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Backward Design Lesson Plan Template

Candidate: Holly Maxwell Grade level: Seventh Grade

Lesson title: Introduction to Dystopian and Utopian Societies

Step 1Desired Results (What students will learn)

Standards, benchmarks, other objectives as needed. What should students know, understand,
and be able to do as a result of the lesson?

Unit Enduring Understanding(s)/Essential Question(s): Students will understand the

idea of a utopian society and the relationship between dystopian societies and utopian
societies; Students will consider what identities are presented in banned books and why
those identities are deemed unacceptable wherever the books are banned; Students will
learn how to write an argumentative thesis statement.
Daily Objectives: Identify characteristics of dystopian/utopian societies. Read The
Lottery by Shirley Jackson.

Step 2Assessment Evidence (Summative/Formative check for learning)

Performance taskStudents will be creating their own utopian or dystopian societies on a one-
pager. This could be a map, diagram, journal entry, etc.

Performance criteriaStudents should consider the following societal problems in their one-
page utopias:
1. Poverty
2. Hunger
3. Unemployment
4. Housing
5. Prejudice
Students who consider each of these elements in their utopias will be the most successful.
Step 3Learning Plan (detailed enough for another teacher to follow)
A. Learning activities: Steps for students. B. Notes for Teacher
Use action verbs (step by step from start
to finish) Have paper, markers, colored pencils,
etc. for students to use during their one-
(15 minutes) Introductory activity: Students pager assignment.
will be introduced to the concept of utopias Utopia/dystopia background
and dystopias and watch a short film about a information is on Google Slides.
dystopian society.
(45 minutes) After they understand the
background information, we will read and
discuss The Lottery by Shirley Jackson.
(15 minutes) Student-centered learning steps:
Students will create their own one-page
utopias. They should include the solutions to
the elements listed above and should consider
what laws govern their societies.
(5 minutes) Closure: At the end of the lesson,
students will be instructed to complete their
utopian societies at home. During class the
next day, students will have time to share
their projects with each other. While they are
finishing their projects, students should list
two things that may cause problems in their

C. Resources, Timing, and Materials

Paper, markers, colored pencils, copies of The Lottery

82 Minutes (entire class period)
2ndary ELA Facebook group (one-pager)

Step 4Differentiation/Accommodation/Modifications
Which strategies/methods will you use differentiate for different learning styles? How will you
accommodations and modifications for special needs students (IEP)?

During this lesson, I can accommodate students by handing out graphic organizers before
students begin creating their utopian societies. This would allow students to consider their ideas
before putting anything on paper. I would also accommodate any IEPs for students that have
trouble reading. I can work with students individually on understanding The Lottery while
other students begin working on their one-pagers.

Adapted from Tomlinson and McTighe, Integrating Differentiated Instruction + Understanding by Design, ASCD, 2006.