Unit Theme: Creating and Maintaining Societies

Grade: 12th
Timeline: 4 weeks
Team Members Erik Stevens Andrew Hamilton
Kiyomi
Sugiyama
Subjects History English Foreign
(Civics/Econ) Language
(Japanese)
Rationale:
History- With the topic of this unit plan being “Creating and Maintaining Societies” the aspects
of focus will be the development of laws, government, economy and independence. To start a
new society, one must develop a strong set of laws to be followed. Without a set of laws to
follow, anarchy and chaos will ensue and the society will crumble. For the laws to be followed, a
government must be created to not only enforce these laws, but to create new ones as well. There
are different types of governments besides a democracy, so multiple governments will be
discussed. For a society to succeed, a economy is needed to make use of currency, trade, and
other factors. There are different types of economies, so each type of economy will de discussed.
Foreign Language- Society and culture are closely intertwined, and there are many similarities
and differences in countries throughout the world. In the language classroom, we will examine
code switching in Japanese language and how social hierarchy plays a part in the language we
use through the use of authentic situations as well as Japanese texts. Additionally, through the
use of multimedia, we will learn about Japanese society and how subcultures develop within the
larger culture.
English: In dystopian literature, the fall of a people brings about the creation of new societies
and governments. Reading the piece, “Neptune’s Children” provides dystopian text that provides
the opportunity for the students to connect with the main characters and ask themselves what the
would do in the same similar situation. Since this unit is about creating and maintaining
societies, the student will be given a chance through such a novel to see how societies choose
social leaders, make choices that affect their people, and how governments distribute labor
amongst its people. Using young adult literature that is interesting to read and that the students
can connect will provide the students with a higher level of engagement as they connect what the
kids are doing in the novel to how those who started other societies may have done so, learned
through their history and foreign language classes.

