To being class students had 5 minutes to complete the 4 poem questions if they did not over the weekend.
With a partner the students discussed the 4 questions and came to a common answer for each questions.
As a class we then discussed the themes of the two poems and how the authors demonstrated individuality.
Students were then given a quick write topic to complete:
Students had 5 minutes to respond to the topic below on a note card.
Utopias and Dystopias in literature (and in real life) often seek to create absolute equality between individuals. However, this quest for social and personal perfection and conformity could have unintended consequences for the individual. Now that you’ve read “Harrison Bergeron,” “One,” and “Thumbprint,” what would be the positive aspects of striving for human perfection or equality? What would be the costs? Use textual evidence from the texts we have read to support your ideas.
Students then turned in their poem summaries and questions into the turn in bin.
Continuing with our discussion on Dystopia's and Utopia's the students watched 5 different video clips and completed a cost/benefit handout.
After watching the different videos and completing the cost/benefit handout with a partner the students should be able to answer the following questions:
What human crises, conditions, or situations do utopias/dystopias seek to correct?
If students did not complete the OQI handout or CUREing students need to finish this for homework.
Complete and turn in any missing work
Get The Giver by Friday, May 11th
May 2nd:
To being class the students participated in a chalk talk.
Around the room there were three different questions on construction paper.
The students walked around the room and answered the questions on a stick note and stuck it to the construction paper.
After about 5 minutes we came back together as a class and and discussed the similarities in dystopia's and utopia's
Homework:
Get The Giver by Friday, May 11th.
Complete the text dependent questions if you did not finish them in class
Wear your team color FRIDAY for the HOPE games!
May 3rd:
Today we began class with a four corners activity.
Yesterday the students completed text-dependent questions for the article "Utopian Communities in America."
For the activity there was a letter posted in each corner of the room. After reading the question out loud the students walked to the corner in which the correct answer letter hang.
Students then got an opportunity to share why they thought that letter was the right answer.
After going over the 4 questions students turned in their "Utopian Communities in America" packet.
As a class we then turned our focus to media and advertisements.
The following question was posted on the board for students to think about before starting our next story.
How do the messages that ads send to the public cause damages?
What would a dystopian society that exaggerated the influence of ads look like?
Independently the students read The Power of Advertisements
When they were finished reading the students answered 3 discussion questions and completed the BBK chart on the back of their discussion questions.
If time allowed we discussed the questions together.