Unit 1 — Gadgets and Glitches
Description
Unit 1 explores the relationship between technology and society through science fiction and dystopian texts. Students read literature and informational texts that examine how technology shapes human life, considering both benefits and risks. Through close reading and discussion, students analyze how authors develop themes about control, progress, and social change. Students then apply their understanding by writing an argument essay that synthesizes evidence from multiple sources to answer whether society has taken technology too far.
Essential Questions
- Does technology improve or control our lives?
- What are the positive and negative aspects of both chaos and order?
- What makes an effective argument?
- How do readers identify the characteristics of science fiction and dystopian texts?
Learning Objectives
- Analyze the characteristics of science fiction and dystopian literature.
- Cite textual evidence to support claims about themes and author's perspective.
- Identify and evaluate arguments, including counterclaims and evidence.
- Write a multi-paragraph argument essay that addresses opposing viewpoints.
- Use vocabulary strategies to determine the meaning of domain-specific words.
- Analyze how word choice, figurative language, and text structure impact meaning and tone.
- Engage in collaborative discussions about texts using evidence from reading.
- Conduct short research projects using multiple print and digital sources.
Suggested Texts
- The Brave Little Toaster — science fiction
- Are Bionic Superhumans on the Horizon? — informational text
- Interflora — poetry
- Harrison Bergeron — dystopian short story
- There Will Come Soft Rains — short story
- The Automation Paradox — argumentative text
- Heads Up, Humans — argumentative text
Supplemental Resources
- Printed word lists with academic vocabulary for sorting activities
- Graphic organizers for analyzing plot, theme, and text structure
- Index cards for vocabulary strategy practice with context clues
- Chart paper for recording Socratic seminar notes and claims
- Highlighters for annotating argumentative texts
Language
Reading: Informational Text
Reading: Literature
Speaking and Listening
Writing
Students examine historical texts including the Declaration of Independence, speeches by Abraham Lincoln and Martin Luther King Jr., the Gettysburg Address, narratives of enslaved individuals, and biographical accounts of freedom fighters. Students analyze how diverse cultures and historical periods shaped literature and understand the human experience through diverse perspectives. Students research significant historical events and develop multigenre essays exploring civil rights and social movements.
Students engage with digital platforms including HMH Ed Digital Platform, CommonLit, Newsela, Quill, and LinkIt to access and analyze texts. Students evaluate how technology influences society through readings about bionic enhancements, automation, and social media. Students use digital tools for research, writing, and presentation of findings.
Students examine career exploration through texts about future jobs and technology sectors. Students develop research and presentation skills applicable to professional contexts. Students consider how education and career paths align with personal goals through reading and discussion of contemporary social issues.
Formative Assessments
- Class discussions analyzing plot and themes in science fiction texts
- Socratic seminar on dystopian short stories with peer evaluation
- Small group work comparing literary texts and argumentative mentor texts
- Summary writing and graphic organizers for informational texts
- Vocabulary activities using context clues and word relationships
Summative Assessment
Argument Synthesis Essay: Students write a multi-paragraph essay responding to the prompt 'Has society taken technology/science/social media too far?' using evidence from unit texts.
Benchmark Assessment
— not configured —
Alternative Assessment
Students may demonstrate understanding through an oral presentation of their argument, supported by a graphic organizer that maps claims, counterclaims, and evidence from unit texts. Visual aids, sentence frames for argumentation, or a reduced number of required sources may be provided as needed.
IEP (Individualized Education Program)
Students may benefit from graphic organizers that help them track themes, evidence, and counterarguments across the science fiction and informational texts used in this unit. For the argument essay, consider allowing students to plan and organize ideas through verbal rehearsal, dictation, or a structured outline before drafting, and provide sentence frames to support claim and counterclaim writing. Extended time and chunked drafting checkpoints can help students manage the multi-step writing process without becoming overwhelmed. Annotated or highlighted text excerpts may reduce the reading load while keeping students engaged with key ideas about technology and society.
Section 504
Students should be provided extended time for close reading tasks and the argument essay, as navigating complex science fiction texts and synthesizing multiple sources places significant processing and organizational demand on readers and writers. Preferential seating during Socratic seminar and collaborative discussions can help students access peer conversation without distraction. Providing a print copy of any on-screen or board-displayed materials related to the essay prompt or reading tasks ensures consistent access to directions and content.
ELL / MLL
Pre-teaching key domain-specific and thematic vocabulary — including terms related to dystopia, technology, control, and argumentation — before students encounter them in context will build the linguistic foundation needed for meaningful participation. Visual supports such as concept maps, illustrated vocabulary anchors, and diagrams connecting technology examples to unit themes help bridge language barriers. Simplified or paraphrased versions of discussion prompts and essay directions, along with the option to process ideas in their home language before writing in English, can support both comprehension and argumentative expression.
At Risk (RTI)
Connecting unit texts and the essay prompt to students' existing experiences with technology and social media can serve as a meaningful entry point into the more abstract themes of dystopian literature. Reducing the number of sources required for the synthesis essay while maintaining the core argumentative structure allows students to focus on developing and supporting one strong claim rather than managing complexity before they are ready. Frequent, low-stakes check-ins during reading and writing tasks — along with clear, sequenced steps for completing the essay — can help students build momentum and a sense of accomplishment throughout the unit.
Gifted & Talented
Students who demonstrate strong command of the unit's core concepts around technology, society, and argumentation can be encouraged to explore the philosophical or ethical dimensions of the unit's central question more deeply, considering competing frameworks such as technological determinism or the precautionary principle. Rather than simply synthesizing the assigned texts, these students may seek out additional scholarly or journalistic sources that complicate or challenge the perspectives already represented in the unit. Extension work might also involve analyzing how different science fiction subgenres use narrative structure and language choices to advance distinct ideological arguments about progress and human agency.