Student Learning Outcomes

Focus Standards History English Foreign Language
Civics/Government 9-10.RL.6 Analyze IC - Advanced-Mid
1. Engage fully in
Concept 2: Structure a particular point conversations and
of view or cultural
of Government experience discussions not only on
PO 2. Analyze the creation reflected in a familiar topics, but also
of United States work of literature on some concrete social,
Constitution: from outside the academic, and
c. Separation of Powers/ United States, professional topics using
Checks and Balances drawing on a wide connected sentences
d. Judicial Review
e. Amendment Process
PO 3. Examine the United
States federal system of
government:
a. powers of the national
government
b. powers of the state
governments
c. powers of the people
PO 5. Analyze the
structure, powers, and roles
of the legislative branch of
the United States
government:
PO 6. Analyze the
structure, powers, and roles
of the executive branch of
the United States
government:
PO 7. Analyze the
structure, powers, and roles
of the judicial branch of the
United States government,
including landmark United
States Supreme Court
decisions:
Concept 3: Functions
of Government
PO 1. Analyze the
functions of government as
defined in the Preamble to
the Constitution.
Concept 5:
Government Systems
of the World
PO 1. Compare the United
States system of politics
and government to other
systems of the world (e.g.,
monarchies, dictatorship,
theocracy, oligarchy,
parliamentary, unitary,
proportional elections).
Economics
Concept 1:
Foundations of
Economics
reading of world IL - Advanced-Mid
literature. 1. Understand the main
9-10.RL.5 Analyze idea and most supporting
how an author's details on a variety of
choices concerning topics of personal and
how to structure a general interest as well as
text, order events some topics of
within it (e.g., professional interest.
parallel plots), and
IR - Advanced-Mid
manipulate time
(e.g., pacing, 1. Understand the main
flashbacks) create idea and relevant
such effects as supporting details on a
mystery, tension, variety of topics of
or surprise personal and general
interests as well as some
9.RL.10 By the end professional topics.
of grade 9, read
PS - Advanced-Mid
and comprehend
literature, including Deliver detailed
stories, dramas, presentations on a variety
and poems, in the
of events, experiences,
grades 9–10 text academic topics, and
complexity band issues in various time
proficiently, with frames.
scaffolding as
needed at the high Cultures - Advanced
end of the range. 1. Analyze and evaluate
11-12.SL.1 Initiate practices, products, and
perspectives of the
and participate
effectively in a culture studied and
describe how they are
range of
interrelated to topics of
collaborative
philosophy, social issues,
discussions (one-
regionalisms, history, and
on-one, in groups,
and teacher-led) traditions of their own
with diverse cultures (as applicable).
partners on grades 2. Interact at a culturally
11–12 topics, texts, competent level in
and issues, familiar and some
building on others' unfamiliar cultural
ideas and situations (e.g.,
expressing their community events,
own clearly and travel, service activities,
persuasively. interactions).
Arizona
11-12.L.1
Demonstrate
command of the
conventions of
Standard English
grammar and usage
when writing or
speaking. Arizona
PO 1. Analyze the 11-12.L.6 Acquire
implications of scarcity: and use accurately
b. factors of production general academic
(e.g., natural, human, and and domain-
specific words and
capital resources,
phrases, sufficient
entrepreneurship,
for reading,
technology)
writing, speaking,
PO 5. Interpret economic and listening at the
information using charts, college and career
tables, graphs, equations, readiness level;
and diagrams. demonstrate
independence in
Literacy Standards gathering
9‐10.RH.1. Cite specific vocabulary
textual evidence to knowledge when
support analysis of considering a word
primary and secondary or phrase important
sources, attending to such to comprehension
features as the date and or expression.
origin of the information.
9‐10.RH.2. Determine the
central ideas or
information of a primary
or secondary source;
provide an accurate
summary of how key
events or ideas develop
over the course of the
text.
9‐10.WHST.2. Write
informative/explanatory
texts, including the
narration of historical
events, scientific
procedures/ experiments, or
technical processes.
Enduring Understanding: There are multiple Theme-Related ● What is a
Important Concepts aspects that need to be Essential society and
taken into consideration Questions why are they
when trying to form a important?
new society. Being able What causes ● What is the
to identify the key societies to come purpose of a
aspects that a society together? society?
needs is crucial for a ● What is the
society to succeed. Do we need process to
order? create a
In our communities, society?
there are different What does
● Why do
expectations of government due
societies
communication that are for a society?
succeed and
accepted among different fail?
groups. It is important to ● Is
identify these differences organization
and make use of them in beneficial for
our own communication societies?
in order to succeed in ● How does
society. culture
impact
Making problem solving
connections to the societies?
literature and their lives.
How are they going to
establish order after
chaos.

Technology Integration Social Studies:

Laptop: Purpose of use look at historical documents
PowerPoint: Organize course material
 Google Classroom: To communicate and provide information and
submit assignments.
Japanese:
Polite language textbook: Show differences between varying levels of
politeness and situations for use
Laptops: view example videos and access electric dictionaries, create
student work
English:
Textbooks: Used to to show the characteristics of Dystopian Literature.
Google Docs: To be able to create their essay collaboratively

Interdisciplinary Interdisciplinary Essay: Students will create an essay that

Essay/Performance Task displays the 3 most important aspects of a society such as Social
Norms, government, and why societies are born. The essay will
be graded on clearly identifiable aspects in their paper. Students
provides reasoning why aspects are important to the creation of
society.

Performance Task: You and your group members are survivors

that have just escaped from a dystopian society. You are now
tasked to form a new society for both yourselves and your
followers. As a group, you must create an idea for a new society
to present to your followers

Option 1: In groups students will be creating a presentation not

using PowerPoint or Prezi, to display their understanding to the
class of what aspects are used and integrated into creating a
society.

Option 2: Students will create a physical or virtual model of their

own society by modeling buildings, roads, lakes, etc. As a group,
the students will create a rationale describing the different aspects
of a society, such as the background story behind the society,
form of government and communication amongst each other.

