New Visions Demo Lesson Essential Qs: How do authors convey purposeful themes through the style, structure, and content of their stories? Aim: How will close-reading and annot identify genre(category) in ‘Speech Sounds"? Big Takeaway: The genre Dystopian Science Fiction contains specific elements that are included in and expanded by “Speech Sounds? Objective/ SWBAT: Identify dystopian science fiction. Explain how genre dictates structure, style and content. C.C.S.S. R8.2, 4 Materials:Secondary Source Materials/Role Sheets Anticipated Misunderstandings: Students may not be able to identify genre. A quick brainstorming of other types of genres may be useful(Romance, Mystery, Action and Adventure). This is modified post-secondary language. Certain structures and language choices may be alienating. Differentiation via simplification of language(ie synonymical substitution) has been employed. Dystopian may be foreign to students, but Utopian may not be, for it was used in ELA last week. Connecting morphemes is imperative to engaging language SUPPORTS: Chunking, Annotated Texts, Varied Text Levels, Role Sheets, Role Assigning, Assessments: Exit Ticket Warm Up: (4min) Write your definition of dystopian science fiction, Turn & Talk with a partner and combine/improve definition to create one. Once combined and improved, share out on whiteboard, ile students are warming up, teacher distributes packet of chunks and role sheets Ifstudents have difficulty consider ety:nologically parsing “dystopia’= dys-bad, tope-place Related words dysfunctional (adjective): impaired, not functioni hould Topography - pla Lesson: (2min)Teacher defines dystopian science fiction(imperfect societies in the near-future). Students record. Teacher says, “Today, using close-reading and annotation we will identify genre in Speech Sounds.”Students volunteer to read role description aloud(One reader per role) If population is well known, consider the following when assigning roles. Students may also choose own roles. Assign roles based on correlating strengths and exceptionalities Student who demonstrates having a rapport with others-Discussion Leader Student who displays affinity for nuance when reading text-Diction Detective Students who display ability to think abstractly-Bridge Builder Students who gravitate towards non-literary modes of expression-Artist Dos: 1 Do@min) Modeling of close reading/annotation of chunk Read chunk (Chorus Read) Teacher highlights portions related to role sheet presentation and gives metacognitive narration. As the Discussion Leader, after reading this excerpt, I might ask, ‘What about her stories declassifies them as non post-apocalyptic? How do her other works, Xenogenesis, the Paternis, and the Parable series compare and contrast to Speech Sounds? How much of ‘Speech Sounds’ is autobiographical? ‘We Do(2min): Teacher asks: As the Diction Detective after reading this excerpt, what words might I be focused on? Student raises hand and shares ONE finding. Possible Choices: ‘Xenogenesis: xeno-stranger, genesis -generating offcreating of Post-apocalyptic; after end of world Parable-story You Do(2min read/annotate, 2min role sheet, 2min Share) (cycle of one, two or three time permitting) If limited on time, opt forall to read one section and/or one role per section While other students share, annotate and take notes that will identify gente in Speech Sounds. Teacher circulates to assist students and to ensure that all students are on task. 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