utopian literature: collectivism and individualismedtech2.boisestate.edu/robertselzler/text/utopian...

Utopian Literature: Collectivism and Individualism Mr. Selzler

10th Grade English

Introduction: This 4-week integration unit will focus on utopian literature and how it connects to societal practice in both individualist and collectivist fictional societies. The focus text of this unit will be Ayn Rand’s Anthem and, as such, the culminating activity will be a workshop-produced paper published to the Ayn Rand institute to compete in the 10th grade Anthem writing contest. I believe that the language arts ought to be practical. The things that students learn in the language arts classroom should benefit them in the real world. As such, the following unit on Utopian literature will focus on things that really benefit a member of American society: politics, logics, and persuasion. Coupling these things with a genre that is exciting and fantastic will ultimately immerse them further in the practical topics at hand, sort of a spoonful-of-sugar technique. Books: Ayn Rand, Anthem Assignments/Grades: % Participation / Attendance 10 Free-Reading / Book Talk 20 Writing Assignments 20 Workshop Submission 20 Ayn Rand Institute Project 30

100

Participation: Attendance will be monitored via the dissemination of random quizzes, both written and oral. Free-Reading: The student will select novels from the Choice Novels list and demonstrate understanding of the reading and how it connects to the unit theme in the context of an oral presentation to the teacher. Additional choice novels will be considered on a case-by-case basis. Writing Assignments: Intermittent writing assignments will be required throughout the unit. Assignments not directly related to the Workshop or Project portions of the unit will be grouped in this section.

Ayn Rand Institute Project: The culminating project for this unit will be a submission to the Ayn Rand Institute (information attached). Workshop: The culminating project will be developed via the workshop setting. All pieces of writing, drafts, and worksheets will be submitted and graded. Schedule:

Day 1 2 3 4 5

Week 1

Intro: Ayn Rand

Anthem Collectivism and

Individualism

Book talk Objectivism

and Censorship

Video: Ayn Rand

Homework pp. 1-10 Journal

pp. 11-20

pp.21-30 pp. 31-40

Day 1 2 3 4 5

Week 2 Music: 2112 Logic and

Rhetoric Ayn Rand Institute

Project Intro

Book Talk / Project Proposal

Film: Equilibrium

Homework pp. 41-50 Journal

pp. 51-60 pp.61-70 Project

Prospectus

pp.71-80 pp.81-90

Day 1 2 3 4 5

Week 3 Equilibrium

Pathos Workshop

and Research Project

Grade Check Logos

Workshop and Research

Project

Homework pp. 91-100

Day 1 2 3 4 5

Week 4 Ethos Political

Rhetoric Workshop Book Talk

Final Drafting Papers Due Presentation

Homework

Choice Novels: (Suggested) 1984 Animal Farm The Road The Giver Fahrenheit 451 The Chocolate War Speak

Lesson Plans

Mr. Selzler 10th Grade English Utopian Literature Week 1.1

Intro: Ayn Rand I. Specific Learning Objectives:

Students will understand the syllabus and class rule-set.

Students will understand Ayn Rand and how her life affected her work. II. Student Achievement Standards:

10.LA.2.2.2 10.LA.2.3.1 10.LA.2.3.3

III. Assessment and Evaluation:

Students will turn in journal writing to explain how the life of someone like Ayn Rand could affect their worldview.

IV. Materials:

Syllabus

Ayn Rand handout

V. Introduction/Anticipatory Set:

Students will view a short YouTube clip about Ayn Rand and her importance to American literature.

Students will write a short journal entry that asks them to explore what it might have been like for Rand to escape the USSR.

VI. Procedures and Activities/Instructional Input:

(5 Minutes) Administrivia

(5 Minutes) YouTube clip

(10 Minutes) Quick Write: Escaping the USSR. Students will explore, in any genre they deem necessary, the possibilities of what it might have taken someone to escape from the former Soviet Union.