Option 3: Students will create a tourist trailer promoting a new

society. The criteria for the trailer should include, the societies
purpose, government, acceptable social norms, and daily life
activities and their purpose for those activities. Students will
write a reflection piece of the strengths and weaknesses of their
society they conveyed through their tourist trailer. +

Common Instructional Strategies

All Learners
● Group Work
● Think Pair Share
● Variety of Assessment
● Modeling
● Hands on Learning
● Collaborative Group Work
● Graphic Organizer
● Integration of other content areas
● Exit Tickets
English Language Learners
● Close Reading
● Graphic Organizers
● Fill in the Blank Notes
● Activating Prior Knowledge.
● SIOP Strategies.
(Resource / Speech Language)
● Reinforcing effort and providing recognition.
● Read aloud.
● Scaffolding Language Skills
GATE
● Socratic Seminar
● Debate
● Inquiry based research

Individual Unit Theme:

Subject: Social Studies Grade Level: 12th
Focus Standards
Concept 2: Structure of Government
PO 2. Analyze the creation of United States Constitution:
c. Separation of Powers/ Checks and Balances
d. Judicial Review
e. Amendment Process
PO 3. Examine the United States federal system of government:
a. powers of the national government
b. powers of the state governments
c. powers of the people
PO 5. Analyze the structure, powers, and roles of the legislative branch of the United States government:
PO 6. Analyze the structure, powers, and roles of the executive branch of the United States government:
PO 7. Analyze the structure, powers, and roles of the judicial branch of the United States government, including
landmark United States Supreme Court decisions:

Concept 3: Functions of Government

PO 1. Analyze the functions of government as defined in the Preamble to the Constitution.
.
Economics
Concept 1: Foundations of Economics
PO 1. Analyze the implications of scarcity:
b. factors of production (e.g., natural, human, and capital resources, entrepreneurship, technology)
Literacy Standards
9‐10.RH.1. Cite specific textual evidence to support analysis of primary and secondary sources, attending to
such features as the date and origin of the information.
9‐10.RH.2. Determine the central ideas or information of a primary or secondary source; provide an accurate
summary of how key events or ideas develop over the course of the text.
9‐10.WHST.2. Write informative/explanatory texts, including the narration of historical events, scientific
procedures/ experiments, or technical processes.

Essential Understandings Knowledge/Skills

Guided Questions: SWBAT:

1. Why are governments created? 1. Describe the process of
2. Why was the American Constitution created creating a law
3. What is the purpose of a government? 2. Analyze the purpose of each
4. What do governments consist of? branch of government
5. How do governments become balanced? 3. Compare and contrast
6. How are laws created? Capitalism and Communism
7. How does economics impact government? 4. Determine the relationship
between economics and
Important Concepts: government
1. Checks and Balances 5. Explain why governments are
2. Law and Order formed.
3. Capitalism

Texts Assessment
National Constitution Center Formative Summative:
https://constitutioncenter.org Assessment:
Checks and
USA.gov https://www.usa.gov Daily Bellwork/Exit Balances Test
Ticket
Creative
The Communist Manifesto
Panel Discussion Government
Assessment
One Vote, Two Votes, I Vote, You Vote Declaration of
Independence Unsent Letters to
Econ Workbook Analysis Politicians

Schoolhouse Rock - I’m a Bill Amendment Poster Team Debate

Activity
10g. The Declaration of Independence Bill Proposition
http://www.oercommons.org/courses/10g_the_decla Project
ration_of_independence/view
Presidential Poster
Separation of Powers and Checks and Balances:
Crash Course Government and Politics #3

