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 Model: Chapter 5-7
Brave New World
Warm up - Analyze and explain how Huxley develops the characters of Lenina and Bernard over the course of the early chapters. Why are they significant in the context of the World State? (Make sure to cite text-based evidence to support your analysis)
Consider that an author's character is one tool that they use to develop a powerful drama. Authors like Huxley use many other story elements to create their societies. Let's compare Huxley's dystopia to another dystopian novelist, George Orwell, to identify each author's craft.
Teacher notes: The settings of these two novels are starkly different. Orwell's is cold, harsh and devoid of joy, while Huxley's is filled with an overabundance of entertainment. Students should be able to identify why each society is a dystopia.
Analyze the impact of Orwell and Huxley's choices regarding how to develop their dystopian societies. How does each societal structure contribute to the overall theme? (Consider including analysis of the setting, characters, plot, and/or theme.)
Teacher notes: Students should choose a focus for their writing. For example: how both state mottos reinforce the loss of individuality in the two societies.
Homework- Read chapter 8-12, create study guide.
This teacher guide includes an excerpt from Neil Postman's non-fiction text Amusing Ourselves to death. His forward includes a comparative analysis of the dystopian world in 1984 and Brave New World.
Speaking & Listening