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Unit Plan

Grade: 11

Content Area: Language Arts

Course Name: English 11

Unit: Dystopia

Description of Unit: In this unit students will shift their focus from the perfect society to the dystopian world. Text read is E. M. Forster’s short story The Machine Stops, written in 1909 but still a strong example of utopian fiction. Within the framework of dystopian literature study, students will gain knowledge and experience in writing strong claims and supporting them with evidence and warrant. Language study will cover words and phrases specific to the text as well as identification of tone and mood in writing.

Approximate Time Needed: 3 weeks

Learning Targets

Assessments

Instructional Considerations

Instructional Approach

Resources

1.1 I can determine the most significant characteristics of dystopian literature.

1.2: I can integrate multiple sources of information presented in diverse formats to make informed decisions.

1.3 I can explain Claim, Evidence and Warrant, and I can write a paragraph successfully incorporating each.

1.4 I can find, evaluate and integrate evidence into an essay.

1.5 I can evaluate language and word choice in terms of how it is used to convey meaning, tone, and aesthetic impact in a text.

1.6 I can identify an authentic/significant problem or question for an in-depth examination/investigation.

1.7 I can correctly incorporating college and career-level vocabulary into my repertoire of writing, reading, speaking and listening.

1.8 I can plan, organize and write a persuasive academic essay.

1.9 I can reflect upon the quality of my work over a period of time through the use of a digital portfolio.

Pre-Assessments:

Discussion of the words “handicap” and “equal” in preparation for reading dystopian literature.

Formative Assessments:

Assessment #1: Students will create a taxonomy of characteristics typical of dystopian literature. Standard: 11.9.2.2

Assessment #2: Students will take a quiz measuring their proficiency in recognizing characteristics of dystopian literature.

Assessment #3: Students will write several separate paragraphs demonstrating proficiency with integrating Claim, Evidence and Warrant into academic writing. Standard: 11.7.1.1

Assessment #3 : Students will measure proficient in understanding meaning and tone of vocabulary words from The Machine Stops.

Assessment #4: Students will write and receive feedback on multiple drafts of benchmark essay. Standards: 11.7.10.10 ; 11.7.4.4

Benchmark Assessment:

Students will develop a research question, use a variety of source information to build background knowledge, then write an academic essay examining their chosen topic.

Self Evaluation Assessment: Student will evaluate their rubric and assess the quality of their work throughout this course.

Student Background Knowledge:

Students will have a solid understanding of the characteristics of utopian literature from Unit 9, including how it is often intended as critical commentary.

Essential Questions:

How are language and word choice used to convey meaning, tone and aesthetic impact in text? 11.4.4.4

How does one identify an authentic/significant problem or question for an in-depth examination/investigation? ISTE #4

What makes a strong and effective claim, evidence and warrant argument? 11.7.1.1

How does one plan, organize and write a persuasive academic essay? 11.7.4.4; 11.7.10.10

What are the steps to finding, evaluating and integrating evidence into an essay? 11.9.2.2

How does one go about correctly learning and incorporating college and career-level vocabulary into his repertoire of writing, reading, speaking and listening? 11.11.6.6

Academic Language:

Claim, Evidence, Warrant; taxonomy,

Content Specific Language:

Dystopia, deprivation, oppression, apocalyptic, corrupt,

totalitarian, authoritarian, paradoxical, insidious, didactic, screed, teeming

Lesson Plan (Link to lesson plans for unit) Template