Lesson Topic: Beginning Brainstorming for Dystopian Stories Grade level:_____11_____ Length of lesson: __50 minutes______ Stage 1 "ontent

Standard#s$: 11.7.3.3 Write narratives and other creative texts to develop real or imagined experiences or events using effective technique, well-chosen details, and well- structured event sequences. a. Engage and orient the reader b setting out a problem, situation, or observation and its significance, establishing one or multiple point!s" of view, and introducing a narrator and#or characters$ create a smooth progression of experiences or events. b. %se literar and narrative techniques, such as dialogue, pacing, rh thm, repetition, rh me, description, reflection, and multiple plot lines, to develop experiences, events, and#or characters. c. %se a variet of techniques to sequence events so that the build on one another to create a coherent whole and build toward a particular tone and outcome !e.g., a sense of m ster , suspense, growth, or resolution". d. %se precise words and phrases, telling details, figurative and sensor language to conve a vivid picture of the experiences, events, setting, and#or characters. e. &rovide a conclusion !when appropriate to the genre" that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative or creative text. 11.7.'.' &roduce clear and coherent writing in which the development, organi(ation, and st le are appropriate to tas), purpose, and audience. 11.7.*.* %se a writing process to develop and strengthen writing as needed b planning, drafting, revising, editing, rewriting, or tr ing a new approach, focusing on addressing what is most significant for a specific purpose and audience. 11.7.1+.1+ Write routinel over extended time frames !time for research, reflection, and revision" and shorter time frames !a single sitting or a da or two" for a range of tas)s, purposes, and audiences. %nderstanding #s$&goals ,tudents will understandWhat ma)es a d stopian novel interesting, relevant, and believable for them. .hat brainstorming is an activit designed to help them get all of their ideas out on paper, through word of mouth, or in list form. 'ssential (uestion#s$: What ma)es a d stopian novel believable/ Wh is brainstorming important/ What is the bac)ground histor of m d stopian societ / Desired !esults

Student o)*ectives #outcomes$: ,tudents will be able to0ave an idea of what ma)es a d stopian stor believable. 1rainstorm ideas for their own d stopian stor . Explain a growing idea for their d stopian societ . Express their ideas in different brainstorming forms- writing, word of mouth, lists, or whatever else will help them to thin) of ideas for a d stopian societ . Stage + ,ssessment 'vidence -erformance Tas.#s$: /ther 'vidence: ,tudents will participate in Exit slips. discussions of what ma)es a good novel. .hen the will write in their 2ournals wor)ing on their creative stories.

Stage 0 Learning 1aterials: 3ournal &erformance assessment sheet 1oo) choice sheet Learning ,ctivities: 4ntro !* minutes"-

Learning -lan

When students wal) in, there will be a 2ournal question on the board that the will have * minutes to write on- 5What ma)es a d stopian stor believable/6 .he writing will begin, and the students will stop writing once the timer has rung. 7ain 4nstruction !3* minutes".he students will brea) up into groups to discuss what the thin) top * things a d stopian stor should have in order for it to be believable. 8fter a few minutes for them to discuss and list the * things in their groups, we will come bac) together and ma)e a big list of what the 9ve come up with. 4 will tell them that these are important things to thin) about while brainstorming for their own d stopian stories. .hen we will brainstorm in our 2ournals. 4 will pose several questions for the

students to thin) about for their d stopian stories, and this time will be a sort of writing free for all. .he students can tal) to each other about their stories if that9s how the get their ideas together best, other students ma want to ma)e a list of characteristics that we tal)ed about the da the d stopian stor was introduced, and others ma simpl want to write. :uestions0ow did our d stopian societ come to be/ What do ou want in our stor / What )ind of control is in our stor / .hin) about 1984: what )inds of d stopian concepts do ou want to ta)e from 1984 and use in our stor / 4 will circulate around the class helping to move them along in their writing and ideas. .his creative writing time will ta)e up most of class. With 1+ minutes left, briefl introduce the boo) groups.here will be * different boo) groups with * different boo) to choose fromWe b ;evgen <am atin, Divergent b =eronica >oth, Fahrenheit 451 b >a 1radbur , Brave New World b 8ldous 0uxle , Matched b 8ll ?ondie .he students will choose 3 boo)s and ran) them- 1 being the one the want most, @ being their second choice, and 3 being their least favorite, and 4 will put them into groups based on these choices. Explain that not ever one will get their first choice, but 4 will be as fair as possible. Each group will read the boo) together, hold discussions, and then have a fun, culminating boo) circle presentation at the end of the unit in the form of a webquest. Explain that all of this will be explained in more detail later, but hand out the performance assessment sheet and the boo) choice sheet. 0ave the students read through the descriptions of the boo) choices, and rate them 1, @, and 3 on a separate sheet of paper. ?onclusion !* minutes"0ave students write their exit sheets. ?ollect these and the sheets of paper with the boo) ratings on them and bid the class adieu until next time.