Ms.

Woodcock’s Overall Unit Information

Unit or Course Utopia / Dystopia: In this unit, students will read, analyze, and understand the types of utopias and
Goal(s) dystopias. Students will demonstrate understanding by selecting an option from a choice board to create as
well as write a literary response.

Name of standards: 8th Grade English Language Arts Georgia Standards of Excellence (ELA GSE)
Link to standards: https://www.georgiastandards.org/Georgia-Standards/Frameworks/ELA-Grade-8-
Standards.pdf
Location information:
Grade/Year: 8th grade (average 12–13-year-olds)
Subject: English Language Arts (ELA)
Standard (as written):
ELAGSE8RL1: Cite the textual evidence that most strongly supports an analysis of what the text says
explicitly as well as inferences drawn from the text.
ELAGSE8RL2: Determine a theme and/or central idea of a text and analyze its development over the
course of the text, including its relationship to the characters, setting, and plot; provide an objective summary
of the text.
ELAGSE8W4: Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in
standards 1–3 above.)
ELAGSE8W5: With some guidance and support from peers and adults, develop and strengthen writing as
needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and
audience have been addressed. (Editing for conventions should demonstrate command of Language
standards 1–3 up to and including grade 8.)
ELAGSE8W6: Use technology, including the Internet, to produce and publish writing and present the
relationships between information and ideas efficiently as well as to interact and collaborate with others.

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Standards ELAGSE8W7: Conduct short research projects to answer a question (including a self-generated question),
drawing on several sources and generating additional related, focused questions that allow for multiple
avenues of exploration.
ELAGSE8W8: Gather relevant information from multiple print and digital sources, using search terms
effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and
conclusions of others while avoiding plagiarism and following a standard format for citation.
ELAGSE8W9: Draw evidence from literary or informational texts to support analysis, reflection, and
research.
ELAGSE8W10: Write routinely over extended time frames (time for research, reflection, and revision) and
shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and
audiences.
ELAGSE8SL1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and
teacher-led) with diverse partners on grade 8 topics and texts, building on others’ ideas and expressing their
own clearly.
a. Come to discussions prepared, having read or researched material under study; explicitly draw on that
preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under
discussion.
b. Follow rules for collegial discussions and decision-making, track progress toward specific goals and
deadlines, and define individual roles as needed.
c. Pose questions that connect the ideas of several speakers and elicit elaboration and respond to others’
questions and comments with relevant evidence, observations, and ideas.
d. Acknowledge new information expressed by others, and, when warranted, qualify or justify their own
views and understanding in light of the evidence presented.
ELAGSE8SL5: Integrate multimedia and visual displays into presentations to clarify information, strengthen
claims and evidence, and add interest.
ELAGSE8L2: Demonstrate command of the conventions of standard English capitalization, punctuation, and
spelling when writing.
a. Use punctuation (comma, ellipsis, dash) to indicate a pause or break.
b. Use an ellipsis to indicate an omission.
c. Spell correctly.

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Learner These are 8th grade students living in Smyrna, Georgia, which is a suburb outside northwest of Atlanta.
Characteristics Free and reduced lunch recipients: 51.61%
Total number of students in the school by race: Hispanic – 342; Asian – 15; Black – 364; White – 214; and
Multi – 51.
Total number of 8th grade students in the school: 339.
Total number of students with IEPs or 504s for special education in 8th grade: 30

Technology Computer with internet connection (iPad, Chromebook, mobile device can be used for some things but not
requirements every application can work properly unless using a computer or laptop).
Chrome browser (preferred internet browser)
Webcam (internal or separate one that can be connected)
Telephone or cellphone
CTLS access

Prerequisite 7th-8th grade reading proficiency.

Skills Basic computer knowledge
1. How to turn the computer on/off.
2. How to access the internet using the Chrome browser (preferred).
3. How to access CTLS to find assignments, resources, join sessions, etc.
4. How to access Microsoft Suits (Word, PowerPoint, Excel, Forms, etc.).
5. How to use a computer camera or external camera.
6. How to write and send appropriate emails to teachers and classmates.
Understanding and knowledge of safe and appropriate internet usage.

