Problem Based Enhanced Language Learning

iteachELLs, Mary Lou Fulton Teachers College at Arizona State University

Teacher: Grade/Subject:
Miss Arama 11th Literature
Title of Experience/Topic: Utopia and Dystopia: Two sides of the same coin?

Problem (framing words + person + action + audience1):

The perfect social contract between a government and its people has been debated since the beginnings of civilization.
The perfect society is called a Utopia-- an imagined place or state of things in which everything is perfect.
Hypothetically, utopian societies occur when leaders strive to create a “perfect” society. Utopian socities are often only
Utopias to a certain section of the population. To the rest of the people, Utopias devolve into Dystopias-- imaginary
places where people lead dehumanized and often fearful lives. We’ve read examples of these socities in The Hunger
Games, The Giver, The Lottery, and 1984. What if you were to build your own Utopia? What kind of economy would
it have? What kind of freedoms would your citizens enjoy? You’ve just been appointed the leader of a new society.
Your job is to research the various forms of government and decide which one, in your opinion, will suit your society
best.
1st: You will briefly research and define Anarchic, Capitalist, Liberal, Conservative, Socialist, Authoritarian, and
Tyrannical forms of government.
2nd: You will go to https://www.nationstates.net/page=create_nation, a nation simulator, and create your own Utopia.
Choose your form of government, answer the guiding questions, name your country and enact laws.
3rd: After observing how your country functions and enacting a few laws, you will present a day in a life of the people
in your country in a presentation method of your choice.
4th You will anticipate and reflect on how your country could devolve or has already devolved into a Dystopia, and
compare it to the societies you’ve read about in The Hunger Games, The Giver, The Lottery, and 1984
❏ Relevant to students
❏ Addresses real-world problem
❏ Allows for multiple solutions

Time Frame: (number of sessions and length of sessions)

2 block periods (180 minutes)
Content Standard(s)/ Integrated Language Arts Standard(s): (must put code and verbiage)
11-12.RL.9 Drawing on a wide range of time periods, analyze how two or more texts treat similar themes or topics.
11-12.RI.3 Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events
interact and develop over the course of the text.
11-12.RI.7 Integrate and evaluate multiple sources of information presented in different media or formats (e.g.,
visually, quantitatively) as well as in print in order to address a question or solve a problem.
11-12.W.3 Write narratives to develop real or imagined experiences or events using effective technique, well‐chosen
details, and well‐structured event sequences.
a. Engage and orient the reader by setting out a problem, situation, or observation and its significance, establishing one
or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences
or events.
d. Use precise words and phrases, relevant descriptive details, and sensory language to convey a vivid picture of the
experiences, events, setting, and/or characters.
e. Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of
the narrative.

1Buck Institute for Education (2011). Driving Question. Tubric 2.0. Retrieved from
http://www.bie.org/object/document/driving_question_tubric
11-12.W.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.
a. Apply grades 11-12 Reading standards to literature.
11-12.L.6 Acquire and use accurately general academic and domain‐specific words and phrases, sufficient for reading,
writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering
vocabulary knowledge when considering a word or phrase important to comprehension or expression.

English Language Proficiency (ELP) Standard(s):

Reading:
HI-16: describing the setting from a fictional text.
HI-23: locating information in print and electronic reference sources for a specific purpose. (e.g., encyclopedia, atlas,
almanac, dictionary, thesaurus, website, etc.)
Writing:
HI-1: writing one or more narrative paragraphs based on real and imagined events that include characters, plot, setting,
and dialogue as appropriate.
HI-17 presenting writing in a format (e.g., oral presentation, manuscript, multimedia*) appropriate to audience and
purpose. *Technology (PowerPoint, Word, etc.)
Speaking/Listening:
HI-6: sharing a personal experience/story with descriptive language supported by details and examples in complete
sentences.
LI-7: report detailed information on a topic supported by concrete details, commentary, and examples in complete
sentences.
❏ Assessed
❏ Not Assessed

Content Language Objective (Language Function + Content Stem + Supports2): (verbs should be in bold)
At the completion of the lesson, Students will have used their background knowledge and research skills to
create and run a Utopia, then reflect on their success and compare their society to those of Dystopian texts
(The Hunger Games, The Giver, The Lottery, and 1984)

Sub-Objectives: (steps to achieving main objective – verbs should be in bold)

Students will be able to research various forms of government
Students will be able to make decisions for their countries by applying their previous knowledge of
Dystopian societies
Students will be able to analyze and evaluate their society for dystopian/utopian characteristics
Students will be able to compare and contrast texts to simulation

Materials:
 StudySync Online Modules
 StudySync textbook
 Computer, Phone
 Optional for presentation: Poster/Power Point/Screencast Software
 https://www.nationstates.net/page=create_nation