Learning Plan: Scope and Sequence Differentiation

1. To start this unit, the students will analyses the ● Scaffolding the information for
reason why governments are formed and the reason the students is crucial for them
why the United States of America was formed as to understand. (Scaffolding
well. The anticipatory set will begin by the done for the Checks and
instructor informing the class that they have found Balances).
some sort of letter on the ground from the previous
● Integrating technology into the
day. The instructor will then begin to read a fake
letter role playing a student attempting to break up Unit Plan is necessary as well
with their significant other over a piece of writing. because some students may
The instructor will then segway into how the United have difficulty writing with
States of America did the exact same thing to Great utensils.
Britain when they wrote the Declaration of ● Giving student choice is key
Independence. After learning about why the United due to students who excel at
States wrote the Declaration of Independence, the some activities, but struggle
students will then begin to analyze the Declaration with others.
of Independence itself. The students will use “10g.
The Declaration of Independence” tradebook Strategies for ELL and SPED:
resource to analyze the document. The students will 1. Graphic Organizers- Providing
perform a Jigsaw of the Declaration of visuals for students is great for
Independence in groups to decipher the document
them to not only understand
in full. The students will then complete a Google
Presentation bulleting the most important pieces of information better, but it allows
information found in their section of The them to organize their
Declaration of Independence. information better when they
2. After the students have analyzed The Declaration of have a tool to aid them.
Independence, the students will then analyze and 2. Group Work- Allowing
describe the purpose of The Constitution of the students to work with one
United States. The students will use the website another is useful for students all
“National Constitution Center across the board. Educators can
https://constitutioncenter.org” to analyze The sometimes have a tendency to
Constitution. The purpose of this activity is to allow explain terms to academically
the students to explore The Constitution and for students, but when another
determine the purpose of The Constitution. The student puts it in terms that
students will discover that The Constitution holds
other students can understand,
the purpose of giving citizens their rights through
amendments written in The Constitution. Once the then it benefits them more.
students discover this, they will be tasked to create 3. Jigsaw Reading- When
4 images on a poster informing the viewer of the 4 analyzing a difficult piece of
amendments that they choose. The kicker to this text, it can sometimes be
 activity is that the students must draw an image of stressful for students to read the
what the amendment represents in the wrong way. whole thing in whole. So
(For example, 2nd amendment gives citizens the allowing the students to read
right to bear arms, they must draw citizens not pieces of the text and become
having the right to bear arms). Then on the back of experts in that one section
their poster, the students will write a description of
allows the students to
each of their images and why it shows how it does
not show the accurate representation of the understand that one piece and
amendment. also gives the students the
3. Now that the students can determine the purpose of chance to collaborate with their
the Declaration of Independence and The classmates about the other
Constitution, the students will then discover the pieces of the text and learn
details of the United States government itself. from them instead of the
Before the lesson is started, the student’s will be instructor.
shown a Crash Course video on Checks and
Balances “Separation of Powers and Checks
and Balances: Crash Course Government and
Politics #3” to give the students a sneak peek at
what they will be learning about. Through a lecture,
the students will be able to determine the function
of all three branches of the United States
government, the Legislative Branch, the Executive
Branch, and the Judicial Branch. While discussing
the three branches of government, the students will
also need to learn that there are checks and balances
that make sure that one branch of government does
not become more powerful than the other.
a. When the students finish discussing about
the Executive Branch, the students will
complete an activity where they have to
create a campaign poster of themselves
promoting themselves for president of the
United States (Presidential Poster). The
students must have a picture of themselves
and also have 7 promises they will make
when they are elected president. Students
