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.
Text Model: Brave New World
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. See Maryland Learning Links: http://marylandlearninglinks.org.
Text: Chapter 1 and 2 of Brave New World
Learning outcome: Students will examine the ethical dilemmas of classical conditioning and cloning for humans as presented in the fictional novel Brave New World.
Warm up question: How are humans engineered in the World State to fulfill societal roles?
"AP Psych Review: Classical Conditioning: An Overview"http://www.youtube.com/watch?v=ge9Vhvh-Ap0&list=TLTqfB7Ps4VaJmbjtEG-UB2zu4oJcte9rF
Routine Writing Exit ticket:
Explain why viviparous reproduction would be a threat to the World State?
Homework: Read chapter 3 and 4. Create study guide.
Additional Resources for teachers:
Information on classical conditioning:
Speaking & Listening