2 World Class Instructional Design and Assessment Consortium (2012). Model Performance Indicator. Retrieved
from https://www.wida.us/downloadLibrary.aspx
Vocabulary taught prior to the experience Vocabulary developed during lesson:
(Background):  Dystopia
 Dystopia  Utopia
 Utopia  Anarchy
 Society  Capitalism
 Social Contract  Liberalism
 Conservatism
 Socialism
 Authoritarianism
 Tyranny
Lesson Planning Considerations:
Academic Conversation:
What language function will students have the opportunity to practice? How will this language be explicitly
taught? How will this language be applied and practiced?
The Language functions that students will have the ooportunity to practice are listening, speaking, writing
and using the Evaluation, inferring, synthesizing, and classifying language functions (from the toolkit). This
language will be explicitly taught when the students use their unit bookmarks in group discusscions and I
model they type of language student’s “Day in the Life” and final reflections should include. This language
will be applied and practiced when students engage in class discussion, peer-review eachother’s “Day in a
Life” presentations, their personal presentations of their countries, and their written reflections.

Establish the Problem:

How will prior knowledge be accessed? How will the problem be introduced to students? How will students
inquire about the problem (optional planning tool attached) How are students using language (reading,
writing, listening, and/or speaking) and how are they being supported?
The day before the lesson unit begins, review the characteristics of Utopian and Dystopian societies, and the
characteristics of Dystopian literature. The problem will be introduced to students through a video called
“The Perfect Country”(listed in engage step) https://www.youtube.com/watch?v=shanIOl7MyE&t=100s (the
subtitles will be turned on) and reading an article about the dire situation in Venezuela:
https://www.huffingtonpost.com/entry/venezuela-empty-grocery-shelves-
photos_us_5a567751e4b08a1f624afcf6
Students will use a few Inferring, Predicting & Hypothesizing and Compare/Contrast stems to discuss what
they think about the Perfect Country and its possible future and how it compares to the Utopia/Dystopias of
The Hunger Games, The Lottery, The Giver, and 1984. Students will be supported by a bookmark of word
stems and student-made sentences for each vocab word (developed before lesson vocab with room for
more sentences) that have been printed out and given to them for the whole unit, as a study tool and
reference. They are bigger than a normal bookmark, about half a vertical page front and back.

Creating the Experience:

How will students work together to develop and present solutions? How are students using language
(reading, writing, listening, and/or speaking) and how are they being supported?
Students desks will be put into groups of four at the beginning of the project. They will work in teams to
discuss the video and research and define the various forms of government in teams. Although they will be
creating their own unique countries and their own unique “Day in the Life” presentations and reflections,
they will be in their groups the whole time, and often have group discussions based on their unique
experiences, making sure to emphasize key vocabulary. Students may create regions that all share the
same type of government, or they may choose whichever they think is the best for a Utopia.
Evaluate:
When and how will you use formative and summative assessments to measure student progress and
learning (content and language)?
 Formative
-Daily Exit Tickets
a. Students can choose to write, type, email, speak/record their answers
b. What did you accomplish today?
c. Tell me one interesting thing you learned using key vocabulary
-Daily Bookmark checks
 Summative
-Completed Bookmarks
-Day in the Life presentation using rubric
-Final reflection/comparison contrast with rubric

Engage:
How will you introduce the lesson/engage the learners to either build background knowledge and/or build
on background knowledge? *NOTE: There should be as many as or more student actions than teacher actions –
use this table to ensure students are doing more of the work to support learning
Teacher will: Student will:
- Show students “The Perfect Country” video: - Watch first video to set stage and build
https://www.youtube.com/watch?v=shanIOl7M background for lesson
yE&t=100s - Write down/type out thoughts and answers to
“What do you think about the video? Do you guiding questions using a graphic organizer note-
believe its possible to reach that point? Why taking strategy or quick write
or why not? Was there anything strange - Speak with groups using the language frames of
about the video? Is there anything similar to Inquiry + Inferring,Predicting & Hypothesizing
that in our country now? What do you think from their bookmarks
it would be like to live in The Perfect - Each table shares one thought with class, using
Country, a Utopia? Who is in control? key vocabulary.
Would a country like that remain - Read through and look at pictures in article to
“perfect”?” connect background knowledge to current/relevant
- After a few minutes, ask each table to share a world events
thought with the class - Write down/type out thoughts and answers to
- Go through article and show pictures of guiding questions using a graphic organizer note-
Venezuela. taking strategy or quick write
https://www.huffingtonpost.com/entry/venezuel - Speak with groups using the language frames of
a-empty-grocery-shelves- Inquiry + Inferring,Predicting & Hypothesizing
photos_us_5a567751e4b08a1f624afcf6 from their bookmarks
“Here is an example of a country that - Each table shares one thought with class, using
attempted to create a perfect equal socialistic key vocabulary.
society. What do you need to take into
consideration if you were going to make a
large change in how a country functions?To
what degree would you consider this
dystopian?”
- After a few minutes ask class to share once
more
- Empahsize key vocabulary and briefly explain
any new vocabulary while sharing
information/responding to student’s thoughts

Explore:
How will students explore the problem/concepts to find a purpose for learning the content vocabulary?
Teacher will:
- Circulate room while students research various
forms of government
- Emphasize key vocabulary when responding
to student’s questions during group work
Student will:
- Complete their vocabulary and concept bookmarks
by researching the forms of government: Dystopia,
Utopia, Anarchy, Capitalism, Liberalism ,
Conservatism, Socialism, Authoritarianism,
Tyranny
- Write a sentence for each vocab word on the
bookmark
- Work in groups
- Use inquiry and classifying language stems from
bookmark while sharing in groups.

