New lesson plan: Reading session: Features of Dystopian Fiction

Shaimaa Deebes

Reading session: Features of Dystopian Fiction - KS3 Y8 level

Reading session: Features of Dystopian Fiction
KS3 Y8 level

Description

In this lesson, students will identify key features of dystopian fiction in a text extract, develop reading for meaning and inference, build vocabulary and engage in thoughtful discussion.

Materials

Cambridge lower secondary english 2nd edition digital learners book 8 1 year learners book 8 digital access 1 year?size=16&default=html

Cambridge Lower Secondary English Learner's Book 8

PPT

Features Categories

Cambridge Lower Secondary English Learner's Book 8

PPT

Features Categories

Main Aims

To identify key features of dystopian fiction in a text extract.

Subsidiary Aims

To develop reading for meaning and inference. To build vocabulary and engage in thoughtful discussion.

Procedure (23-32 minutes)

Warmer/Lead-in (3-5 minutes) • To set lesson context and engage students

"What is Utopia?" "What do you think a dystopia is?" Display an image on board to stimulate thinking and elicit key ideas from the ss Clarify the etymology of "dystopia" Define dystopia and ask ss to read it

Pre-Reading (5-5 minutes) • To familiarize ss with the features and prepare them for the text

Set students in pairs. Chest your material. Ask them to match the features to the 2 categories: Utopian or Dystopian features. Show the answers on the board and discuss only the confusing ones.

While-Reading #1 (5-7 minutes) • To provide students with less challenging reading task

Set ss into groups. Show ss the summaries of the two dystopian stories on P107 Ask ss to extract as many dystopian features as they can from the highlighted text. Monitor ss while working and feed them when needed. Show feedback on the board.

While-Reading #2 (7-10 minutes) • To provide students with more challenging detailed, deduction and inference reading tasks

Ss read the extract of The Maze Runner on P111 Ss identify as many dystopian features as they can. Monitor ss while working and feed them when needed. Show feedback on the board and ask ss to check it against theirs.

Plenary / Exit Task (3-5 minutes) • To summarise key learning, reflect and articulate takeaway from the lesson.

"Why do writers create dystopian worlds?" Ask ss to write 2 sentences individually. Ss read their reflection out loud and engage in discussion if there is sufficient time.