Tessa Beckstrom Lesson Topic: The Ones Who Walk Away from Omelas Grade level: 9-12 Length

of lesson: 90 minutes Stage 1 Desired Results Content Standard(s):

9.4.1.1 ("cite textual evidence to support analysis") 9.4.2.2 ("determine a theme and analyze its development") 9.4.3.3 ("analyze how complex characters develop over the course of a text") 11.4.3.3 ("analyze the impact of the author's choices")
Understanding (s)/goals Students will understand: Through critical analysis of the text the reader is able to form insights from different perspectives and defend those claims with specific examples from the text, critical thinking is essential in developing clarity and understanding of the text and how it relates to different areas. An individuals beliefs and opinions can change and are greatly influenced by their exposure to literature and discussion with other individuals. Student objectives (outcomes): Students will be able to: Demonstrate an understanding of the text through connecting the characters actions to their own lives and empathizing with them. Formulate a comprehensive and accurate summary of The Ones Who Walk Away from Omelas and be able to articulate the themes woven throughout the text. Analyze specific passages from the text discussing word choice, conventions and Essential Question(s): Is morality black and white? Is there a difference between law and morals? Do the needs of many outweigh the needs of few? Can an individual change their ideas and beliefs?

content as a whole class. Define content specific vocabulary terminology and recognize their connection to The Ones Who Walk Away from Omelas. Stage 2 Assessment Evidence Performance Task(s): Other Evidence: Class discussion Writing Prompt Group work Stage 3 Learning Plan Learning Materials: Ursula Le Guin The Ones Who Walk Away from Omelas Paper/Pencils Learning Activities: Anticipatory Set: (5 minutes) -Think Pair Share: Two options: You are on a camping trip in the remote wilderness. You get stranded somewhere with five people. One of your group is a doctor and he discovers that one of your camping friends has a highly contagious and likely fatal disease. The decision is left to you. Either you kill the infected camper or the other five of you die. What do you do? Developmental Activity/Teaching: (80 minutes) -Utopia/Dystopia: Define what they are (5) -In groups give students a chance to draw up their idea of a perfect utopian society (government, laws, people, location, weather etc.) (15) -Read the story: have students circle words they are confused about or questioning and underline passages that they feel are important, after reading give them a few minutes to gather their thoughts (25) -Discuss: setting, narrator, characters, themes, happiness, can a utopia exist? -Is it okay to sacrifice the needs of one for the needs of many? Does it matter if the individual is voluntarily sacrificing themselves? -Is morality black and white? -Is there a difference between morality and legality? (20)

-Writing Prompt: The needs of the many outweigh the needs of the few (Spock), The securing of one individual's good is cause for rejoicing, but to secure the good of a nation or of a city-state is nobler and more divine (Aristotle) (Agree/Disagree, WHY? What are examples that defend your position) (15)

Summary/Wrap Up: (5 minutes) -Ask if anyone wants to share their journal prompts; did anyone change their opinion between the beginning of the class and the end?