Standard 3 - sc1b How To Bee 4 Week Program

Genre Study – Dystopian Fiction
This unit is a Dystopian genre study and creative writing workshop that will look at the novels How to Bee by Bren MacDibble, A Single Stone by Meg
McKinlay, and The Handmaid’s Tale by Margaret Atwood. This unit has been designed for a Stage 5 Gifted and Talented (GaT) class at an all girl’s school.
This is due to the combination of the texts chosen, the pace of the unit, the themes addressed and the female narrators. This unit is designed with two
purposes in mind. Firstly, to introduce these students to the Dystopian genre, how it is used to offer a social critique as well as a warning or cautionary tale
to society at the time of writing. Secondly, to give these GaT students exposure to and practice in writing creatively prior to the Stage 6 program while still
meeting the required NSW Education Standard Authority’s (NESA) outcomes for Stage 5. This has been particularly designed to prepare students who may
be interested in doing the Extension Two English program in year 12. This unit will give them useful tools for the writing process and highly beneficial
practice in writing, as well as providing them a small glimpse into the work required for the Extension Two program.
This unit will expose students to various interpretations of the genre and provide them with immense opportunities to explore the genre themselves. It will
also provide students with many opportunities to develop their own writing style and voice as well as practice peer reviewing and working collaboratively to
refine their narrative writing skills. In addition to honing students’ narrative writing ability, throughout the unit students will also be required to keep a
reflective journal, documenting both their studies and ideas in a personal and reflective manner.
This unit is quite rigorous for the time span as it requires students to read three novels as well as practice writing every day in their journals. It is designed
so intentionally in order to challenge students as well as to simulate the workload required in the Extension Two course. All of this will culminate in a 2,000-
2,500-word short story written in the Dystopian genre. Students will need to incorporate at least one clear link of inspiration from the material covered
during the unit. This creative writing piece will be turned in and students will then write a Reflection statement on their writing under exam conditions, this
will include a justification of how their writing has been influenced by the authors studied.
NESA Stage 5 Outcomes assessed through this unit:

EN5-1A responds to and composes increasingly sophisticated and sustained texts for understanding, interpretation, critical analysis, imaginative expression
and pleasure
EN5-3B selects and uses language forms, features and structures of texts appropriate to a range of purposes, audiences and contexts, describing and
explaining their effects on meaning
EN5-4B effectively transfers knowledge, skills and understanding of language concepts into new and different contexts
EN5-5C thinks imaginatively, creatively, interpretively and critically about information and increasingly complex ideas and arguments to respond to and
compose texts in a range of contexts
EN5-9E purposefully reflects on, assesses and adapts their individual and collaborative skills with increasing independence and effectiveness
Lesson plan: Week 1

