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 recognize the critical theories of gender and society in literary works. Knowledge and Understanding: Students will learn about critical theories and what they look like in Brave New World. Students will be asked to show understanding by writing on the blackboard instances of when they see Marxism in the chapter and when they discuss the significance of Spic. Communication: Students will be asked to interact and engage with the literature and the class. Students will express themselves in writing and verbal expression. Application: Students will analyze their chapter and the novel thus far to determine when and where critical theories can be applied to gain different interpretations and understandings of the underlying meaning and purpose of the text. Preparing for Class: 10 copies of Chapter 7 reading questions 30 copies of page 9&10 (claims of Feminist and Marxist theory) of Critical Theory Activities document 30 copies of pages 18&19 (Ideas of Karl Marx) of Critical Theory Activities document 30 copies of page 24 (about and Strategies for applying the gender lens) of Critical Theory Activities document 15 copies of Spic 6 copies of Stopping by Woods on a Snowy Evening+1 copy of the questions cut up to distribute one to each group of 5 Write on the board, How would you interpret the poem... Materials for Class: pencils+erasers+sharpener, projector+screen

Week 2: Day 1 Unit: Brave New World (Dystopian Novel Study)

Hook/Introduction: (10 minutes) Lens activity: Put students into six groups of five. Hand out Stopping by Woods on a Snowy Evening to each group and read it aloud. Refer to the question on the blackboard. Distribute the If the narrator was... Give students time to analyze the poem and discuss it from their groups perspective. Have some students from each group share some of their thoughts. Talk about perspectives and lens to segue into the critical theories of Feminism and Marxism. Lesson: 1. (5 minutes) Hand out and introduce students to feminism using page 24 of Critical Theory Activities document. Have students take turns reading it aloud. 2. (5-7 minutes) Read Spic aloud dramatically. Have elbow partners analyze Spic through a feminist lens. Ask: What can be seen as an audience member? What do you think the purpose or significance of this poem is? Share thoughts as a class. 3. (5-7 minutes) Hand out Ideas of Karl Marx to students. Go through it as a class. 4. (5 minutes) Have students take a look at Chapter 6 of Brave New World and come up with interpretations. Where do they see Marxism? (Considering power, money, status, etc.) 5. (5-7 minutes) Write on the board: I see Marxism happening when... I see Marxism where... for Chapter 6. Have students share their ideas by writing them on the board under the appropriate category. Discuss it aloud as a class. Have students explain the thoughts they wrote on the board or read what was written aloud and ask students what the person meant. 6. (10 minutes) Ask for students who brought their chapter 6 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. 7. (3-5 minutes)Have students back at their seats and ask: What did you think of chapter 6? What questions do you still have? 8. Tell students that there will be a quiz on Wednesday. Tell them to study chapter questions and daily themes/activities. Hand out to students their chapter 7 reading questions and let them have the last portion of class to read. Have them consider how irony is being used in the novel and in this chapter. Remind them to bring their homework to next class for discussion groups.

Bridge: This lesson connects to the next lesson by having students identifying concepts and ideas within their text. Additionally, students are asked to consider how irony is used in their novel and chapter.