TWS Part Three
Essential Element Lesson Plan
Name: Dylan Matousek
Date: Day/Lesson # ?? – Summative
Assessment Introduction/Modeling Lesson
Materials and Resources: Paper, writing
materials, whiteboard
Lesson Title: Dystopian Mind-Map
Introduction
Curriculum Standards
SL.11-12.1
SL.11-12.2
W.11-12.2
RL.11-12.2
Grade Level: 12
Time Frame: 1 Hour
Focus Question/Big Idea/Goal
Using the dystopian world presented in F451
as an example, construct a dystopian world
based on the world of today.
Rationale/Theoretical Reasoning
Students are using their understanding of
themes, literary conventions, and historical
background of F451 as a model to inform the
creation of their own visions of a dystopian
world.
Gunning notes the importance of modeling in
conveying thinking process on page 413 of his
text Building Literacy in Secondary Content
Area Classrooms.
Lesson Objective: objectives must be measurable TWS will…(learning behavior from
Bloom’s verbs, DOK)
TSW collaboratively synthesize an extended mind-map of a dystopian world using the
class-produced model mind-map of F451 as an example.
Academic Language: What is the key language demanded? What academic language will
you teach or develop? What is the key vocabulary and or symbols? What opportunities will
you provide for student to practice content language/ vocabulary and develop fluency?
Rationale/Theoretical Reasoning
Students will be introduced to the idea of a mind-map and how it is going to be used in
this context through the use of their assignment sheets, my explanation(s) of the activity,
and our classroom modeling.
Social Facet – the “pieces” that form a society. These can be further separated into
cultural (music, language, customs, etc.), political (government, political parties, voting
processes, etc.), environmental (relationship with nature), etc.
Assessment /Evaluation:
Formative: How will student demonstrate understanding of lesson objective(s)? How will
you monitor and or give feedback? How will feedback promote student understanding?
Students will be assessed by their participation in completing the classroom model mindmap of F451’s dystopian world.
Summative: What evidence will you collect, and how will it document student
learning/mastery of lesson objective(s)?
Working in a group of 3, students will select a facet of their society and twist, hyperbolize,
or remove it altogether, as a dystopian text would. Following this, they will create a
societal mind-map detailing the conditions of this new dystopian society they have
created. Students will then each select a facet of their group-developed society and write
a 1 page explanation of how their chosen distortion forms the cause of that facet’s
condition.
Instruction:
Set Motivation/Anticipatory Set:
I will explain that today’s activity will serve as an example for the final project students
will be completing in our unit on dystopian literature and F451. I will also allow time for a
final engagement with the ongoing graffiti wall. I will explain that the graffiti wall will
remain as a reference until the completion of their projects, but students will no longer be
required to contribute to it. – 10 Minutes
Instructional Procedures/Learning Tasks: Provide specific details of lesson content and
delivery based on student’s prior knowledge, strengths, and weakness.
The majority of this class period will be devoted to the creation of a model for the
summative assessment. I will begin by giving students 5 minutes to create groups of three
in which they will complete their final project. I will retain the right to override and
rearrange the groups as I see fit. I will then introduce the parameters of the assignment
by handing out the assignment sheet and rubric for students to follow. From there, I will
proceed with working with the students to produce a model mind-map of F451.
Approximate steps/discussion questions to guide this modeling process:
What is the central piece of society being distorted/removed in F451? (Books/literacy)
What are the facets of society presented in F451? (government, education,
entertainment, nature, love, war, memory, etc.)
What do each of these societal facets look like? What are their defining
features/characteristics?
How does removing books/literacy influence the way these different categories are
presented in the novel? (The individual part. Focus in on one aspect, such as education,
and explain in greater detail how it has been affected by removing books/literacy from
society). – 45 Minutes
Questions and/or activities for higher order thinking: These cannot be answered by yes
or no.
1. See above.
2.
3.
Closure: Verbalize or demonstrate learning or skill one more time. May state future
learning.
I will close the lesson by telling students that I will save this model on the course Moodle
page for them to reference as they complete their own projects. I will inform them that
the next three days will be devoted to letting them work on their projects in class. – 5
Minutes
Adaptations to meet individual needs: How will you adapt the instruction to meet the
needs of individual students?
Adaptations in this lesson come in the form of multiple pathways. As the class and I work
through completing the model, students will be able to hear the project explained, see it
come together on the board, assist in doing it as we work collaboratively, and constantly
be talking about and discussing our thought processes as the model is created.
Management/Safety Issues: Are there any management and/or safety issues that need to
be considered when teaching this lesson?
N/A
Reflection/Future Modifications: To what extend did the class learn what you intended
them to learn? What will be your next steps instructionally? What did you learn about
your student as learners? What have you learned about yourself as a teacher?
I chose and modified this form of summative assessment because it essentially constitutes
an act of social criticism. By asking students to turn the world into a dystopian one, I am
asking them to think about the way different societal facets come together and interact
with one another. Their job is to remove/modify one of those facets and see how it
affects the others. In doing so, they can gain a greater understanding of the thought
process employed by dystopian authors in creating their works. Furthermore, this
assignment will require students to think critically, work collaboratively, write effectively,
and speak/listen well. It is my hope that the grand purpose of the unit, forming
connections between literature and the world around them, will become apparent as they
attempt to emulate the form of social criticism employed by dystopian authors. Over the
course of the unit, they will have gained an understanding of literature’s place and value
in society.