Gillespie 1

Writing through a dystopian lens

Introduction
In this unit students will be using the umbrella genre of dystopian universe to explore
creative writing, persuasive writing and expository writing. Using novels written in this genre
students will explore the technique and style used to write in a dystopian universe. Throughout
the unit students will have a journal in which they write every day on various prompts and topics.
In addition, students will experiment with flash fiction and propaganda writing. Students will
have the freedom to write in styles like romance, mystery, and fantasy. Students will have an
opportunity to workshop their stories and there are two conference days scheduled to work with
me.
Rationale
Students study many forms of literature over the course of their high school years. We
teach them the common forms of fiction short stories yet many traditional creative writing
teachers shy away from genre writing. Students are held to fiction and unable to use fantasy or
one of the many forms of genre writing. Dystopian writing can be as beneficial to their real lives
as fiction writing. In my own experience we were taught to be original. Do not use clich
phrases. Dystopian literature is popular with teens today and using this realm will make the
work more relevant and give a lens to the curriculum.
The unit will focus on the tropes and technique used in writing dystopian literature.
Really there are no dystopian societies they are dysfunctional utopian societies. These are
usually centered around a specific social issue or norm. There must be some sort of propaganda
used in controlling the society. Societies like this tend to be set in the future with a corrupted
governing body. The citizens of these societies are beaten down and afraid of other societies.
The protagonist of the story is tired of the control and seeks out ways to fight back and topple the
governing body. All of these tropes are allegory for issues seen at the time of writing (Wright).

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Teaching the students to decode the allegory from books such as Fahrenheit 451, Hunger
Games, and works like 1984 will help them to turn societal issues they see in their everyday lives
into allegory for their own works. Finding the hidden meaning in poetry, music, propaganda and
stories the students will then turn that in to their own original work of fiction, poetry or short
play.
Each lesson will focus on a specific component of dystopian literature and a practice of
that component. By studying each of the tropes associated with dysfunctional utopian societies
students will be able to turn that study into original writing projects. Having students study
components of fictional and historical propaganda and decoding the hidden agenda in that
propaganda will allow students to incorporate the understanding into their own written
propaganda with the intent that it will ultimately end up in their final work. As we work through
the unit students will study various forms of media including new papers, news reports, movies
and written fiction in order to decipher style, voice, technique then turn that research into written
projects of their own. These projects include writing journalistically, creating their own
propaganda, what would a new report for a nightly news show look like. We will also explore
scripts for both film and stage. Each project will culminate in one stylistic written short fiction
story as a formative assessment.
The unit will explore the different types of dystopian society in order to give students a
fuller picture of subgenres such as cyber punk (Do Androids Dream of Electric Sheep/Blade
Runner), Totalitarian (1984, Hunger Games), poetry such as W.H. Audens The Unknown Citizen
and even explore music such as Pink Floyds The Wall. By providing the students with a variety
of material you give them choice (Kittle, 2008).
Teaching students how to decipher and write in this fashion triggers a greater awareness
of their own citizenship with in our society. They can look at the social issues confronting them

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and be able to navigate their way through it and into the future. The students will use all of the
material covered to create a 5-9 page work of short fiction.
Calendar
Day
1

Lesson
Introduction to unit
Create groups 8 x 4 (5 minutes)
Quick write #1 (5 minutes) - Brain Storm: What do you
already know about Dystopian literature and writing (share 10 minutes)
What is Dystopia Utopia vs. Dystopia
What tropes are used in dystopian writing
Groups will choose text each group will study (5 minutes)
Groups fill out reading contract.
Read _group contract decision__# chapters
Quick write Photo prompt
Group share Types of society What kind of society is
represented in the text?
Scaffold off of short fiction Dystopian universes can be used
to write all of the typical genres (mystery, romance, fantasy,
horror)
Mini lesson Plot development exposition, rising action climax,
falling action, resolution.
Class discussion of examples of Harry potter elements
Read _group contract decision__# chapters
Quick write Brainstorm original writing project ideas
Group share Who controls the citizens of this society
How can that control be used in an original work?
Intro structure for original work elements needed for a
complete work of short fiction.
Mini Lesson voice.
Model voice.
Read _group contract decision__# chapters
Quick write rewrite a journal entry to improve voice.
Group share Types of control How are the citizens of the
text controlled?
How can those techniques be applied to an original work?
Picture prompt flash fiction
One on one conferences for original work
Read _group contract decision__# chapters
Quick write - How does social media play into what we think

