PREP TODAY

GET TO WORK

ASK ME QUESTIONS

TURN IN YOUR STORY, YOUR DRAMATIC ARC, AND YOUR CHECKLIST

FISHBOWL EXAMPLE

STEP 4 FISHBOWL DISCUSSION                                                     

DYSTOPIAN UNIT

Fishbowl Project

                 Many themes were discovered throughout our research, our readings, our writing, and our discussions about dystopian ideals and characteristics. Now, we will have a formal discussion about Freedom vs. Safety, Individuality vs. Equality and what makes a perfect society. Many ideas and questions were raised throughout this unit that will result in a culminating discussion called a Fishbowl.  The Fishbowl will count as another summative assessment for the unit.

GOALS ·       To ENGAGE in a collaborative discussion to further our understanding of dystopian ideals and characteristics. ·       To EXPRESS opinions clearly using evidence from the unit. ·       To DEMONSTRATE a command of the vocabulary associated with dystopian art and literature. ·        To DEBATE the question - what is more important to have as a citizen of a community – SAFETY – FREEDOM – INDIVIDUALITY – COMMUNITY? ENDURING UNDERSTANDING (here, we will go back to the beginning) ·        Discussing Dystopian themes in art and literature help us in understanding the current trends, social norms, and/or political systems in our own community, country, and/or world. ESSENTIAL QUESTIONS ·        How can coming prepared to a formal discussion build self-confidence in expressing our opinions? ·        How can listening to other opinions help us reflect and refine our thinking? ·        Why is it important to listen and question ideas in a formal discussion? ·        What is more important to have as a citizen of a community – Safety, Freedom, Individuality, or Community Wellbeing?

The Process

• You will receive a formative grade for the pre-work accomplished before the Fishbowl takes place. Coming to this discussion prepared involves the following:

·        Notes (they will be collected after the fishbowl) prepared for EACH topic or question presented in preparation for the fishbowl.

o   Notes must include at least THREE complete thoughts or sentences that could be used to spark or contribute to a discussion.

o   These notes need to be supported by evidence in the form or QUOTES AND EXAMPLES from the knowledge you have gained during this unit – research, reading, class discussion, and writing

·        Your own opinions can be expressed as long as you have completed the other requirements.

QUESTIONS/TOPICS

The following are questions and topics for your fishbowl.

1.    Contrast the societies in “Harrison Bergeron”, “The Lottery”, your self-selected

novels, and your short story. What makes them dystopian?

2.    “Is it truly freedom if you don’t have the freedom to make mistakes?” How does this quote from Ghandi relate to the narratives (the stories)?

3.    Why do the characters in the stories we/you have read accept the societies they live in?

a.    Under what circumstances could these societies exist?

b.    What do these societies offer that our society does not offer mankind?

4.    What do the benefits and flaws of the seemingly utopian societies in “The Lottery” and “Harrison Bergeron”, as well as the other dystopian stories you have read, teach us about our society?

5.    Are attempts at Utopian societies truly fair for all citizens? Why or why not?

a.    Based on the research and readings, is it possible for mankind to ever achieve Utopia?

6.    Debate the following question - What’s more important to have as a citizen – SAFETY, FREEDOM, INDIVIDUALITY, OR COMMUNITY WELLBEING?

Fishbowl Structure/HOW IT WORKS

·        For this formal discussion students will be expected to participate both the inner group and the outer group.

·        While in the inner group, students are engaged in active discussion addressing the given questions/topics according to expectations.  

·        Students in the outer group are observers.  They must actively observe the discussion, take notes and tap into the circle at least two times during the Fishbowl.

·        *Empty Chair: This is for the teacher to enter when necessary.

EXPECTATIONS

1.  Restate the previous comments using student’s first names.

2.    One person speaks at a time.

3.    Use body language and eye contact for clues when to speak.

4.    Comments and questions are only asked by the people in the inner circle.

5.    Support answers/comments with evidence.

6.    To enter the inner circle, you must tap into someone who has already participated in the conversation.

7.    If you elect to leave the bowl, you MUST say something meaningful before leaving.

8.    Each person must connect their comment or questions to the previous comment or question.

9.    No question must begin with the word why.

10. The conversation does not exist just so you can hear yourself talk, it is for the group to explore ideas and questions.