Syllabus outcomes to be addressed Organisation and Learning/teaching activities
Time
Lesson EN5-1A responds to and composes Whole class Understanding Utopia
1 increasingly sophisticated and sustained 5 minutes Introduction activity: What does Utopia mean? Get students to guess what the word Utopia means? Have they
texts for understanding, interpretation, this before? In what contexts?
critical analysis, imaginative expression Small groups Activity: Resource: Thomas More’s Utopia: http://www.bl.uk/learning/histcitizen/21cc/utopia/more1/island1/island.html
and pleasure 10 minutes Read about Thomas More’s Utopia, divide students into 5 groups. Groups will be assigned one section to
summarise what it is about and think about whether it is possible for this to happen, and whether it would be a
EN5-5C thinks imaginatively, creatively, thing or a bad thing.
interpretively and critically about Sections to be read: “the island of Utopia,” “pomp, circumstance and wealth,” “communal living,” “laws,” and “
information and increasingly complex Whole class philosophy and religion.”
ideas and arguments to respond to and 10 minutes Class discussion: Report to the class your summaries. Do you think that More’s world is possible and is it a Utopia?
compose texts in a range of contexts would it take for this to happen? Is it still a Utopia?
Whole class Watch: Resource: Utopia is Dystopia (Play from 0:55 – 3:26) https://www.youtube.com/watch?v=cDeMzg31T2I
EN5-9E purposefully reflects on, assesses 5 minutes Does this change your answer?
and adapts their individual and Intro the journaling aspect of the unit: Throughout this unit, you will need to make journal entries reflecting o
collaborative skills with increasing genre as well as on each of the novels. These journal entries will be used to assist you in the creative writing assess
independence and effectiveness at the end of the unit so be sure to include the ideas you have along the way as well as noting the important aspe
the Dystopian genre that you would like to include in your writing. Show students covers of How to Bee by
MacDibble, A Single Stone by Meg McKinlay, and The Handmaid’s Tale by Margaret Atwood
Whole class For today’s journal entry:
then Individual 1) reflect on our discussion about Utopia, consider whether a true Utopia is possible.
10 minutes 2) Note down your predictions for what you think the books that we will be studying are about based off of
titles and book covers.
Homework: Finish Journal entry and begin reading How to Bee for next lesson
Lesson EN5-1A responds to and composes Small group Utopia and Dystopia: Are they the same thing?
2 increasingly sophisticated and sustained 10 minutes Introduction Activity: Get into groups of 3-4 and share journal reflections. Report back: one person from each
texts for understanding, interpretation, share the main ideas discussed.
critical analysis, imaginative expression Whole class Watch: Resource: How to recognize a Dystopia: https://www.youtube.com/watch?v=6a6kbU88wu0
and pleasure 10 minutes Think about what the key features of Dystopian genre are. Draw students’ attention to the realities underlying
speculative dystopian fictions. Discuss thoughts on the video, what are the main ideas and key features of the Dyst
EN5-5C thinks imaginatively, creatively, genre? Mindmap/outline student contributions and ideas of the Dystopian genre.
interpretively and critically about Watch: Resource: Margaret Atwood on Dystopia: https://www.masterclass.com/classes/margaret-atwood-tea
information and increasingly complex creative-writing
ideas and arguments to respond to and This will assist students in the premise writing and concept building for their creative writing
compose texts in a range of contexts Whole class Teacher led PowerPoint: Resource: PowerPoint on Features of Dystopias and common Tropes
10 minutes Key features of the Dystopian genre to fill gaps: World building, speculative- imagining possible futures, cautionary
EN5-9E purposefully reflects on, assesses often consider and critique humanity and morality – commenting on whether humans are fundamentally good or e
and adapts their individual and neither, can have elements of good vs evil. Some common tropes of Dystopian fiction are totalitarian or authori
collaborative skills with increasing rule, apocalyptic or at least altered settings compared to reality, surveillance, natural disaster, and more
independence and effectiveness Reading: Spend the remainder of the lesson reading How to Bee, must be finished by next lesson.
Individual Homework: Journal entry:
10 minutes 1) What might be the benefits of writing and reading Dystopias?
2) Are they important?
3) What do you think are some other tropes of Dystopian fiction?
Lesson
3
Lesson EN5-1A responds to and composes Small group How to Bee: character development
critical analysis, imaginative expression Whole class Narrative voice and character development: Use the extract (Appendix A) to model the activity that students w
and pleasure 5 minutes doing next, highlight the ways that MacDibble develops her narrators voice without talking about the character.
Character Development Activity: Students split their pages into three columns. In the first column, note down the
EN5-4B effectively transfers knowledge, Individual or that they know about the character of Peony, particularly: where she lives, what she looks like, what she is like, wha
skills and understanding of language Small group likes, her values, etc In the next column, note down where in the text they have gotten the information; put quota
concepts into new and different contexts 20 minutes not just page numbers. In the last column, students work to identify the techniques used by MacDibble when
creating character, does she show or tell? How do we know these things about Peony?
EN5-5C thinks imaginatively, creatively, Individual Homework/Last 5 minutes: Journal entry:
interpretively and critically about 5 minutes 1) Note down ways that MacDibble develops the character of Peony that you find interesting, why do yo
information and increasingly complex these interesting?
ideas and arguments to respond to and 2) Practice developing a character, start with filling in information about your character in column one,
compose texts in a range of contexts experiment with filling in column two by writing some practice sentences or paragraphs.
EN5-9E purposefully reflects on, assesses

