Grade Level: ENG4U Time Frame: 75 minutes Curricular Expectations: Oral Communication (1.1, 1.2, 1.4, 1.6, 2.

1, 2.6), Reading and Literature Studies (1.1, 1.2, 1.3, 1.5, 2.1, 3.2, 4.2), Writing (1.4) Media Studies (1.2, 1.3) SWABAT: Students will be able to identify discrimination and its different forms when they analyze chapter 5. Knowledge and Understanding: Students will learn about discrimination and its various forms of expression. Communication: Students will have the opportunity to engage in discussions with their peers about the chapter. They will be able to communicate their understanding both verbally and in written form. Application: Students will demonstrate their understanding by completing an in-class assignment. Preparing for Class: 30 copies double sided of Brave New World: Discrimination handout Set up Types of Discrimination http://www.youtube.com/watch?v=_TbvuqRMUO4 10 copies of Chapter 6 reading questions Materials for Class: pencils+erasers+sharpeners, projector+screen

Week 1: Day 5 Unit: Brave New World (Dystopian Novel Study)

Hook/Introduction: (7 minutes) Play for students Types of Discrimination (3 mins, 42 sec) and have them make notes on the different types of discrimination. This will help them for the upcoming task and for one of the final assignments. Discuss with the students the different types of discrimination mentioned in the video. Go over the definitions to make sure that everyone has them written correctly. Ask: Give some examples of discriminating instances that you have heard about or seen (while referring to the instances/people indirectly). Based on the video, by show of hands, ask: Have any of you ever felt discriminated against? How did it make you feel (ask for adjectives)? Lesson: 1. (30-35 minutes) Handout the Brave New World: Discrimination worksheet and tell them that it will be due in 25-30 minutes. Go over the expectations with them, as italicised on the worksheet. 2. (10 minutes) Ask for students who brought their chapter four and five questions to class to get out their homework for homework check and then for them to get into groups of 5-6 to go over their answers together and share their post-reading responses. Students who did not do their questions/pass homework check can keep working on their reading at their desk. 3. (3-5 minutes)Have students back at their seats and ask: What did you think of chapter four? What questions do you still have? 4. Hand out to students their chapter six reading questions and let them have the last portion of class to read. Have them consider how significance and symbolism is being used in the novel and in this chapter. Remind them to bring their homework to class Monday for discussion groups.

Bridge: This lesson connects to the next lesson by having students consider another aspect of individuals in society.