodate different learning styles.