Caitlin OMeara Lesson Plan: Monday, Oct. 4 and Tuesday, Oct.

5 FM High School: Interdisciplinary Course Grade Level: Tenth Grade. Learning Context: Students have read through chapter eleven in Brave New World. They have looked at the novel to discuss characters as well as class systems. Objectives and Understandings: Students will apply their knowledge of contemporary events to issues addressed in Brave New World. Students will understand the issues and solutions that Huxley addresses through the use of textual evidence. Students will form a connection between the prognostic satire that Huxley created and the concern for how close our society is becoming to what he imagined. Essential Questions: What was Huxley critiquing and what was the goal of this critique? How close are we to the solutions he created? To what degree should we be concerned? Where is there evidence that his concerns were justified when considering our own society? Rationale: One of the most important aspects of reading Brave New World is looking into the issues that Huxley brings up because of the fact that he wrote this piece as a cautionary tale and we are living in the future that he was concerned about. Recognizing how close we may be to the solutions he proposed to many issues may be a wake up call that we might need to be concerned. Critical Literacies: Students will read, write, listen, and speak in order to analyze and discuss the issues and solutions that are addressed in Brave New World. Background Knowledge and Skills: Students will need to have read the first eleven chapters of Brave New World. They will need to have background knowledge of contemporary issues in order to analyze how these issues compare to the ones presented in Brave New World. Standards:
NY- New York State Standards Subject: English Language Arts (1996) Learning Standard 3 : Language for Critical Analysis and Evaluation Students will listen, speak, read, and write for critical analysis and evaluation. As listeners and readers, students will analyze experiences, ideas, information, and issues presented by others using a variety of established criteria. As speakers and writers, they will use oral and written language that follows the accepted conventions of the English language to present, from a variety of perspectives, their opinions and judgments on experiences, ideas, information and issues. Level : Commencement Key Idea : Speaking and Writing Speaking and writing for critical analysis evaluation requires presenting opinions and

judgments on experiences, ideas, information, issues clearly, logically, and persuasively with reference to specific criteria on which the opinion judgment is based. Performance Indicator : Present orally and in writing well-developed analyses of issues, ideas, and texts, explaining the rationale for their positions and analyzing their positions from a variety of perspectives in such forms as formal speeches, debates, thesis/support papers, literary critiques, and issues analyses

Motivation: Students will get a chance to relate the novel to their own lives and to have an open discussion about the issues we see being addressed in the novel that are still being dealt with today. Procedures: -students will watch the youtube clip digital dossier. Afterwards, they will write a log in which they write their reaction and describe what they are thinking. -discuss. Ask them if they were aware of how large their own digital dossiers are? How do they feel about this idea of being tracked? Do they think that their generation has larger digital dossiers than others? Will it only get worse with the next generation? -each table will have an issue that is being addressed in Brave New World that they will be working with. (issues: overpopulation, personal unhappiness;loneliness;discontent, the problem of time, aging and mortality concerns, economic instability, competition over limited resources around the globe and within each culture, inequality) -each person must write a log responding to the following questions: How does Huxley propose to solve this issue in the World State? What are the advantages and disadvantages to this solution? Where do we see this issue today? What kind of contemporary solutions have we come up with to address this issue? Be sure to use the text to support your claims. -after students have each thought about these questions individually, they will discuss as a group. -Once each group has discussed their issue, the class will discuss as a whole. Start with one issue and let the group share what they talked about. Prompt other people in the class to join in the discussion by connecting to the groups ideas. Once a topic has been exhausted, move on to the next issue. -During class discussion: promote them to think about how close we might be to Huxleys solutions and if we should be concerned? -Tuesday: Continue with lesson, going over the topics that were not addressed on Monday. Take ten minutes to assign The Good Life Gazette Assignment and to model the essays writing.

Differentiated Instruction: Students will have time to work individually as well as in a group. They will also have time to ask questions during the whole class discussion. Materials and Resources: Brave New World, Brave New World packets, smart board Time Frame: two class periods Assessment: logs will be graded.

Notes for class discussion: Overpopulation -book: sex is a social activity rather than a means of reproducing.how close are we to that? How nonchalantly is sex approached? -treatment of sex in society (promoted). Going from shows where parents slept in two different beds to current promiscuity -contraceptives -morning after pill, abortion -in book: supply and demand -bachelor referenceidea of everyone belonging to everyone else. Bachelor promotes this idea of men choosing whoever they want without the women choosing back. Personal unhappiness, loneliness, discontent -book: soma -antidepressants and other drugs (are they too easily prescribed?) -idea of pill as quick fix -we have counseling good -are we dumbed down? Savage promotes Shakespeare and literature. How is our culture moving towards a world that no longer values these things? Kindles. Time spent on video games and television moreso than on our minds. The problem of time, aging, and mortality concerns -Anti aging productsmakeup, creams, hair dye, etc. promoting the idea that aging is unattractive and needs to be reversed -botox, plastic surgery -cremation becoming more and more popular? Economic instability -book: everyone does whatever job is required of them to help stable economy -to what degree do we make it difficult for people to move in and out of class? -what are we spending our money on? War, resources, etc. -people who are really rich, people who are really poor.alpha and epsilon? -book: they tell them what to spend their money on through conditioning. How do we do something similar? (advertisement) -how prepared are people for dealing with finances? Competition over limited resources around the globe and within each culture -book: no competition because everyone has their own role -their society got to the point because of a war.do you think we are close to a war that large? How might we be headed there? Inequality -book: promoted -in our society, how difficult is it to move from one class to another? Pursuit of happiness and blind side examples. -to what extent is inequality accepted in our country? Family -how has the idea of family changed?