and adapts their individual and
collaborative skills with increasing
independence and effectiveness
Lesson
5
Lesson plan: Week 2
Time
Lesson EN5-1A responds to and composes Pairs How to Bee: Themes
6 increasingly sophisticated and sustained 10 minutes Introduction Activity: Get into pairs and share your world-building paragraphs from yesterday, peer review
texts for understanding, interpretation, paragraphs. Feel free to use this time to brainstorm as well once the peer review is completed.
critical analysis, imaginative expression Whole Class Themes: In most Dystopias, there are recurring themes of death, truth vs lies, authoritarianism, and other d
and pleasure 15 minutes themes. Use a few minutes to brainstorm other common themes used in Dystopias. Now brainstorm what theme
present in How to Bee. Students should come up with things like familial connection, connection to the land/
EN5-4B effectively transfers knowledge, Community and its benefits, perseverance, strength/bravery, abuse, etc. Are these themes stereotypically Dysto
skills and understanding of language What is the effect of using non-stereotypical themes in a Dystopian context? Students should note the more hopefu
concepts into new and different contexts of the book. Why would MacDibble choose to have seemingly contrasting themes, like familial connection and abu
the same novel, what is the effect? When she discusses abuse, is it clear and overt? You can see that these themes,
EN5-5C thinks imaginatively, creatively, some of them heavy, are dealt with in a consistently 9-year-old perspective. How does this land with the student
interpretively and critically about they appreciate this, do they not like it?
information and increasingly complex What effect do these choices have on meaning and on how the reader receives and perceives the world the MacDib
ideas and arguments to respond to and creating? What do you think MacDibble is trying to say? Why these themes?
compose texts in a range of contexts Small groups Activity: Dystopias not only look at questions of “what if,” they address and pose questions about moralit
10 minutes humanity, this is often done through the themes the author chooses to address. Work in groups of 3-4 and brain
EN5-9E purposefully reflects on, assesses some potential themes you might address in your writing, why those themes? What issue of morality or humani
and adapts their individual and you trying to reflect or question? Keep in mind that some of the best Dystopias are influenced by reality, current e
collaborative skills with increasing Individual and extrapolate possible futures
independence and effectiveness 5 minutes Homework: Journal entry:
1) Note down 3-5 themes or concepts that you discussed in your group that you find interesting
2) Explain any themes, concepts or premises that interest you that you would enjoy writing about.
3) What about these themes, concepts and/or premises interest you? How might you go about interweaving
in your writing?
Lesson
7
Lesson EN5-1A responds to and composes Small group A Single Stone and How to Bee comparison of protagonists
critical analysis, imaginative expression Whole class Class Discussion: From what you have read so far, what are the similarities and differences between A Single Ston
and pleasure 10 minutes How to Bee? What kind of Dystopia do you think A Single Stone is? Is it a soft dystopia like How to Bee? Or is it mor
classic dystopia? What predictions about the text did you make at the beginning of the unit? Were you right, wrong
EN5-4B effectively transfers knowledge, not know yet?
skills and understanding of language Pairs Activity: With a partner, compare the first chapter of How to Bee and the first chapter of A Single Stone. Note dow
concepts into new and different contexts 10 minutes differences you notice between the two characters, the tone of writing, the narrative voice, the world-building an
themes you see emerging so far. Discuss with your partner the pros and cons of each writing style. Discuss which
EN5-5C thinks imaginatively, creatively, you prefer and why.
interpretively and critically about Individual Read: Finish lesson with reading A Single Stone, working on Journal entries or planning and brainstorming fo
information and increasingly complex 10 minutes assessment.
ideas and arguments to respond to and Homework: Read A Single Stone, it should be finished by next lesson or very close to.
compose texts in a range of contexts Work on assessment
Journal entry:
1) What are your perceptions of Jena so far?
EN5-9E purposefully reflects on, assesses 2) What are your perceptions of the community she lives in?
and adapts their individual and 3) Either come up with a premise for your short story and show your teacher next lesson or develop one
collaborative skills with increasing premises provided.
independence and effectiveness 4) Continue developing your premise
Lesson
9
Lesson EN5-1A responds to and composes Small group A Single Stone: World Building
10 increasingly sophisticated and sustained 10 minutes Introduction Activity: Get into groups of 3-4 and share journal reflections. Hot seat each other’s characters, a
texts for understanding, interpretation, questions to help flesh out the characters. Report back: one person from each group share the main ideas discussed
critical analysis, imaginative expression Pairs World Building: Resource: A3 size paper 1 per 2 students, coloured pencils and markers
and pleasure 20 minutes In pairs, work together to draw a map of the world that McKinlay has created for A Single Stone. Annotate the map
how you know about each aspect of the world. Include quotes and/or page numbers. Include any thoughts, no
EN5-4B effectively transfers knowledge, ideas that you have on how this could influence your own writing and world building in your journal.
skills and understanding of language Pairs or Premise Development: If you are wanting to do your own premise rather than working off of one provided, then
concepts into new and different contexts Individual need to be approved today. Students who would like to do their own premise will take turns discussing their pr
10 minutes with the teacher while everyone else either finishes working on their maps, reading the novel or working on
EN5-5C thinks imaginatively, creatively, assessment.
interpretively and critically about Homework: Work on assessment
information and increasingly complex Journal entry:
ideas and arguments to respond to and 1) Refine your premise for your creative writing
compose texts in a range of contexts 2) Begin developing what your world will look like, this can be based off of the previous activity on world build

