S1+DePue+Margaux

=Stage 1 Identify Desired Results= A2 Literary Texts Grades 9- Diploma** //Brave New World// e.) Recognize themes that are explicitly stated in the text to aid comprehension. ||
 * **Establish Goals:** **(G)** ||
 * **//Maine Learning Results: English Language Arts- A Reading//
 * Students read text, within a grade appropriate span of text complexity, and present analyses of fiction using excerpts from the texts to defend their assertions.**

//What understandings are desired?//

 * //Students will understand that:// **(U)** ||
 * •Literary themes are essential in finding greater meaning and understanding in a work of literature.

•Genre in literature and how it targets a specific point or audience helps others understand the true purpose and meaning of a work of literature.

•Internal/external conflicts of characters adds to the meaning of a work. ||

//What essential questions will be considered?//

 * **Essential Questions:** **(Q)** ||
 * •Why is it beneficial to identify and examine literary themes in literature?

•Why is the evaluation and exploration of a work's genre so important?

•How do the identities and the internal/external conflicts of characters in a work add to the meaning of a work as a whole? ||

//What key knowledge and skills will students acquire as a result of this unit?//
in 1932, is a Dystopian work portraying a society that has overthrown love, religion, culture, art, and idealism, replacing these things with a new and emphasized necessity for a strong economy, scientific discovery and social stability. Though the government has succeeded in eliminating all forms of war, poverty and disease, it has also made all form of humanity, including love, family and expression through beauty, art and knowledge illegal. Citizens are drugged on a regular basis, giving them the illusion of happiness, and are conditioned by the government as children to fit certain social classes and to have certain personal motives and desires, mostly revolving around production and consumption of government-made products.
 * //Students will know:// **(K)** || //Students will be able to:// **(S)** ||
 * •**Critical Details**: //Brave New World//, a novel written by Aldous Huxley

•**Definitions:** a utopia, or paradise/ perfect society, but results in the opposite of a utopia. It becomes a society of oppression and fear with a government carrying complete domination over the entire population.
 * Dystopia**: a society created with the intentions of being

through the means of ridicule, irony or other ways with the intention of improving society and eliminating its faults.
 * Satire**: the systematic process of unveiling faults, flaws and weaknesses of society

•**Vocabulary:** Novel, Theme, Plot, Conflict, Climax, Genre, Characterization, Satire, Dystopia, Imagery, Symbolism, Metaphor, Shakespeare, Henry Ford || • Explain how the common effects of literary devices, including imagery, symbolism or metaphors, help the reader understand the text.

• Evaluate the structural elements of the plot and the way in which conflicts are (or are not) resolved.

• Use knowledge of the situation, setting, and a character's traits, motivations and feelings to determine the causes for that character's actions.

• g.) Analyze the characteristics of various genres of literature and their purposes.

• Relate to the situations and conflicts of the characters, being able to express ideas and opinions about the text.

• e.) Recognize themes that are explicitly stated in the text to aid comprehension. ||

//**2004 ASCD and** **Grant Wiggins and JayMcTighe**//