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Unit Title: Dystopian/ Utopian Societies

Grade level: 6th


Length of unit: 4 weeks
Stage 1 Desired Results
Meaning
Enduring Understandings/Generalizations:

Essential Questions:

Ideas are best supported when considering both sides to an


argument.
Fiction and non-fiction can be used at the same time to develop
new ideas.
Utopian societies are non-existent.

What is perfection?

Is it possible to have a utopian society?

Can perfection have more than one effect on a person, idea, or place?

Knowledge & Skills Acquisition

Learning Goals: (e.g., Iowa/Common Core standards.)


W.6.1. Write arguments to support claims with clear reasons and relevant evidence.
W.6.5. With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or
trying a new approach.
W.6.9. Draw evidence from literary or informational texts to support analysis, reflection, and research.
RL.6.1. Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
IA.2. Read on-level text, both silently and orally, at an appropriate rate with accuracy and fluency to support comprehension.

Students will know


Vocabulary: Utopia, dystopia, morals, values, democracy,
freedom, choice, freedom of thought, perfection
Terminology: Claims, thesis, support, logos, pathos, ethos,
fiction, non-fiction, analytical essay
How to support ideas within an essay

Students will be able to


Write an analytical essay
Create a claim (thesis statement)
Imagine their perfect society
Practice having discussions (Socratic seminars)
Use non-fiction and fiction to support ideas
Define abstract ideas and words
Use reading comprehension strategies
Compose a letter/ diary entry from the perspective of another
person

Revise and edit their writing


Critically analyze theirs and other students writing
Communicate their ideas verbally with another society
List values/ rights they believe in for a Utopian society
Annotate a novel
Compare and contrast how a movie interprets a book visually
verse their interpretation

Resources/Materials: The Giver, The Bill of Rights, Articles about Real Life Utopian Societies: (Shakers, Quakers,
Amish, Mormons), If by Rudyard Kipling, People Liked Him by Edgar Guest, A Perfect Day by Carrie Jacobs Bond,
Real Life articles about government and technology leading to societies similar to the Giver (ABC of German Schools,
How to Control Your Dreams, and Improvements in Technology Possibly Bringing Utopia)
Stage 2 Evidence (Assessment)
Types of assessment:
Pre-assessment:
I will use an informal pre-assessment to get students thinking before they start reading The Giver. They will write a short constructed
response to the following assignment.
Assignment 1: Before Reading
Grade: 6
Novel: The Giver
Topic: Utopian/ Dystopian Societies
Before starting your reading this weekend write a response considering the following question:

What makes something perfect?

Your response to the question above should be at least 250 words long. You can interview your parents and older siblings about what their
impression of perfection is for ideas. You can also use the following paragraph frame for ideasWhen I imagine something perfect I think of ______________________. ___________________ is perfect because
_________________________. Perfection is _____________________. Something can be perfect if ____________________.
.

If a student was able to exemplify an understanding for supporting their ideas I would ask them to work on a persuasive essay

instead of an analytical so that way they would need to take their ideas to another level of writing.
On the first day of the unit they would discuss with a partner their idea of perfection and then we would discuss the idea of what a
perfect society is and if The Giver is perfect. The questions would then be posed: Is the society in The Giver possibly the future of
the U.S.? Why or why not? After discussion students would write a response.

Formative Assessment:

All Activities: Sequential assignments, checklist of utopian society, Bill of Rights activity, discussions, Jig Saw, Poster Presentation of
Articles, Reflections, RAFTS activity, Making Connections graphic organizer, alphabox, Word Frame (Freire Model), Exit Slip, Venn
Diagram, Quick Write, Bingo Vocab, Editor Sheet, and Review Sheet .
Students will be broke up into groups for multiple purposes including differentiation. The first groupings will be the students
Reading group which is another group of students who read at a similar level, the second groupings will for the fishbowl exercise
with their being a group 1, 2, and 3 so they can rotate through the circle this will be done with a mix of social habits I have noticed
from the students so there will be both leaders/ talkative students and quiet students in each group, the last grouping of students
would be writing groups which is a group of four students who are different writing levels so they can help one another with what
they are strongest with. There will also just be table groupings and random groupings for some activities so students can work with
different people.
The enduring understanding and essential questions will be written about and discussed during fishbowl by the students. And on the
board will be written language and content objectives each day and one of the understandings or questions.
Each week students will do a culminating activity of a short constructed response for homework to gage the students
understanding of the unit. To scaffold their learning we will start each week with vocabulary to create background knowledge for
the words they are learning. Then there is a non-fiction day that draws a comparison to non-fiction verse fiction which would have
students analyzing and evaluating their learning. There will also be discussion days where the students are able to think critically
what we are learning about and discuss their ideas and thoughts with peers. At least once a week is a reading strategy lesson where
students will work on becoming strategic readers which will guide them on focusing into the key concepts of The Giver. And at least
once a week students will have the opportunity to create and imagine life in a Utopian society and the possibility of such. All areas
of Blooms taxonomy would be covered starting with knowledge and understanding all they was to evaluating and creating.
In this unit there will not be any tests. The students will be graded on their completion of writing short constructed responses in
accordance to a rubric and in-class activities. There isnt any plans for dramatization whole class however the RAFTS activity does
have the students write from the perspective of another person and role play.