will conduct research about issues that are
currently a problem in The United States to
fuel those 7 promises.
b. After the Legislative Branch is covered, the
students will complete an activity were the
students explore the process of how a law is
created (Bill Proposition Project). The
students will watch Schoolhouse Rock -
I’m a Bill to better understand the
process in a nostalgic video. The
students will then be placed into groups
and will be given a piece of legislation
(law) to close read with their group. The
students will then be tasked to propose
 their own bill to be evaluated by
congress (the instructor) to be see if
their bill becomes a law or is asked to
be revised again. The purpose of this
activity is to have the students
experience the journey a bill goes
through and how long it takes for it to
become a law.
c. After all three branches are covered, the
students will be placed into groups and will
participate in a Panel Discussion. During
the Panel Discussion, the students will
discuss which branch of government, even
with checks and balances, is the most
powerful branch of government. The
students will have a whole class period to
conduct research using USA.gov
https://www.usa.gov as well as other
resources they find useful. After the
students learn about the checks and
balances system and complete the Panel
Discussion, there will be an assessment test
on The Declaration of Independence, The
Constitution, Amendments and on the 3
Branches of Government.
4. After the students have completed their test. I
wanted to take a day and let the students explore the
process of voting and the importance of voting.
Since the students are seniors in high school,
registering to vote is just around the corner. To
start, the instructor will read the children's book
One Vote, Two Votes, I Vote, You Vote. After
this book has been read to the students, the
instructor will then talk to the students about
the process of voting, how to get registered to
vote and the importance of voting. The
instructor will then have a discussion with the
students about current legislation that is up for
vote in the state of Arizona. Even though there
will be no assessment for this day, I feel that it
is important for students, especially seniors,
how important voting is and the power that
voters actually have in our American
Democracy. It gives the instructor a chance to
prepare the students for the world outside of
high school and for the future.
a. To wrap up the governmental portion of
the Unit Plan, the students will have the
 opportunity to express their feelings and
concerns about current legislative issues
that are happening in the United States.
The students will have the opportunity
to write a letter to any politician
(whether that be the president,
congressman, the whole senate, etc)
about the concerns that the United
States are facing.
Brief Economics Section
1. For this Unit Plan, the students need to
understand and create their own society. For a
successful society, an economy needs to be
implemented. So, for the final part of the Unit
Plan, the students will learn the basic
knowledge of the 4 aspects of economy (Land,
Labor, Capital, Entrepreneurship) and how they
all affect economies and about supply and
demand. The Econ Workbook is a great
resource for not only the students, but the
instructor as well. The Econ Workbook will be
the main source of graphic organizers and
activities for the students when examining
supply, demand and the 4 aspects of
economics.
2. Communism can sometimes be confused as a
type of government to people, and with this
section of the Unit Plan, I want to take the time
for the students to understand that Communism
is a type of economic system and not a form of
government. For this section of the Unit, the
students will be examining pieces of The
Communist Manifesto through a ReQuest
strategy. The Communist Manifesto is a
difficult piece of text even for seniors, so
having the students read through pieces of this
text with the instructor will allow the students
to have a better grasp of the ideas of
Communism. After the manifesto is examined,
the students will then prepare for a class debate
on the positive and negatives of a Communist
economy and a Capitalist economy.
Final Assessment
1. At the end of the Unit Plan, the students will be
tasked to create their own type of government.
The students will have their choice on how they
 want to complete this. They can complete this
project individually or in groups of three. The
students can either complete a write up essay,
create a presentation using a trifold or
technological resource. The students must
include the following for their presentation
a. Name of government
b. Why was the government formed (back
story)
c. At least 10 laws enforced by the
government
d. Description of law creation
e. At least 10 rights citizens have
f. Type of economy (can be another type
besides Capitalist of Communist)

