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Module 1

Module 1. Introduction. Activities.

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Module 1

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  1. Module 1 Introduction

  2. Activities • 1. Upon enrolling in the course, students will complete an evaluation determining their readiness for online learning. When the assessment is complete, students will take a screen shot of their results and send it to the instructor as an attachment. [(T 1(A) , 1(F)] • 2. Students will read over helpful hints for online learning success and will become familiar with helpful sites offering tutorials and how-tos. [T 5(B)] • 3. Students will complete an Internet safety module covering appropriate online behavior, netiquette, and the district’s acceptable use policy. [T 3(A)] • 4. Students will pass with a grade of 85% or higher, an assessment demonstrating understanding of Internet safety concepts. Successful completion of this module will be required for advancement in the course. [T 3(A)] • 5. Students will complete an introduction to Moodle. [(T 1(A) , 1(F)]

  3. Module 2 Building a Base

  4. Activities • 1. Students will research the origin of “utopia” and “dystopia,” including the meaning of word parts. [ E 2(A)] • 2. Students will compile a list of related words. [E 2(A)] • 3. Students will review the Characteristics of Dystopian Societies sheet. [E 3(A)] • 4. Students will complete the Literary Terms Activity, learning important literary terms. [E 2(E)] • 5. Students will complete the Literary Terms Assessment. [E 2(E)] • 6. After reviewing AP guidelines for dialectical journals, students will set up a paper version in a traditional composition book. [ E 8] • 7. Students will review and familiarize themselves with the recurring assignments. These will be completed after every piece of literature and include the following; • A. Personal dictionary of unfamiliar words – typed and saved as a .doc or .rtf [ E 2(A), 2(E)] • B. Plot diagram – using the online tool at ReadWriteThink [E 6(A)] C. Book/Movie review – posted to the class group at Library Thing (instructions in module) [E 8, 13B] • D. Author biography – using tool at ReadWriteThink [E 9} • E. Response blog – posted to the class group at Kidblog [E 9, 13(B)] • Additional instructions will be included in the module.

  5. Module 3 The Hunter and the Hunted

  6. Activities • 1. Students will read The Hunger Games by Suzanne Collins. Most reading will occur outside of class. [E 3] • 2. During the reading, students will keep a dialectical journal, interacting with the text by choosing meaningful passages, unfamiliar vocabulary, personal insights, etc. [E 2(B), 6(C), 8, 13(B)] • 3. Students will examine the concepts of dystopian and utopian societies. They will • A. Recall the terms • B. Apply the terms to The Hunger Games. [E 2(A)] • 4. Complete the map of the U.S., identifying Districts from the book based on their descriptions and major industries as given in the book. [SS 4, 5(A), 8(A), 8(B), 10(A)] • 5. Students will be introduced to the idea of a “scapegoat”. [E 3(B)] • 6. Students will discuss connotations (word origin) of the word lottery, and will predict the contents of “The Lottery” by Shirley Jackson. [E 2(A), 28] • 7. Students will read “The Lottery” and will test on their comprehension. [E 3] • 8. Students will read “The Most Dangerous Game” by Richard Connell and will test on their comprehension. [E 3] • 9. Students will view Star Wars The Clone Wars Episode 3.21 “Padawan Lost”. [E 3, 13(A), 13(B)] • 10. Students will complete and submit an online graphic organizer that compares the three stories. [E 3(C)] • 11. Students will watch an excerpt from The Truman Show. As an extension, students will participate in a class discussion on Module 3 material and current reality television. [E 28] • 12. Students will create a television commercial or print ad promoting the 2014 Hunger games. [E 14(A), 14(B), 14(C), T 8(C), 8(D), 10(A), 11(A), 11(B)] • 13. Students will also complete the following assignments according to course guidelines: • A. Personal dictionary of unfamiliar words – typed and saved as a .doc or .rtf [ E 2(A), 2(E)] • B. Plot diagram – using the online tool at ReadWriteThink [E 6(A)] C. Book/Movie review – posted to the class group at Library Thing (instructions in module) [E 8, 13B] • D. Author biography – using tool at ReadWriteThink [E 9} • E. Response blog – posted to the class group at Kidblog [E 9, 13(B)] • Additional instructions will be included in the module.

