Week 1 1.1 Dystopian versus Utopian, whats the difference? Are there similarities?

Students will be presented with readwritethink.org definitions of Utopia and Dystopia 1. Utopia: A place, state, or condition that is ideally perfect in respect of politics, laws, customs, and conditions. 2. Dystopia: A futuristic, imagined universe in which oppressive societal control and the illusion of a perfect society are maintained through corporate, bureaucratic, technological, moral, or totalitarian control. Dystopias, through an exaggerated worstcase scenario, make a criticism about a current trend, societal norm, or political system. Work with class to establish a dystopian criteria and utopian criteria. Use same article from readwritethink to create starting points, Dystopia - A figurehead or concept is worshipped by the citizens of the society. -Citizens are perceived to be under constant surveillance. -Citizens have a fear of the outside world. Students would create Venn diagram highlighting comparisons, contrasts, and similarities between the two societies. Students will be presented a list of book suggestions for their paper, they wont have the paper assignment yet, but I want them to begin thinking about what to read We would create a class definition of the term together, using these ideas as a base (Hillocks) 1.2 What makes a society dystopian? Students will fill out a questionnaire that provides examples of fictional societiesor reflections of certain aspects of reality. Students will read the provided scenarios and write whether or not they believe the scenario is a 1-5 (1 would be dystopia, 5 would be utopia). The scale allows students to realize the issue isnt as clear cut as the idea of opposites may make it seem. If there are two parties presenttwo races, species, etc.students can give a grade for both sides. Class would read chapter 1 of Invisible Man. The battle royal chapter offers a unique perspective of society through two distinct lenses. Students will also study the concept of being invisiblesomething that may be seen as a unique ability through certain perspectivesand what that means specifically for the individual. Students will take notes on the roles they see in the reading, who essentially runs the table and is the world the same for all involved? Possible Example: In the late 21st century, humans had developed a self-aware A.I. that would efficiently do all the jobs humans did not want to do. As a result, mankind had numerous resources quelling hunger and thirst. This newly created species of A.I. machines were superior to humans in every way. As the machines were abused by their human masters, the relationship between them began to change. War eventually broke out; the humans lost, and were subjected to a virtual reality where their existence is an illusion presented by the machines. Humans are

able to experience pleasure and satisfaction, but any sort of reality as they know it is gone. Everything was created by the machines to be perfect for humankind, with no disease, war, or suffering, but freedoms of choice as well as reality are all constructed elements. Essentially, free will doesnt exist, but you dont realize it. (The
Matrix. Dir. Andy Wachowski and Larry Wachowski. Warner Bros. Pictures, 1999. DVD. )

1.3 What is an argument? How does one form an argument? Work sheet highlighting Persuasive Writing vs. Writing Argument, as well as the five parts of an argumentclaims, warrants, backing, qualifications, and counter arguments -Persuasive essays are favorable evidence, personal appeal, and styled to persuade. -Argument is logical appeals, claims, evidence, warrants, backing and rebuttal. Claims can be seen as Assertions of something being of truth or value Students use the questionnaire sheet and identify Students will take the numbers they marked on their surveys (1-5) and make claims based on the information given on why the society was deserving of the mark it received.

Evidence and Warrants Students will use the reading of Invisible Man to have a source of information to compare their scenario to. Now they can use the evidence provided in previous class examples, the text we read, as well as the scenario provided, and write a one page in class proposal on why the score was deserved. This time they evolve it with evidence beyond the survey, as well as warrants that may be based in common morality, or other things generally believed to be true. Week 2 2.1 Identifying a Thesis The general definition of a thesis will be presented Students will be presented with a set of introductions in different formats and together we will identify the thesis in each, this way showing the ways in which a thesis can alternate between styles and effects. Students will be given the outline to the final assignment; it will be gone over in class Reading of comic Luthor in class (using an elmo if present), students will practice thesis writing by covering their theories of Lex Luthors behavior towards Superman. We will discuss the warrants he relies on in justifying his conquest, as well as potential motives of Superman. 2.2 What information suits the needs of the paper best? Students use webchart and as class we go over dystopias and sub ideas/categories in them. The worksheet is designed to emphasize that while theyre all part of the same web, some individual pieces just dont connect. Sheet to reflect on how to choose proper information when constructing an argument Sample Web:

Groups of students create their own web chart. They will be given a nation (provided by the teacher) and will fill out the center circle with the name of the country, and then two circles on the left will connect with leader/government and Economy, and the two circles on the right demographics, and climate will connect. Students will fill this information out, and turn it in. Groups will then receive their chart back with a catastrophe of some sort, financial collapse, government coup, etc. These wont be extremely graphic, theyll be more so aliens do _______ economy collapses type situations, kind of like a Monopoly chance card. They must work together and form a method to get their nation back on track, form a plan for their nationas the new leadersand come up with a proposal for the steps they will take The proposal will be formed with the elements of argument writing weve been working with but will be a small week type assignment

Week 3 3.1 How does organization assist the strength of a piece? Class will read The Lottery by Shirley Jackson together Hone in on lines like the first of the story The villagers of a small town gather together in the square on June 27, a beautiful day, for the town lottery. Ask class questions about everything we know because of this line e.g. What season is it? What are the implications of a small village? (Easier to control, less resources, etc.) Continue with this method throughout the story Students write their own prologue to The Lottery making a claim to what set the events of the story in motion. This leads into next lesson regarding information choice, and the critiquing of information based on reliability Vocab list introduced to the class with terms from the past two weeks, (thesis, dystopia, argument etc.) to make sure the terms are sticking, will take time to define as class if need be. 3.2 Qualifications and how to find and isolate key information Define qualifications and how they work in regard to the students paper Discuss words like probably, very likely, almost, similarly etc. for when students arent discussing true, cited facts* Students will read the short story 2br02b by Kurt Vonnegut Teacher will write claims on the board Edward is the _________ or Edward is _________ and students will find textual evidence to serve as qualifications or counterpoints to this claim Vocab test will occur Time slotted to read novel or work on paper in class (this way I can gauge where students are and how theyre reacting to the assignment) Check in on rough draft status (see assignment sheet)

Week 4 4.1 Proper citation and formatting Covering the basics of MLA format and citing sources in text 4.2 Working on conclusions Examine the concept of conclusion in different formats -Songs could be used -Endings of short texts -Nonfiction texts -Essays Help students understand what a conclusion does beyond the definition Piece of folded paper passed around the room, each student writes a sentence related to a prompt the teacher gives out Once the paper goes around the story is read out loud Class works together on trying to conclude it (point being its a mess and really hard to wrap up) Bring this back to thesis and the basic road map of the paper 4.3 Loose Ends Week 4 is designed for any material leftover from previous weeks Students workshop rough drafts in class General work time in class Secure library time if possible Week 5 Final assignment due