Individual Unit Theme:

Subject: Japanese Grade Level: 11

Focus Standards
IC - Advanced-Mid
1. Engage fully in conversations and discussions not only on familiar topics, but also on some concrete social,
academic, and professional topics using connected sentences
IL - Advanced-Mid
1. Understand the main idea and most supporting details on a variety of topics of personal and general interest as well
as some topics of professional interest.
IR - Advanced-Mid
1. Understand the main idea and relevant supporting details on a variety of topics of personal and general interests as
well as some professional topics.
PS - Advanced-Mid
Deliver detailed presentations on a variety of events, experiences, academic topics, and issues in various time frames.
Cultures - Advanced
1. Analyze and evaluate practices, products, and perspectives of the culture studied and describe how they are
interrelated to topics of philosophy, social issues, regionalisms, history, and traditions of their own cultures (as
applicable).
2. Interact at a culturally competent level in familiar and some unfamiliar cultural situations (e.g., community events,
travel, service activities, interactions).

Essential Understandings Knowledge/Skills

1. Is organization beneficial for societies? SWBAT

2. How does culture impact societies? 1. Use appropriate language with
3. What is the purpose of language in maintaining a
society? peers in different contexts
4. What are the levels of politeness (in Japanese 2. Understand the difference between
language) used in communication? varying levels of formality
5. How are these levels utilized in Japanese society? 3. Discuss the importance of language
Key Concepts within a society
Keigo “honorific language” 4. Give a “professional” presentation
● Teineigo “polite language” general situations comparing an aspect of Japanese
● Sonkeigo “Respectful language” used with culture to the student’s own culture
superiors
● Kenjougo “Humble language” used with “in
group”

Texts Assessment

Introductory Article Formative: Summative:

https://www.tofugu.com/japanese/keigo/
Bellwork Interpersonal:
Unit Text Exit tickets Students will
New Nihongo Keigo Training create a skit to
Conversation practice demonstrate their
Videos (for pronunciation) Improv understanding of
https://www.youtube.com/watch?v=sU81MsV7wI formal language
c Reading/Writing
professional emails or Presentational:
Supplemental texts letters Students will
https://cotoacademy.com/japanese-keigo/ write and present
http://www.attainj.co.jp/attain-online-japanese/ Worksheets: “Which a presentation to
language do you use compare/contrast
Akarui Start Shigoto no Kihon - Business Manner in this situation?” an aspect of
Guide Book Japanese culture
and their own
Minimum Essential Politeness: A Guide to the culture.
Japanese Honorific Language
Kaigoshoku no tame no setsuguu guide book
How my Parents Learned to Eat
Learning Plan: Scope and Sequence
Introduction (Day 1)
We will begin by watching a short clip of people
ordering food at a restaurant. While students will
already be familiar with ordering food, they will be
instructed to pay attention to the language that the
server is using, and discuss how it is different from
the Japanese that they already know.
Students will then read about keigo on the tofugu
website. They will be given a graphic organizer to
use to identify different aspects of each “level” and
will take notes to use in discussion.
As we discuss formality in Japanese, the teacher will
give a breif presentation on the different levels of
keigo, which is used in most interactions between
strangers, as well as in professional contexts such as
school or the workplace.
We will go over the expectations for the unit as well
as introduce the summative projects, and then will
introduce the first aspect of keigo: teineigo.
Teineigo (Remainder of Week 1)
Teineigo is polite language that is used for most
situations, and the students will be generally most
familiar with this form of Japanese. Because the verb
forms are relatively common, this will be used as the
“general” column of their graphic organizer. We will
do conversation practice using these verb forms as
well as quick reads and quick writes to solidify their
understanding of general polite speech.
Sonkeigo (Week 2)
This section of the unit will focus on sonkeigo, which
is respectful language that is used in interactions with
superiors, as well as the “out group”
Because this is the first aspect of the language that
they will be most unfamiliar with, we will spend time
in class going over the expectations and clarifying
the necessary information. As we study the text and
learn the new vocabulary for respectful language,
students will fill out the “respectful” portion of their
Differentiation
1. Content will be scaffolded to
provide deeper understanding of
language by role-playing in
authentic situations
2. Technology will be used as a
resource for students to clarify
difficult concepts as well as to give
examples of different situations
(video clips, readings, etc.)
3. Student choice will play a large
part in the summative assignments,
as they will be given the freedom
to choose the topics that they wish
to write about or use in their skit.
This choice will allow them to
choose topics that are engaging to
them while still making use of
formal Japanese language.
4. Grouping will be used to pair
students who need additional
support with students who can
understand the content easily. This
will allow for peer interaction and
help with language development.
5. Graphic organizers will be used to
categorize different vocabulary as
well as grammar points for each
level of “formality” and the
situations that they are used in, for
students to easily reference for
different situations
6. Guided readings will allow
students to know what content is
the most important during the
readings, and which vocabulary
words and grammar concepts are
essential to the unit.
graphic organizers, to align with the corresponding
“general” vocabulary that they already have filled in.
We will practice using sonkeigo by first using
worksheets to identify situations that require
sonkeigo as well as filling in blanks on dialogues.
Additionally, we will use it in conversation practice
and role plays to solidify their understanding of the
language.