  7. Module 4 Out of Eden

  8. Activities • 1. Students will examine the concept of utopias or paradise, including but not limited to Eden, Camelot, Valhalla, Nirvana, etc. [E 28] • 2. Students will view Wall-E (2008) and test for comprehension. [SS 20(B), 20(C), E 13(A), 13(B)] • 3. Students will read The Lorax by Dr. Seuss and test for comprehension. [SS 20(B), 20(C), E 13(A), 13(B)] • 4. Students will identify environmental and technological issues in Wall-E and The Lorax. [SS 20(B), 20(C), E 9] • 5. After identifying the issues, students will complete a KWL chart online at ReadWriteThink. [E 20(B), 20(C)] • 6. Students will use their KWL charts as the basis for a fact-finding mission. Upon researching their topic, students will submit a summary with cited sources (format provided in course). [22(A), 22(B)] • 7. Students will view Who Killed the Electric Car and will discuss pros and cons of EVs. Readings will include both those in support of and critical of the author’s stance. [SS 21(D), 22(E), 23(A), 23(B)] • 8. Students will watch an excerpt from the movie Avatar and will discuss how this relates to current events (conflict over natural resources). • 9. Students will also complete the following assignments according to course guidelines: • A. Personal dictionary of unfamiliar words – typed and saved as a .doc or .rtf [ E 2(A), 2(E)] • B. Plot diagram – using the online tool at ReadWriteThink [E 6(A)] C. Book/Movie review – posted to the class group at Library Thing (instructions in module) [E 8, 13B] • D. Author biography – using tool at ReadWriteThink [E 9} • E. Response blog – posted to the class group at Kidblog [E 9, 13(B)]

  9. Module 5 Too Much of a Good Thing

  10. Activities • 1. Students will be introduced to the theme of equality. They will blog about the connotations of the word, positive or negative. [E 8, 14(A), 14(B), 14(C), 14(D), 14(E)] • 2. Students will listen to “Little Boxes” by Malvina Reynolds. Students will discuss whether or not there can be too much equality. [ E 4, 28] • 3. Students will watch the MacIntosh commercial (1984) and complete related analysis tool. [SS 11(A), 11(B), 11(C)] • 4. Students will read “Harrison Bergeron” by Kurt Vonnegut and will watch an excerpt from the movie (pre-screened for content) and will quiz for comprehension. [E 3, 9, 13(A), 13(B)] • 5. Students will then return to the previous discussion about equality to discuss whether or not their opinion has changed. [E 28] • 6. Students will read Uglies by Scott Westerfield and will test for comprehension. [E 3] • 7. Students will read The Giver by Lois Lowrey and will test for comprehension. [E 3] • 8. Both Ugliesand The Giver address the use of medication to control the thought process of citizens; “Harrison Bergeron” features a “handicapper general whose job it is to ensure equality. Students will discuss the social implications of this. [E 28] • 9. Students will read “Pretty How Town” by eecummings. They will discuss the poem’s structure and how the author’s use of words contributes to the meaning. [E 4] • 10. Students will brainstorm other historical events of which they may have knowledge where equality was valued more than freedom. They will complete a graphic representation of the facts. [SS 21(A), 21(B), 21(C), E 23(C), 24(B)] • 11. Students will view portions of the movie Pleasantville. They will also watch parts of Leave It to Beaver Episodes. They will then blog about the symbolism in Pleasantville and why the creator chose black and white for much of the movie. [E 9, 13(B)] • 12. Students will also complete the following assignments according to course guidelines: • A. Personal dictionary of unfamiliar words – typed and saved as a .doc or .rtf [ E 2(A), 2(E)] • B. Plot diagram – using the online tool at ReadWriteThink [E 6(A)] C. Book/Movie review – posted to the class group at Library Thing (instructions in module) [E 8, 13B] • D. Author biography – using tool at ReadWriteThink [E 9} • E. Response blog – posted to the class group at Kidblog [E 9, 13(B)]