Introductory Students should read the syllabus and fill out the form stating that they have. Students are expected to
Communication attend daily synchronous sessions Monday through Thursday at the scheduled class time. Students should
Plans have their cameras on with microphones muted until called on. Students are expected to participate in class
by answering questions and participating in class discussions. Students should check their emails daily and
be available for weekly check-ins with the teacher.

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Universal Design Multiple means of representation: webpages, PDFs, videos, audio, text, transcripts, maps, online posters,
Principles photos, cartoons, online newspaper articles, books. Many of these can be put in a language that will benefit
Considered students as well as differentiated for student reading levels.
Multiple means of engagement: phone, email, webcam, discussion post, topics connected to current events,
individual and group work.
Multiple means of action and expression: discussion post, video, audio, essay, e-book, choice board.
Journal entries can be done through typing, video, and/or audio.

Number of This is an eight-week online unit. Students will access each module on Mondays with the expectation that all
Modules or assignments are turned in by the due dates during the week. Students can use the calendar to keep track of
Weeks assignments.

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Module 1 Plan (Weeks 1 – Introduction to utopian/dystopian societies; Week 2 - Utopia) Self-Check

Module (ELAGSE8W7) Define the words utopia and dystopia. See A1 & A2
Objective(s) (ELAGSE8W7, ELAGSE8W8) Analyze and compare two different utopias in history
through research.
(ELAGSE8SL1) Engage effectively in a range of collaborative discussions (one-on-one, in
groups, and teacher-led) with diverse partners.
(ELAGSE8W8 and ELAGSE8SL5) Students will create a book or presentation comparing
two different utopia’s using research they gathered in a group with the goal of reaching
Proficiency or higher on the rubric.
(ELAGSE8W10 and ELAGSE8L2) Students will routinely write and demonstrate a
command of the conventions of standard English (capitalization, punctuation, spelling) that
meets the rubric at a minimum of 80% quality.

Module 1. Anticipation guide: Utopia / Dystopia See A2 A3 C1 C2 &

Assessment(s) 2. Discussion post: Students will take their responses “Think a Little Deeper,” “Pick the C5
Best,” and “What Do You Think?” from the sections of the anticipation guide.
Students must respond to what their peers have posted in a thoughtful response,
make connections, and agree or disagree with their rules. (Responses are graded)
3. Research project: Create a book using Book Creator or PowerPoint giving
information about 2 societies that attempted to be utopias and comparing the two
main beliefs and requirements.

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Description of 1. Students will fill out the anticipation guide about utopia and dystopia. See A2 A3 B3 B4 &
Learning 2. Students will put their responses in a discussion post. B10
Activities 3. Students should respond to 2 posts.
4. Students will take part in a book tasting to rank the order of books from the one that
they would really love to read to the one that they will read if they must.
5. Students will asynchronously follow the PowerPoint and fill in guided notes.
6. Students will read articles about utopian societies.
7. Students will be given a list of different utopian societies.
8. Once the teacher creates groups of 2-3 students, students will work together to plan
their project and conduct research.
9. Journal reflection: What do you think about the utopias you researched? What do
you think is the main cause for them failing? Are there changes that can be made
for them to succeed? If so, what and why? If not, why not?

Formative Conference with groups Thursday – Friday. See A3 C1 C3 & C5

Evaluation & Teacher feedback on discussion post and journal entry.
Feedback

Physical Chosen novel (can be physical copy, audio, and/or digital) See A3, A9, B1, B4,
Learning & B6
Materials

Digital Learning PowerPoint (PPT format or PDF options) and guided noted (PDF or Word) See A3, A9, B1, B4,
Objects Anticipation Guide PDF (use Kami) & B6

primary-source-thom
as-more-utopia-25212
Newsela PDF articles: Primary Sources: "Utopia" by Thomas More

Utopian Communities in America

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Plans for Guided notes are available for the PowerPoint. See B1 B4 & B6
Differentiation Using Kami, the PDFs can be read aloud in English.
PDFs can be translated into other languages and made available.
Articles can be adjusted for varied reading levels.
Teacher created groups.
Phone calls and virtual check-ins.
Student option regarding how to present their research project.