Short Constructed Responses for students:

Assignment 2: Chapters 1-12


Grade: 6
Novel: The Giver
Topic: Utopian/ Dystopian Societies
After reading chapters 1-6 of the Giver and thinking about what makes a perfect society please write a response to the following prompt.
What makes Jonass community perfect? (Think about the setting, the people, the jobs)
What makes our community perfect? (Think about your house, neighbors, The Bill of Rights)
Do you think the lack of choice within his town leads to everyones lives being perfect?
Is Jonass community a utopian society to you? What characteristics make it a utopian society? Why or why not?
How does the Bill of Rights in the U.S. make our community a perfect place? Why or Why not?
While writing your response take into consideration the idea of choice and how the government affects Jonass decisions. Use the
checklist of what you think is an ideal utopian society to compare it to The Giver and the Bill of Rights. Try to support your claims/
ideas by using quotes from the novel and describing the positives and negatives in a utopian society that youve seen in The
Giver. Please write at least 500 words for this response and bring it to class on Monday.
Assignment 3: Chapters 7-15
Grade: 6
Novel: The Giver
Topic: Utopian/ Dystopian Societies
After reading chapters 7-12 of The Giver and looking into real utopian societies (The Shakers, Quakers, Amish, and Mormons) start to
think about what makes a society or community a utopia. Use the questions to guide below to guide you when you start to write your
response.
How did the people act in the real utopian societies we read about?
What are some traits of the real utopian societies?
Have you seen any of these traits within our town or our school?
What is lost within these real utopian societies?
What is gained within these real utopian societies?
How are they similar to The Giver?
How are they different to The Giver?
Try to compare and contrast The Giver to the real utopian societies we learned about this week. Imagine what it would be like to be in one of
these communities and think about how your life is or isnt similar to their lives. Please write at least 500 words for this response and bring
it to class on Monday.
Assignment 4: Chapter 15-23

Grade: 6
Novel: The Giver
Topic: Utopian/ Dystopian Societies
After finishing the novel The Giver start to brainstorm what you will write for your final assignment to this book. The final assignment is a
three page essay where you will define a utopia and debate whether a utopia is possible. The ultimate goal for your paper is not to argue for

one side or another but to consider if a utopian society can exist and what would be lost and gained within a perfect society. As you start to
brainstorm consider the following:
What is perfection?
Is it possible to live in a perfect society?
Is one persons utopia the same as another persons utopia?
What does your perfect society look like?
How would you describe a person, place, or thing that is perfect?
How does freedom of choice affect the idea of utopia?
Why would you or wouldnt you want to live in Jonass society?
What would you lose if you lived in Jonass society?
What would you gain if you lived in Jonass society?
What are some of the real utopian societies we studied?
What made the real societies perfect?
Answer the questions on a separate sheet of paper and use the graphic organizer attached to begin organizing your thoughts for your paper.
Bring your ideas and answers to the questions above on Monday. In class we will discuss the end of the novel, determine what sources to use
on essays, and start to write an outline of your paper.
Summative Assessment:

Analytical Essay: Students will write a three page essay where they define a utopia and debate whether a utopia is possible. The
ultimate goal is not argue for one side or another but to consider if a utopian society can exist and what would be lost and gained
within a perfect society.

The analytical essay will assess whether or not the students can create a claim, support their ideas, and utilize multiple types of
texts to support their ideas.
Assignment 5:

Grade: 6
Novel: The Giver
Topic: Utopian/ Dystopian
The final assignment for this unit is a three page essay where you will define what a utopia is and consider whether a utopia is possible. The
ultimate goal for your essay is not to argue for one side or another but to reflect on if a utopian society can exist and what would be lost and
gained within a perfect society.
Refer back to your outline and the questions you have answered from assignment four to write your essay. Try to use non-fiction and fiction
to support what you think is lost and gained in a utopian society. Attached is a rubric for you to see what I will be looking for in your essay.

