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Context for classroom (course, grade level, class description

):
8 grade English, heterogeneous classroom.
Context for lesson (brief description of Unit and background for
today’s lesson):
This lesson occurs week three, day two of the Dystopian Literature Unit. The
week before will mostly be dedicated to in-class reading but there will also be
a day where students are given a new identity and made to work together to
solve an apocalyptic problem. On the day of this lesson plan, students will be
not only writing in their reading journals responding to a prompt on
characterization, but they will also be using poetry to connect to the
dystopian genre.
th

Unit Goals

↔ Lesson Questions

Identify
↔ 
patterns in the
dystopian genre
Compare and
contrast common
characters and
themes

Hypothesize
commonalities
between different
forms of media

related to a genre

What
common
themes/topics/
characters
appear in
dystopian
fiction?
How does
social class play
a role in
survival?
What role
does memory
have when
establishing
identity?
How are
parents
represented in
dystopian
fiction?

↔ Description of
Understanding
Students are to
Work Toward Today

↔ 

Identifying
2-3 patterns in
the dystopian
genre
Identifying
and
interpreting
theme in
dystopian
fiction
Give
examples of
how social
class plays a
role in survival
Discuss
memory and
its role in
identity
Describe
the role of
parents in
dystopian
fiction

Title of Lesson:
Partner Poem
What key aspects of the unit sequence are the focuses of today’s lesson?
 Theme
 Characterization
 Poetry Devices
What assessment process or activities are most likely to reveal this
understanding?
 Comparing and contrasting two mediums to discuss theme/genre
 Answering a series of questions to discuss the role of parents in
apocalyptic societies

Teacher Activities and Student Enterprises (listed
chronologically)
WHAT is lesson focus? WHY is this essential in longer sequence/unit?
Pairing poetry with genre. It is important for students to experience a genre
over multiple mediums instead of strictly one, novels. Specifically one aspect
of the genre highlighted in this activity is parents and their role in apocalyptic
art. This poem, while not obviously dystopian, displays many of the same
topics brought up in dystopian literature. The narrator of this poem loses
their parents to a tragic event and is left all alone. They must figure out how
to live life again and get through each day on their own. They grow a
guarded demeanor, one that very obviously masks their pain. This situation is
very similar to most dystopian pieces, for often times the protagonist is a
young adult who has to becomes independent, whether they want to or not.

Hook for student interest or prior knowledge?
Dystopian Music/Art to highlight genre/themes in multiple mediums

Teacher

Equip/ Explore

Student

 After students complete warm-  Sts. will begin by

up, T. will do mini-lesson on
how themes/genres can spread
across art mediums by
showing examples and
discussing
T. will give their example of
theme used in two mediums

answering warm-up
question, “What
characteristics are
valuable in a
companion in the
apocalypse?”

o “Over You” by Miranda
Lambert and “O
Captain! My Captain!”
by Walt Whitman
 Sts. will be given
“Parents Poem” and
instructed to work with
a partner to read poem
and fill out worksheet

Revisit,
Rethink,
Revise

 Instruct students to join
with another partner pair to
discuss what pairs found/
had trouble answering

 Students will work in
pairs to read the
poem and complete
worksheet

 Sts. will compare and
contrast “Parent’s
Poem” and dystopian
fiction

 Sts. will answer
questions regarding
parents and their
role in dystopian
fiction

 Join with another pair
to discuss what was
found in the
worksheet

Extend, Exhibit,
Evaluate

 Collect “Partner Poem”

worksheet
Assign/challenge students
to find two mediums of art
that share a genre/theme

Materials needed for class today:
· Parents Poem by Jacqueline Woodson
· “Parents Poem” Worksheet

 Complete

“Partner Poem”
worksheet
Share
comparisons
and responses

Follow up enterprises:
· TDA
· Apocalyptic Society Group Project
How will you assess student achievement of this lesson’s goals?
I plan on collecting the worksheet that they use to look over. I
will give them a small completion grade while still checking on what
information they wrote.