11.  People in the outer circle must write down statements that make them go “hmmm” or “aah” or “huh”.

12. One student enters the circle to begin the discussion.

13. The discussion keeps going even when people enter or leave the bowl – flow should be seamless, without pause.

14. Keep the discussion focused!!!!*******

15. Incorporate others in the discussion.

16. Provide examples to support your opinion.

17. Come prepared with all notes AND whatever reading you wish to pull evidence from.

18. Respect all opinions and views.

ABOUT LISTENING AND SPEAKING

·        When a student is not speaking, he or she is expected to be an active listener. This includes making eye contact with the person that is speaking, staying quiet while somebody is speaking, and maintaining interest even if not directly participating.

• While speaking, students need to be respectful in all areas.
• Students are in no way to put down the ideas of other students – disagreement with the idea is fine, but no disparaging comments towards other students will be tolerated.
• Likewise, students need to respect the amount of times and length of time during which they speak.  “Share the air” – everyone needs time to speak, so do not monopolize the conversation by speaking too often or by speaking for too long.
• Your point should be concise, meaning to the point.
• Remember when speaking that accuracy is important. Arguments that are not accurate or supported by proof will result in a poor grade.

·        Finally, stereotyping of any type will not be tolerated

Whether in the inner or outer circle, active listening is still expected. If on the outer circle, students are responsible for taking notes based on the conversation taking place in the Fishbowl.

Standards Ø  Engage in a collaborative discussion within a formal group setting Ø  Prepare for the discussion using notes from the research, reading, discussion, and writing during the unit  Ø  Explicitly draw on evidence to further a point, justify your idea, or to reflect on ideas discussed Ø  Pose questions that connect the ideas presented Ø  Acknowledge new information

STEP 4 FISHBOWL DISCUSSION

Evaluate your preparation and participation in a collaborative discussion on a scale from 1 to 7.	YES! 1-7	NOT SURE 1-7	NO Not at all!
Ø  Prepare for the discussion using notes from the research, reading, discussion, and writing during the unit
Ø  Explicitly draw on evidence to further a point, justify your idea, or to reflect on ideas discussed
Ø  Engage in a collaborative discussion within a formal group setting
Ø  Pose questions that connect the ideas presented
Ø  Acknowledge new information

WORKSHOP TODAY

Reminders:

Due on MONDAY (C&D BLOCK)

Turn in A HARD COPY OF

           YOUR STORY

            YOUR DRAMATIC ARC

              YOUR CHECKLIST.

In addition to the questions you must ask yourself as you
prepare to finalize your stories, check your writing for the following:

Commas before and after quotes

Comma always before the word “which”

Have you used dystopian words?

Spelling

Do you have exciting, active verbs

White Space
12 font Times New Roman

FINAL STORIES DUE:

C&D BLOCKS - MONDAY DEC. 7 AT THE

BEGINNING OF CLASS 

F&H BLOCKS - FRIDAY DEC. 4 AT THE BEGINNING 

OF CLASS

Remember - your story, your dramatic arc, and your check-list

is due.

Today we are devoted to the "writer's workshop"

Your goal is to listen and comment with warm and cool feedback 

and to ask the questions on your WORKSHOP BUDDY cheat sheet.  

THESE QUESTIONS AND THOUGHTS ARE VERY 

IMPORTANT TO THE PROCESS. 

Remember, if you can't think of anything to say, refer to this sheet 

and to the questions on the white board.

Your story should be a solid draft

       We will switch groups

Each person reads their story

       Everyone listens carefully, takes notes and then 

       shares those notes with the writer

Writer should write down the notes

BLOCKS F AND H 
- Completed story due on Monday November 30
(final, competed, and edited story due Dec 4 - turn in with
check list AND your dramatic arc and theme analysis for your story)
BLOCK C AND D 
- Completed story due on Tuesday December 1 
(your final, completed, and edited story due date has been changed to 
Dec 7 because we have not had enough time to work on the stories together - 
turn in with
check list AND your dramatic arc and theme analysis for your story)

TODAY we begin our official writer's workshop.  
Our goal is to help each other to write the best possible dystopian story.

Process:

• Groups of 4
• Each person reads what they have written so far
• Workshop buddies listen carefully for:
• 
  
•           The building of the dramatic arc
•           Details (sensory and descriptive), especially in setting and character
•           Continuity of the story - does the story make sense
•           What is confusing?
•           Dystopian words (also called domain specific)
• 
  
• Workshop buddies will also provide feedback to the writer as far as theme.
• Opinions must be objective, listen to what the writer is trying to say, NOT what you think the writer should say
• Everyone offers a thought, starting with warm and them moving to cool (how can the work be improved)
• The writer is not allowed to talk until the end
• Respectful listening is required - do not be worried about your own work
• Have paper and pencil so you can jot down thoughts while the writer is reading their work.