Lesson plan: Week 3
Time
Lesson EN5-1A responds to and composes Small group A Single Stone: Creating Lore
critical analysis, imaginative expression Whole Class Creating Lore: In A Single Stone, McKinlay does something that neither MacDibble nor Atwood do. This is creatin
and pleasure 10 minutes within her novel. Since her novel is set a long time after the natural disaster that has trapped her community
centre of the mountain, McKinlay uses this opportunity to comment on how humanity tries to make sense of
EN5-4B effectively transfers knowledge, situations. It is reminiscent of how isolated cultures and tribes often have their own religions and legends to expla
skills and understanding of language phenomena around them. McKinlay uses her language to both build her world as well as create a lore, essenti
concepts into new and different contexts religion. These are separate to world building, why might this be the case? Lore creating involves explaining a pe
reasoning behind the things they believe, this is different to world building, particularly world building that involv
EN5-5C thinks imaginatively, creatively, authoritarian society, as Lore is created to assist in survival, not the oppression of people. Lore is created to pr
interpretively and critically about while authoritarian societies and their manifestos and customs are used to subjugate and oppress.
information and increasingly complex Small groups Discussion: In groups of 3-4, discuss the following questions:
ideas and arguments to respond to and 5 minutes Do you see the differences? Why do you think these differences are significant? Would incorporating lore creati
compose texts in a range of contexts your creative writing help you in communicating your premise? How might you do this?
Individual Read: Give students copies of A Handmaid’s Tale. They may spend the remainder of the time either reading or wo
EN5-9E purposefully reflects on, assesses 15 minutes on their journal reflections.
and adapts their individual and Homework: Read A Handmaid’s Tale
collaborative skills with increasing Work on assessment
independence and effectiveness Journal entry:
1) If including Lore creation in your creative writing, begin think about the kind of Lore you wish to create and
events have inspired the Lore?
2) If not including lore, what aspect of one of the three novels do you want to expand on or incorporate in
creative writing?
Lesson EN5-1A responds to and composes Small group The Handmaid’s Tale: Writing on Real events- Research
critical analysis, imaginative expression Whole class Watch: Resource: Why you should read “The Handmaid’s Tale” https://www.youtube.com/watch?v=7v-mfJMyBO0
and pleasure 5 minutes “Why you should read “The Handmaid’s Tale”? an overview of the history, story and writing process. Students to
notes on some of the events that Atwood references in her novel that are mentioned in the video
EN5-4B effectively transfers knowledge, Individual/ small Research practice: Resource: “Margaret Atwood on How She Came to Write The Handmaid’s Tale”
skills and understanding of language group https://lithub.com/margaret-atwood-on-how-she-came-to-write-the-handmaids-tale/
concepts into new and different contexts 20 minutes Begin researching some of the historical context of The Handmaid’s Tale mentioned in the video. If you haven’t rea
novel before, this will help give you the background knowledge to see the impact of Atwood’s writing choices fo
EN5-5C thinks imaginatively, creatively, Handmaid’s Tale. Students should begin their research by reading the article, “Margaret Atwood on How She Cam
interpretively and critically about Write The Handmaid’s Tale” and go from there. Students are encouraged to take notes in their journals of ideas tha
information and increasingly complex come from this process for their own creative writings.
ideas and arguments to respond to and Individual Homework: Read The Handmaid’s Tale
compose texts in a range of contexts 5 minutes Work on assessment
Journal entry:
EN5-9E purposefully reflects on, assesses 1) Take note of your thoughts on the novel so far.
and adapts their individual and 2) Finalise your notes on researching the novel and its context.
collaborative skills with increasing 3) Note down any ideas that came out of researching the novel and begin thinking about potential researc
independence and effectiveness can do for you creative writing
Lesson EN5-1A responds to and composes Small group Assessment Prep: Researching for Creative Writing
13 increasingly sophisticated and sustained 10 minutes Introduction Activity: Get into groups of 3-4 and share journal reflections. Peer review on each other’s progres
texts for understanding, interpretation, concepts, collaborate to develop your ideas. Report back: one person from each group share the main ideas discuss
critical analysis, imaginative expression Individual/ Researching for Writing: Now that everyone has their premise chosen, and you’ve had a practice run of resear
and pleasure Small group about someone else’s writing, we will work on researching for our own writing. Students work individually to res
25 minutes aspects of their premise. Teacher to help guide and direct students on where to search and what to search if the
EN5-4B effectively transfers knowledge, stuck. This will be specific to the student and their premise. May include researching current events, beliefs of
skills and understanding of language communities, religious views around the world, geography, etc.
concepts into new and different contexts Individual Read: Students may spend the remainder of the time either reading or working on their journal reflections.
5 minutes Homework: Read A Handmaid’s Tale
EN5-5C thinks imaginatively, creatively, Work on assessment
interpretively and critically about Journal entry:
information and increasingly complex 1) Take notes on the things you have researched and record your ideas on how you might incorporate them
ideas and arguments to respond to and your writing.
compose texts in a range of contexts 2) Note how your research has impacted your ideas and the direction your creative writing will go.
3) Think about how you might incorporate aspects from the novels studied so far.
Lesson
14
Lesson
15
Lesson plan: Week 4

