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Group Collaboration: Build your own Utopia

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Group Collaboration: Build your own Utopia

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Students explored the concepts of Utopian/Dystopian society through collaboration and creation of a group society.

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Create your own society				  Due:  Group size: 3-4 people 		 This is a GROUP GRADE so choose your group members wisely.  Your overall goal is to create a society that others will want to join, because it’s perfect!  Task Create your own society. Your society should have an education system, a gov...

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To build vocabulary and understanding, students explored the words Utopia and Dystopia using the Frayer model

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Name:________________________ Frayer Diagrams Complete the Frayer Diagrams provided below on the topics of “utopia” and “dystopia”. You may use devices to complete these diagrams. After completing your diagrams, please respond to the anticipation guide questions on the back.   Anticipation Guide ...

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Learning targets are posted in my classroom each day to coincide with tasks that we are completing.

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For this task, students collaborated in groups to further explore the concepts of propaganda, pathos, ethos, and logos, and intended audience. The first step of the task was for groups to create a random product that doesn't exist in the world. This worked almost as an icebreaker for the overall assignment. Students had a quick 10-15 minute conversation on what item they would like to create, what they would name it, what it would look like, and who the audience would be. After this, students were given the instructions linked below. Groups could select to create either a print advertisement or a commercial advertisement to film or act out in class. They were given the basic guidelines and then given the opportunity to collaborate on the task. Students had to figure out the best way to apply the most appropriate type of propaganda and appeal to their work.

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As students began to learn about argument writing, students had the opportunity to explore argument concepts such as claim and evidence through a collaborative whodunnit activity. For this activity, each group was assigned a role within the whodunnit. The group members served as lawyers/representatives for the person. Students had to ask questions to find evidence to make a claim of who was guilty of the crime. Students were engaged in the process of making a claim and were motivated to explore argument through the collaborative process. Rather than working on these skills through an individual essay, students were able to collaborate through the whodunnit to discover more about argument.

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For this activity, students were exploring the components of speech. To explore the concept, students did a graffiti walk. The following questions were posted around the room:
What is a speech?

Who gives speeches?

What is the purpose of giving a speech?

What types of speeches would people use?

What would make a good speech?

What is persuasion?

How can you persuade someone?

Who might use a persuasive speech?

How can a speaker engage the audience?

How can the audience affect a speech?

Students walked around the classroom and responded to these questions on the paper. At the end of the class period, students examined the paper wherever they were when we stopped moving around and summarized the statements as a group. This summarization of the question was then shared out to the class as a whole.