Grade: 12
Unit: Dystopian Literature
Suggested Time Frame: MP1
Anchor Text:
1984 – George Orwell
Unit Essential Question(s):
Why do authors write dystopian literature?
Priority Standards: Fiction
CC.1.3.11-12.A – Determine and analyze the relationship between two or more themes or central ideas of a text, including the development and
interaction of the themes; provide an objective summary of the text.
-Identify author’s purpose and cite examples
- Analyze how author’s use techniques and elements of fiction
- Identify stated or implied main ideas and supporting details
- Summarize key details
- Explain, interpret, compare character, setting, plot, theme, tone, mood, style, and point of view
Secondary Standards: Fiction
CC.1.3.11-12.F – Evaluate how words and phrases shape meaning and tone in texts.
-Explain, interpret, compare character, setting, plot, theme, tone, mood, style, point of view
-Identify/explain/analyze the effects of personification, simile, metaphor, hyperbole, satire, foreshadowing, flashback, imagery, allegory,
symbolism, dialect, allusion, irony
Priority Standards: Non-Fiction
CC.1.2.11-12.B – Cite strong and thorough textual evidence to support analysis of what the text says explicitly, as well as inferences and conclusions
based on and related to an author’s implicit and explicit assumptions and beliefs
-Identify or explain stated or implied main ideas and supporting details
-Summarize key details
-Analyze the relationship of ideas and events
-Make inferences or draw conclusions and cite evidence for support
Priority Standards: Non-Fiction (cont.)
CC.1.2.11-12.F – Evaluate how words and phrases shape meaning and tone in texts.
-Identify or explain stated or implied main ideas and supporting details
-Summarize key details
-Analyze the relationship of ideas and events
-Make inferences or draw conclusions and cite evidence for support
Secondary Standards: Non-Fiction
CC.1.3.11-12.H – Analyze seminal texts based upon reasoning, premises, purposes, and arguments.
- Differentiate between fact and opinion
- Explain, interpret, describe, and/or analyze the use of facts or opinions
- Distinguish essential from nonessential information
- Identify, explain, or interpret bias and propaganda techniques
- Explain, describe, and/or analyze the effectiveness of bias (explicit and implicit) and propaganda techniques
- Explain, interpret, describe, and/or analyze the author’s defense of a claim to make a point or construct an argument
Priority Standards: Writing
CC.1.4.11-12.U Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to
ongoing feedback, including new arguments and information.
LEQ: How can writers use technology and new information to rethink original thoughts on a subject?
Supplemental Texts
Novel/Drama Fiction:
-Anthem – Ayn Rand
Gulliver’s Travels – Jonathan Swift
-Handmaid’s Tale – Margaret Atwood
-Brave New World – Aldous Huxley
Short Story Fiction:
-“2BR02B” – Kurt Vonneguq
-“A Thousand Deaths” – Orson Scott Card
-“The Door in the Wall” – H.G. Wells
Poetry:
-“Dulce Et Decorum Est” – Wilfred Owen
-“There
Will Come Soft Rains” – Sara Teasdale
-“Rain” – Billy Collins
-“The Unknown Citizen” – W.H. Auden
Non-Fiction:
News articles: “That’s No Phone, That’s My Tracker,”
“To -Spy or Not to Spy,” “High-Tech Aging,” “Little Brother is Watching”
Media:
- TED Talks: “Tracking Our Online Trackers,”
“Why Privacy Matters”
-V for Vendetta
-
Concept/Skill
Concept/Skill
Concept/Skill
Concept/Skill
CC.1.3.11-12.A –
Determine and analyze the
relationship between two
or more themes or central
ideas of a text, including
the development and
interaction of the themes;
provide an objective
summary of the text.
CC.1.2.11-12.B – Cite
strong and thorough
textual evidence to
support analysis of what
the text says explicitly, as
well as inferences and
conclusions based on and
related to an author’s
implicit and explicit
assumptions and beliefs
CC.1.2.11-12.F – Evaluate
how words and phrases
shape meaning and tone in
texts.
CC.1.4.11–12.U Use
technology, including the
Internet, to produce,
publish, and update
individual or shared writing
products in response to
ongoing feedback, including
new arguments and
information.
Lesson EQs:
Lesson EQs:
Lesson EQs:
Lesson EQs:
-What is the author’s
purpose?
-What is the author’s
purpose?
-What diction does the
author use to create tone?
-What literary techniques
help develop a dystopia?
- What rhetorical devices
does the author use and
why?
-How does the mood of the
text develop a dystopia?
-How can writers use
technology and new
information to rethink
original thoughts on a
subject?
-How does the setting
develop a dystopia?
- What specific text
evidence supports your or
the author’s ideas?
-What is the author’s
purpose?
Tier 3 Vocabulary:
Tier 3 Vocabulary:
Tier 3 Vocabulary:
Tier 3 Vocabulary:
character, setting,
tone, mood, plot,
style, POV, author’s
purpose, main
idea, literary techniques
Author’s Purpose
Rhetorical devices
Text
connotation
Author’s Purpose
Diction
Mood / Tone
Dystopia
Position
Evidence
Support
Unit Common Assessments:
-Common Vocabulary lists and tests
-Writing Component: class blog
-Unit: “2BR02B” analysis quiz
Writing Component:
-Online blog / interactive website where students can respond to TED talk regarding privacy and their peers’ comments.