Name: Due Date: 5/TBD /18 Presentation: TBD Create Your Own Dystopian Society Part II A Dystopia is a vision, of an often futuristic society, which has developed into a negative version of a utopia. A Dystopia is often characterized by an authoritarian (favoring or enforcing strict obedience to authority, esp. that of the government, at the expense of personal freedom) or totalitarian (centralized and dictatorial authority that requires complete subservience to the state) form of government. It features different kinds of repressive social control systems, a lack or total absence of individual freedoms and expressions and a state of constant warfare. Characteristics of a Dystopian Society Propaganda is used to control the citizens of society. Information, independent thought, and freedom are restricted. A figurehead or concept is worshipped by the citizens of the society. Citizens are perceived to be under constant surveillance. Citizens have a fear of the outside world. Citizens live in a dehumanized state. The natural world is banished and distrusted. Citizens conform to uniform expectations. Individuality and dissent are bad. The society is an illusion of a perfect dystopian world. ALL TASKS MUST BE COMPLETED BY THE DUE DATE NO EXCEPTIONS. Your group will turn-in your work on the assigned day regardless of the amount of work you have completed. If you are working on this project, YOUR OBJECTIVE IS TO use the information you ve learned about Dystopia in class along with your creativity to create this not-soideal society. (You can use ideals from any of the novels you ve read, but you must NOT duplicate what has been read.) help others understand what happens in a dystopian society. Your script allows an audience to zoom in and get close to the citizens within. Everyone will see how your society operates, and how the citizens handle/respond to various obstacles. learn how to work well with others without expecting concessions to be made on your behalf. utilize your tremendous creative writing and auditory skills to produce a skit for a radio show. Part II: This part consists of a group assignment where scripts will be created for a radio show. Yes, a group presentation is required where students will write and perform a certain segment from the day and life of their dystopia. Students, you will work as a team to fulfill these duties. It is highly recommended that you complete the work in this order: brainstorm and get organized, begin drafting your script with input from everyone, and end by performing and recording your skit. This information along with a rubric has been posted on our Weebly. Note: This project is worth two (2) major grades! Please plan to be successful, no matter what! You re rising eighth graders now. Please demonstrate your readiness by doing your best! You will be caught off guard in some cases, you must be able to adapt and utilize your critical thinking, powers of reasoning, and collaborative prowess to work through any difficulties! Failure is NOT an option!
Part II: Script Writing Responsibilities The second option for this final project is to engage in script writing and drama! Yes, you will construct a skit based on the day and life of a dystopian citizen. It is important for you to demonstrate what living in a dystopian society could be like. Many people have no idea, yet conflicts, problems, or situations do arise. How will the protagonist and/or his people handle them? As writers, many options are available for you to choose from; however, you must take into consideration the rules that govern all dystopian societies. The Guardians oversee and rule everything! Once you ve written your script, you must produce it! You will act out the segments you ve created by producing a radio show and recording it. You will not have to perform in class, so you can relax a little. Your show will be pre-recorded which will allow you to concentrate on delivering your lines with as much expression as the script calls for. You re encouraged to add in sound effects where they re needed. Daily Operations Make sure EVERYONE in the group has duties and tasks that they are assigned to complete each day. (Whether that be writing, coloring, organizing, etc.). Either choose or draw names to assign tasks. Below are some activities that may need to be addressed in order to complete the project successfully. You will write an original script that depicts life in a single sector of your dystopian society. That means the scene(s) will evolve around healthcare, workforce, education, or private citizens. Your script must have the main elements of a play incorporated into it. Those are a cast of characters, stage directions, setting, narration, backstory, propaganda, a beginning, middle, and end, and scene(s). Set your scene with narration and get right into the action! We don t want our scripts to be too long! Since you are making a radio show patterned after the famous, Twilight Zone, you will need music and sound effects, also. Play upon the audience s emotions. Use mood, tone, inflection, suspense and surprise to your advantage! Remember, they can t see you only hear you! Give your radio show a title. Your recording be will featured as an episode for that day. (On the next page, you will find a list of titles that can be used to jump start your creative minds.) Group Roles Group Leader: considers the duties of the group and the responsibilities of each day; is responsible keeping everyone focused and on task.
Script writers: you must have more than one! somewhere between two and four would be ideal. Sound effect specialists: pays attention to the impact sound and music could have on the mood and feel of the episode. They are responsible for making these happen at the appropriate times. Technology Experts: these people will research and find the perfect recording app for this assignment. They will learn how to use it and prepare to record. Researchers/backgrounders: any information that is needed by the group will be found by these members. They could help research and write your backstory and so much more. Recorder: This person will help with the recording on the day the script is to be performed. Stage director: This person is the director of the play. They will cue the actors/actresses and make sure everything runs smoothly. He/she will countdown to start the recording and will give the all clear when everything is over. Actors/Actresses: come prepared to give their all to the performance. There is to be no holding back on expression, timeliness, and audibility. Before making a final decision about anything, check to make sure the ENTIRE team agrees with the decision! BE WILLING TO COMPROMISE! If you have group mates absent for the day, THE WORK STILL HAS TO GET DONE. YOU RE EXPECTED TO FINISH THE WORK AND HAVE THE ASSIGNMENT COMPLETED BY THE DUE DATE! I suggest you collaborate on how to get this done. If you know you re going to be absent, please keep up with your part, so your team won t be overburdened. THE END OF SCHOOL IS NEAR! WE HAVE A LOT TO DO! LATE WORK IS NOT AN OPTION!
