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    Cooper Leavey
    This document provides instructions for a Year 11 General English lesson focused on theoretical and dystopian worlds. Students are asked to analyze examples of alternate realities in films and television and consider the messages or lessons conveyed. They are then tasked with developing their own vision of the future through an image and explanation, and writing short responses describing a comfortable place, things others should know about them, and their experience with high school English.

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    Content Beginning Activity

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    Cooper Leavey
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    This document provides instructions for a Year 11 General English lesson focused on theoretical and dystopian worlds. Students are asked to analyze examples of alternate realities in films and television and consider the messages or lessons conveyed. They are then tasked with developing their own vision of the future through an image and explanation, and writing short responses describing a comfortable place, things others should know about them, and their experience with high school English.

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    This document provides instructions for a Year 11 General English lesson focused on theoretical and dystopian worlds. Students are asked to analyze examples of alternate realities in films and television and consider the messages or lessons conveyed. They are then tasked with developing their own vision of the future through an image and explanation, and writing short responses describing a comfortable place, things others should know about them, and their experience with high school English.

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    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    16 views1 page

    Content Beginning Activity

    Uploaded by

    Cooper Leavey
    This document provides instructions for a Year 11 General English lesson focused on theoretical and dystopian worlds. Students are asked to analyze examples of alternate realities in films and television and consider the messages or lessons conveyed. They are then tasked with developing their own vision of the future through an image and explanation, and writing short responses describing a comfortable place, things others should know about them, and their experience with high school English.

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    Year 11 General English – Lesson 2 – Wednesday 25/01/23

    This first unit of work is concerned with theoretical worlds. That means, you all have to
    take a leap away from reality and into the realm of speculation and fantasy (we will
    largely be concerning ourselves with dystopian fiction - yay). This first term will focus on
    the study of films and television programs that present alternate worlds and analysing
    what meaning and lessons we can draw from such texts.   

    1) Answer the questions below about theoretical worlds.


    • In your book/laptop/OneNote write down the title of three texts that build an alternate reality and in just one
    sentence for each, describe the world created by the author.
    • Now think, what purpose do these worlds serve? For each text, write an answer to the following question: What
    is one possible message the author is trying to convey by the construction of this alternate reality? (Hint – there
    is basically no wrong answer here, I just want you to start thinking about this.)
    • Why do authors create their own versions of reality? What’s wrong with our own reality?

    2) Authors often create worlds that serve as a warning to audiences about flaws in society and human nature itself.
    These are termed dystopian texts. Write your own definition of a dystopian text.

    3) By contrast, sometimes authors construct seemingly perfect worlds that are placed in peril due to human or
    societal flaws. These are termed utopian texts. Write your own definition of utopian text.

    4) Now I want to know what your theoretical world would look like.
    Step 1 – draw or create a collage that illustrates our world 200 years from now

    Step 2 - have a think about what this version of the future says about human nature/society/the
    world/governments/puppies/the environment/culture/values and stuff

    Step 3 - write 80-100 words that explains the message that lies behind your alternate world. What is it that the
    image tells people about cultural assumptions/attitudes/values/beliefs. Does it say that something has to
    change/do something differently? Does it illustrate the fatal human flaw of <insert fatal human flaw here>?
    Does it illustrate the perfect version of the world that could exist if only we could get along? How does it do
    this? What is it that you are trying to communicate to me and the world? How do the features of your image
    convince us of your message? EXPLAIN your creation.

    5) Using whatever genre you wish (except poetry), write responses to the following. You must meet the word
    limit, use full sentencing, punctuation and spelling.   

    • In 100 words, describe the place you feel most comfortable.  

    • In 100 words, explain the things you think everyone needs to know about you.  

    • In 100 words, describe your experience so far with high school English.  

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