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Module 2 Plan (Week 3 – Dystopia) Self-Check

Module Students will be able to recognize the characteristics of a dystopian society within literature See A1 & A2
Objective(s) as well as the different types.
(ELAGSE8L5) Students will read and answer the questions to check their understanding in
go.formative.com about irony and the 3 types. Scores should be 80% accuracy or higher.
(ELAGSE8SL8 and ELAGSE8RL6) Students will create a poster, video, drawing, comic,
etc. to demonstrate understanding of the types of irony (verbal, situational, dramatic) with a
rating of Proficiency based on the rubric.

Module 1. Quiz in go.formative.com graded automatically. See A2 A3 C1 C2 &

Assessment(s) 2. Poster, video, comic, etc. that teaches others about irony and the 3 types. C5
3. Dystopian generator.
4. Journal reflection.
5. Novel study group plan.

Description of 1. Students will watch the Irony video in Flowcabulary.com

Learning https://www.flocabulary.com/unit/irony/video/ and watch the additional videos below:
Activities 1. What is verbal irony? https://safeshare.tv/x/ss64a361a7639b5#edit
2. Situational irony: the opposite of what you think
https://safeshare.tv/x/ss64a362606af34#edit
3. In on a secret? That’s dramatic irony
https://safeshare.tv/x/ss64a363221e3d9#edit
2. In online notebooks, students will define irony and the three types of irony in their
own words and write an example of each based on what they have learned from the
videos.
3. Students will read and answer the questions to demonstrate understanding of irony
and the 3 types in go.formative.com. Scores should be 80% accuracy or higher.

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 4. Students will create an informational piece that will teach other students about irony See A2 A3 B3 B4 &
and the 3 types. Students can use video, audio, sketches, comics, Canva poster, B10
etc. Following the rubric, students should obtain the level of Proficiency or higher.
5. Students will:
1. Read the article “Someone Might Be Watching — An Introduction to
Dystopian Fiction”
2. Read the PDF about dystopian characteristics and types.
3. Students will create their own dystopian society using the information that
they learned by filling out the Dystopian Generator. 80% accuracy based on
completion.
6. Students will be assigned the novel and what groups they are in for the novel study.
1. The teacher will go over expectations, the different roles, grading, and final
project and writing assignment.
2. Students will work together to create a calendar for how many pages to read
each week, what role each member will have each week, and what day to
meet each week for discussion.
3. Students will turn the agreed upon plan in to the teacher.

Formative 1. Conferencing with individual groups. See A3 C1 C3 & C5

Evaluation & 1. Review of novel study plan
Feedback 2. Journal reflection: Is the novel that you are assigned your 1st or 2nd choice? What
made you pick this book? From the book tasting, have you identified the main
character? What do you think will be the main conflict? What do you think will
happen?

Physical Chosen novel (can be physical copy, audio, and/or digital) See A3, A9, B1, B4,
Learning The majority of material is digital unless students want to print things out. & B6
Materials

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Digital Learning 1. Videos See A3, A9, B1, B4,
Objects 1. https://www.flocabulary.com/unit/irony/video/ & B6
2. What is verbal irony? https://safeshare.tv/x/ss64a361a7639b5#edit
3. Situational irony: the opposite of what you think
https://safeshare.tv/x/ss64a362606af34#edit
4. In on a secret? That’s dramatic irony
https://safeshare.tv/x/ss64a363221e3d9#edit

2. Someone Might Be Watching — An Introduction to Dystopian Fiction

Dystopian
Generator.pdf
3. Dystopian generator

4. Novel study (lit circle) weekly jobs

Plans for Using Kami, the PDFs can be filled in electronically. See B1 B4 & B6
Differentiation Using Kami, the PDFs can be read aloud in English.
PDFs can be translated into other languages and made available.
Articles can be adjusted for varied reading levels.
Teacher created groups.
Phone calls and virtual check-ins.
Student option regarding how to present their research project.