Kenjougo (Week 3)
In week 3 we will learn about humble language
which is used to refer to oneself or one's "in group".
Kenjougo will be already known in some set phrases
and compares easily to sonkeigo in thay Kenjougo is
used to "lower" oneself in the presence of others.
Like in the last section, we will fill in our graphic
organizers and use worksheets to practice, as well as
perform role plays to practice speaking.

Application (Week 4)
In the final week of our unit, we will work on our
summative projects. The skits will be first, performed
spontaneously after students practice in small groups
(3 to 4 per group). They will be allowed to use a note
card to refer to during the skits.
Finally, they will finish their presentations. These
should be researched during the course of the unit,
and by the final week they will be revising and
students should have an outline of the topic they are
discussing. They may reference this outline during
their presentation, and should are void simply
reading from their presentation.

Individual Unit Theme:

Subject: English Grade Level: 12

Focus Standards
11-12.RI.3 Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events
interact and develop over the course of the text.
11-12.RI.5 Analyze and evaluate the effectiveness of the author's choice of structural elements and text features.
11-12.RL.10 By the end of the year, proficiently and independently read and comprehend literature, including stories,
dramas, and poetry, in a text complexity range determined by qualitative and quantitative measures appropriate to
grades 11. By the end of the year, proficiently and independently read and comprehend literature, including stories,
dramas, and poetry, in a text complexity range determined by qualitative and quantitative measures appropriate to
grades 12.
11-12.RI.6 Determine an author's point of view or purpose in a text in which the rhetoric is particularly effective,
analyzing how style and content contribute to the effectiveness of the text.
11-12.W.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and
relevant and sufficient evidence.
11-12.L.1 Demonstrate command of the conventions of Standard English grammar and usage when writing or
speaking.
11-12.SL.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and
teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others' ideas and expressing
their own clearly and persuasively

Essential Understandings : Knowledge/Skills

Guided Questions: TSWBAT:

1. How are choices made?
2. What is important to consider when 1. Analyze the meaning of poems
making choices> 2. Create a rational in their journal
3. How does culture affect society? 3. Understand how societies are formed
4. Why does government exist? 4. Summarize their choices they made for
5. Why is it important to have order from creating a society.
chaos? 5. Justify arguments with textual evidence,
and personal stories.
Important Concepts:
1. From Chaos comes order.
2. Culture diversity
3. Roles of Society.

