How do authors incorporate ethical dilemmas for social commentary?
DAY 1 - PLAN 1
DAY 2 - SEED 1
DAY 3 - SEED 2
DAY 4 - SEED 3
DAY 5 - SEED 4
DAY 6 - SEED 5
DAY 7 - PLAN 2
DAY 8 - SEED 6
DAY 9–21 - PLAN 3
DAY 22–25 - PLAN 4
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Lesson seeds are ideas that can be used to build a lesson aligned to the CCSS. Lesson seeds are not meant to be all-inclusive, nor are they substitutes for instruction.
When developing lessons from these seeds, teachers must consider the needs of all learners. It is also important to build checkpoints into the lessons where appropriate formative assessment will inform a teachers instructional pacing and delivery.
This lesson concludes the study of Brave New World. Students are led in a concluding collaborative discussion about the concluding chapters of the text to review the broader concepts and themes of the book. They will then conduct short focused research on literary criticism of Brave New World through the school or local library's online academic database. After reading the literary criticism for homework and taking notes for a "first read," students will work in groups to create close reading questions in order to facilitate a class discussion about the article on an assigned day. Finally, students will write an explanatory essay addressing the essential question and incorporating the novel, the seven steps to ethical analysis worksheet, and quotes from the researched literary criticism as appropriate.
IMPORTANT NOTE: Consider the need for Accessible Instructional Materials (AIM) and/or for captioned/described video when selecting texts, novels, video and/or other media for this unit. See "Sources for Accessible Media" for suggestions on Maryland Learning Links: http://marylandlearninglinks.org.
IMPORTANT NOTE: No text model or website referenced in this unit has undergone a review. Before using any of these materials, local school systems should conduct a formal approval review of these materials to determine their appropriateness. Teacher should always adhere to any Acceptable Use Policy enforced by their local school system.
Essential Question: How do authors incorporate ethical dilemmas for social commentary?
Student learning outcomes:
Students are led in a concluding collaborative discussion about the concluding chapters of the text. After students research literary criticism on the novel, they will design close reading questions in groups in order to lead a class discussion of their assigned article. Students will write an explanatory essay addressing the essential question and incorporating quotes from the researched literary criticism as appropriate.
Note: For all answers, remind students to use text based evidence to justify their responses.
(50 minutes total)
In the computer lab or using mobile carts, have students use county approved research databases to find literary criticism about Brave New World. Each student is responsible for finding two articles of literary criticism. Or, the following lesson has students assigned the following four articles to find and read.
Possible search engines include: Galegroup and EBSCO Host.
Possible articles to find and read include:
Homework: Students should read the same four articles of literary criticism and take critical notes as a "first read."
Resource: Common Elements of a Close Read (Lesson Plan 3, Resource 1)
Warm up- Have students take out the literary criticism readings from homework and any notes they may have taken during their "first read."
Teacher says: In most cases, close reads are designed to help you as a student glean a deeper meaning from a complex text. Read over your assigned Literary Criticism, and individually place a mark in the margin next to parts and paragraphs that should be revisited for close analysis. In other words, which parts of the article were complex enough to merit discussion?
Allow students time to select their paragraphs individually.
The teacher says: Now consider what Reading Informational Text Standard could be used to design some questions about the Literary Criticism. Place a star or "x" next to the standards on your handout that you think could be used to write questions. Remember that these are just a starting point for your group's next activity designing questions that lead others through the complex text.
(Note: This lesson may be extended as necessary to allow all groups to present.)
Day 5: For a teacher selected literary criticism or
Thomas D. Clareson
"The Classic: Alduos Huxley's 'Brave New World' Clareson, Thomas D. "The Classic: Alduos Huxley's 'Brave New World'." Literature Resource Center. 1961. Literature Resource Center. Frederick County Public Libraries, Frederick, Md. 3-18-2008
Day 6: For a teacher selected literary criticism or
Firchow, Peter Edgerly ."The End of Utopia: A Study of Aldous Huxley's Brave New World". Bucknell University Press. 1984.: www.fcpl.org. March 26, 2008
Day 7: For a teacher selected literary criticism or
Watts, Harold H. "Aldous Huxley Chapter 4: Brave New World." Twayne's English Authors Series Online .1969. March 29, 2008.
Day 8: For a teacher selected literary criticism or
Watts, Harold H.. "Aldous Huxley." Literature Resource Center. 1999. Literature Resource Center.
Frederick County Public Libraries, Frederick, Md. 3-28-08
Student in class Timed Writing: Explanatory Essay
Routine Writing: Explanatory Essay: Select three ethical dilemmas and explain how the author uses them for social commentary. Make sure to cite textual evidence from the novel; review the seven steps to ethical analysis worksheet to help frame the response, and incorporate quotes from literary criticism to enhance the information where appropriate.
Reading: Informational Text
Speaking & Listening