Standards
W.9-10.10

W.9-10.3
RL.9-10.2
RL.9-10.3
SL.9-10.1
W.9-10.10

SL.9-10.1
W.9-10.10
RL.9-10.2
RL.9-10.3

W.9-10.3
W.9-10.10
RL.9-10.2
RL.9-10.3
SL.9-10.1

W.9-10.10

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and believe?
Group share What type of propaganda is used in the text
Mini Lesson Rhetorical Appeals.
Share examples of propaganda. WWI & II, Russian, US, UK,
German
Groups brainstorm poster ideas based on their text.
Introduce Propaganda poster.
Read _group contract decision__# chapters
End Week 1
Quick Write What rhetorical approach does your novel take?
Groups create a poster based on the propaganda used in their
text
In-class work time 1 page write up on what symbolism is used
in the group poster.
Read _group contract decision__# chapters
Quick write reflect on the propaganda poster. How did you
see todays society playing into your group choices?
Class discussion how propaganda is used in dystopian fiction
and how it can be used in an original work.
Group share Propaganda poster presented Gallery walk and
peer evaluation
How have todays social events colored their posters?
Read _group contract decision__# chapters
Quick write Who is your favorite fictional character?
Group share who is the protagonist of the text
How are they fighting the system?
How have they developed so far? What was their catalyst?
Mini lesson Characterization

Read _group contract decision__# chapters

Quick Write Write your eulogy at age 85. What was your life
like?
Group Share What, if any, news reports are in your novels?
Video, news print, official documents posted like
proclamations.
Mini lesson expository writing.
Journalistic approach what would a news cast look like in
the text?
Model news copy for the evening news.
Read _group contract decision__# chapters

RL.9-10.2
RL.9-10.3
SL.9-10.1

RL.9-10.2
RL.9-10.3
SL.9-10.1
W.9-10.9
W.9-10.10
RL.9-10.2
RL.9-10.3
SL.9-10.6
W.9-10.9
W.9-10.10

RL.9-10.2
RL.9-10.3
SL.9-10.1
W.9-10.10

RL.9-10.2
RL.9-10.3
SL.9-10.1
W.9-10.10

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10

11

12

13

14

Quick write Its the 10 oclock news, what was the headline?
Group share How are the news reports received by the
citizens
Model journalistic approach for newspaper copy
What would you use for expository writing egos, logos or
pathos?
Why?
Students write news article for their text.
Share article with class.
Read _group contract decision__# chapters
End Week 2
Quick write free write
Mini lesson Imagery
Flash fiction Photo prompt
Class work and workshop day for 1st draft of original story
Snack day students bring in snacks to munch on while
workshopping full drafts of original story.
Read _group contract decision__# chapters
Quick write What does summer sound like?
Group share Who was the text written for? Is there a target
audience?
Mini Lesson Audience
Photo prompt flash fiction
One on One conferences
Read _group contract decision__# chapters
Quick write reflect on the original work process and how
they feel about their piece.
Q & A about their original short stories.
Final workshop

Pot luck
Turn in portfolio with all stages of writing.
Journal check
Extra credit share
Assemble dystopian binder for future classes (students choose
their favorite work to put into the binder).
End Week 3 and Unit

Lesson Plans

W.9-10.2
W.9-10.9
W.9-10.10
RL.9-10.2
RL.9-10.3
SL.9-10.1

W.9-10.3
W.9-10.6
W.9-10.9
RL.9-10.2
RL.9-10.3
W.9-10.10
W.9-10.3
RL.9-10.2
RL.9-10.3
SL.9-10.1
W.9-10.10

W.9-10.10

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Propaganda Day 5
Goals/Objectives:
SWBAT decode propaganda used in dystopian literature, explain how it is used in the text
that is being studied and use the techniques learned to create a propaganda poster
representing the ideas used in the group studied text with an accuracy of 85%.
Core Standards:

W.9-10.1 Write arguments to support claims in an analysis of substantive topics or

texts, using valid and relevant and sufficient evidence.
RL.9-10.7 Analyze the representation of a subject or key scene in two different artistic
mediums, including what is emphasized or absent in each treatment.

Methods
Bell work - quick write (5 minutes) - How does social media play into what we think
and believe?
Discuss the quick write
To scaffold on previous knowledge.
o Aristotles Appeals and Logical Fallacies
Show examples of WWII German and American propaganda posters.
o Students will be asked about the ethos, logos, and pathos of the poster.
o What catches your attention?
o Who is the target audience?
We will then look at modern advertising and again decide the appeals it uses to target its
customers.
Then students will use group work to decipher what type of propaganda is used in their
text. (5)
Students are bombarded with propaganda on a minute by minute basis
while using social media. There is no end to the articles being shared and
posted on the internet that are falsehoods. By learning to see and decode
these articles students become better educated and deeper thinking
citizens. They will have a wider understanding of advertising how the
commercials target their customers
Group Share What type of propaganda is used in the novel your groups are studying?
o Media? newspapers? Posters? Television?
List on board
Introduce the propaganda poster
o Using the Argument Graphic Organizer groups will create a propaganda poster to
represent the propaganda that appears in the novel being studied.
o Provide Students in-class work time to develop a plan for creating the poster.
o Poster is worth 50 points, paper worth 25 points for a total of 75 points.
Wrap up

Students will have work time in class to complete and present their posters to the class

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A 1 page write up per group is due by the end of the class explaining what appeals or
fallacies were used and where the inspiration came from. Due on day 6
What is the target audience?
Propaganda - day 7

Goals/Objectives:
SWBAT decode propaganda used in dystopian literature, explain how it is used in the text
that is being studied and use the techniques learned to create a propaganda poster
representing the ideas used in the group studied text with an accuracy of 85%.
Core Standards:

W.9-10.1 Write arguments to support claims in an analysis of substantive topics or

texts, using valid and relevant and sufficient evidence.
RL.9-10.7 Analyze the representation of a subject or key scene in two different artistic
mediums, including what is emphasized or absent in each treatment.

