Embedded Files
Introduction to Dystopian Literature
Introduction to Dystopian Literature
Monday, 3/17
Monday, 3/17
Target Skill: Analyzing Author's Point of View
Warm up Question
Author's Point of View: Video and Question
Article: "Why Americans are so Obsessed with Squid Game" - Read and answer in text questions
Writing Prompt: According to the author: “In the U.S., we play our own version of ‘Squid Game’ every day… whether it’s fighting for better wages, to maintain a roof over one’s head, or even for basic worker rights” (Paragraph 6). In your opinion, what is another television series, movie, or book that teaches an important lesson about American society? Explain your thinking.
Why_Americans_are_so_obsessed_with_‘Squid_Game’__Target_Lesson_STUDENT_COPY_V2.pdf
Block Day: 3/18 & 3/19
Block Day: 3/18 & 3/19
Utopia vs. Dystopia
View slides and complete notes on the Dystopian Genre
Show the video: "How to recognize a Dystopia" (5:55) List the traits of a perfect world. How could this world be achieved? How could your idea of progress go wrong?
After viewing the final slide on Themes of Dystopian literature, watch the Hunger Games clip. Identify as many Dystopian elements as possible.
"The Veldt" by Ray Bradbury: Slides, read, and answer questions on CommonLit
Complete the analysis question in your packet.
Thursday, 4/4
Thursday, 4/4
Videos and Discussion (skip, 2025)
Partner Question and written response. Use text evidence from the story to write your answers.
iReady
HW: Finish Analysis Packet on "The Veldt" - due tomorrow
Friday, 4/5
Friday, 4/5
"The Veldt" - class discussion questions (skip 2025)
Response Paragraph on Writable (skip 2025 - replace with Creating a Dystopia Activity)
Claim: Answers the prompt question
Text Evidence & Commentary
Conclusion sentence: Provides a lesson from the story.
i-Ready, if time
HW: Bring completed interview notes to class on Monday, ready to begin writing.
Response Rubric for "The Veldt" (skip 2025)
Response Rubric for "The Veldt" (skip 2025)
Block Day (4/1 & 4/2)
Block Day (4/1 & 4/2)
Can Machines learn Morality? (video clip)
Moral Machines - CommonLit article
Introduce Dystopian Choice Slides
Students choose their focus for the week & begin working
Paths:
Read and complete work for story #1
Read and take notes on article #1
Plan your story using the provided pages
Plan your essay: Choose topic; begin research
Thursday (4/3)
Thursday (4/3)
Paths:
Read and complete work for story #2
Read and take notes on article #2
Begin writing your story
Begin writing your essay
Friday (4/5)
Friday (4/5)
Paths:
Read and complete work for story #3
Read and take notes on article #3
Continue writing your story
Continue writing your essay
Monday, 4/7
Monday, 4/7
Paths 1 & 2: One page write-up
Paths 3 & 4: Wrap up your writing
*Also connects with the story, "Button, Button"
Can_Machines_Learn_Morality_-teacher-12.pdfDiscussion Questions
Discussion Questions
In the context of the text, what are the costs and benefits of technology? What are the potential advantages and disadvantages explored in the text regarding equipping machines with a sense of morality? You may use evidence from this text, your own experience, and other literature, art, or history in your answer.
In the context of the text, what should the role of robots be in the future of our society? In what other ways do you think equipping machines with a sense of morality could change the future? You may use evidence from this text, your own experience, and other literature, art, or history in your answer.
In the context of the text, what is good and how do we know? Do you think humans have mastered morality enough to successfully teach it to machines? You may use evidence from this text, your own experience, and other literature, art, or history in your answer.
Block Day (4/8 & 4/9)
Block Day (4/8 & 4/9)
Part 1: Real life Dystopian topics and Non-Fiction reading skills.
Read and complete the work for one of the following options:
Identifying Main Ideas & Central Idea: "Empathy in the Age of AI" (high)
Finding the Meaning of Unknown Words: "'Consciousness in Robots was Once Taboo. Now It's the Last Word." (high)
Finding the Best supporting evidence: "Cyborg cockroaches are coming, and they just want to help" (medium)
Finding the Best supporting evidence: "Can We Stop A.I. from Learning Harmful Biases" (7th Grade - ELD 1 & 2 ONLY)
Part 2:
Complete any unfinished writing, edit, and submit your PRINTED work with the appropriate rubric IN CLASS ON THURSDAY, 4/10.
