Distopías: El Dador

In this course students will learn to discuss, share, analyze, criticize, and utilize critical-thinking skills to bridge the gap between the real of literature and the real world. It will afford the students the opportunity to apply their skills in understanding dystopian societies in literature, and perhaps decide if they exist in reality. Engagement in the reading is required of each student so that they might contribute to the discussions. A background in writing a 5-paragraph essay is recommended but not required.

Imagine a future where everything exists in a grayscale. What would your life look like without color? Where you were trained from infancy to self-medicate to moderate your emotions? What about being constantly reminded to "maintain distance" from your friends or to watch your "precision of language?" Welcome to the land of The Giver.

*There is also the possibility of viewing the film version of this novel, upon parental consent.*

Week1:
   Introductory lesson. What is a utopia? What is a dystopia? Knowledge check and definition/operation of various types of government. Students will create a concept map of their own version of a perfect society: including government, societal structure, education, and recreation. This map will guide them in creating a slide show of their own utopia (google slides or prezi will work for these).

Week 2:
   Students will give their presentations on their utopia. 5 minute time limit. Assessment will consider the breadth and depth of these. If time, a brief discussion/overview of the novel and begin reading.

Week 3: 
   First discussion day. As a class, what have we read so far? What elements of dystopia apply to the novel? What is the government structure in the novel? What is society like? Education? Recreation? Individuality? What are some real-world connections we can see? Begin a working thesis statement.

Week 4: 
   Second discussion day. As a class, start looking for support within the literature to back up the thesis statement. What makes you take the position you hold? What parts of the text reinforce this position? Can you relate to any real-world instances which are parallel to those in the text?

Week 5:
   Begin working on the rough draft essay. How to set up the essay and include textual evidences that the student has acquired. More discussion on the text. What makes the text fit within the realm of dystopia and why? Cite evidence from the text.

Week 6:
   Peer review process for rough drafts. Students will use a rubric to give feedback to classmates. Continue discussions about the novel. In your opinion, what is the novel critical of? Cite evidence from the text.

Week 7: 
   Submission of final draft of the essay. Discuss the novel in its entirety. Does the novel seem to promote the system of the future? Why or why not? Cite evidence. 

Week 8:
   Assessment distribution and parting discussion about the novel! Would you be interested in reading another dystopian novel? Why or why not? Cite your own reasoning for this!