Backwards-Design Lesson Plan: English 4A British Literature – Dystopia Unit
HALL – N130
Stage 1 – Desired Results
Content Standard(s):
The students will…

ELA.12.1B analyze textual context (within a sentence and in larger sections of text) to draw conclusions about the
nuance in word meanings.

ELA.12.2C relate the characters, setting, and theme of a literary work to the historical social, and economic ideas
of its time.

ELA.12.5B analyze the moral dilemmas presented in works of dystopian literature as revealed by the underlying
motivations and behaviors of the characters and setting.

ELA.12.13B structure ideas in a critical/analytical way (e.g., using outlines, note taking, graphic organizers, lists)
and develop original works (a dystopian society) that illustrate rhetorical devices to convey meaning.

ELA.12.26 Listening and Speaking/Teamwork. Students work productively with others in teams to create a
dystopian society. Students will continue to apply earlier standards with greater complexity. Students are
expected to participate productively in teams, offering ideas or judgments that are purposeful in moving the team
toward goals, asking relevant and insightful questions, tolerating a range of positions in decision-making, and
evaluating the work of the group based on agreed-upon criteria.
Understanding (s)/goals
Essential Question(s) :
Students will:

What are the implications of psychological

Become more confident in their abilities to locate
insights into the characters? (character analysis)
literary and rhetorical devices in literature and

How are psychological insights especially
analyze the effects created through the use of these
demonstrated in 1984, Brave New World,
devices.
“Harrison Bergeron” and Macbeth

See the world through realistic lens; compare fate vs.

Is the outcome of characters’ lives determined
free-will
by fate, free will, or a combination of the two?

Understand literary techniques

Become confident in their abilities to locate literary
devices found in literature and explain the effects
created through the use of these devices.
Student objectives (outcomes):
Students will be able to:

Analyze plot structure, conflict, characterization, theme, tone, mood, setting, and historical connection

Make complex inferences regarding the texts they read and provide textual evidence to support their theses

Determine class distinctions as illustrated in 1984, Brave New World, “Harrison Bergeron”, and Macbeth
Stage 2 – Assessment Evidence
Performance Task(s):

Students will see the parallels between life and
literature as we move between the characters and the
students’ lives

Students will analyze the use of sensory language and
explain what effect this has on the tone.

Students will analyze literary elements such as
foreshadowing and symbolism to anticipate future
events in the literature

Students will make complex inferences and support
with textual evidence.

Students will examine use of literary/rhetorical
devices and the effect they have on the reader
Other Evidence:

Application of literary terms and rhetorical
devices

Vocabulary (connotative and denotative) in
context

Open-ended responses

Unit examination
Stage 3 – Learning Plan
Learning Activities:

Participate in Socratic discussion including elements of characterization, plot development, effective use of
rhetorical and literary devices, historical environments that impact the cause/effect relationships developed in the
literature: 1984, Brave New World, “Harrison Bergeron”, and Macbeth

Identify and analyze the effects of figurative language, sensory language, and diction throughout the works and
compare/contrast the use of these rhetorical/literary devices within the literature
Note: Assignments and Due Dates are subject to change depending on student progress/needs
Monday:
Tuesday:
Wednesday/Thursday:
Friday:
10/13
10/14
10/15-16
10/17
Archetype Unit EXAM Dystopian Unit
1984 Excerpts
Vocabulary 6
Introduction
Open-ended questions for
(spelling, part of speech, definition,
(Major)
Completion of
(Handout)
Socratic discussion
antonym, write varied sentence
Archetype Unit in 1st
(Handouts)
structures using context clues)
six weeks
Monday:
10/20
Work in teams to create
dystopian society and
design a propaganda
poster
(Handouts)
Tuesday:
10/21
Work in teams to
complete dystopian
society and
propaganda poster
(Handouts)
Assign 2 Minute Hate
Photo assignment
Monday:
10/27
Present Doublethink
2 Minute Hate Video
and Journal Exercise
Monday:
11/3
Discuss “Harrison
Bergeron” Open-Ended
questions
2081 presentation
Monday:
11/10
Macbeth Act II
Discussion Questions
(Lit. book & handouts)
Tuesday:
10/28
“Harrison
Bergeron” Short
Story and Openended questions
(Major)
Wednesday/Thursday:
10/22-23
Present team created
dystopian society (Major)
(Handouts)
1984 Excerpt 2
Open-ended questions for
Socratic discussion
(Handouts)
Wednesday/Thursday:
10/29-30
“Harrison Bergeron” ShortStory and Open-ended
questions
(Major)
Tuesday:
11/4
Introduction to
Shakespeare and
“The
Scottish play”
(Macbeth)
Wednesday/Thursday:
11/5-6
Macbeth Act I
Discussion questions
(Lit. book & handouts)
Tuesday:
11/11
Macbeth Act II
Discussion
Questions
(Lit. book &
handouts)
Wednesday/Thursday:
11/12-13
TUTS special presentation –
Macbeth (Drama Component)
Friday:
10/24
Vocabulary 7
(spelling, part of speech, definition,
antonym, write varied sentence
structures using context clues)
Assign - Doublethink
Friday:
10/31
Vocabulary 8
(spelling, part of speech, definition,
antonym, write varied sentence
structures using context clues)
TURN IN WRITING ASSESSMENT
(Major)
Friday:
11/7
Vocabulary 9
(spelling, part of speech, definition,
antonym, write varied sentence
structures using context clues)
Friday:
11/14
Vocabulary 10
(spelling, part of speech, definition,
antonym, write varied sentence
structures using context clues)