Empathy_in_the_Age_of_AI__Target_Lesson_STUDENT_COPY.pdfIdentifying Main Ideas & Central Idea: "Empathy in the Age of AI" (high)
‘Consciousness’_in_Robots_Was_Once_Taboo._Now_It’s_the_Last_Word.__Target_Lesson_STUDENT_COPY_V2.pdfFinding the Meaning of Unknown Words: "'Consciousness in Robots was Once Taboo. Now It's the Last Word." (high)
Cyborg_cockroaches_are_coming__and_they_just_want_to_help__Target_Lesson_STUDENT_COPY_V2.pdfFinding the Best supporting evidence: "Cyborg cockroaches are coming, and they just want to help" (medium)
Can_We_Stop_A.I._from_Learning_Harmful_Biases__Target_Lesson_STUDENT_COPY_.pdfFinding the Best supporting evidence: "Can We Stop A.I. from Learning Harmful Biases" (7th Grade - ELD 1 & 2 ONLY)
Option 1: Read and Analyze Dystopian Stories
Option 1: Read and Analyze Dystopian Stories
Dystopian Analysis.pdf
The_Last_Dog-student_copy.pdf"The Last Dog"
"The Last Dog"
by Katherine Paterson (1999)
Examination_Day-student_copy.pdfExamination Day
Examination Day
by Henry Slesar (1958)
Día_de_examen-student_copy.pdfDia de Examen
Dia de Examen
by Henry Slesar (1958)
The_Last_Curiosity-student_copy.pdf"The Last Curiosity"
"The Last Curiosity"
by Lucy Tan (2021)
Cooking_Time-student_copy.pdf"Cooking Time"
"Cooking Time"
by Anita Roy (2014)
Upswing-student_copy.pdf"Upswing"
"Upswing"
by T.J. Resler (2021)
Option 2: Real-World Connections
Option 2: Real-World Connections
Dystopian Literature and Real-World Connections.pdf
2A: Compare the fictional dystopian state in "We" to the society of North Korea. Are there similarities between the fictional police state and the real-life authoritarian regime?
2A: Compare the fictional dystopian state in "We" to the society of North Korea. Are there similarities between the fictional police state and the real-life authoritarian regime?
Excerpts_from_We-student_copy.pdf"Excerpts from We"
"Excerpts from We"
We is a work of dystopian fiction set in a future police state by Russian writer Yevgeny Ivanovich Zamyatin (1884-1937). In 1921, We became the first work banned by the Soviet Union's censorship board; Zamyatin managed to have his work smuggled to the West and later lived out the rest of his life in exile. This novel is thought to have inspired Brave New World and 1984.
Total_Control_in_North_Korea-student_copy.pdf"Total Control in North Korea"
"Total Control in North Korea"
This article describes life in North Korea under totalitarian government rule. In North Korea, the government has control over the econony, military, education, and people's access to information --and punishes those who try to change the status quo.
Jihyun_Park__Defector._Refugee._Survivor._Freedom_fighter_for_North_Koreans-student_copy.pdf"Jihyun Park"
"Jihyun Park"
In the informational text, "Jihyun Park: Defector. Refugee. Survivor. Freedom Fighter for North Koreans," Anne Hannah Foong describes how a woman who defected from North Korea became an advocate for other refugees. Use this article alongside "Total Control in North Korea" to gain additional information about life in North Korea as you compare North Korea to the society described in "We."
2B: How can modern science connect to a dystopian future? (Choose 3 of the following pieces)
2B: How can modern science connect to a dystopian future? (Choose 3 of the following pieces)
By_Degrees_and_Dilatory_Time-student_copy.pdfProposed_Treatment_to_Fix_Genetic_Diseases_Raises_Ethical_Issues-student_copy.pdfScientists_Clone_Human_Embryos_To_Make_Stem_Cells-student_copy.pdfIs_Jurassic_Park_Possible_-student_copy.pdfThe_Real_Reasons_You_Shouldn’t_Clone_Your_Dog__Target_Lesson_STUDENT_COPY_.pdf2C: How could Communist states reflect the dystopian world critiqued in "Harrison Bergeron" by Kurt Vonnegut?
2C: How could Communist states reflect the dystopian world critiqued in "Harrison Bergeron" by Kurt Vonnegut?
China's_Cultural_Revolution-student_copy.pdfChina
China
Stalin__A_Brutal_Legacy_Uncovered-student_copy.pdfSoviet Union
Soviet Union
Total_Control_in_North_Korea-student_copy.pdfNorth Korea
North Korea
Option 3: Creative Writing - Write Your Own Dystopian Story
Option 3: Creative Writing - Write Your Own Dystopian Story
Writing a Dystopian Story.pdfDystopian Story Rubric.pdfOption 4: Persuasive Essay
Option 4: Persuasive Essay
Possible Topics
Possible Topics
Artificial Intelligence
Genetic Engineering
The Quest for Eternal Youth
Social Media
Lab-Created Food
Note: If you have another idea for a topic for a persuasive essay connected to a potential dystopian scenario, please let me know your idea!
Argument Rubric for 8th grade assessment - HAMI.pdfPersuasive Writing Essay - Dystopian Topics(1).pdfReport abuse