Formatting Expectations:
Essays should include an introduction, thesis, supporting paragraphs, and a conclusion.
3 pages, double spaced using Times New Roman 12 point font
Using MLA in-text citations and three resources (One resource should be The Giver)
Reference page included for the three resources

UbD Pacing Calendar

Monday

Tuesday

Wednesday

Thursday

Friday
Before Unit Starts:
Wknd HW:
Read Chapters1-3
Informal Assessment
(Short Constructed
Response 1)

1 (50 minute Period)

2 (50 minute Period)

3 (50 minute Period)

Partner-up discuss first


assignment (Give One,
Get One) 10 mins

TTYPS: What would a


perfect place be to you?
5 mins

Read Bill of Rights in groups of threes 30


mins

Discussion and define


the idea of perfection 10
mins

List of items for


students to circle for
their perfect
community 10 mins

Video clip of What is


Utopia (http://youtu.be/TU4V7GedEM) 5 mins
Quick Write: How is
perfection related to the
idea of utopia? 5 mins
Vocab. (Alpha Box
words that are related to
the idea of utopian
societies) 20 mins
HW: Read chapter four

Create class list of items


that make their perfect
Utopia 5 mins
Reflection write
paragraph on 20 mins:
Why did you choose the
items you did? Do any
of the items you chose
describe school or your
community now?
Exit Slip: Create a five
step plan for making
your perfect Utopia 10

(http://awdsgn.com/classes/spr07/webI/bor/Danelishen/Modern
Rights.html)

Assign each group one


amendment
Students discuss what their
amendment means, put onto
poster with picture and
paraphrased definition
Present amendment to class

Watch Video Clip of Utopia Bill of


Rights (http://youtu.be/ln_AcsZc3KA) 4 mins
Quick Write with Venn Diagram: What
amendments are similar to the U.S. Bill
of Rights? What are different? Were you
surprised by any of them? 6 mins
Exit Slip: Sit with a partner and Write
down five amendments for your ideal
societys Bill of Rights 10 mins

4 (50 minute Period)

5 (50 minute Period)

Discussion Day- Fishbowl


Group 1

Lecture on annotation
and asking questions 10
mins

- Write overarching themes on


board. The U.S. Bill of Rights
would be on wall also. 5 mins
Go over Fishbowl rules 5 mins
Discussion would happen for
20 mins
-Questions: What are some
qualities of a utopia? Is
freedom of choice more or less
important than living in a
utopia? Is it possible to have a
utopian society?
Partner feedback/ Group 3
feedback to teacher 10 mins
Whole class discussion about
the topics and social habits 10
mins

Read Aloud to show my


thinking (People Liked
Him by Edgar Guest) 10
mins
Reading GroupsAsking Questions
(People Liked Him by
Edgar Guest) 10 mins
Pairs looking over
questions (People Liked
Him by Edgar Guest) 10
mins
Individually start
reading The Giver
chapters assigned and
start to annotate 10 mins
HW: Read chapters 7-9

mins

HW: Read chapter six


HW: Write a reflection about
the discussion today. Think
about how you felt listening
and talking. What did you learn
today?

HW: Read chapter five

6 (50 minute Period)


Partner-up discuss
second assignment
(Give a Glow, Get a
Grow) 10 mins
Vocab

7 (50 minute Period)


Admit slip: Do you
think there is a utopian
society someone on
Earth? 5 mins
Jigsaw for real
utopian societies

Using a bingo
sheet fill in
words that
students
werent sure
about. Walk
around
classroom
asking
classmates for
definitions of
the words 20
mins
Afterwards
student will sit
down and write
words into
their alpha box
5 mins
I will review
with students
the definitions
they came up
15 mins

Students will be broken


up into four groups.
Each student in the
group will read a
different article on one
of the following
societies: Quaker,
Mormon, Shaker, and
Amish. 15 mins
Students will move into
new groups of people
who only read the
article they read, and
become experts on that
society 10 mins
Afterwards they will
return to their original
groups and share their
knowledge. 15 mins
Students will
fill out a
graphic
organizer that

8 (50 minute Period)


Lecture on how to make connections 15
mins

9 (50 minute Period)


Discussion Day- Fishbowl
Group 2
Go over Fishbowl rules 5 mins

Read Aloud If by Rudyard Kipling and


model connections 10 mins
Reading Groups- Reread aloud If by
Rudyard Kipling practice Making
Connections 10 mins
In pairs look over connections made to
the poem If by Rudyard Kipling and
write a short summary about the types of
connections being made. 10 mins
Individually start reading The Giver
chapter assigned and start to fill out
making connections graphic organizer 5
mins

Discussion would happen for


20 mins
-Questions: What qualities
make a utopian society? Is it
possible to truly have a utopian
society? What qualities do you
see in the Giver that are in the
real utopian societies? Can
perfection have more than one
effect on a person, idea, or
place?

