Performance Tasks
Grade 8 GT – Unit 1
Subject: GT ELA
Grade: 8
Scenario: You recently went to the movies with a group of friends and saw a film that movie posters have called
"dystopian." You and your friends spent an hour after the film eating pizza and criticizing the film, then went home and
shared that discussion with your parents. The editor of the popular "Youth Tube" website, a parent of one of your
friends, has asked you to write a short, critical review about a book, film, or television show. Because utopian and
dystopian stories are very trendy, the editor asks you to argue whether your text is an example of utopian or dystopian
literature. To prepare for this task, you will read a selection of various texts and critical reviews to familiarize yourself
with the concept of utopia and the structure and purpose of a critical review.
**Teachers, refer to pgs. 223 and 224 of the William and Mary Utopia Teacher’s Guide for some excellent guided
reading/review questions to use when discussing The Giver.
**Intended Order of Activities: Task 1, Step 1, and then close reading of “Harrison Bergeron” and “The Veldt” plus
discussion of The Giver. Task 1, Steps 2 and 3, then close reading of Animal Farm.
Tasks
Task 1: Discussion & Introduction
Instructional Focuses: genre, structure, theme and its development
Step One Watch The Hunger Games clip – “Volunteer As Tribute” (2012) at http://www.youtube.com/watch?v=iTyyKROkC3E.
Discuss the clip with students, addressing questions such as: What is a dystopia? What dystopian characteristics can be
found in The Hunger Games? What other popular texts are dystopian? Why are dystopian texts so popular right now?
Given what we know about dystopias, what are utopias? Why aren't utopian texts more popular?
After the discussion, display or distribute the "Dystopias: Definition and Characteristics" handout from ReadWriteThink.
Make connections between the handout and your discussion of dystopias, utopias, and The Hunger Games clip as you
move into the close readings.
Step Two One of the ways in which writers help readers explore what is or is not a utopia is through allegories. View and take
notes on the PowerPoint, “What’s an Allegory?” that includes an analysis of Aesop’s “The Ant and the Grasshopper.”
Consider other examples of that genre. Then work with a partner to read another fable, analyzing it to determine what
larger truth the writer is representing with the words and actions of animals, as well as the lesson the reader is supposed
to learn.
Teachers: You might wish to show a brief clip from “The Amazing Mr. Fox” available on YouTube. Remind students that
they have already read a story in which animals talk and learn (“The Country Mouse and the City Mouse”). Ask them to
summarize what the characters learn as a result of the action.
Step Three – (Note: Should take place after the first set of close readings.)
View and take notes on the Powerpoint, “The Russian Revolution.”
1
Task 2: Close Readings
Instructional Focuses: theme and its development, imagery, symbolism, tone, mood, diction, author’s craft
Text Set A Complete a close reading of “Harrison Bergeron” and “The Veldt.” Complete a Literature Web (from the College of
William and Mary’s Gifted Education Curriculum) for each story noting the following:





Key Words – What were some words and phrases that were especially interesting or important? What words
were new to you?
Ideas – What was the main idea? What other major ideas and concepts were important? What was the author
trying to say about those ideas?
Structure – What type of writing was this? What literary and style elements did the author use? How did the
structure of the writing contribute to the meaning of the novel?
Images/Symbols – How did the author use description and imagery in the novel? What sensory images came to
your mind? How did the author use symbols?
Feelings – What feelings did you have while reading this selection? What feelings did the characters have? How
were those feelings expressed? In this section, cite specific quotations that contribute to the feelings you had
when reading the selection.
Now apply that kind of thinking through a discussion of The Giver.
Text Set B –
Teachers: You will wish to define the most prevalent logical fallacies for students (slippery slope, appeal to authority, ad hominem, bandwagon,
circular reasoning/begging the question, non sequitur, and post hoc ergo propter hoc) and apply them to statements made during the novel.
Read Animal Farm. During Reading: As you read the novel, keep an allegory journal of the characters in Animal Farm and
the people or types of people they represent. What lessons about human life do the characters, their actions and the
consequences of those actions share with the reader?
After Reading: Read “I Am the People, the Mob,” by Carl Sandburg (in the resources folder). How does the poem
compare to the characters and events of the novel? The poem was first published in 1916, during WWI. How would
Sandburg have responded to Orwell’s depiction of change?
Note to teacher: You may wish to review elements of poetry for students prior to or during reading of this poem and that of Niemoller.