Explain:
How will students learn the key vocabulary? This is the direct instruction part of the lesson to ensure all
students have access to all the content and key vocabulary to support the understanding of the content
Teacher will: Student will:
- Place type of government/society posters - Record their concept/vocab research on their
around the room for students to reference as bookmarks and write a sentence for each one
they research and complete their bookmarks. - Discuss researched vocab and concepts and
- Once students have completed research, go over created sentences in groups
the types of government all together and use - Participate in class review of research results
each in a sentence using; Share out student-made vocab sentences
- Chunk instructions:Explain the nation with class using Synthesizing language stems.
simulation, and “Day in life” portion of the
project. Explain that they will reflect on how
their nation already is/or could be come a
dystopian society
- Answer questions about vocab/instructions

Ellaborate:
How will students move the learning from short term to long term memory to ensure they KNOW the
content?
Teacher will: Student will:
- Circulate room Nation Creation and Simulation:
- Answer questions - Go to: https://www.nationstates.net create a free
- Facilitate conversations and assist students in account and create, name and structure a “Utopias”
simulation as necessary, emphasizing key - Students will choose one of the forms of
vocab when needed. government they researched (Vocab words)
- Enact laws within their nation
- Share results with group about how their country is
faring, using key vocab when appropriate
“Day in the Life”
- Students will reflect on their nation and read the
country summaries on Nationstates
- Students will create a “Day in the life”
presentation to illustrate what it would be like to
be a citizen in their society.
- Students will use a presentation method of their
choice with the integration of key vocabulary
- Students will peer review eachother’s
presentations in groups of two, using Evaluation
language stems from bookmark.

Reflection:
- Reflect on the nation they’ve created and analyze
and evaluate the degree to which it has already
become a dystopia, or make inferences about how
it could become a dystopia in the future. Highlight
key vocab throughout
- Then, compare nation to the societies of The
Hunger Games, The Giver, The Lottery, and 1984

Evaluate:
How will you use formative and summative assessments to measure content and language objectives?
Teacher will: Student will:
- Model example of nation and “Day in the Life”: - Observe an example project
https://www.nationstates.net/nation=stephen_ry - Review the rubric for each part of the project
an - Peer-evaluate using rubrics and evaluation stems
- Provide students with a rubric for the “Day in from bookmarks
the Life” presentation and reflection - Present their “Day in the Life” presentations and
reflections to their peers in their chosen format
using visuals and emphasizing the vocabulary
they used.
Post teach Reflection: (should be done after teaching this lesson in your classroom OR as a microteach)
** This lesson was taught as a direct instruction lesson because of the circumstance and policy of my
internship placement.
Although I taught this lesson originally as a direct instruction lesson, I can definitely reflect on how I could
have better supported my student’s language regonition and comprehension. In the direct instruction format,
I walked the students through the vocabulary as a class. I had them open up their text books to the except of
The Hunger Games we were going to read that day. Then I pulled up a vocabulary activity from the textbook
online modules. I had the students find the words (which are bolded throughout the text) and read the
sentence aloud in front of the class. The class then had to infer what the meaning of the words could have
been from context clues. This did not work out very well as the sentence with the word was not enough
context for some of the words. I really should have had them read the sentence or even paragraph that the
word was in to get a better feel for the word’s possible meaning. I also did not have them creating their own
sentences and sharing them in groups. It was much more of a I teach, you learn, situation (as my intern
mentor teacher wanted me to follow in her footsteps so as not to disturb the class style). After the students
inferred all the vocab words, I had them fill out the vocab activity in their notebooks (picking correct
definition from a definition bank). That was the extant of language review in the direct instruction lesson.
There are many holes in this style and I do not think I sufficiently met the needs of my students. I would not
do this lesson plan or vocab activity this way again.

The reworked PBELL lesson altered the content of the lesson plan to become a project based and language
focused experience for the students. I made sure to include student made sentences, student discussion with
the vocab and the integration of the academic language into the formative and summative aspects of the
lesson. Students will be researching, evaluating and discussing using the vocab throughout the course of the
lesson and they will incorporate it into their bookmarks using their own background knowledge and into
their final projects. This is much better and when they are discussing and working in groups the students can
hear the vocab used in many different ways. They will have a full-bodied and deep understanding of the new
language concepts at the end of this lesson and I believe it is significantly more effective in the PBELL
format than in the previous DI format.