Methods

Bell work quick write (5 minutes) reflect on the propaganda poster. How did you
see todays society playing into your group choices?
Class discussion how propaganda is used in dystopian fiction and how it can be used
in an original work.
Group share Propaganda poster presented Gallery walk and peer evaluation
Gallery walk (2 minutes each group)
o One-page write-up is attached next to or at the bottom of the propaganda poster.
Students will rate each poster on a provided peer review sheet best group gets a
homework pass.

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Peer Review Assessment

Group Name? __________________________
My Name? _____________________________
Information:

Effort

Clarity

Comments:
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________

Imagery Day 11
Goals/Objectives:

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Students will write flash/micro fiction showing mastery of show vs tell techniques.
Core Standards:
W.9-10.10 Writing routinely over extended time frames. (times for research, reflection and
revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes
and audiences.
W.9-10.3.4 Use precise words and phrases, telling details and sensory language to convey a
vivid picture of the experience, events, setting, and/or characters.
Methods:

Bell work Quick write (5 minutes) Free write

Provide examples of good show and good tell.

o There is a time and place for tell
Groups discuss areas in their novels where the author provided good examples of
showing and telling
Group share Groups discuss with the class sections of their novels where they think the
author did a good job showing.
Define flash fiction/micro fiction
o Under a certain word count.
o Varies depending on definition
Show flash fiction photo prompt
http://www.slideshare.net/Tpaisey/pictures-to-prompt-creative-writing
o Who lives there?
o Describe the person.
o Describe the house that is just off to the left of this scene?
o Name 4 things in the home Flash fiction/micro fiction Students write to create a
flash story using their gained knowledge in show vs tell the story of the photo
prompt.
Share excerpts with class
o Your work first then theirs
Collect as exit ticket
o In addition, ask students to write one question raised by todays lesson.

Final Project
Original story Dystopian short fiction
Okay! Let us put it all together. All of the mini lessons and flash fiction we have written over the
course of the last 2 weeks is to create a 5 to 9 page short story set in a dystopian world. Through

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workshops and in class work days you will have an opportunity to pick the brains of your fellow
classmate and myself.
What is expected.
Your original story needs to be a minimum of 5 pages. I cannot see fulfilling the
assignment in less. Your story should have a clear beginning, middle, and end. Use the plot
power point if you need help. You want to remember to have rising action, climax and the wrap
up. Make sure to use your spell checker and have someone proof read it for errors the spell
checker would not pick up such as the the. See attached rubric for grading and as always see
me if you have any questions.
Elements of Dystopian to include.
o Totalitarian government
o Protagonist has a breaking point
o Citizens controlled by

Use your quick writes for inspiration if you get stuck as well as the novels we examined
throughout the class.
The sub-genre is up to you. All of the following can be written under the umbrella of
dystopian.
o Horror
o Science fiction
o Romance
o Mystery
o Fantasy
1st draft is due ___________________________________
Final draft is due_________________________________
NAME_________________________

PERIOD_______________________________

Original Short Fiction Rubric

Visit my blog at http://tomorrowteachingtoday.weebly.com if you have any questions or wish to
email me.

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CATEGORY 5

Character
The characters are fully The characters lack
Development developed.
depth.

There is no character
development.

Setting

Setting is clear.

Setting is unclear.

setting is not evident.

Genre

The story follows the

specified theme
(dystopian) addressed
in the assignment.

The story does not

consistently stay in a
dystopian universe.

The story is not written

in a dystopian universe.

Page count

The story contains 5+

pages.

The story is 4.75 to 3 The story is less than 3

pages.
full pages.

Score

Total points
Though spelling and grammar are important aspects of a story and show that care was taken in
the writing of the story I am not grading for that. I expect every student to have their work
proofread and use the spell checking and grammar checking options available in their word
processors.
As always if you do not like your grade you have the opportunity to resubmit for a better grade.

References
Kittle, P. (2008). Write Beside Them. Portsmith: Heinmann.
Wright, J. (n.d.). Propaganda Techniques in Literature and Online Political Ads. Read
Write Think. Charleston, SC, USA: NTCE. Retrieved from
http://www.readwritethink.org/classroom-resources/lesson-plans/propagandatechniques-literature-online-405.html?tab=2#tabs

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