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Transcript

What makes these stories dystopian?

What makes a good summary?

How do our experiences and knowledge shape our interpretations?

Animal Farm: What role do symbols play in dystopian allegories?

When Reality Meets Fiction

What are the characteristics of dystopia?

Do you know these dystopians stories?

Do you know these dystopian stories?


This material is part of a series of learning activities taken from the RÉCIT’s distance learning offer (FAD) titled Where Reality and Fiction Meet. It can be used on its own, to complement your courses, or sequentially when used with the other available activities.


Instructions are provided to the students within the student material.


Unless mentioned otherwise, teachers decide what needs to be said and taught before asking the students to complete the sequence.



Introduction Video


Some of the lessons and assignments mentioned in the clip only take place when doing the full version of the unit.


Activities

Share the following (Google docs version - Word version) with your students, let them know what you would like them to submit and how.

Access the answer key


Intentions:


In this sequence, students will:

  1. Know characteristics of the dystopian genre.

    Recognize dystopian elements in authentic stories.



What is summary?


This material is part of a series of learning activities taken from the RÉCIT’s distance learning offer (FAD) titled Where Reality and Fiction Meet. It can be used on its own, to complement your courses, or sequentially when used with the other available activities.


Instructions are provided to the students within the student material.


Unless mentioned otherwise, teachers decide what needs to be said and taught before asking the students to complete the sequence.



Introduction Video


Some of the lessons and assignments mentioned in the clip only take place when doing the full version of the unit.


Teacher’s Notes:

Have students notice how a summary uses the simple present tense. They can make sure they know how to properly use the simple present by finding explanations and exercises here. - Answer Key

Activity
Share the following (Google docs version - Word version) with your students, let them know what you would like them to submit and how.


Intentions:

In this sequence, students will:

  • Know what makes a good summary.
  • Task: Read a short text and answer some questions.



How do literary devices shape our interpretation of dystopia?


This material is part of a series of learning activities taken from the RÉCIT’s distance learning offer (FAD) titled Where Reality and Fiction Meet. It can be used on its own, to complement your courses, or sequentially when used with the other available activities.


Instructions are provided to the students within the student material.


Unless mentioned otherwise, teachers decide what needs to be said and taught before asking the students to complete the sequence.



Introduction Video


Some of the lessons and assignments mentioned in the clip only take place when doing the full version of the unit.


Teacher’s Notes:

You can assess your students’ prior knowledge of literary devices using this quiz: Google forms or Microsoft forms (you will need to add the link in the student handout) Or you can use the paper version. - Answer Key


Activity
Share the following (Google docs version- Word version) with your students, let them know what you would like them to submit and how.


Intentions:

In this sequence, students will:

  • Verify your knowledge of literary devices so that you can understand the role some of them play when you interpret dystopian texts.


Animal Farm: What role do symbols play in dystopian allegories?


This material is part of a series of learning activities taken from the RÉCIT’s distance learning offer (FAD) titled Where Reality and Fiction Meet. It can be used on its own, to complement your courses, or sequentially when used with the other available activities.


Instructions are provided to the students within the student material.


Unless mentioned otherwise, teachers decide what needs to be said and taught before asking the students to complete the sequence.



Introduction Video


Some of the lessons and assignments mentioned in the clip only take place when doing the full version of the unit.


Teacher’s Notes:

You can provide the ANSWER KEY to students when they are done for self-correction.


You can monitor your students’ PROGRESS using this grid.

You could carry out individual interviews using the last part of this task. You can also have the students interact orally for the reflection.


Activity
Share the following (Google docs version - Word version) with your students, let them know what you would like them to submit and how.


Intentions:

In this sequence, students will:

  • Understand how symbols are used in dystopian allegories by matching fictitious symbols and their real-world equivalent.


Do you know these dystopian stories?


This material is part of a series of learning activities taken from the RÉCIT’s distance learning offer (FAD) titled Where Reality and Fiction Meet. It can be used on its own, to complement your courses, or sequentially when used with the other available activities.


Instructions are provided to the students within the student material.


Unless mentioned otherwise, teachers decide what needs to be said and taught before asking the students to complete the sequence.



Introduction Video


Some of the lessons and assignments mentioned in the clip only take place when doing the full version of the unit.


Activities

Share the following (Google docs version - Word version) with your students, let them know what you would like them to submit and how.


Intentions:


In this sequence, students will:

  1. Play an escape game to get to know the main characteristics of dystopia to help you recognize dystopian stories in the future.
  2. Learn to use a SEEIT organizer.
  3. Share understanding of texts with others to verify, adjust and deepen understanding.


Teacher’s notes: You can monitor your students’ PROGRESS using the following grid. It is normal that many students could be at a lower level. You can make sure they better understand after they have validated with peers. Inform your students that these are the targeted criteria for this task, you may want to add more such as fluency or accuracy according to your students' needs and your teaching.



Do you know these dystopian stories?


This material is part of a series of learning activities taken from the RÉCIT’s distance learning offer (FAD) titled Where Reality and Fiction Meet. It can be used on its own, to complement your courses, or sequentially when used with the other available activities.


Instructions are provided to the students within the student material.


Unless mentioned otherwise, teachers decide what needs to be said and taught before asking the students to complete the sequence.



Introduction Video


Some of the lessons and assignments mentioned in the clip only take place when doing the full version of the unit.


Activity

Share the following (Google docs version - Word version) with your students, let them know what you would like them to submit and how.


Intentions:

In this sequence, you will:

  • Obtain a general definition of dystopia.
  • Look at popular dystopian stories, their titles and their authors.


After activity 2, feel free to have students share their answers to questions 1 to 4 or use an online survey tool to have a portrait of the group.

When Reality Meets Fiction


This material is part of a series of learning activities taken from the RÉCIT’s distance learning offer (FAD) titled Where Reality and Fiction Meet. It can be used on its own, to complement your courses, or sequentially when used with the other available activities.


Instructions are provided to the students within the student material.


Unless mentioned otherwise, teachers decide what needs to be said and taught before asking the students to complete the sequence.



Introduction Video


Some of the lessons and assignments mentioned in the clip only take place when doing the full version of the unit.


Teacher’s Notes:

After your students are done with the text(s) and the questions, you could ask them to imagine their own dystopian story. If you do, make sure to add your instructions to the student handout.


Links to answer keys

Topic 1

Topic 2


Activity
Share the following (Google docs version - Word version) with your students, let them know what you would like them to submit and how.


Intentions:

In this sequence, students will:

  • Participate in the response process.
  • Better understand how reality can inspire fiction.
  • Better understand how dystopia can be used to warn people against certain dangers found in the real world.
  • Provide evidence of your understanding.