Elements of Dystopian Fiction

Ms. Kim
7th Grade
ELA
Title Page
 Objectives
• Content Objective: Students will be able to
identify elements of dystopian fiction

• Language Objective: Students will be able to

explain and summarize elements of dystopian
fiction

Lecture Objectives
 CA Content Standards
Reading Standards for Literature Key Ideas and Details
1. Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from
the text.
2. Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective
summary of the text.
Reading Standards for Informational Text Key Ideas and Details
1. Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from
the text.
2. Determine two or more central ideas in a text and analyze their development over the course of the text; provide an
objective summary of the text.
3. Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or
how individuals influence ideas or events).
Integration of Knowledge and Ideas
1. Compare and contrast a text to an audio, video, or multimedia version of the text, analyzing each medium’s portrayal of the
subject (e.g., how the delivery of a speech affects the impact of the words).
Writing Standards Text Types and Purposes 1
1. Write arguments to support claims with clear reasons and relevant evidence.
2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection,
organization, and analysis of relevant content.
3. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details,
and well-structured event sequences.

Standards
 CA Content Standards Continued
Production and Distribution of Writing
1. Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience.
Speaking and Listening Standards Comprehension and Collaboration
1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led)
with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and
expressing their own clearly.
2. Analyze the main ideas and supporting details presented in diverse media and formats (e.g.,
visually, quantitatively, orally) and explain how the ideas clarify a topic, text, or issue under study.
3. Demonstrate command of the conventions of standard English grammar and usage when writing
or speaking
4. Demonstrate command of the conventions of standard English capitalization, punctuation, and
spelling when writing. a. Use a comma to separate coordinate adjectives
Knowledge of Language
1. Use knowledge of language and its conventions when writing, speaking, reading, or listening.
2. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on
grade 7 reading and content, choosing flexibly from a range of strategies.
3. Demonstrate understanding of figurative language, word relationships, and nuances in word
meanings.
 Your Perfect World
Imagine that you live in a perfect world. What
would be the perfect world for you? What
would you be doing? Where would you be
living? What would your family be like? What
would you wear? What would the weather be
like? What kinds of foods would you eat?
Explain. Write answer in guided notes.
Minimum of 5 sentences.
Educational Hook/Self-Expressive hook
 Activity
Students will stand up by their desks if they agree with each
statement. Think carefully.

1. An ideal community would not have any hunger or

starvation.
2. An ideal community would not have any jealousy or
competition.
3. An ideal community would not have any unemployment.
4. All children should have equal possessions and privileges
at a certain age, regardless of the status of their families.
5. Families are much closer when they share their feelings.
6. Life would be better and easier if we did not carry bad
memories in our heads.
7. Overpopulation is such a problem that families should
not be allowed to have more than two children.
8. There is no real need to learn about world history.
9. There is no real need to learn about one’s own family
history.
10.One’s job or occupation in life should be a careful
match to one’s interests, talents, and skills.
 Study the Book Cover
• What do you think the title,
The Giver, means?
• Look at the picture on the
front cover:
– Describe the man.
– What does the expression
on his face indicate?
– What do you think the
torn photo means?
Dual Coding
 Dystopia
Dystopia: an imagined state or society in
which there is great suffering or injustice,
typically one that is totalitarian or post-
apocalyptic

dys: bad topia: place dystopia

Smart Art/Dual Coding

 Utopia
Utopia: a place in which everything and
everyone works in perfect harmony. A utopia
does not exist, therefore, it is no place.

(Greek) eu:
topia: place utopia
no

Smart Art/Dual Coding

 Now You Try
• Think of our current society – What aspects of
Utopia or Dystopia do we have? Turn to a
neighbor and discuss. Write down points in
guided notes.

Progress Monitoring Question

 How to Recognize a Dystopia
Alex Gendler for Ted-Ed
https://www.youtube.com/watch?v=6a6kbU88
wu0

Don’t forget to write down important points in

your guided notes while watching!

Animation/Dual Coding
 Dystopian Literature is…
• A genre in fiction that depicts a frightening
society or community where people live under
a highly controlled, totalitarian system
• The people mostly perceive their society as a
utopia
 Characteristics of Dystopian Society

Information, A figurehead or
Propaganda is used to
independent thought, Citizens live in fear of concept is worshipped
control the citizens of
and freedom are the outside world by the citizens of the
the society
restricted society

Citizens are perceived The natural world is

Citizens conform to Individuality and
to be under constant banished and
uniform expectations dissent are bad
surveillance distrusted

Society is an illusion
Citizens live in a
of a perfect utopian
dehumanized state
world

Smart Art/Dual Coding

Characteristics of a Dystopian Hero
• Often feels trapped and is struggling to escape
• Questions the existing political and social
systems
• Believes or feels that something is terribly
wrong in the society in which he or she lives
• Helps the audience recognize the negative
aspects of the dystopian world through his or
her perspective
 Common Literary Devices
• Conflict: used to express a discord involving the
protagonist
• Irony: useslanguage that normally signifies the
opposite, typically for humorous or emphatic effect
• Foreshadowing: an advance sign or warning of what
is to come in the future
• Symbolism: the use of symbols to represent ideas or
qualities
• Suspense: a state or feeling of excited or anxious;
uncertainty about what may happen
• Figurative language: similes, imagery
 Character Development
• They question aspects of their society
• Realize there is something wrong with their society
• Struggle to escape and/or make a difference to this
way of life
• Authors often utilize character development as a key
component of a dystopian text
• Dystopian fiction often has a man vs government
conflict
• Characters usually rebel against the society
• This rebellion causes the character to grow and usually
become more mature
 Common Elements
A strong central government put in place to control the
people

A heavy restriction on education and knowledge

A central face for the government, often portrayed as

ethereal and god-like

Systematic oppression of some or all of the people

within the society, not including the government workers

Smart Art/Dual Coding

 Societal Impact
• Authors who write dystopian literature often
have some fear for the future of society
• They have imagined a scenario of a terrible future
and written about it
• Writing about this can hopefully warn and
prevent current society from creating this
scenario in the future
• Dystopian literature makes terrible situations
seem possible and makes us realize that
dystopias can become our society if we are not
careful
 Now You Try
• Write down some things that are
happening/may happen in today’s society to
turn our society into a dystopia. Discuss with
table groups of 4, write in guided notes.

Progress Monitoring Question

 Essential Questions
• We will consider the following questions
during our study of The Giver.
– What are the characteristics of a community?
– How do members of the community affect one
another?
– Is belonging to a community a good thing?
– Should the government restrict personal freedoms
for the good of the community?
In table groups, discuss and write down answers in
guided notes. Be ready to share with the class
Culminating Activity/Question
 Final Discussion
Now that you have learned all about dystopian fiction,
answer 1 of 3 questions in your groups. Write an essay
(minimum 5 paragraphs including an introductory and
concluding paragraph) answering the question with
evidence (1 paper per table group) Due at the end of
the week to my email.
1. Where is the line between just any societal change,
and a societal change that pushes us into dystopia?
2. What is the more likely outcome for human society,
Dystopia, or Utopia?
3. What is the future going to be for us? Dystopia or
Utopia?
Culminating Activity/Question