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Unit 2: The Challenge of Utopia

Utopian Ideals and Dystopian Reality 2.3 part 3 /
Understanding a Societys Way of Life 2.4
5/16

Title & Author

SpringBoard 8

Grade Level
8

Time Frame & Setting

16 Class Days
40 minute Class Period

Materials
Teacher Materials

SpringBoard

ELMO

Student Materials

SpringBoard

Writing tools (pen, pencil)

Chasity Klein
Spring Board Unit
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Lesson 2.3

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Procedures:

Take attendance
Book Check SpringBoard and RC book
Go over Extended Classwork:
o RC reading and log
o Begin Level 2 questions with 3rd chunk
o Finish During Reading charts in Act. 2.4
Walk through the rest of class schedule
o Finish Activity 2.3 (p.107)
Practice Active and Passive voice
Write short 5 response incorporating
at least 2 examples from Harrison Bergeron
1 direct quote from Harrison Bergeron
Include the words dystopia and utopia
Active voice (unless passive voice is used for certain
effect)
Turn in short response (5 - 6 sentences will suffice)
o Begin Activity 2.4 (p.109)

Engage & Motivate

(5 min)
1. Review answers to After Reading chart in Act. 2.3 quickly.

2. Review how to smoothly embed direct quotations into writing, and connect
this learning to a writers use of ellipses and brackets.
a. Next we are going to look at Language and Writers Craft (107)

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Lesson 2.3

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b. In order for your controlling idea, your thesis to be effective it needs

to be supported and developed by evidence. How do we do this? Well
some of the best ways are to use paraphrase, direct quotations, and
insightful analysis, meaning explanation and commentary.
c. When you use direct quotes you should:
i. REMEMBER TO AVOID PLAGIARISM by paraphrasing and
using directly quoting evidence. Although paraphrasing
information can be easier, a direct quotation can strengthen
ideas if carefully and smoothly embedded. (THAT MEANS
STRENGTHEN IDEAS, NOT USE THEM AS THE IDEA ITSELF)
ii. IN ORDER TO SMOOTHLY embed use TLQC (76) for example:
The reader is stunned by Harrisons dramatic death scene, yet
Harrisons parents hardly react. When George realizes Hazel
has been crying, he simply says, Forget sad things (Vonnegut
6)
iii. USE ELLIPSES AND BRACKETS, they enable you to include a
long passage without writing long pieces of quotes material.
Look to the examples provided. Instead of writing all that text,
Harrison tore the straps of his handicap harness like wet
tissue paper, tor straps guaranteed to support five thousand
pounds. Harrisons scrap-iron handicaps crashed to the floor.
They wrote: The reader celebrates the moment when
Harrison tore the straps of his handicap like wet tissue
paper...[and] scrap-iron handicaps crashed to the floor,
allowing him full freedom at last (Vonnegut 104)

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Spring Board Unit
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Lesson 2.3

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3. Read over the information on active and passive voice, and help students see
the stylistic differences in effect and impact when active voice is used rather
than passive voice.
a. Next is Active and Passive Voice. Writers use these voices to convey
or create certain effects We are going to read over and understand
these voices and how to use them correctly and deliberately.
i. Drop pen, ask students What happened? Have the begin the
sentence with Ms. KleinMs. Klein dropped the pen. Write
sentence down, have students identify the actor (subject) and
action (verb).

ii. Drop the pen again, I will write what happened starting with
the words: The pen. Write, The pen was dropped by Ms. Klein
Have students identify actor (subject) and action (verb).

iii. Explain active voice: active voice is when the actor is
performing the action (subject is doing something). Explain
active voice: actor is being acted upon, action is happening to
the actor (subject is being acted upon).
iv. When you write you should generally use active voice because
it puts emphasis on who or what is performing the action of
the verb rather than the verb itself.

v. The passive voice contains some for of be (is was were, has,
been) plus a past participle principle.

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vi. There is nothing wrong with passive voice, but if you can say
the same thing in active voice, it makes the sentence much
more vibrant and direct.
vii. Importantly, highlight this: DO NOT MIX ACTIVE AND PASSIVE
CONSTRUCTIONS IN THE SAME SENTENCE. Look at these
examples: The Handicapper General approved the new
handicaps, and a new amendment was added. Instead it
should have been written, The Handicapper General approved
the new handicaps and added the new amendment.

Explore & Explain

(5 min)
1. Have students practice writing collaboratively in groups. Assign each group
a voice. Allow each group a few minutes to create a sentence that relates to
the story Harrison Bergeron then have each group share their sentence
with the class with the class.
a. Provide immediate feedback.
2. Have students practice individually by rewriting sentences from ELMO
a. from passive to active:
i. The dog was hit by the car.
ii. The house was built by the construction crew in five.
b. From active to passive:
i. Julie answered the question.
ii. The dolphins learned many tricks.

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Lesson 2.3

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c. Write 1 original sentence using active voice and 1 original sentence

using passive voice.

Extension

(15 min)
1. Ask students to turn to page 108. Have students respond independently to
the writing prompt in class. When students are finished responding to the
prompt, ask a few volunteers to read their embedded direct quotations; then
provide feedback as class. (must let them know when time is done. Must
move on to cover at least the levels of questioning).

Begin Activity 2.4

Engage & Motivate

Before Reading
(10 min)
1. Introduce next activity: Understanding a Societys Way of Life. In previous
lessons we were introduced to the concept of Utopia and how those ideals
can be twisted and Utopias can turn into a dystopian reality, as we saw with
Harrison Bergeron. Now we are looking to understand a societys way of life.
Why is it they do what they do. Why do they have those rules set in place.
What is their thinking.
2. Learning targets.

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a. Have student read aloud

3. Academic vocabulary
a. Have student read aloud
4. Questioning the text
a. Have student read aloud
b. Emphasize that level 1 questions need to be significant to the meaning
of the story, not simple things like what is the main characters
name?
c. Have groups come up with 1 question per level.

Explore & Explain

During Reading
(15 min)
1. Discuss expectation for reading. Students should closely read to record
evidence relating to either the protagonist and or the setting. Specify how
many pieces of evidence you expect and how you want student to record it.
a. At least 3 pieces of evidence, using TLQC
2. Set purpose for review of information (most students should be done with
their reading) by having groups split their members, one half to focus on the
protagonist and the other half to focus on setting.
a. Allow students to discuss and work as a team.
3. Remind students to focus on finding evidence that reveals important
information about the protagonist or the setting.

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Spring Board Unit
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Lesson 2.3

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Extension

(10 min)
1. Finish charts on page 110 and 111
2. Begin a personal vocabulary list to record and define (in context) at least 5
new words.
3. Continue reading Chunk 3 and write 3 Level 2 questions, include your first
level 1 questions (you can use the same paper and make any changes if
needed).

Wrap Up
(5 min)
Exit slip prompt: Write one thing you learned this lesson.
Collect exit slips at end of class.

Chasity Klein
Spring Board Unit
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Lesson 2.3