BLOCKS F AND H

DUE ON TUESDAY NOVEMBER 25 - YOU MUST HAVE AT LEAST YOUR STATUS QUO AND YOUR FIRST CONFLICT WRITTEN FOR YOUR DISTOPIAN SHORT STORY.  YOU MAY CERTAINLY WRITE MORE, BUT 

1. YOU MUST PROVIDE DETAILS - WHERE, WHO, AND WHAT'S THE PROBLEM?
2. I WILL ASK YOU WHAT YOU BELIEVE YOUR THEME IS
3. I WILL LOOK FOR DYSTOPIAN WORDS

Step 3 Begins

TODAY we will begin STEP 3, WRITING A DYSTOPIAN SHORT STORY
I will go over the guidelines for STEP 3 - Writing a Dystopian Short Story

STEP 3 – WRITING YOUR OWN DYSTOPIAN SHORT STORY

GOALS ·        To WRITE an engaging dystopian short story using one of the controls (technological, philosophical/religious, bureaucratic, or corporate), and one of the ideals of dystopian art and literature (individuality, equality, safety, freedom) ·        To USE genre appropriate words (we have a fabulous word wall, but don’t let that stop you from finding other words) ·        To CREATE a strong dystopian protagonist using details ·        To DEVELOP an organized dramatic arc with a clear theme. ·        To Employ proper English Conventions ENDURING UNDERSTANDING ·        Understanding the characteristics and themes of Dystopian literature and how character choices develop a dramatic arc are essential to the creation of original works written in that genre. ESSENTIAL QUESTIONS ·        How can I use what I have learned about Dystopian Art and Literature to create my own short story incorporating the ideas of what people are willing to do for freedom, safety, equality, or individuality? ·        How can I translate the situations that the world currently faces into a dystopian short story? ·        What strategies can I use to write a powerful piece of dystopian writing that has an organized dramatic arc with a fabulous conclusion that leaves my readers in awe?

YOUR JOB is to plan, write, revise, and publish a DYSTOPIAN NARRATIVE STORY.  Your story should have the following elements:

Ø  A sound dramatic arc (use the dramatic arc template to evaluate your story’s arc)

o   Status Quo

o   First Conflict

o   Rising Action

o   Crisis

o   Climax

o   Resolution

Ø  A powerful protagonist

Ø  Strong word choices appropriate to Dystopian characteristics

Ø  Sensory details

Ø  Sentence Variety (use your four sentence structures)

Ø  Proper English conventions

We will electronically publish the stories

DUE DATE Dec 3(Blocks C&D) and 4(Blocks F&H)

Expect to revise your story AT LEAST twice

Standards Ø  Write narratives to develop imagined experiences or events using effective writing, well-chosen details, and well-structured event sequences: o   Creating character o   Organization of events (dramatic arc) o   Precise, powerful words o   Sensory language Ø  Use technology to produce and publish writing.

STEP 3 WRITING CHECK LIST 

(you will include this checklist when you turn in your final draft)

Evaluate your ability to write a narrative (story) with the style and characteristics of Dystopian literature on a scale from 1 to 7.	YES! 1-7	NOT SURE 1-7	NO Not at all!
I have created a protagonist that my readers can sympathize with during the telling of my story.  I have describe him/her/it using sensory details so my reader can see him/her/it and understand what he/she/it is going through.
I have written an awesome opening because my readers know who the main characters are, where my story takes place, and what’s going on – the situation.
I have written a conflict that clearly places the protagonist in a situation where he/she/it must react – this event drives my story forward.
I have developed my story with events that lead to a final crisis/event that leads to the climax.
I have written an edge-of-your-seat climax.
I have written a satisfying resolution that wraps up the story and ends the protagonist’s journey.
I have used powerful adjectives and verbs to tell my story. My story has action words and avoids the boring “b” verbs.
I have used sensory details in my story because my readers can see, touch, taste, feel, and/or hear what’s happening.
I have used a variety of sentence structures and my grammar, punctuation, and spelling is flawless.
I have written a story that I am proud to publish and to have people read.