  11. Module 6 Connecting the Dots

  12. Activities • 1. In this module, students will synthesize the things they have learned during the course. To begin placing this knowledge in a framework, they will construct a timeline on which they plot all the literary works covered. They will then add major historical events to the same timeline. [SS 20(A)] • 2. Students will examine the timeline to draw conclusions about how the world events might have influenced the author to write his/her story. They will discuss this in the forum. [SS 9(A), 9(B), 9(C), 9(D)] • 3. Students will discuss the role that propaganda played in the literature. They will examine propaganda techniques and modes of persuasion. [E 9, 13(A), 13(B), 13(C), 13(D)] • 4. They will examine propaganda (print, audio, video) from historical events such as World War II. [E 9, 13(A), 13(B), 13(C), 13(D)] • 5. Students will create a propaganda poster for one of the political movements in the books, applying knowledge gained from examining historical examples. [E 17(D)] • 6. Students will create and record a propaganda radio commercial (using Audacity) that utilizes modes of persuasion (ethos, pathos, logos). [T 8(A), 8(C), 8(D), 10(A)] • 7. Students will create a collaborative comparison chart of the works using an online tool such as Wall Wisher. [E 22(A), T 8(A), 8(B), 8(C), 8(D)] • 8. Students will examine current events for similarities. [SS 9(A), 9(B), 9(C), 9(D), 10(B), 10(C), 12(A)] • 9. Students will engage in a research project on a current society that is in disarray, looking for characteristics of dystopian societies from the beginning of the course. [SS 9(A), 9(B), 9(C), 9(D), 10(B), 10(C), 12(A)] • 10. Students will create an original dystopian story. In the process, they will engage in research, drafting, peer review, revision, and final drafting. [E 14(A), 14(B), 14(C), 14(D), 14(E),15(A)] • 11. Students will engage in a discussion of banned and challenged books. They will predict what books might make the list and why. They will then look at the ALA’s list of frequently challenged books. Many of the works from the class are on the list; others with which they are familiar are also there. Students will discuss why they think the books might be challenged. [E 9, 28] • 12. Students will compose a persuasive paper outlining whether or not they agree with those who want certain books removed from libraries and reading lists. They will be required to support their stance with evidence and sound reasoning. [E 14(A), 14(B), 14(C), 14(D), 14(E)]

  13. Module 7 One Step Further

  14. Activities • 1. Students will now produce their final products. Books created in Module 6 will be edited and polished. If funding allows, they will be submitted to an online publisher. A copy will be purchased for inclusion in the school library. [E 14(A), 14(B), 14(C), 14(D), 14(E)] • 2. Students will make a list of the titles of all works from the class. They will analyze the title and explain from where they believe the author got the title. [E 3(A)] • 3. Students will examine other artifacts with dystopian themes. These items will include commercials, ad campaigns, music, and art. As a group, they will view the videos for “Mr. Roboto” by Styx, “The Year 2525” by Zager and Evans, “I Wear My Sunglasses at Night” by Cory Hart, “Paranoimia” (featuring Max Headroom) by the Art of Noise, and instructor chosen portions of The Wall. They will also view The Scream by Edvard Munch and The Persistence of Memory by Salvador Dali. Students will record these in their blog. • [E 3(A)] • 4. Students will use Blabberize to create a Max Headroom character of their own. [T 8(C), 8(D), 11(A)] • 5. Students will discuss and apply the path of the hero to the protagonist in major works. [E 3(B)] • 6. Students will produce a project from a provided list, displaying comprehension and understanding of course concepts. Objectives for this activity will depend on project chosen.

  15. Assessments • 1. Readiness Survey (Module 1.1) • 2. Safety Quiz (Module 1.4) • 3. Word Origin Activities (Module 2.1, 2.2) • 4. Literary Terms Assessment (Module 2.5) • 5. Personal Dictionary (recurring) • 6. Plot Diagrams (recurring) • 7. Book/Movie Reviews (recurring) • 8. Author Biography (recurring) • 9. Blog (recurring) • 10. Dialectical Journal (ongoing) • 11. The Hunger Games Map ( 3.4) • 12. “The Lottery” Quiz (3.7) • 13. “The Most Dangerous Game” Quiz (3.8) • 14. The Hunter and the Hunted Story Comparison (3.10) • 15. Discussions (recurring) • 16. The Hunger Games Television Commercial (3.11) • 17. Wall-E Quiz (4.2) • 18. The Lorax Quiz (4.3) • 19. KWL Activity (4.5, 4.6) • 20. MacIntosh Commercial Analysis (5.3) • 21. “Harrison Bergeron” Quiz (5.4) • 22. Uglies Quiz (5.7) • 23. The Giver Quiz (5.7) • 24. Graphic Representation on Equality (5.10) • 25. Works and Events Timeline (6.1) • 26. Propaganda Poster (6.5) • 27. Propaganda Commercial (6.6) • 28. Module 6 Collaborative Exercise (6.7) • 29. Module 6 Research Project (6.10) • 30. Original Dystopian Book (6.11) • 31. Persuasive Paper: Banned Books (6.13) • 32. Title Analysis (7.2) • 33. Path of the Hero Activity (7.4) • 34. Blabberize Project • 35. Final Project 1 (7.5)

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