Practice annotating and


looking for words that
you arent sure on the
definition.
(Short Constructed
Response 2)
10 (50 minute Period)
TIPS: What do you like
about The Giver? And
Why? 10 mins
RAFTS Day
Explain RAFTS
Activity 10 mins
Students will have
option to write about
either being a character
in The Giver or a
member in one of the
Utopian societies.

Partner feedback/ Group 3


feedback to teacher 10 mins

Writing forms will be


either a letter or diary
response.

Whole class discussion about


the topics and social habits 10
mins

Students will write an


outline 10 mins

Exit slip: If there was one think


you wish you could have said
during the discussion what
would it have been?
HW: Write a reflection about
the discussion today. Think
about how you felt listening
and talking. What did you learn

Write RAFT 20 mins

talks about the


rules/ values of
each society,
what makes
their society
different than
ours, and why
it is considered
a utopia

today?

Debriefing/ discussion
about their thoughts on
the utopian societies
5 mins
HW: Read chapter ten

HW: Read chapter 11

HW: Read chapter 12


Finish Graphic Organizer on Making
Connections

11 (50 minute Period)

12 (50 minute Period)

13 (50 minute Period)

14 (50 minute Period)

Lecture on how to
visualize 10 mins

The Possibility of Utopia in the U.S.

Discussion Day- Fishbowl


Group 3

Partner-up discuss third


assignment (TTYPS) 10
mins
Vocab.

Reading GroupsVisualization 15 mins

Ask students to write


down words they had
problems understanding
in Word Frame 10 mins
Students will look up
words in dictionaries to
get definitions. 10 mins
Find sentences from
The Giver that has the
vocab. word in it 10
mins

With group
create visual of
specific scene
(chapters
assigned)

Watch Trailer of Giver


5 mins
(http://youtu.be/iJNNugNe0Wo)

Reflection 10 mins

Was the trailer


similar to how
you pictured

In discussion groups read articles about


the possibility of the U.S. being like the
Giver. 20 mins
Group 1 read about The ABCs of
German School Systems
Group 2 read about How Can You
Control your Dreams
Group 3 read about Improvements in
Technology making Utopia
Each group will make a poster about their
article 10 mins
Present information to class 10 mins
Exit Slip: Technology or Education
which do you think will lead to a utopia
or dystopia? Why? 10 mins

HW: Read chapter 1315


(Short Constructed
Response 3)

Go over Fishbowl rules 5 mins


-Questions: Do you think it
possible for the U.S. to be a
utopia? What steps would be
needed to make the U.S. into a
utopia? Will technology lead to
a utopia? Should we allow
technology to lead to a utopia?
Partner feedback/ Group 3
feedback to teacher 10 mins

15 (50 minute Period)


Lecture on how to
synthesize 10 mins
Listen to and Model a
synthesis statement
(http://youtu.be/F391_23ysbU)

Reading GroupsSynthesizing Read


together A Perfect
Day 10 mins
Create a summary of the
poem 10 mins

Whole class discussion about


the topics and social habits 10
mins

Work with partner to


write about how poem
relates to The Giver 10
mins

Exit slip: If there was one think


you wish you could have said
during the discussion what

Independently Write a
synthesis statement
about what youve read

Create drawing or make


own sentence of words
10 mins
HW: Read chapter 16

the book?

would it have been?

Discuss with a partner


how you would have
changed the trailer 10
mins

HW: Write a reflection about


the discussion today. Think
about how you felt listening
and talking. What did you learn
today?

HW: Read chapter 17


HW: Read chapter 18

Read chapter 19

in The Giver so far with


other readings we have
done and your own
personal life 10 mins

HW: Read chapters 2023


(Short Constructed
Response 4)

16 (50 minute Period)

17 (50 minute Period)

18 (50 minute Period)

19 (50 minute Period)

20 (50 minute Period)

TIPS (Discussion about


end of book) 10 mins

Work on Rough Draft


for Essay response

Review of thesis, claim,


logos, ethos, pathos
from past persuasive
unit to help with
analytical essay 10 mins

Workshop TimeRevision
Follow
instructions
from direction
sheet
Read partners
essay once
without
marking it.
Read a second
time with
markings then
discuss with
them their
ideas. Give a
glow, give a
grow method.
Read partners
essay one more
final time
writing down
something else