Task 3: Analyzing Information from Graphic Sources
Instructional Focuses: theme and its development, tone, mood, author’s purpose, evaluation
** from The College of William and Mary’s Gifted Education curriculum
Text Set A In small groups, analyze paintings and works of art to determine whether you think the prints demonstrate aspects of
utopia or dystopia and why. Discuss which elements in the painting help develop the themes. **Consider giving students
a word bank of relevant terms they can use when discussing the works of art, such as idealized, romanticized, perfection,
idyllic, etc.
Text Set B Use what you have learned about allegory and symbolism to complete an analysis for each of the political cartoons
provided using the Political Cartoon Analysis handout. (See the resource folder for cartoons and handout.)
Discussion Questions for Both Text Sets 


How does each text somehow relate to the idea of a utopian existence, society, or place?
What mood or tone is set by each piece? How do the style and colors chosen affect the audience?
What do you think was the artist’s purpose in developing this piece? What additional information might you
need to help you answer that question?
Note: See Supporting Documents for the Utopia PowerPoint and other examples of paintings and works of art. Refer to p. 189 in William and Mary
Utopia teacher guide (or p.191 in new version) for the Compare & Contrast handout that you can use with this activity.
2
Task 4: Critical Thinking
Martin Niemoller was a church pastor in Germany during Hitler’s rise to power. He is now perhaps best known for his
cautionary poem:
In Germany they came first for the Communists,
and I didn't speak up because I wasn't a Communist.
Then they came for the Jews,
and I didn't speak up because I wasn't a Jew.
Then they came for the trade unionists,
and I didn't speak up because I wasn't a trade unionist.
Then they came for the Catholics,
and I didn't speak up because I was a Protestant.
Then they came for me,
and by that time no one was left to speak up.
In a paragraph, compare Niemoller’s cautionary poem with Orwell’s allegorical story of the Manor Farm. How are their
messages similar or different? Explain how the methods of delivering those messages are similar or different in the way
they convey ideas, concepts, and information.
Task 5: Research
Read a selection of critical reviews, evaluating the claim each reviewer makes and noting how the reviewer supports
his/her claim (See supporting documents folder for examples of reviews and several short articles.). Use the Standards
of Reasoning checklist on page 249 of the William and Mary Utopia teacher guide to guide students’ evaluation of the
reviews. You may also wish to refer to the Persuasive Writing Scoring Rubric on page 33.
Task 6: Writing
Instructional Focuses: organizing ideas logically, clearly stating and supporting a claim, citing evidence from texts,
demonstrating command of Standard English grammar and usage in writing
Write a critical review showing how a book, film, or television show is or is not an example of utopian literature or of
allegory. Use specific examples and details to support your claim. Follow the structure of a critical review provided in the
graphic organizer (see supporting documents) and refer to the Standards of Reasoning checklist on page 249 of the
William and Mary Utopia teacher guide.
Use the BCSD Argument writing rubric to score the final products.
Optional Task 7: Writing a Fable
Use what you have learned about allegories and fables to write a fable of your own, designed to teach a lesson about a
past or current political or social situation (e.g., a war, an unfair political decision or practice, or a social injustice). Use
animals to symbolize people or types of people and be sure to include a lesson or moral about the way human life
should be.
Teachers: You may wish to introduce this lesson by playing one or more songs that address social injustice, asking
students to identify the symbolism used in the lyrics.
Social Injustice/Justice Songs include:
- “Easy to be Hard,” by Three Dog Night
- “What’s Going On” or “Mercy, Mercy Me,” by Marvin Gaye
- “American Idiot,” Green Day
- “Ball of Confusion,” Temptations
- “Blowin in the Wind,” Bob Dylan
- “Cry Freedom,” Dave Matthews Band
- “Strange Fruit,” Billie Holiday
- “Do They Know It’s Christmas,” Band Aid
- “Everyday People,” Sly and the Family Stone
- “Imagine,” John Lennon
- “Peace Train,” Cat Stevens
3
Task 1 – Close Reading
** Note: Should not be used for a grade but, rather, to provide feedback to students on how they might improve toward the goal of
productive critical reading and discussion.
Performance Level
Advanced
Goal
Proficient
Basic
Below Basic
Indicators
Meets ALL “Goal” criteria PLUS…
Presents original analytic or evaluative ideas
Shows awareness of layers of meaning
Summarizes key points in the text
Analyzes details and language in text
Cites specific evidence from the text(s) to support opinions
Uses academic vocabulary (pertinent to unit and prior instruction) correctly
Ties reading of passage to larger context (e.g., other texts, ideas, or
perspectives)
Meets 4 of 5 criteria
Meets 3 of 5 criteria
Meets 2 or fewer criteria
4