Dystopian Thesis Final Assessment
Objectives:
 Student evaluates how literary components impact meaning (such as tone,
symbolism, irony, extended metaphor, satire, hyperbole)
 Student describes and contrasts characteristics of specific literary
movements (Dystopian Lit)
 Use a range of elaboration techniques (such as questioning, comparing,
connecting, interpreting, analyzing, or describing) to establish and express
point of view and theme
 Develop context, character/narrator motivation, problem/conflict and
resolution, and descriptive details/examples to support and express theme
 Articulate a position through a sophisticated claim or thesis statement and
advance it using evidence, examples, and counterarguments
 Select appropriate and relevant information (excluding extraneous details)
to set context
 Support judgments with substantial evidence and purposeful elaboration
 Draw a conclusion by synthesizing information
-------------------------------------------------------------------------------------------------------Essential Questions:
How are the common traits of Dystopian Literature reflected through
different texts as well as film?
 What is a Dystopia?
 How is a Dystopia unique to the individual?
 What are the characteristics common to a Dystopian Society?
 How are these characteristics reflected through a variety of
texts?
Directions:
Your task is to identify elements of Dystopian Literature within multiple texts from
throughout the unit.
#1. You must identify, analyze and synthesize the traits of Dystopian Societies reflected
in a novel of your choice, two short stories, a poem and a film.
#2. You will link the different texts to Dystopian Society however you like, as long as
you use
quotes and analysis of those quotes to support your ideas. Any text (Novel,
Short Story, Poem, Film, etc.) we have looked at during this unit may be used.
You could even be allowed one outside source to use that was not studied in
class (if you “OK” it with me first).
#3. You must complete a WRITTEN part to turn in, create a VISUAL component, and
give an ORAL PRESENTATION to explain your overall project
(1.1) Effective speaking in formal and informal settings requires appropriate use
of methods and audience awareness
Task-Specific Rubric- Standard 1.1
3.5-4.0
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2.5-3.0
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1.5-2.0
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Analyze and present information, findings, and supporting evidence, conveying a
clear and distinct perspective, such that listeners can follow the story and identify
relevant themes.
Make excellent strategic use of a digital media in presentations to exceptionally
enhance understanding of Dystopian Literature.
Present information, findings, and supporting evidence, conveying a clear and
distinct perspective, such that listeners can follow the story and identify themes
Make strategic use of digital media in presentations to enhance understanding of the
Dystopian Literature.
Present superficial information, findings, and supporting evidence, conveying a clear
and distinct perspective, such that listeners can follow the story and identify themes
Make limited use of digital media in presentations to enhance understanding of the
Dystopian Literature.
(3.1) Style, expressive language, and genre create a well-crafted statement directed at
an intended audience and purpose.
Task-Specific Rubric- Standard 3.1
3.54.0
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2.53.0
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1.52.0
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Use a wide range of elaboration technique to establish and express point of view and
theme; the student incorporates themes related to Dytopian Fiction
Create an exceptionally clear and coherent, logically consistent structure appropriate
to Dystopian Literature
Analyze and develop context, character/narrator motivation, problem/conflict and
resolution, and descriptive details/examples to support and express themes related to
Dystopian Literature
Five texts analyzed (novel, 2 short stories, poetry, film)
3 quotes/examples from each text
3 in-depth analysis of each quote/example and how it links to Dystopian Fiction
Use a range of elaboration technique to establish and express point of view and
theme; the student incorporates themes related to Dytopian Fiction
Create a clear and coherent, logically consistent structure appropriate to Dystopian
Literature
Analyze and develop context, character/narrator motivation, problem/conflict and
resolution, and descriptive details/examples to support and express themes related to
Dystopian Literature
Five texts analyzed (novel, 2 short stories, poetry, film)
3 quotes/examples from each text
3 in-depth analysis of each quote/example and how it links to Dystopian Fiction
Use a limited range of elaboration technique to establish and express point of view
and theme; the student incorporates themes related to Dytopian Fiction
Create an unclear and incoheren structure not appropriate to Dystopian Literature
Rarely analyzes and develop context,s character/narrator motivation, problem/conflict
and resolution, and descriptive details/examples to support and express themes
related to Dystopian Literature
Fewer than five texts analyzed (novel, 2 short stories, poetry, film)
3 quotes/examples from each text
3 in-depth analysis of each quote/example and how it links to Dystopian Fiction
(3.3) Standard English conventions effectively communicate to targeted audiences and
purposes
Task-Specific Rubric- Standard 3.3
3.5-4.0
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
2.5-3.0
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
1.5-2.0
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0.5-1.0
Consistently follow the conventions of standard English to write varied, strong,
correct, complete sentences
Consistently and deliberately manipulate the conventions of standard English for
stylistic effect appropriate to the needs of a particular audience and purpose
Follow the conventions of standard English to write varied, strong, correct, complete
sentences
Deliberately manipulate the conventions of standard English for stylistic effect
appropriate to the needs of a particular audience and purpose
Sometimes follow the conventions of standard English to write varied, strong,
correct, complete sentences
Sometimes manipulate the conventions of standard English for stylistic effect
appropriate to the needs of a particular audience and purpose
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Does not meet the standard
Standard (3.2): Elements of persuasive texts can be refined to
influence an audience
Grade
3.5-4
DOK 4
2.5-3
DOK 3
1.5-2
DOK 1&
2
Task-Specific Clarification for Essay Questions
 The student will write an analysis which reflects and analyzes the characteristics
of Dystopian Literature found in all 5 texts/films
 The student will include an exceptionally clear thesis that relates to our big idea
and analyzes and synthesizes the characteristics of Dystopian Lit found in all five
texts
 The student will include at least three
reasons, details, or facts that
demonstrates clear support and understanding of dystopian lit for EACH text.
The student will include an in-depth analysis for each quote and example related
to each text.
 The student will include a concluding paragraph that synthesizes (summarizes and
analyzes) the topic or main idea of the essay.
 The student will write an analysis which reflects on the characteristics of
Dystopian Literature found in all 5 texts/films
 The student will include a clear thesis that relates to our big idea and analyzes the
characteristics of Dystopian Lit found in all five texts
 The student will include at least three
reasons, details, or facts that
demonstrates clear support and understanding of dystopian lit for EACH text.
The student will include an in-depth analysis for each quote and example related
to each text.
 The student will include a concluding paragraph that synthesizes (summarizes and
analyzes) the topic or main idea of the essay.

 The student will writes a summary which reflects on the characteristics of
Dystopian Literature found in all 5 texts/films
 The student will include a thesis that relates to our big idea and analyzes the
characteristics of Dystopian Lit found in all five texts
 The student will include fewer than three reasons, details, or facts that
demonstrates clear support and understanding of dystopian lit for EACH text.
The studen does not include an in-depth analysis for each quote and example
related to each text.
 The student will include a concluding paragraph that synthesizes (summarizes and
analyzes) the topic or main idea of the essay.
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