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Teacher: Grade/Subject:
Miss Arama 11th Literature
Title of Experience/Topic: Utopia and Dystopia: Two sides of the same coin?
1Buck Institute for Education (2011). Driving Question. Tubric 2.0. Retrieved from
http://www.bie.org/object/document/driving_question_tubric
11-12.W.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.
a. Apply grades 11-12 Reading standards to literature.
11-12.L.6 Acquire and use accurately general academic and domain‐specific words and phrases, sufficient for reading,
writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering
vocabulary knowledge when considering a word or phrase important to comprehension or expression.
Content Language Objective (Language Function + Content Stem + Supports2): (verbs should be in bold)
At the completion of the lesson, Students will have used their background knowledge and research skills to
create and run a Utopia, then reflect on their success and compare their society to those of Dystopian texts
(The Hunger Games, The Giver, The Lottery, and 1984)
Materials:
StudySync Online Modules
StudySync textbook
Computer, Phone
Optional for presentation: Poster/Power Point/Screencast Software
https://www.nationstates.net/page=create_nation
2 World Class Instructional Design and Assessment Consortium (2012). Model Performance Indicator. Retrieved
from https://www.wida.us/downloadLibrary.aspx
Vocabulary taught prior to the experience Vocabulary developed during lesson:
(Background): Dystopia
Dystopia Utopia
Utopia Anarchy
Society Capitalism
Social Contract Liberalism
Conservatism
Socialism
Authoritarianism
Tyranny
Lesson Planning Considerations:
Academic Conversation:
What language function will students have the opportunity to practice? How will this language be explicitly
taught? How will this language be applied and practiced?
The Language functions that students will have the ooportunity to practice are listening, speaking, writing
and using the Evaluation, inferring, synthesizing, and classifying language functions (from the toolkit). This
language will be explicitly taught when the students use their unit bookmarks in group discusscions and I
model they type of language student’s “Day in the Life” and final reflections should include. This language
will be applied and practiced when students engage in class discussion, peer-review eachother’s “Day in a
Life” presentations, their personal presentations of their countries, and their written reflections.
Engage:
How will you introduce the lesson/engage the learners to either build background knowledge and/or build
on background knowledge? *NOTE: There should be as many as or more student actions than teacher actions –
use this table to ensure students are doing more of the work to support learning
Teacher will: Student will:
- Show students “The Perfect Country” video: - Watch first video to set stage and build
https://www.youtube.com/watch?v=shanIOl7M background for lesson
yE&t=100s - Write down/type out thoughts and answers to
“What do you think about the video? Do you guiding questions using a graphic organizer note-
believe its possible to reach that point? Why taking strategy or quick write
or why not? Was there anything strange - Speak with groups using the language frames of
about the video? Is there anything similar to Inquiry + Inferring,Predicting & Hypothesizing
that in our country now? What do you think from their bookmarks
it would be like to live in The Perfect - Each table shares one thought with class, using
Country, a Utopia? Who is in control? key vocabulary.
Would a country like that remain - Read through and look at pictures in article to
“perfect”?” connect background knowledge to current/relevant
- After a few minutes, ask each table to share a world events
thought with the class - Write down/type out thoughts and answers to
- Go through article and show pictures of guiding questions using a graphic organizer note-
Venezuela. taking strategy or quick write
https://www.huffingtonpost.com/entry/venezuel - Speak with groups using the language frames of
a-empty-grocery-shelves- Inquiry + Inferring,Predicting & Hypothesizing
photos_us_5a567751e4b08a1f624afcf6 from their bookmarks
“Here is an example of a country that - Each table shares one thought with class, using
attempted to create a perfect equal socialistic key vocabulary.
society. What do you need to take into
consideration if you were going to make a
large change in how a country functions?To
what degree would you consider this
dystopian?”
- After a few minutes ask class to share once
more
- Empahsize key vocabulary and briefly explain
any new vocabulary while sharing
information/responding to student’s thoughts
Explore:
How will students explore the problem/concepts to find a purpose for learning the content vocabulary?
Teacher will: Student will:
- Circulate room while students research various - Complete their vocabulary and concept bookmarks
forms of government by researching the forms of government: Dystopia,
- Emphasize key vocabulary when responding Utopia, Anarchy, Capitalism, Liberalism ,
to student’s questions during group work Conservatism, Socialism, Authoritarianism,
Tyranny
- Write a sentence for each vocab word on the
bookmark
- Work in groups
- Use inquiry and classifying language stems from
bookmark while sharing in groups.