(30 Minutes) Direct Instruction: Ayn Rand, Socialism, and American Literature. This lecture will introduce student to Rand as a major contributor to the body of

American Literature, the Utopian novel, and political, social, and economic thought.

(10 Minutes) Closure and Tidying

VII. Accommodations:

Students will be given the URL to the YouTube clip and given extra time as necessary for the Quick Write as per individual IEPs.

VIII. Closure/Enrichment:

Students will share their quick writes with the class and comment on their peers’ suggestions.

Discussion prompts will be given, if necessary, to encourage student discussion about how refugees from the former Soviet Union might view the world.

Additional questions concerning the syllabus will be clarified.


Anthem I. Specific Learning Objectives:

Students will be able to identify some elements of utopian literature.

Students will be able to generate ideas about how a utopian, or dystopian, world might look.

II. Student Achievement Standards:

10.LA.1.2.2 10.LA.1.8.1 10.LA.1.8.2 10.LA.2.1.2 10.LA.2.3.1

III. Assessment and Evaluation

Students will demonstrate ability to generate ideas about utopian worlds.

Students will turn in their personal Venn diagram for grading.

IV. Materials:

Anthem class set

Venn diagram V. Introduction/Anticipatory Set:

Students will view Fallout 3 introduction clip and discuss what is striking about the presented world.



(5 Minutes) Fallout 3 clip

(10 Minutes) Brainstorming: students will brainstorm individually to generate as many ideas as they can about features of a utopia and features of a dystopia. A brief instructor-guided explanation of the Venn diagram will prompt thinking.

(15 Minutes) Discussion: Students will identify at least one element of a utopia, a dystopia, or where they are jointed. The class will discuss why this seems correct or incorrect. Discussion of point of view will be heavily prompted.

(5 Minutes) Novels will be disseminated to the students.

(10 Minutes) Socratic Discussion: A brief introduction to Anthem will give students the necessary information to make initial sense of the genre.

(10 Minutes) Closure and Tidying VII. Accommodations:

Students will be given extra time and individual attention as needed to work with paraprofessionals to complete work as per IEP.

VIII. Closure/Enrichment: Students will be assigned reading from Anthem and will enter anything relative to

the utopian theme in the format of their choosing.


Collectivism and Individualism I. Specific Learning Objectives:

Students will be able to express opinion and back their opinion logically.

Students will be able to produce an argument either pro-collectivism or pro-individualism.


10.LA.2.1.1 10.LA.2.3.1


Students will discuss use logical methods of argumentation.

Students will be able to debate the merits of the given topics.

The teacher will mark who is participating and following logical patterns.

IV. Materials:

Powerpoint V. Introduction/Anticipatory Set:

Students will view the YouTube series on collectivism and individualism. VI. Procedures and Activities/Instructional Input:


(15 Minutes) YouTube series

(10 Minutes) Socratic Discussion: Students will be asked prompting questions that will cause disagreement. Student discussion will be guided by the instructor to follow a traditional argumentative pattern. Students will be encouraged to participate. Critical approach to the YouTube video will be integrated.

(10 Minutes) Students will enter, in their journal, their opinion as to which society is the best and supporting arguments for their position and against the contrary.

(10 Minutes) Students will be called upon to read their factually based opinions.




In closing, students will journal about the merits of the opposing side of their argument and why it would also have merit.


Book Talk / Objectivism and Censorship I. Specific Learning Objectives:

Students will be able to demonstrate knowledge of choice novel material.

Students will understand the relationship of objectivism to American Literature, specifically Anthem.

Students will be able to break down the arguments, both pro and con, for censorship.

Students will be able to judge an argument and present relative logic for or against the given argument.


10.LA.2.1.3 10.LA.2.2.2 10.LA.2.3.1 10.LA.2.3.2 10.LA.2.3.4 10.LA.2.3.5 10.LA.2.3.6


Students will individually discuss choice novel material.

Students will debate, in writing, the pros and cons of censorship.

Students will criticize Vonnegut’s response.