Part II: 20 SKIT IDEAS Directions: Review the suggested titles for each sector of society. Choose ONE that allows you to imagine and craft the most exciting skit/scene(s) ever! Brainstorm ways to make your words come to life! Don t forget to add in stage directions that guide the actors! Eerie sound effects might be nice and decide if you will end the skit or leave a cliffhanger! If you don t understand something, please ask!
Dystopian Society Performance Task Rubric Part II Skit Members Last Names Backstory 4 3 2 1 Backstory is clearly constructed and vividly depicts the creation of a dystopia. Shows a thorough elements of a dystopian society. Backstory is present and interesting. It depicts the creation of a dystopia. It includes background information and elements of a dystopian society. Backstory shows some organization and depicts the creation of a dystopia. Some of the background may seem sketchy concerning the elements of a dystopian society. Backstory is missing or unorganized, unclear or minimal. It is unclear as to how this dystopia was created. Shows little background and/or elements of a dystopian society. Citizens Citizens are interesting and well-developed. Descriptions are clear and essential to the dystopia. Citizens are interesting. Descriptions are somewhat clear and essential to the dystopia. Citizens are not engaging and not welldeveloped. Descriptions are not connected to the dystopia. Citizens are not welldeveloped; no descriptions are given that allow for the essential understanding of the dystopia. Setting Setting is vivid, thoughtful and well-developed. Great attention to detail. Setting is descriptive and shows structure. Some fine details are apparent. Setting is somewhat descriptive but lacks detail and depth. Setting is missing or undeveloped. No fine details are included. Propaganda Propaganda is clearly tied to the storyline of the dystopia and contains accurate language for its purpose. Propaganda is interesting, loosely tied to the dystopia and contains mostly accurate language for its purpose. Propaganda is apparent but not tied to the dystopia and contains limited language for its purpose. Propaganda is missing and/or not tied to the dystopia; contains little to no language for its purpose. Storyline The story within the script is specific and appropriate for a dystopia. Vivid language and attention to detail help capture the essence of the dystopian society in a logical, realistic way. The story within the script is good and appropriate for a dystopia. Language and attention to detail help capture concepts of a dystopian society. The story within the script is not time specific. It has little evidence of descriptive language and/or attention to detail. It captures only a few of the characteristics of a dystopian society. A storyline barely exists in this script. It may be a rambling set of ideas. No evidence of descriptive language or attention to detail is given. It fails to capture characteristics of a dystopian society. Speaking Excellent enunciation, tone, voice, and inflection are apparent. Speech is clear and slow enough to be easily understood by the audience. Good tone, voice and inflection. Speech gets the attention of the audience. Tone, voice and inflection are varied yet lacking at times. Speech may be too slow or too quick and little or no attention is given to the audience. Tone, voice and inflection are lacking in volume and variation. Speech does not engage the audience.
4 3 2 1 Script The script reflects a radio show format and is easy to follow. It uses language in a dramatic way. Events describe all the parts outlined in the original instructions. The script follows a radio show format that is easy to follow. It mostly uses language in a dramatic way. Events describe most of the parts outlined in the original instructions. The script attempts a radio show format. It may or may not be easy to follow. Dramatic language is sketchy. Events describe a few of the parts outlined in the original instructions. This script is not a good depiction of a radio script. The language is unclear. And events fail to include many of the parts outlined in the original instructions. Creativity Students went above and beyond to present their work well. Their show was incredibly realistic and entertaining due to this level of creativity. Students demonstrated some creativity while making this project. Their show was engaging and realistic. It managed to hold the attention of the audience. Creativity is not as apparent as it should be. Their show was barely engaging and slightly realistic. It barely held the attention of the audience. Students did not do much in the way of creativity. Their show was not engaging or realistic. It failed to hold the attention of the audience. Radio Show This is a clearly a radio show. It sounds like a show one would hear in real life. The students attention to detail produces an outstanding product that is a pleasure to listen to time and time again. This is a clearly a radio show. It resembles a real radio show. While the attention to detail lapses in some places, they still produce a product that is a pleasure to listen to. Students attempted to create a radio show. Attention to detail and other lapses occur throughout the presentation. The result is a product that is hard to listen to. Students may or may not have created a radio show. Too little attention to detail was given to the project. The result is a product that unsatisfactory. Technology Students utilize the latest in technology to produce sound effects, music, and other effects for their radio show. The results makes their product gleam. Students utilize varied technology to produce sound effects, music, and other effects for their radio show. The results are noteworthy. Students attempted to use technology to produce sound effects, music, and other effects for their radio show. The results were mixed. Some were good & bad. Students failed to use technology within their project. Sound effects and/or music were sorely lacking in their radio show. The results were not good. Comments: Total