Literature and Information

Appendices

Appendix 1

Dystopian Novel Choice Survey

Name:    Date:

Have you read any of the following novels?

Have you seen the film interpretation of either of the following novels?

Please rate the novels based on your desire to read them:

Appendix 2

Utopia/Dystopia Characteristics Chart

Utopia Characteristics Chart

Dystopia Characteristics Chart

Appendix 3

Name: _________________________    Meeting Date: _____________________

Book: _____________________________________________

Literature Circle Reflection Sheet

Reflect on your participation:

Reflect on your group members’ participation:  1 = Poor  3 = Okay  5 = Fantastic

The most important contributions I made to the discussion were…

Comments, questions, and/or other information...

Teacher Comments:

Appendix 4

Name: ________________________________    Book: _______________________

Dystopian Unit Project

For this project, inspired by all five of your dystopian novels and related readings, you will develop your own interpretation of what new understandings have come from our unit on Adolescent Dystopian Literature. Choose one of the projects below to complete. If you decide on your own idea, or change a project from the menu, please get my approval beforehand. Projects are to be completed individually and will be presented and handed in on the predetermined due date.

This project is worth 100 points. You will be scored on content/development, organization, grammar, graphics, and presentation. You may check in with me throughout the unit to decide whether or not your project meets the standards of each category.

Chosen Project –  ______________________  Due Date – __________________

Diary – Write fictional diary entries by a person living in your dystopia. Diary entries should total at least 400 words.

Painting – Make a painting or large illustration representing your own utopia or dystopia. Explain your choices of materials to me. Your picture should be detailed, represent a high level of effort, and represent specific characteristics of a dystopia. Describe those characteristics in writing as well as what makes your utopia or dystopia thrive. This should contain at least 350 words.

Newspaper Article – Write a fictional newspaper article of at least 400 words describing an event in your novel’s dystopia. Follow the format of a newspaper article: headline, byline, professional tone, and a picture/photograph. Microsoft Word has templates for completing this assignment.

Photo Essay – Take a series of photographs that represent your novel’s dystopia or a desired utopia. Include an essay that has a minimum of eight photographs. For each photograph, include a caption of at least 50 words that explains them. Each photograph can combine to follow a story or they can simply represent your novel’s dystopia or your desired utopia.

Short story – Write a short story that takes place in your novel’s dystopia. Your story must be at least 500 words, and it should include the parts of a plot i.e., exposition, rising action, conflict, climax, falling action, and resolution.

Poems – Write a poem or a series of poems that describes your dystopia or tells the story of a fictional character living in your dystopia. Your poem(s) should be at least 200 words, and you must perform your poem(s) for the class.

Investigator- your job is to find out background information on your novel and any topic related to it. Write a 400-word summary of your findings. Topics may include:

• The geography, culture, and/or history of the book’s setting
• Biographical information about the author and his/her works
• Information about the surrounding events of the novel

Graphic Story/Comic Book – Create a short graphic story/comic book that takes place in your dystopia. Your comic book must have at least 10 panels and contain dialogue. Total words used in the comic book should total to 200 or more.

Illustrated Timeline – Make a timeline of the key events in the history of your dystopia, including its rise (and possibly its fall). Your timeline must contain at least 15 events, with detailed information about each; at least five of the key events must be illustrated with an accompanying small drawing. Please be neat. Total words should total to at least 250 words.

Speech – Write and deliver for the class a speech given by a fictional character living in your dystopia. Your speech should be at 400 words and should discuss specific aspects of the society. After giving your speech, you will turn in a written copy.

Song/Rap – Turn the theme or plot of your novel into a song or rap that describes your dystopia or tells the story of one of its characters. Your song/rap lyrics must be at least 250 words. You may use the tune of a song you already know. Perform your song or rap on the day it is due or play a recorded version, and turn in a final copy of the song or rap’s lyrics.

Appendix 5

Dystopian Unit Project Rubric

Appendix 6

Appendix 7

Implementing Common Core State Standards

The Reading Literature Common Core State Standards addressed in my unit are: RL.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text; RL.9-10.2 Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text; RL.9-10.3 Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme; RL.9-10.7 Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment.

The Writing Common Core State Standards addressed in my unit are: W.9-10.2a Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension; W.9-10.2a Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic; W.9-10.7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

The Speaking and Listening Common Core State Standards addressed in my unit are: SL.9-10.1a. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas; SL.9-10.1c. Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.