Time
Lesson EN5-1A responds to and composes Small group The Handmaid’s Tale: World building
critical analysis, imaginative expression Whole class World Building: How is the world of The Handmaid’s Tale different and similar to those we’ve already studied? Wh
and pleasure 20 minutes some of the key things that make up the world of The Handmaid’s Tale? What are the differences between the nov
how the authors communicate about their world? Peony loves her world, Jena reveres the mountain an
EN5-4B effectively transfers knowledge, communities’ customs, how does Offred relate to her world? If you knew nothing about The Handmaid’s Tale pr
skills and understanding of language opening the novel, how did you feel as this nameless narrator began to talk about her world while you had no refe
concepts into new and different contexts to go off of? Did it confuse you? Make you want to keep reading? This is one way that you could incorporate aspe
The Handmaid’s Tale into your own writing. That slow-burn of information until your reader has the full picture. T
EN5-5C thinks imaginatively, creatively, harder to do when you don’t have a whole novel, but is definitely a technique worth trialling.
interpretively and critically about Individual/ small Activity: Document your understanding of the power structure within The Handmaid’s Tale, where does everyon
information and increasingly complex groups what is their function and what kinds of rights do they have? Try doing this as a flow chart to have the visual of who
ideas and arguments to respond to and 10 minutes top and who is on bottom, the flow of power.
compose texts in a range of contexts Homework: Work on assessment
Journal entry:
EN5-9E purposefully reflects on, assesses 1) Reflect personally on the process of writing and how you are going.
and adapts their individual and 2) Continue to document any further research you do.
Lesson EN5-1A responds to and composes Small group Peer Reviewing and Assessment
critical analysis, imaginative expression Pairs Peer Review: Choose a partner and each read each other’s progress on their creative writing so far. Then re-rea
and pleasure 10-20 minutes make notes on possible improvements or extensions, highlight things that they could extend, offer idea
improvement, check grammar and syntax. Then give each other the feedback to read. Once all feedback has been
EN5-4B effectively transfers knowledge, ask any clarifying questions in regard to the feedback given.
skills and understanding of language Individual Writing: Spend the remainder of the lesson working on creative writings, make sure to carefully review the fee
concepts into new and different contexts 10-20 minutes given and incorporate it or edit as required. Using the feedback is optional of course, but don’t just dismiss it.
Homework: Work on assessment
EN5-5C thinks imaginatively, creatively, Journal entry:
interpretively and critically about 1) Reflect personally on the process of writing and how you are going.
information and increasingly complex 2) Continue to document any further research you do.
ideas and arguments to respond to and