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Module 3 Plan (Week 4 – Government) Self-Check

Module Students will be able to identify the different types of propaganda with 85% accuracy with See A1 & A2
Objective(s) the Nearpod activity.
Students will be able to identify and explain observed propaganda with 85% accuracy with
the Analyzing Propaganda in Print Ads and Commercials assignment.
(ELAGSE8SL1) Students will discuss and collaborate in novel study groups to fulfill their
roles with 80% accuracy.
(ELAGSE8W4; ELAGSE8W9; ELAGSE8L2; and ELAGSE8SL5)) Students will use journal
entries to reflect on their novel reading with 90% accuracy based on journal entry rubric.

Module 1. Nearpod activity See A2 A3 C1 C2 &

Assessment(s) 2. Analyzing Propaganda in Print Ads and Commercials C5
3. Novel study
4. “Theseus and the Minotaur” questions
5. “Harrison Bergeron” questions
6. Journal entry

Description of 1. Introduce students to government influence in a dystopia world.

Learning 2. Propaganda lesson
Activities 1. Students will read What’s the Message? And learn about the 8 forms of
propaganda.
2. Student will go through the Nearpod lesson (What’s the Message?) to gain a
better understanding of propaganda by viewing the slides and answering the
questions.
3. Students will fill out Analyzing Propaganda in Print Ads and Commercials
form.
3. Students will independently read “Theseus and the Minotaur” and “Harrison
Bergeron” (can substitute “Examination Day” for one of them).
1. Students will answer the Text-Dependent Questions and the Discussion
Questions.

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 4. Students will be introduced to the literary responses writing process. See A2 A3 B3 B4 &
1. PowerPoint introducing literary responses. B10
2. Introduction and activity for TAG (title, author, genre) and Summary.
3. Introduction Claim/Statement.
5. Students will meet with their novel study groups.
1. Each person should have completed their role and be ready for discussion.
2. Groups will post their work for others to view.
6. Journal entry

Formative 1. Review of responses on reading the articles. See A3 C1 C3 & C5

Evaluation & 2. Review of students work on the literary response practice.
Feedback 3. Feedback on novel study group work.
4. Feedback on journal entries. Students pick two topic below to respond to.
1. What connections can you make from the book to movies, news events,
other texts, your own life, etc.?
2. Write about something that intrigues, impresses, amuses, shocks, puzzles,
disturbs, repulses or aggravates you.
3. What questions does this book raise for you? What issues are addressed or
ignored in the text?
4. Compare yourself to the main character. How are you the same? How are
you different? Include at least two quotations which describe the main
character and explain what the quotations suggest.
5. What character do you dislike the most? Why do you dislike the character so
much? Include at least two quotations and discuss how they reveal what is
so despicable about the character.
6. How does the setting affect the character's thoughts, actions, and choices?
Include at least two quotations which describe the setting and explain how
and why the setting influences the character.

Physical No new materials. See A3, A9, B1, B4,

Learning & B6
Materials

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Digital Learning See A3, A9, B1, B4,
Objects & B6

1. What’s the Message?

2. Nearpod https://app.nearpod.com/?pin=4549DC9CF652132A62336A52A5FBA16A-
1&&utm_source=link

3. Analyzing Propaganda

4. “Theseus and the Minotaur”

5. “Harrison Bergeron”

Plans for Using Kami, the PDFs can be filled in electronically. See B1 B4 & B6
Differentiation Using Kami, the PDFs can be read aloud in English.
PDFs can be translated into other languages and made available.
Articles can be adjusted for varied reading levels.
Teacher created groups.
Phone calls and virtual check-ins.
Student picked jobs in novel study group that will rotate weekly.

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