Explain:
How will students learn the key vocabulary? This is the direct instruction part of the lesson to ensure all
students have access to all the content and key vocabulary to support the understanding of the content
Teacher will: Student will:
- Place type of government/society posters - Record their concept/vocab research on their
around the room for students to reference as bookmarks and write a sentence for each one
they research and complete their bookmarks. - Discuss researched vocab and concepts and
- Once students have completed research, go over created sentences in groups
the types of government all together and use - Participate in class review of research results
each in a sentence using; Share out student-made vocab sentences
- Chunk instructions:Explain the nation with class using Synthesizing language stems.
simulation, and “Day in life” portion of the
project. Explain that they will reflect on how
their nation already is/or could be come a
dystopian society
- Answer questions about vocab/instructions
Ellaborate:
How will students move the learning from short term to long term memory to ensure they KNOW the
content?
Teacher will: Student will:
- Circulate room Nation Creation and Simulation:
- Answer questions - Go to: https://www.nationstates.net create a free
- Facilitate conversations and assist students in account and create, name and structure a “Utopias”
simulation as necessary, emphasizing key - Students will choose one of the forms of
vocab when needed. government they researched (Vocab words)
- Enact laws within their nation
- Share results with group about how their country is
faring, using key vocab when appropriate
“Day in the Life”
- Students will reflect on their nation and read the
country summaries on Nationstates
- Students will create a “Day in the life”
presentation to illustrate what it would be like to
be a citizen in their society.
- Students will use a presentation method of their
choice with the integration of key vocabulary
- Students will peer review eachother’s
presentations in groups of two, using Evaluation
language stems from bookmark.
Reflection:
- Reflect on the nation they’ve created and analyze
and evaluate the degree to which it has already
become a dystopia, or make inferences about how
it could become a dystopia in the future. Highlight
key vocab throughout
- Then, compare nation to the societies of The
Hunger Games, The Giver, The Lottery, and 1984
Evaluate:
How will you use formative and summative assessments to measure content and language objectives?
Teacher will: Student will:
- Model example of nation and “Day in the Life”: - Observe an example project
https://www.nationstates.net/nation=stephen_ry - Review the rubric for each part of the project
an - Peer-evaluate using rubrics and evaluation stems
- Provide students with a rubric for the “Day in from bookmarks
the Life” presentation and reflection - Present their “Day in the Life” presentations and
reflections to their peers in their chosen format
using visuals and emphasizing the vocabulary
they used.
Post teach Reflection: (should be done after teaching this lesson in your classroom OR as a microteach)
** This lesson was taught as a direct instruction lesson because of the circumstance and policy of my
internship placement.
Although I taught this lesson originally as a direct instruction lesson, I can definitely reflect on how I could
have better supported my student’s language regonition and comprehension. In the direct instruction format,
I walked the students through the vocabulary as a class. I had them open up their text books to the except of
The Hunger Games we were going to read that day. Then I pulled up a vocabulary activity from the textbook
online modules. I had the students find the words (which are bolded throughout the text) and read the
sentence aloud in front of the class. The class then had to infer what the meaning of the words could have
been from context clues. This did not work out very well as the sentence with the word was not enough
context for some of the words. I really should have had them read the sentence or even paragraph that the
word was in to get a better feel for the word’s possible meaning. I also did not have them creating their own
sentences and sharing them in groups. It was much more of a I teach, you learn, situation (as my intern
mentor teacher wanted me to follow in her footsteps so as not to disturb the class style). After the students
inferred all the vocab words, I had them fill out the vocab activity in their notebooks (picking correct
definition from a definition bank). That was the extant of language review in the direct instruction lesson.
There are many holes in this style and I do not think I sufficiently met the needs of my students. I would not
do this lesson plan or vocab activity this way again.
The reworked PBELL lesson altered the content of the lesson plan to become a project based and language
focused experience for the students. I made sure to include student made sentences, student discussion with
the vocab and the integration of the academic language into the formative and summative aspects of the
lesson. Students will be researching, evaluating and discussing using the vocab throughout the course of the
lesson and they will incorporate it into their bookmarks using their own background knowledge and into
their final projects. This is much better and when they are discussing and working in groups the students can
hear the vocab used in many different ways. They will have a full-bodied and deep understanding of the new
language concepts at the end of this lesson and I believe it is significantly more effective in the PBELL
format than in the previous DI format.