Workshop Time- Revision


Peer Review in Writing Groups
Start editing process
Follow instructions for editing
in groups.
Read partners essay first time
without marking it. Read a
second time marking down
spelling errors and convention
errors.
Students will have signed up to
meet with teacher to discuss
paper for two minutes
HW: Read paper over with someone
outside of class. Have them fill out a
Reviewer sheet

Workshop Time- Revision


Peer Edit in Writing
Groups
Continue Editing
process
Students will have
signed up to meet with
teacher to discuss
paper for two minutes
HW: Create new outline of
paper OR start writing
summative assessment (essay
response)

Independent Writing
Time to type up
summative assessment
or to hand write it

Go over final
assignment 10 mins
Outline Essay Response
20 mins
What sources
to use?
Outline
HW: Write Rough Draft
of
Summative Assessment
(Essay Response )

HW: Summative
Assessment (Essay
Response )

they could do
in paper or say.
Peer Review in
Writing
Groups

HW: Fill Out Editor


Sheet to review with
teacher

Final assignment and rubric (this is rubric is not for ELLs, GT, or Sped)
Assignment 5:

Grade: 6

Novel: The Giver

Topic: Utopian/ Dystopian

The final assignment for this unit is a three page essay where you will define what a utopia and consider whether a utopia is possible.
The ultimate goal for your essay is not to argue for one side or another but to reflect on if a utopian society can exist and what would
be lost and gained within a perfect society.
Refer back to your outline and the questions you have answered from assignment four to write your essay. Try to use non-fiction and
fiction to support what you think is lost and gained in a utopian society. Attached is a rubric for you to see what I will be looking for
in your essay.
Formatting Expectations:
Essays should include an introduction, thesis, supporting paragraphs, and a conclusion.
3 pages, double spaced using Times New Roman 12 point font
Using MLA in-text citations and three resources (One resource should be The Giver)
Reference page included for the three resources

Mechanics
Grammar, spelling, MLA
Citations

Organization
Order of ideas,
transitions,

Content
Your ideas and
support for your ideas

Utopia Essay
Proficient 4
-Utopia was defined and supported by textual
support
-Made claim to what is lost and gained in
utopian society with textual support
-Claims were appropriately supported by text
-Used three or more resources to argue the
possibility of a utopian society
-Supported own opinion using resources from
class
- Had an introduction with a hook
- Thesis was clearly stated and supported
throughout essay
- Essay was organized in logical order
- Used transitions to make writing flow
-Concluding paragraph summarized the
thesis, supports, and ideas in essay

Uses all complete sentences

Mostly Proficient 3
-Utopia was defined and supported by a text
-Made claim to what is lost and gained in
utopian society
-Claims were appropriately supported by
text
-Used multiple two or three resources to
argue the possibility of a utopian society
-Sometimes supported own opinion using
resources from class
- Had an introduction
- Thesis was stated and mostly supported
throughout essay
- Essay was organized with some logical
order
- Sometimes used transitions to make
writing flow
-Concluding paragraph partially
summarized the thesis, supports, and ideas
in essay
Frequently uses complete sentences

Little to no errors in conventions and spelling


that interfere with readability
-Grammar
-Punctuation
-Capitalization

Very few error in conventions and spelling


that interfere with readability
-Grammar
-Punctuation
-Capitalization

-Frequently uses MLA citations in correct


form

- Mostly uses MLA citations in correct form

Comments:

Partially Proficient 2
-Utopia was defined
-Made claim to what is lost or gained
in utopian society
-Claims were not appropriately
supported (partially opinion based)
-Used multiple one resource to argue
the possibility of a utopian society

Unsatisfactory 1
-Utopia was not defined or was incorrectly
defined
-Did not make claim to what is lost and gained
in utopian society
-Claims were not appropriately supported
(mostly or all opinion based)

- Introduction was present but was not


clear
- Thesis was stated and sometimes
supported throughout essay
- Essay was somewhat organized
- Rarely used transitions to make
writing flow
-Concluding paragraph partially
summarized the claim to the essay

-Did not have introduction


-Thesis was not there or very unclear
-Essay was disorganized
-Lacked transitions to make writing flow
-Little to no summary in concluding paragraph

Uses complete sentences sometimes

Few or no complete sentences

Semi-frequent errors in conventions


and spelling that interfere with
readability
-Grammar
-Punctuation
-Capitalization

Frequent errors in conventions and spelling that


interfere with readability
-Grammar
-Punctuation
-Capitalization
- Rarely uses MLA citations in correct form

- Sometimes uses MLA citations in


correct form