Texts Assessment
1. Read Write Think Dystopian Literature Formative: Summative:
Handout 1. Interactive journals 1. Dystopia
2. Hello Poetry: Dystopia. 2. Classroom Literature Test
Discussion 2. Reading
3. Ted-Talks (Dystopian Literature)
3. Jigsaw Activity Comprehension
4. Neptunes Children 4. Poem Analysis. test
5. How to Build a Great Society 3. Dystopian
6. Reuse- rethink-recyle Vocabulary
7. The Ones Who Walk Away From Omelas Tests.
8. Dystopian Literature: An Utopia For
 Teenage Angst.
Learning Plan: Scope and Sequence
For the READ WRITE THINK document, it
will be modified for the students. The note
taking worksheet will be “Fill in the notes”.
Blank spaces will emphasize the areas that
are the key ideas.
Students will review the website that talks
about what makes up a good society. They
will engage in a think-pair-share activity
where each students write their ideas about
what they think makes a good society, share
those ideas with their peers, and then the
students will make suggestions to each others
ideas or adopt others.
Link:
https://www.newstatesman.com/blogs/the-
staggers/2011/06/society-european-parties
Students will go home and look over the
website:
http://giftededucationcommunicator.com/gec-
fall-2014/dystopian-fiction-a-literary-outlet-for-
teen-angst/
As part of the Independent Reading
Assignment they will have to choose one of
the following novel listed on the website and
complete a reading log that details important
events, characters, and settings that were
essential to the overall plot line. At the end of
4. Creating a
Society Choice
Summary.
Differentiation
What accommodations/modifications will you
provide for specific students?
o Accommodations:
● Lexile changes of material provided to be
within a 3rd to 9th grade reading level.
● Chunking information from the article
into four different categories
● For students that may need it, highlighters
will be provided.
o Modifications:
● Only essential info is displayed
● Reduced Demands
Specific Strategies used to meet the needs of
ELL’s and SPED students in the classroom.
Interview Students: This is used several times
where the students are sharing their work with
their peers and their peers are offering them
feedback.
Think-Pair Share
Journaling: This offers the students in the class a
chance to share their own thoughts. There will be
no requirements for journaling except that do
journal. Journals may be done in word picture or
audio formats. I do not want to confine the
creativity of the students plus some ELL and
SPED students may have difficulty expressing
their thoughts on paper but are great at sharing
outloud. They will have the opportunity to be
assessed properly.
Group students with similar learning styles.
their reading of the novel, they will write a
review on the piece, and how it connects to
the many aspects of Dystopian Literature.
Students will begin their novel, “ Neptune’s
Children” and create an interactive journal.
In this journal the students will write down
the major choices the characters made in the
novel. They will summarize why they made
the choices they did and what their thoughts
on the choice were.
Encourage to propose their own ideas: This is
used when the students are questioning the
choices they have made in reflection to the other
choice made in Neptune’s Children.
Analyze your own instruction Strategy: For this
the teacher would reflect on whether or not their
instruction of the content was presented in a way
that promoted information retainment and
connection of material could be used outside of
the classroom.

From there the class will be asked to come to

consensus on what their overall idea of the
choices were and choose whether to adopt
the choice made or to come up with a new
one as they begin to create their country
foundation.

Students will watch a TedTalk about

Dystopian Literature and do a 3-2-1 activity.
For this activity the students will watch the
film, and write 3 things they learned, 2
things they thought were interesting, and 1
things they still have questions about. The
students will share their activity with the
class and we will continue to discuss their
questions throughout the unit.

It’s poetry time, and the students will read

the Poem, “Dystopia” by: Rafael Emilio
Diaz. After they have read the poem they
will be asked what they thought of the poem,
and what they thought its meaning was.
They then will create their own dystopian
poem that concentrates on an issue that they
think is crucial to the survival of society.
Students will then do a read aloud of their
poem and the students will hear the issues,
their classmates have written about, and
write their thoughts on the topic.

Children’s Book Activity:

After the students have finished their novels,

the students will create a short children’s
dystopian piece with pictures. This will be
done at the end of the end of the unit. The
students should use the children’s book we
use in class as an example. The students will
then share their books with another class,
and they will give positive and constructive
feedback about their stories.

Those Who Walk Away from Omelas:

This will be our next assignment and the

students will read aloud this passage in class.
The students will use a GRASP strategy for
this assignment. Once they have finished
their summary they will be asked to journal
in the interactive journal if they feel that
there must always be those at the bottom of
society or if there is there any way for a
perfect utopian society to exist. They will
share with their table groups about their
journal entries.

At the end of the unit the students will have

gone over all the choices made by the
characters inside of Neptune’s Children and
construct a paper detailing the society they
have created according to the choices they
chose to adopt or change that were made in
the book. What kind of government would
they have, do they respect the beliefs of
different religions, and what does work look
like.