Speaking Applications 2.3 Deliver oral responses to literature.

Objectives

Summary of
Student
Activities

Mon Sept. 7
When asked
about themes
debated in
Chapter 16,
SWBAT
discuss the
role of art,
history,
liberty, and
happiness in
society.
1) Define Key
Terms:
Cyprus
Experiment,
Malthusian
Theory,
Iceberg
Model, and
Violent
Passion
Surrogate
(VPS).
2) Fill in
definitions in
New
Vocabulary
sheet

Assessment

3) Complete
Dialectical
Graphic
Organizer in
regards to
social debate
between
Mustapha
Mond and
John the
Savage.
Graphic
Organizer will
be checked.

Tues Sept. 8
When
discussing
societal values,
SWBAT
compare and
contrast the
World State to
our society.

Wed Sept. 9
When assigned
a theme from
the text,
SWBAT cite
three pieces of
textual
evidence where
the theme is
discussed,

Thurs Sept. 10
In making an
oral argument,
SWBAT make
a persuasive
case
demonstrating
knowledge of
ethos, pathos,
and/or logos.

1) Pair share
about
dialectical
organizer.

1) Lit CirclesChapter 16.

1) Quickwrite:
How does
society
condition us?

2) Quickwrite:
What makes
you happy?
3) Venn
diagram:
Source of
Happiness.
BNW vs. Our
Society.

Read
quickwrites and
check Venn
diagram to
establish
baseline
understanding
of concepts.

2) Class
discussion
about lit circle
findings.
3) Cite 3
references in
the text to one
theme from the
list.

Lit circle
accountability
forms will be
collected and
reviewed for
understanding
of the chapter.

2) Discuss with
class. List
points on
board.
3) Group work:
BNW Survivor.
In Lit Groups,
each member
plays a
character:
Bernard,
Lenina,
Helmholtz,
John, or Linda.
One gets sent
to Iceland.
Each argues to
stay. Take vote.
Share results
and reasoning.

Informal
assessment of
persuasive
techniques in
group work.

Fri Sept. 11
In making a
movie poster
for Brave New
World, SWBAT
demonstrate
understanding
of theme,
mood, and
genre in their
artistic
decisions.
1) Class
discussion of
movie poster
components.
2) Groups
make movie
poster for BNW
with
consideration
to: genre,
audience, tone,
mood, imagery,
hook, tag line,
etc.
3) Present
posters to class

Assessment of
posters and
design-making
process as
presented to
class.

Mon Sept. 14
Objectives

When asked
Huxleys social
commentary in
BNW, SWBAT
state a position
and support it
with textual
examples.

Summary of
Student
Activities

1) Who Said It?

Handout.
2) Discuss as
class
3) Vocabulary
Bingo

Tues Sept.
15
SWBAT
explain
Ethos,
Pathos, and
Logos and
identify
examples in
the text
BNW.
1) Ethos,
Pathos, &
Logos
Handout
- personal
definition
- class
definition
- example in
text
2) Find your
own
examples
3) John v.
Mustapha
Mond
- study
exchange on
p. 240
- Ethos,
Pathos,
Logos?
Where?

Assessment

Handout will be
collected and
checked for
understanding.

Short
response:
who wins the
debate on p.
240? Why?
(See if
students
identify
ethos,
pathos, logos
or if they just
state
opinion.)

Wed Sept. 16

Thurs Sept. 17

Fri Sept. 18

SWBAT relate
themes from
BNW to the
film Gattaca.

When asked
about social
commentaries in
BNW, SWBAT
identify multiple
examples and
reference in text.

1) Preview key
terms from
film
- DNA
- Genetic code
- Genetic
screening
- Genetic
engineering

1) Discuss
Gattaca, relate
to BNW. Hand in
questions.

SWBAT
display
knowledge of
BNW in a
short
persuasive
essay from the
POV of a
character in
the text.
1) Review
written
assessment
prompt and
rubric

2) Screen
Gattaca for
the students
3) Gattaca
discussion
questions (if
time allows)

Gattaca
discussion
questions to
be completed
as homework
and handed
in.

2) Jigsaw:
Huxleys Social
Commentaries
Art/Literature
Independent
Thought
God/Religion
Individual vs.
Society
Nature of
Happiness

Informal
assessment of
discussion in
expert groups
and home
groups.

2) Timed
writing
assessment
3) Final
thoughts on
BNW

Written
assessment
will be
evaluated for
content and
execution.
(See rubric.)