Week 1 Day 1

Grade Level: ENG4U Time Frame: 75 minutes Curricular Expectations: Oral Communication (1.2, 1.4, 1.
6), Reading and Literature Studies (1.2, 1.5, 3.2), Media Studies (1.3) SWABAT: Students will gain background knowledge on the scientific terms, concepts, and allusions to history incorporated into the novel. Knowledge and Understanding: Students will become equipped with preliminary knowledge needed in order to understand their novel, engage with it, and look at it critically. Communication: Students will express opinions, share ideas, and discuss reasons behind ethical moral dilemmas. Application: Students will use the knowledge they learn in this lesson to engage critically in in-class discussions. Preparing for Class: 30 copies of Brave New World handout of work schedule and glossary 30 copies of What Do You Remember 30 copies of Pavlovs Dogs handout 30 copies of Aldous Huxley biography 10 copies (cut in half) of Chapter 1 Reading Questions 1 copy of What Do You Remember Answer Key Draw on the board a big uterus with label lines Know how to play What if Bring 7candies or chocolates Set up uterus video (1 minute) http://www.medindia.net/animation/female_reproductive_system.asp#. Set up Pavlov/The Office video (5 minutes) http://www.youtube.com/watch?v=nE8pFWP5QDM Materials for Class: pencils+erasers+sharpeners, projector+screen, chalk, lined paper, pieces of paper for a game
Week 1: Day 1 Unit: Brave New World (Dystopian Novel Study)
Hook/Introduction: Hand out the What Do You Remember handout to students and ask them to label the parts (2 minutes). Next, ask students for the correct labels. When a student gets it right, the can go up to the board, write in the label on the drawing on the board, get a treat, and go sit down. Keep going through answers until the uterus is properly labelled (5 minutes). Have answer key handy. Quickly poll class to see how many felt close to having the right results (1 minute). Lesson: 1. (2 minute) Show students a brief clip about the functions of the parts in the uterus and read it to the class. 2. (3 minutes) Ask: What is in vitro fertilization. Define for class (a process by which an egg is fertilised by sperm outside the body). Ask: What is the reason for it? Ask: What do you think are the ethical issues behind in vitro fertilization instead of regular fertilization. 3. (1 minute) Ask: What if people were born in factories using in vitro fertilization? What if everyones lives were carefully constructed for them? 4. (7 minutes) Divide class into five sections. Tell the class that they will be looking into the history of factories. In their groups, they will pull out their cell phones/devices (or pair up with someone in their group who has one) to use Google. In two minutes, each group will either find out five facts on the history of factories, Henry Ford, health and living conditions of factories, factory hazards, or the purposes and benefits of factories. Have students write down their findings and after 2 minutes, and take turns sharing findings with the class. Have students put
5.
6. 7. 8.
9. 10. 11. 12.
13.
away technology after activity. (5 minutes) Describe to the class: an extreme futuristic idea where everyone has sex with everyone as a cultural custom, no one gives birth naturally, birthing is done in test tubes in factories, everyone takes drugs to stay happy, everyone is brainwashed, and everyone has social positions that determine how they live their life/what they can and cannot do. Ask: What if all of this were mandatory? What kind of life would this be: dystopian or utopian or neither, and why? Would this be ethical? (3 minutes) Hand out Pavlovs Dogs handout and go through it with the class and also show them the fun activities they could do on their own time. (5 minutes) Show the clip from The Office about classical conditioning and ask the class to think of three examples of where they have seen this used in real life. (5 minutes) Handout to students the reading schedule and glossary of terms used in Brave New World. While handing it out, talk about the book. Have the class discuss the glossary in groups and have them write down any questions they may have about the terms. (5 minutes) Talk to the class about Aldous Huxley and his life. Hand out to the students a copy of his biography for their later perusal or reference. (10 minutes) Go through the reading and work schedule with the class and discuss the structure of it: weekly in-class assignments, a major assignment with options, and 2 quizzes. Handout Chapter 1 Reading Questions (17 minutes)Handout copies of Brave New World to students and assign chapter 1 for next class. Give students 15 minutes to read. While they are reading, go around and record the # of the book that each student has. Hand out a small piece of paper to each student. Make sure that each student has a pencil. Play a round or two of What If with the class until the class ends.
Bridge: This lesson sets up the topics that will be covered more throughout the unit. It provides students with the background information necessary to be able to read the novel.

Week 1 Day 1

Uploaded by

Copyright:

Available Formats

Week 1 Day 1

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Week 1 Day 1

Uploaded by

Copyright:

Available Formats

Grade Level: ENG4U Time Frame: 75 minutes Curricular Expectations: Oral Communication (1.2, 1.4, 1.

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

9. 10. 11. 12.

You might also like