Unit Topic: Dystopian Societies Time Frame: 9 weeks

Subject/Course: ELA: Science-Fiction genre Grade Level: 11

CONTENT STANDARDS
List all appropriate national, state or district standards that align to this unit.
11-12.RL.7 Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or
poetry), evaluating how each version interprets the source text.
11-12.W.3 Write narratives to develop real or imagined experiences or events using effective technique, well‐chosen details, and well‐
structured event sequences.
11-12.W.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.
11-12.SL.1 Initiate and participate effectively in a range of collaborative discussions (one‐on‐ one, in groups, and teacher‐led) with diverse
partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively
BIG IDEA/ESSENTIAL QUESTIONS
Big Idea/Enduring Understanding guiding this unit:
Types of conflict within a story
Freedom of choice
Government/societal control
Essential Questions: What provocative questions will foster inquiry, understanding and spark more questions? What questions will help
students develop and deepen their understanding?
How important is individuality? How important is the individual to society (e.g. the right to choose who you are = what you want
to do/who you want to be)? Are truth and happiness compatible?

ASSESSMENTS
List the assessments that will be used to gauge student learning. This may include traditional quizzes or exams, as well as major learning
activities such as simulations, labs, etc.
Journal responses/class discussion
Reading logs (as homework during reading)
Reading quizzes
Short story creation, book jacket (final)
Final essay (formal, 5-paragraph response to essential question)
 RESOURCES/MATERIALS
List all resources (copyrighted or otherwise) that you will need to teach this unit. This should be a comprehensive list of all resources you
will need to create or borrow (including textbook chapters, additional readings, videos, power points and teaching notes, handouts,
assessments, etc.)

Texts: Brave New World, “Utopian Communities in America,” “Someone Might Be Watching – An Introduction to Dystopian
Fiction,” “2BRO2B,” “Red Card,” “Harrison Bergeron,” “Examination Day,” “The Ones Who Walk Away from Omelas,” scene
from Hamlet, “Can Any Person Make a Difference?”

Power Points: Utopia v. dystopia, reading journal responses, authors of short stories
Handouts: anticipation guide, reading quizzes, unit 3: dystopias, novel vocab, reading logs for novel, Carousel activity
directions and station questions, directions for book jacket, directions for short story assignment, final essay directions
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
M.U.G. Monday ACT practice Vocab practice “Can One Person Make a “Someone Might Be
“Utopian Utopia project Carousel Activity – Difference?” Watching – Introduction
Communities in discussion questions of Intro to dystopian fiction to Dystopian Fiction”
America” social issues set up in – lecture and handout What is “intelligence?”
Build your own stations around room. Respond to essential
Utopia project Students rotate in small questions
group discussions
M.U.G. Monday ACT Practice Vocab Practice Finish “Harrison Watch “2081”
Lecture on Henry Finish “Examination Lecture on Kurt Bergeron” Compare film to short
Slesar Day” Vonnegut story
“Examination Day” “Harrison Bergeron”
M.U.G. Monday ACT Practice Vocab Practice Lecture on Ursula Le “The Ones Who Walk
Scene from Hamlet “2BR02B” Finish “2BR02B” Guin Away from Omelas”
“2BR02B” “The Ones Who Walk Avid One-Pager
Away from Omelas”
 M.U.G. Monday ACT Practice Vocab Practice “Red Card” Anticipatory Set for
Finish “The Ones Lecture on Gilbow “Red Card” Introduction to Short Brave New World
Who Walk Away “Red Card” Story Assignment Socratic discussion of
from Omelas” (students write their own topics
short story in the form of
diary entries)

M.U.G. Monday ACT Practice Vocab Practice Class discussion on Read Ch. 7-9
Summary of Ch. 1-3 Short Story BNW Ch. 4-6 quiz freedom of expression in Short Story Assignment
BNW Assignment entry 2 Discussion on Ch. 4-6 art and culture Diary entry 3
Diary entry 1 Connection to other
cultures
Journal response on Ch.
4-6
M.U.G. Monday ACT Practice Vocab Practice Scene from Romeo and Discuss Ch. 13-15
Quiz on Ch. 7-9 Journal response Ch. Ch. 10-12 quiz Juliet Diary entry 5
Discuss Ch. 7-9 7-9 Discuss 10-12 Read Ch. 13-15
Short Story entry 4 Journal response 10-12

M.U.G. Monday ACT Practice Vocab Practice Ch. 16-18 journal Diary entry 8-9
Quiz Ch. 13-15 Diary entry 6 Ch. 16-18 quiz response
Journal response 13- Discuss Ch. 16-18 Diary entry 7
15
 M.U.G. Monday ACT Practice Vocab Practice Book jacket Finish Book jacket
Diary entry 10 Introduce book jacket Book jacket
Finish short stories assignment

Final Essay Final Essay Final Essay Final Essay Final Essay