Critical Literacy In Dystopia Texts
With a top-streamed English class and two gifted and talented students, choosing a topic that was different from reality would provide a shelf for critical thinking. Pratt (2006) suggests critical literacy gives students an opportunity to think deeply about the ideologies that underlie the text. Dystopia texts are often developed to criticise a trend, social norm or a political system. The texts 1984, V for Vendetta and The Lottery all present notions of criticism toward a political system or a trend. The fourth text, the students’ choice, has to be one of non-fiction dystopia. This extends the students thinking further and creates a deeper meaning as look into reality. The unit has numerous opportunity for group talk and class discussion, but it is heightened by having higher-cognitive questions with more opportunities for whole class interaction (Sutherland, 2006) that builds the students meaning and encourages critical thinking about their world and about these texts as they solidfy connections between the four.
The texts are created in which the author or the producer holds the power. Once these texts are critically analysed and the readers become critically …show more content…
A journal entry in the first week provides the teacher with knowledge on what they do and do not know about the theme. The following two formative assessments, a blog entry comparing two texts and then a written or presented piece between three out of the four texts has students thinking about the significant connections perceptively throughout the entire unit. When the summative assessment occurs, the students are prepared and ready with the resources from the activities they have completed and feedback on formative assessment to successfully and achieve highly in English
The texts are created in which the author or the producer holds the power. Once these texts are critically analysed and the readers become critically …show more content…
A journal entry in the first week provides the teacher with knowledge on what they do and do not know about the theme. The following two formative assessments, a blog entry comparing two texts and then a written or presented piece between three out of the four texts has students thinking about the significant connections perceptively throughout the entire unit. When the summative assessment occurs, the students are prepared and ready with the resources from the activities they have completed and feedback on formative assessment to successfully and achieve highly in English