IV. Materials:

Objectivism handout

Vonnegut letter V. Introduction/Anticipatory Set:

Students will read Kurt Vonnegut’s letter to the school district. VI. Procedures and Activities/Instructional Input:


(10 Minutes) Students will read Vonnegut’s letter

(10 Minutes) Students will journal about whether they feel that Vonnegut presents a sound argument to the school board

(10 minutes) Discussion: Students will discuss objectivism, from the handout, and identify both positive and negative characteristics and how it applies to Anthem.

(15 Minutes) Book Talks and silent reading




Students will be able to ask further questions and give opinions as to how objectivism is a positive or a negative philosophy.

Mr. Selzler 10th Grade English Utopian Literature Week 1.5 Allegory I. Specific Learning Objectives:

Students will understand the role of allegory in the utopian genre in general and Anthem in particular.


10.LA.2.2.2 10.LA.2.3.1 10.LA.2.3.2


Students will produce and explain a piece of original allegory. IV. Materials:

PowerPoint

Chronicles of Narnia clips V. Introduction/Anticipatory Set:

The Chronicles of Narnia clip VI. Procedures and Activities/Instructional Input:


(15 Minutes) Discussion: Students will watch the Chronicles of Narnia clip and discuss the various aspects.

(10 Minutes) Demonstration: The instructor will demonstrate acceptable critique of the clips as a form of allegory and then create a democratically-driven class allegory on the board.

(20 Minutes) Students will then create their own creative allegory in a narrative style.




Discussion: Do you think allegory works? Why or why not?


Music: 2112 I. Specific Learning Objectives:

Students will be able to understand the effect that literature has on music.

Students will create lyrics to a utopian/dystopian song.


10.LA.2.3.1


Students will explain in writing how literature affects music and how music can affect literature.

Students will produce a stanza of lyrics to an original song.

IV. Materials:

“2112” by Rush

Lyrics to “2112”

PowerPoint


Students will listen to all of Rush’s 2112. VI. Procedures and Activities/Instructional Input:


(20 Minutes) Students will listen to all five movements of 2112 and list anything that strikes them as interesting in the song.

(15 Minutes) Socratic Discussion: Teacher will prompt discussion on music and literature and the relationship they have to one another. Examples will be given of music that is meant to be viewed as literature, especially progressive rock and opera.

(10 Minutes) Discussion: Students will discuss examples of popular music that could be viewed as story.


Students will be given extra time and individual attention as needed to work with paraprofessionals to complete work as per IEP. Links to YouTube versions of 2112 will be given to students along with lyrics.


Journal: Students will look for an example of story in a song and explain how it fits the criteria of story. They will then produce a stanza of original poetry that tells a part of a story.


Logic and Rhetoric I. Specific Learning Objectives:

Students will understand the rhetorical triangle.

Students will be able to break down different rhetorical strategies and assign them according to their place in the rhetorical triangle.


10.LA.1.2.1 10.LA.2.2.1 10.LA.2.2.3 10.LA.2.3.1


Students will assign arguments place in an originally-created rhetorical triangle.

IV. Materials:

Rhetoric handout

Triangle handout

Magazine Ads V. Introduction/Anticipatory Set:

Logic and Rhetoric Video (readwritethink.org) VI. Procedures and Activities/Instructional Input:


(5 Minutes) Students will view the logic and rhetoric video

(10 Minutes) Discussion: Students will be prompted to give examples of the rhetorical strategies, how they might be valid, and how they might be invalid.

(20 Minutes) Group Task: Students will browse various magazines and find examples of each rhetorical technique individually and every combination of pairs and one example of all three.

(10 Minutes) Students will take turns sharing the articles that they felt were particularly good examples of a technique and explain why.




Journal: How does rhetoric affect society? Can it be helpful, harmful, or both?


Ayn Rand Project Introduction I. Specific Learning Objectives:

Students will understand what is expected of them in context of the final project.


10.LA.2.3.1


Students will explain their topic and how they intend to relate it to the project as a whole via a project prospectus.

IV. Materials:

Anthem writing contest information. V. Introduction/Anticipatory Set:

Explanation of the Ayn Rand writing competition, procedures, and prizes. VI. Procedures and Activities/Instructional Input:


(10 Minutes) Instructor will explain the Ayn Rand writing project and present each student with a packet of information pertaining to the contest

(35 Minutes) Students will be able to research prospective topics in the media center




Students will create a one-page project prospectus.


Book Talk / Prospectus Talk I. Specific Learning Objectives:


Students will explain their project topic.


10.LA.2.3.1 10.LA.2.3.1 10.LA.2.3.2 10.LA.2.3.4 10.LA.2.3.5 10.LA.2.3.6


Student will discuss characteristics of the choice novel to include: plot, theme, genre, and connections to the unit theme.

IV. Materials:

Choice Novels


Model of oral project proposal.



(30 Minutes) Students will meet with teacher and discuss topic ideas

(15 Minutes) Book Talks and silent reading


Students will be given extra time and individual attention as needed to work with paraprofessionals to complete work as per IEP. Students may meet with teacher after class to discuss topic if more time is needed.


Students will be able to ask further questions concerning the final project, topic ideas, and procedure.


Film: Equilibrium I. Specific Learning Objectives:

Students will understand the utopian and dystopian elements present in the film genre.

Students will connect the film material to their reading of Anthem and their choice novel(s).


10.LA.2.2.1 10.LA.2.3.1 10.LA.2.3.4


Students will explain how the film relates to the readings.

Students will take notes and list utopian elements in the film.

IV. Materials:

Equilibrium film


Explanation of the film



(5 Minutes) Instructor will explain the general idea of the film and what is expected with regards to note-taking

(40 minutes) Film


Students will be given extra time and individual attention as needed to work with paraprofessionals to complete work as per IEP. Students may borrow film from instructor or rent a copy from the video store.


Journal: How do you think it would be to live in Libria? Would you take the Prozium? Is this film a commentary of our contemporary world? How so?


Film: Equilibrium (Cont.) I. Specific Learning Objectives:

Students will understand the utopian and dystopian elements present in the film genre.

Students will connect the film material to their reading of Anthem and their choice novel(s).


10.LA.2.2.1 10.LA.2.3.1 10.LA.2.3.4


Students will explain how the film relates to the readings.

Students will take notes and list utopian elements in the film.

IV. Materials:

Equilibrium film


Explanation of the film



(45 Minutes) Film


Students will be given extra time and individual attention as needed to work with paraprofessionals to complete work as per IEP. Students may borrow film from instructor or rent a copy from the video store.


Journal: How is this story similar to Anthem? How is it dissimilar?


Pathos I. Specific Learning Objectives:

Students will understand how the rhetorical strategy of pathos relates to argumentation.

Students will be able to identify logical fallacies associated with pathos and argument to emotion.


10.LA.2.2.1 10.LA.2.2.3


Students will evaluate fallacious arguments and decide whether they are based upon and appeal to emotion.

IV. Materials:

Fallacies handout


Ad Hitlerum presentation



(5 Minutes) Instructor will present the students with different variations of the Ad Hitlerum fallacy

(10 Minutes) Discussion: Students will debate the usage of emotion as a valid tool to motivate. Should people appeal to the emotions of others? Are there ever valid applications thereof?

(20 Minutes) Demonstration: Students will watch the debate between Noam Chopsky and William Buckley. Are there ever cases where either uses argument to emotion? Is this a valid application?

(10 Minutes) Students will complete the “fallacies” worksheet and discuss


Students will be given extra time and individual attention as needed to work with paraprofessionals to complete work as per IEP. Students will be given the URL to the YouTube debate.


Discussion: In what context do you think that emotional arguments are the most prevalent? What should/can we do to limit the fallacious use of argument to emotion?


Workshop I. Specific Learning Objectives:

Students will understand the workshop model.

Students will be able to give feedback to peers.

Students will participate in the workshop model.


10.LA.2.3.1


Students will evaluate peer writing.

Students will respond to peer writing.

Students will annotate workshop worksheet and rough drafts. Both will be assessed by instructor.

IV. Materials:

Workshop worksheet

Workshop intro clip


Workshop clip



(10 Minutes) Demonstration: Students will view the workshop demonstration and then discuss what worked and what didn’t.

(35 Minutes) Task Group: Students will assess, and comment on, one another’s writing in the workshop method.




Discussion: Did the workshop model seem to work? Did everyone talk equally? Did everyone have the opportunity to ask questions?


Grade Check / Logos I. Specific Learning Objectives:

Students will understand the rhetorical strategy of logos.


10.LA.2.2.1 10.LA.2.2.3


Students will explain, in writing, the merits and the drawbacks of logos as a persuasive technique.

IV. Materials:

Magazine Advertisements


Television commercial clips



(5 Minutes) Discussion: Students will watch various clips from television advertisements and discuss which are the most informative

(20 Minutes) Group Task: Students will break into groups and find ten different magazine advertisements: five that use logos effectively and five that do not. They will then present their findings to the class.

(20 Minutes) Socratic Discussion: The class will then be prompted to discuss the efficacy of the various advertisements. What characteristic do the effective ads share? What characteristic do the ineffective ads share? How does this affect our use of and appreciation for logos in persuasive writing?


Students will be given extra time and individual attention as needed to work with paraprofessionals to complete work as per IEP. Students may borrow magazines to take home for extra time.


Journal: Do you like to see numbers in advertisements? Is there a point where too much factual information causes you to “bog down”? Find an advertisement at home and discuss with an adult the use of data in the advertisement.





Students will be able to draft a piece of writing.


10.LA.2.3.1 III. Assessment and Evaluation



Students will draft writing to moeve from rough to second draft.

Students will annotate workshop worksheet and rough drafts. Both will be assessed by instructor.

IV. Materials:

Workshop worksheet

Drafting intro clip

Drafting worksheet


Drafting clip



(10 Minutes) Demonstration: Students will view the drafting demonstration and then discuss what worked and what didn’t.

(35 Minutes) Task Group: Students will assess, and comment on, one another’s writing in the workshop method. Students will use the comments and editing to formulate a second draft.




Discussion: Did you feel that you were able to use the comments? Was workshop time productive? What can we do to facilitate proper workshop ideals?


Ehtos I. Specific Learning Objectives:

Students will understand the rhetorical strategy of ethos.


10.LA.2.2.1 10.LA.2.2.3


Students will explain, in writing, the merits and the drawbacks of ethos as a persuasive technique.

IV. Materials:

Magazine Advertisements


Television commercial clips



(5 Minutes) Discussion: Students will watch various clips from television advertisements and discuss which are the most authoritative

(20 Minutes) Group Task: Students will break into groups and find ten different magazine advertisements: five that use ethos effectively and five that do not. They will then present their findings to the class.

(20 Minutes) Socratic Discussion: The class will then be prompted to discuss the efficacy of the various advertisements. What characteristic do the effective ads share? What characteristic do the ineffective ads share? How does this affect our use of and appreciation for ethos in persuasive writing?




Discussion: What are the merits of ethos? What are the drawbacks? Is it appropriate to cite authority to support an argument? Is it ever inappropriate?


Political Rhetoric I. Specific Learning Objectives:

Students will understand the use of rhetorical strategy in political media and propaganda.


10.LA.2.2.1 10.LA.2.2.2 10.LA.2.2.3


Students will explain, in an oral presentation, how political rhetoric is used both validly and invalidly.

IV. Materials:

Media clips


Rammstein Nazi Propaganda clip



(5 Minutes) Students will watch the Rammstein / Nazi clip and note any uses of the three rhetorical strategies.

(20 Minutes) Demonstration: Students will watch the three Republican primary campaign advertisements (McCain, Paul, and Huckabee) and note the specific uses of the three rhetorical strategies. Students will be prompted to discuss which ads used which strategy and whether they did so effectively.

20 Minutes) Group Task: Students will then break into groups and elect a member of their group to run for dictator of the class. Once all candidates have been selected, the names will be written on the board. The groups will then formulate a campaign advertisement (skit) for their candidate. The skits will be presented to the class.




Journal: Did you feel that all of the ads/skits were effective? Why or why not? Were all of the ads/skits respectful of the competition? Why do you think this is?





Students will be able to edit a piece of writing.


10.LA.2.2.2 10.LA.2.3.1




Students will draft writing to move from a second draft to a final draft.

Students will annotate workshop worksheet and second drafts. Both will be assessed by instructor.

IV. Materials:

Workshop worksheet

Drafting intro clip

Drafting worksheet

Applicable mini-lessons on convention


Final draft clip



(10 Minutes) Demonstration: Instructor will use applicable mini-lessons to address common issues among the class and demonstrate the proper method of editing a peer’s paper.

(35 Minutes) Task Group: Students will assess, and comment on, one another’s writing in the workshop method. Students will use the comments and editing to formulate a final draft.




Discussion: How do you feel about your papers thus far? Are we fairly close to writing worth publication?


Book Talk / Final Drafting I. Specific Learning Objectives:


Students will create a final draft.


10.LA.2.2.2 10.LA.2.3.2 10.LA.2.3.4 10.LA.2.3.5 10.LA.2.3.6


Students will explain textual material to the instructor.

Students will modify their second draft and produce a polished and final draft.

IV. Materials:

Choice Novels

Computer lab

V. Introduction/Anticipatory Set

Demonstration: Using the computer lab



(45 Minutes) Students will meet with teacher and either engage in Book Talk or polish their final draft.


Students will be given extra time and individual attention as needed to work with paraprofessionals to complete work as per IEP. Students may meet with teacher after class to discuss novels if more time is needed.


Discussion: How do you feel about your papers? Are you excited? What was the best part of the process? The worst?


Final Paper Presentation I. Specific Learning Objectives:

Students will present papers orally to the class.


10.LA.2.2.2


Students will explain their paper topics and argument to the class.

Students will discuss the writing process and any difficulties.

IV. Materials:

Student papers

V. Introduction/Anticipatory Set

Demonstration: Instructor will present an anonymous paper from previous years.



(30 Minutes) Students will present their paper, their argument, and any comments on the workshop process.

(15 Minutes) Discussion: How does it feel to know that you are going to publish your own writing? Do you enjoy the competition?


Students will be given extra time and individual attention as needed to work with paraprofessionals to complete work as per IEP. Students may meet with teacher after class to discuss novels if more time is needed.


Celebration: Students will engage in various forms of celebratory behavior. This will include at least the following: eating cookies, drinking punch, and generally feeling good about the writing process.

Appendix of Strategies Book Talk: This strategy seeks to exploit the use of student choice in selecting his or her own reading material. Students will be required to have read a certain number of pages in a given time period. Once completed, the student will discourse about the selected novel with the teacher on a one-to-one basis. Demonstration: Some material is presented to the class, and then the class discusses and engages in the presented material. This differs from Direct Instruction in that the material presented in minimal and the chance for immersion is far greater. Direct Instruction: This is the method in which students are passive in the learning process. Material is presented and opportunities to engage verbally with the instructor are limited. This method stresses a traditional lecture-driven model. Discussion: Students are engaged with a single prompting question that initiates exploratory discussion. This model is far less rigid than Socratic Discussion, and gives the students the option to take the discussion the direction which they would like it to go. Group Task: Exploiting the positive traits of social learning theory, students will complete tasks in a group setting that will enrich their educational lives through interaction with peers. Socratic Discussion: Students will be asked prompting questions in order for the instructor the guide the discussion in the way which it should go. Students comments are welcomed, but the tempo and direction of the discussion are set by the instructor. This is a more rigid version of the regular student-controlled discussion method.

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