Springfield College

Lesson Plan Template

Teacher: Julia Maturo Date: Sept. 25th, 2017
Subject: Science Fiction Grade Level: 12
Title of Lesson: Utopia Versus Dystopia Lesson Length:85 minutes
Overview of the Lesson
Lesson Summary:
In this lesson the students will discuss and define the qualities of a dystopia and watch short clips
of dystopian films to analyze how Fahrenheit 451 is a dystopian novel.

Lesson Objectives:
The students will be able todescribe their own utopia.
The students will be able todefine dystopia and discuss dystopian elements.
The students will be able toanalyze dystopian film trailers to identify elements of dystopias.

Materials/Equipment to be Used in Teaching the Lesson:

Fahrenheit 451
Perfect City Group Work
Dystopia Chart
Element Chart
Board
Computer for videos

Massachusetts Framework Standards:

RL1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly
as well as inferences drawn from the text, including determining where the text leaves matters
uncertain.

RL2. Determine two or more central ideas of a text and analyze their development over the course
of the text, including how they interact and build on one another to provide a complex analysis;
provide an objective summary of the text.

RL3. Analyze the impact of the authors choices regarding how to develop and relate elements of a
story or drama (e.g., where a story is set, how the action is ordered, how the characters are
introduced and developed).

W3. Write narratives to develop real or imagined experiences or events using effective technique,
well-chosen details, and well-structured event sequences

SL1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in

groups, and teacher-led) with diverse partners on grades 1112 topics, texts, and issues, building
on others ideas and expressing their own clearly and persuasively.
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Lesson Plan Template
Enduring Understandings:
Big Ideas: The students will understand that
A true utopia does not exist
There are different types of dystopian worlds
Dystopias are popular settings for science fiction novels
There are different elements that create a dystopia
Concepts:
Utopia
Dystopia

Essential Questions:
What is the difference between a utopia and a dystopia?
How can one identify a dystopia?
Why is F451 a dystopian novel?

Content
Factual Content:
The students will know that there are many novels that have dystopia settings and will determine if
F451 has that setting.
Vocabulary:
Utopia, Dystopia
Tier 1:

Tier 2:
Utopia, Dystopia
Tier 3:

Critical Thinking Skills (Reading, Writing, Speech, Listening)

Describe and write about a utopia
Discuss differences between a utopia and dystopia
Determine the type of dystopia in F451
Analyze passages that support the claim of F451 as a dystopian novel
Analyze dystopian film trailers to identify elements of dystopias.

Assessments (Performance Tasks/Tests/Quizzes Formative/Summative, Informal/Formal)

Written explanation of personal utopia
Participation of group discussions on dystopias
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Lesson Plan Template
Action/Instructional Procedures

Procedures: For each procedure, list the teacher or student actions (with accommodations and
modifications) as well as the anticipated amount of time it will take to accomplish each task.

Hook (15 Minutes)

o I hope you all enjoyed the beginning of F451 last night. To start off todays class
Id like you all to do a quick write for about 10 minutes. The topic is utopias. I
would like you to describe in your own words with many details what your
perfect world would be like. (Put journal on board)
o Make it as personal and extravagant as youd like. There are no rules. I want to
hear about a few of these when youre all done writing.
o After the time is up, ask some students to share their utopias.

Step One: Utopia Group Work- Perfect City Part 1 (20 Minutes)
o Now that youve made your own utopia, youre going to work in groups to create
a more detailed perfect world plan.
o You should discuss the ideas you came up with on your own, and try to combine
some of those ideas to create a new utopia.
o Hand out worksheet, go through directions.
o You dont need to answer all the questions, theyre just there to help you
brainstorm.
o Allow 10 minutes for them to work
o Ask students to present the basic idea of their perfect world with 4 of the most
important detailswrite this direction on board
o Give prizes to group with most ideas

Step Two: Dystopia Group Work- Perfect City Part 2 (15 Minutes)
o Those all sound like awesome places to live
o But, would this world you just created ever be possible? Why not?
o So if its not possible, is any utopia possible?
o And does anyone know what the opposite of a utopia? (dystopia)
o What do you think a dystopia would be like?
o List qualities of dystopia from students on board
o So what happens when a utopia crosses over to a dystopia?
o Youre going to take a look at that by completing the second worksheet all about
your perfect world.
o Read directions for Perfect City Part 2
o Allow 10 minutes to complete

Step Three: Dystopia Definition (10 Minutes)

o So what exactly is a dystopia?
o Take some responses
o Lets watch a short video to figure out if youre right
o https://ed.ted.com/lessons/how-to-recognize-a-dystopia-alex-gendler
o So what are your thoughts on that video?
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Lesson Plan Template
o Lets get a solid definition for dystopia
o Its a futuristic, imagined universe in which oppressive societal control and the
illusion of a perfect society are maintained through corporate, bureaucratic,
technological, moral, or totalitarian control. Dystopias, through an exaggerated
worst-case scenario, make a criticism about a current trend, societal norm, or
political system.
o Theres also a few different types of dystopias, this chart here can show this
o Pass out chart
o Based upon what youve read so far, what type of dystopia do you think F451 will
be? (Regular dystopia)

Step Four: Elements of a Dystopia (5 minutes)

o Just like there are many types of dystopias, there are many elements that make up
dystopic literature.
o Hand out chart, read through with students.
o Youre going to see these elements a lot in our readings, so youre going to want
to keep this in a safe place where you can reference it

Step Five: Dystopia Film Clips (15 Minutes)

o And one of the first times youre going to want to reference it is in our next
activity where we will be watching dystopian film trailers.
o Its your job to fill out a chart documenting the elements that you see.
o Show clips
Elysium Trailer:
http://youtu.be/LNhdDDTY6Lk?list=PLOMsq6qKKJICnVUagbK-
y5wtG8YKCSfr1
Short film Sight:
https://www.youtube.com/watch?v=lK_cdkpazjI&index=2&list=PLOMs
q6qKKJICnVUagbK-y5wtG8YKCSfr1
Divergent Trailer: https://www.youtube.com/watch?v=sutgWjz10sM
1984 Trailer: https://www.youtube.com/watch?v=Z4rBDUJTnNU
Scene from Wall-E: https://www.youtube.com/watch?v=h1BQPV-iCkU
Coca Cola Security Cameras:
https://www.youtube.com/watch?v=yOXzgLx4i0Y

Closure: Wrapping Up (5 minutes)

o So what were your thoughts on those clips?
o Any predictions about more dystopian elements to see in F451?
o Keep that element chart handy with you as you read to stay aware of more
dystopian elements you may come across.
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Lesson Plan Template
Reflection on Lesson

a. The Lesson Plan: Flowed well from concept to concept and activity to activity. Good
timing for each activity. Not enough time for all activitieswished we had more time
for final activityshould have made decision to continue to next class.

b. Teaching Skills: Clearly and slowly explained directions. Provided both a handout and
board directions. Kept students on task. Shut down students side comments towards
other students.

c. The Student: Interested in creating utopias and seeing how they can turn into dystopias.
Loved the film clips and had some great comments on what they thought were dystopian
elements. Expressed a clear understanding of the topic.