Lesson
18
Lesson
19
Lesson EN5-1A responds to and composes Individual Assessment Due Date:

20 increasingly sophisticated and sustained 5 minutes Hand in Creative Writing: Students Turn in their Creative Writings at the beginning of the lesson.
texts for understanding, interpretation, Individual Timed Assessment: Resource: Assessment booklets/paper for the assessment responses and assessment question
critical analysis, imaginative expression 35 minutes timer.
and pleasure Students spend the remainder of the lesson writing their reflective responses to the question, “How have
demonstrated thee features of Dystopian Fiction within your creative writing?” These responses will be collected a
EN5-4B effectively transfers knowledge, end of the lesson for marking.
skills and understanding of language
concepts into new and different contexts
EN5-5C thinks imaginatively, creatively,

interpretively and critically about
information and increasingly complex
ideas and arguments to respond to and

Appendix
A:
Appendix
B:
Assessment: Creative Writing and Reflection
Weighting: 30% (20% Creative and 10% Reflection)
Due Date: Friday Week 4, Term 2
Outcomes to be assessed:
EN5-1A responds to and composes increasingly sophisticated and sustained texts for understanding, interpretation, critical analysis, imaginative expression
and pleasure
EN5-3B selects and uses language forms, features and structures of texts appropriate to a range of purposes, audiences and contexts, describing and
explaining their effects on meaning
EN5-4B effectively transfers knowledge, skills and understanding of language concepts into new and different contexts
EN5-5C thinks imaginatively, creatively, interpretively and critically about information and increasingly complex ideas and arguments to respond to and
EN5-9E purposefully reflects on, assesses and adapts their individual and collaborative skills with increasing independence and effectiveness
This is a two-part assessment

Part A: students will compose an original 2,000-2,500-word Dystopian short story; they should use their thoughts and ideas that they have recorded in
their Journal to help them in this process. Students will need to draw clear links to at least one aspect of one of the texts studied. Two Dystopian writing
prompts have been provided, however if students wish to create their own premise, this must be approved by the teacher by Friday Week 2, otherwise
they must choose one that has been provided. Students will turn their short stories in for marking at the beginning of the lesson on Friday Week 4.
Part B: once all short stories are in, students will spend the remainder of the lesson on Friday Week 4, writing a personal and critical reflection on the
question, “how have you demonstrated the features of Dystopian Fiction in your creative writing?” Students must identify at least one link between their
creative writing and one of the texts studied in their reflection.
Creative Writing Prompts:

1. A world wrecked by sea-level rise: Climate change has ravaged the earth, and in this new world, people are living on small islands spread across the
planet. The ruling parties inhabit the largest landmass and ration out resources to the rest of the population by boat. But the people are preparing
to revolt. (Retrieved from Masterclass.com)
2. Artificial intelligence runs amok: A city is run by robots that take over after escaping from a manufacturing plant. Now, the roles are
reversed, and the robots program humans to work for them as they attempt to take over the rest of the country. (Retrieved from
Masterclass.com)
Marking Guidelines:
A student: Mark Range:
Creative Writing: Reflection Statement:
- Composes a highly developed, original and sophisticated - Composes a highly developed, critical and personally
creative writing piece within the word limit reflective response in regard to their process of writing
- Creates an imaginative and sustained piece of writing which and their finished product
demonstrates clear and insightful links to one or more - Makes relevant and highly insightful connections
prescribed texts between the studied texts and their creative response
- Demonstrates a highly developed understanding of the - Organises, develops and expresses ideas highly 25-30
Dystopian genre and transfers that knowledge insightfully effectively, using language appropriate to purpose,
into new contexts audience, context and form
- Organises, develops and expresses ideas highly effectively,
using language appropriate to purpose, audience, context
and form.
- Composes a developed, original and somewhat - Composes a developed, critical and personally reflective
sophisticated creative writing piece within the word limit response in regard to their process of writing and their
- Creates an imaginative piece of writing which demonstrates finished product
clear and effect links to one or more prescribed texts - Makes relevant and somewhat insightful connections
- Demonstrates a developed understanding of the Dystopian between the studied texts and their creative response
19-24
genre and transfers that knowledge effectively into new - Organises, develops and expresses ideas effectively,
contexts using language appropriate to purpose, audience,
- Organises, develops and expresses ideas effectively, using context and form
language appropriate to purpose, audience, context and
form.
- Composes a somewhat developed and original creative - Composes a critical and personally reflective response in
writing piece within the word limit regard to their process of writing and their finished
- Creates an imaginative piece of writing which demonstrates product
sound links to one or more prescribed texts - Makes relevant and sound connections between the
- Demonstrates a sound understanding of the Dystopian studied texts and their creative response
13-18
genre and transfers that knowledge appropriately into new - Organises, develops and expresses ideas appropriately,
contexts using language appropriate to purpose, audience,
- Organises, develops and expresses ideas appropriately, context and form
using language appropriate to purpose, audience, context
and form.
- Composes an original creative writing piece within the word - Composes either a critical or personal reflective response 7-12
limit in regard to their process of writing and their finished
- Creates an imaginative piece of writing which demonstrates product
some links to one or more prescribed texts - Makes some connection between the studied texts and
- Demonstrates some understanding of the Dystopian genre their creative response
and transfers that knowledge somewhat appropriately into - Organises, develops and expresses ideas somewhat
new contexts appropriately, using language somewhat appropriate to
- Organises, develops and expresses ideas somewhat purpose, audience, context and form
appropriately, using language somewhat appropriate to
purpose, audience, context and form.
- Composes an original creative writing piece - Composes a limited reflective response in regard to their
- Creates an imaginative piece of writing which demonstrates process of writing and/or their finished product
limited links to one or more prescribed texts - Makes limited connection between the studied texts and
- Demonstrates limited understanding of the Dystopian genre their creative response
1-7
and transfers that knowledge somewhat appropriately into - Demonstrates limited control of language forms and
new contexts features.
- Demonstrates limited control of language forms and
features
References:
Atwood, M. (1986) The Handmaids Tale. London, England: Random House.
Atwood, M. (2018) Margaret Atwood on How She Came to Write The Handmaid’s Tale. Lit Hub. Retrieved from https://lithub.com/margaret-
atwood-on-how-she-came-to-write-the-handmaids-tale/
British Library. (n.d.). Learning dreamers and dissenters – Thomas More’s utopia. Retrieved March 19, 2020 from
http://www.bl.uk/learning/histcitizen/21cc/utopia/more1/alphabet1/alphabet.html
KnowledgeHub. (2017, April 15). Utopia is dystopia [Video file]. Retrieved from https://www.youtube.com/watch?v=cDeMzg31T2I
MacDibble, B. (2017). How to Bee. Sydney, Australia: Allen & Unwin.
Masterclass. (n.d.). Margaret Atwood teaches creative writing – class trailer [Video file]. Retrieved from https://www.masterclass.com/classes/margaret-
atwood-teaches-creative-writing
Masterclass. (2020). 8 Dystopian Writing Prompts to Inspire Your Next Book. Retrieved from https://www.masterclass.com/articles/dystopian-
writing-prompts-to-inspire-your-next-book
McKinlay, M. (2015). A Single Stone. Newtown, Australia: Walker Books.
TED-Ed. (2016, November 16). How to recognise a dystopia-Alex Gendler [Video file]. Retrieved from https://www.youtube.com/watch?
v=6a6kbU88wu0
TED-Ed. (2018, March 8). Why should you read “The Handmaid’s Tale”? – Naomi R. Mercer [Video file]. Retrieved from
https://www.youtube.com/watch?v=7v-mfJMyBO0
NSW Education Standards Authority. (2019). English Stage 5 Syllabus. Retrieved from
http://educationstandards.nsw.edu.au/wps/portal/nesa/k-10/learning-areas/english-year-10/english-k- 10/outcomes

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Standard 3 - sc1b How To Bee 4 Week Program

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Genre Study – Dystopian Fiction

NESA Stage 5 Outcomes assessed through this unit:

Lesson plan: Week 1

EN5-9E purposefully reflects on, assesses

EN5-9E purposefully reflects on, assesses

Lesson plan: Week 4

EN5-9E purposefully reflects on, assesses

Lesson EN5-1A responds to and composes Individual Assessment Due Date:

EN5-5C thinks imaginatively, creatively,

EN5-9E purposefully reflects on, assesses

This is a two-part assessment

Creative Writing Prompts:

McKinlay, M. (2015). A Single Stone. Newtown, Australia: Walker Books.

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