Teacher: Kelly Rozelle Subject: ELA Grade: 7 Dates: 1/23/17 -- 1/27/17
MONDAY / Lesson Title: Speculative Literature/Dystopian Genre Study—Wall-E / Standards: RL.7.1, RL.7.2, RL.7.3, SL.7.2Objectives:
- Analyze the main idea and supporting details in a film and identify any dystopian elements present.
- SRT
- Students continue viewing Wall-E and complete graphic organizer.
Resources & Materials: / Assessments: Participation
Comments:
TUESDAY / Lesson Title: Speculative Literature/Dystopian Genre Study—Wall-E / Standards: RL.7.1, RL.7.2, RL.7.3, SL.7.1, SL.7.2
Objectives:
- Analyze the main idea and supporting details in a film and identify any dystopian elements present.
- Participate in discussions about various issues, building on others’ ideas and expressing your own thinking clearly.
- Sacred Reading Time (SRT) and Conferences
- Students continue viewing Wall-E and complete graphic organizer.
- Wall-E scored discussion
Resources & Materials: / Assessments: Participation, Discussion, and Graphic Organizer
Comments:
WEDNESDAY / Lesson Title: Speculative Literature/Dystopian Genre Study / Standards: SL.7.1
Objectives:
- Participate in discussions about various issues, building on others’ ideas and expressing your own thinking clearly.
- SRT and Conferences
- Discuss whole-class: “Censorship is the child of fear and the father of ignorance.” –Laurie Halse Anderson
Do you agree or disagree with the statement?
- Speed Dating—A set of index cards is prepared in advance by the teacher. Each card features a question asking students to explain and/or comment on a specific, important concept. Students pair off in rows facing each other. Each pair gets a card with a question or statement on it. They discuss the question or statement for 2-3 minutes before switching partners and cards. The process is repeated…
Assessments: / Assessments: Participation
Comments:
THURSDAY / Lesson Title: Speculative Fiction/Dystopian Genre Study / Standards: RL.7.10, RL.7.1, RL.7.2, RL.7.3
Objectives:
- Analyze how a character’s point of view helps develop a theme.
- Analyze different interpretations of society.
- SRT and Conferences
- Discuss whole-class: “Ideas are far more powerful than guns. We don't let our people have guns. Why should we let them have ideas?” ― Joseph Stalin
Do you agree or disagree with the statement?
- Define satire (--a literary work that uses humor mixed with criticism in order to point out problems or flaws in something) and introduce “Harrison Bergeron” by Kurt Vonnegut.
- Read (and discuss) the text aloud as students follow along with a printed copy. The readability of this text is simple given the dialogue, but the content of the text is complex. There are references to invented concepts and terminology that make this text more complex.
Resources & Materials: / Assessments: Participation
Comments:
FRIDAY / Lesson Title: Speculative Literature/Dystopian Genre Study / Standards: RL.7.1, RL.7.2, RL.7.3
Objectives:
- Analyze how a character’s point of view helps develop a theme.
- Analyze different interpretations of society.
- SRT
- Discuss whole-class: “None of us is as dumb as all of us.” –Mark Kelly
Do you agree or disagree with the statement?
- Discuss
What are some human qualities the author highlights as characteristics that would give one person an “unfair advantage” over someone else? What did the U.S. Handicapper General do to counter these traits in order to establish equality amongst all? Based on the reading, what do you feel is the author’s view on equality?
When Harrison Bergeron is completely free from his handicaps, he defies the laws of gravity and motion. What might the author be suggesting about the potential of free human beings?
In traditional stories, the hero is a superhuman figure, who "saves" people from an enemy. Cite a passage where Harrison appears to be superhuman.
Do the handicaps symbolizetrue equality? Explain.
- Working in collaborative groups, summarize “Harrison Bergeron.”
Resources & Materials: / Assessments: Participation and Summary
Comments: