1Mr.

CarySnider

English4Grade12

90minutes

2HuxleyBraveNewWorldChapter11Monday11/23/15
3OVERVIEW/RATIONALE
4TherationaleofthislessonistohookstudentswithaKeyandPeelevideo,discussthe
5conflictofthecharacter,learnhowtoframeconflictsinascholarlyformat,andthen
6applythisformattothecharactersinBraveNewWorld.
7ENDURINGUNDERSTANDINGSInmanyways,ourmodernsocietyparallels
8Huxleysdystopia.
9Distopicelementsexistinsociety.
10GOALS/OBJECTIVES
11Studentswillbeabletoidentifyandinterpretstrugglesofmaincharactersinorderto
12completeTheStruggleisRealworksheet.
13StudentswillbeabletocompleteTheStruggleisRealworksheetinordertoextract
14meaningfromthenovelandapplyittoourlivesandsociety.Readchapter11
15STANDARDS
16PACoreStandardCC.1.2.1112.C
17Analyzetheinteractionanddevelopmentofacomplexsetofideas,sequenceofevents,
18orspecificindividualsoverthecourseofthetext.
19PACoreStandardCC.1.4.1112.AWriteinformative/explanatorytextstoexamineand
20conveycomplexideas,concepts,andinformationclearlyandaccurately.
21MATERIALS
22BraveNewWorldbooks
23ComputersPPT
24TheStruggleisRealWorksheets(postongoogleclassroomasbackup)
25DoNow/Exittickets
26PROCEDURES:90MINUTES
27DoNowandOpening:10minutes
28DoNow:What/whodoesthecharacterBernardstruggleagainst?
29Writedownstudentanswers
3010minutes
31BODYOFTHELESSON:75minutes
32Struggle/Conflictlesson25minutes
33Anotherwaytothinkaboutastrugglethatithappensinaconflict.Inenglishclass,we
34thinkalotabouthowdifferentcharactersexperienceconflicts.

35gotoliteraryconflictslideandgetthemtotakeoutnotes
36Whydowepayattentiontoconflicts?Theyreexciting,dramaticwewanttofindout
37whoisgoingtowin.Untilwefindthatoutwehavetension.
38gotoconflictlistslide.Haveastudentreadthemaloud.
39AfterspecificconflictssideaskstudentsaboutsomeofBernardsstrugglesthatthey
40listed.HowcouldwefitBernardsstrugglesintothisformat?
41putcorrectconflictnexttostrugglesonlist.
42
43GivepremiseofKeyandPeelevideoundercoverboss
44WatchKeyandPeelevideo.Onlywatchto1:40.
45
46https://www.youtube.com/watch?v=UHyoDV1fsA4&spfreload=10
47
48Returntolistofconflictsslide
49Nowthatweknowaboutthesedifferentconflicts,whichwouldwesayrepresents
50Josephsstruggle?
51HandoutStruggleisRealworksheet,projectitontheboard,andfillitoutwithJoseph
52asthecharacteroffocus.
53DescriptionJosephisinconflictwithhisbossbecauseJosephwasmeantohimwhenhe
54thoughthisbosswasjustaregularemployee.
55EvidenceBeforeJosephknowsitshisboss,hesayshisboss,cantgetnothingdoneon
56time.Likeasnailoverhere,(0:32).
57
58BlendedLearning
59Group1=BeginTheStruggleisRealworksheets
6025minutes
61Group2=ReadChapter11aloudwithframe(Frame=studentscontributetoliston
62boardmomentswhereBernardistreateddifferentlythanbeforehediscoveredJohn
63TheSavage)
6425minutes
65CLOSURE:5minutes
66ExitTicket:Whatisonestruggle/conflictthatyoupersonallyexperience?Giveliterary
67conflictanddescription.
68ACCOMODATIONS
69StudentswithadocumentedneedthoughanIEPandor504serviceagreementwillbe

70giventheaccommodationsnecessaryforthemtocompleteassignments.Thisincludes,
71butisnotlimitedtoaccesstoalesscomplex,yetparallelreadings,preferentialseating
72andextendedtime.ELLstudentswillbegivenadditionaltimeforreadingandwriting
73English.Iwillmakemyselfavailabletoallstudentsduringclasstomakesurethey
74understandtheirtasks.IwillwritestudentanswersonboardduringDoNow/Openerfor
75visuallearners.Iwillnotforceincompetentreaderstoreadaloud;encouragelowlevel
76readerstofollowalonginbook.
77ASSESSMENT/EVALUATION
78Dailyassessment=DoNow
79TheStruggleisRealsheet
80Mainunitassessment=ArgumentativeessaythatconnectsmodernAmericansocietyto
81Huxleysdystopia.
82
83REFLECTION
84
85Thepacingofthestruggle/conflictlessonworkedwellgoodbalanceofinquiry,direct
86instruction,whileusingtheentertainingKeyandPeelevideo;studentsstayedattentive.I
87alsothoughtthemodelingofhowtofilloutTheStruggleisRealsheetreally
88scaffoldedstudentsutilizedvisual,auditory,andkinestheticmodesoflearning;students
89hadrelativelyfewquestionsaboutwhattodooncetheygotstarted.Thereadingframe
90helpedstudentsstayinterestedinthestory,butImstillhavingproblemskeeping
91everyonefocusedwhenwereadaloudinblendedlearninggroupswhenwereadasa
92wholeclassitisbetter,butwhenjustoneblendedlearninggroup,studentsgetdistracted
93bythenoiseoftheothergroupanddigressintosideconversationsthemselves.Maybe
94changingupthephysicalarrangementofthedeskscouldhelp,orevenassigningseats
95theblendedlearninggroupsgenrallysplitupboy/girlthemajoritygirlgrouphavealot
96oftroublerefrainingfromdistractingsideconversationsperhapsintegratingthegroups
97bygenderwillhelpmitigatethis.