L6+DePue+Margaux

COLLEGE OF EDUCATION, HEALTH AND REHABILITATION LESSON 6: Conflict and Conclusion
 * UNIVERSITY OF MAINE AT FARMINGTON

Teacher’s Name: Ms. DePue Date of Lesson: 11/16/08 Grade Level: 9-12 Topic: Brave New World**

**Objectives:** Student will understand that internal/external conflicts add to the meaning of a work as a whole.


 * Student will know** critical details in Brave New World, a novel written by Aldous Huxley in 1932, and that it 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. They will also know the following vocabulary: Novel, Theme, Imagery, Symbolism, Metaphor, Shakespeare and Henry Ford. They will know what a conflict is and what the difference is between an internal conflict and an external conflict.


 * Student will be able** to evaluate the structural elements of the plot and the way in which conflicts are (or are not) resolved.


 * Maine Learning Results Alignment**

Maine Learning Results: English Language Arts- A Reading A2 Literary Texts Grades 9- Diploma Brave New World 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. e.) Recognize themes that are explicitly stated in the text to aid comprehension.

Rationale: One of the major internal conflicts found in the novel Brave New World is that of John Savage, who struggles with his human urges and his desire to belong in the World State, which represses these urges, and this has much to do with many of the major themes dealing with suppressing human desires.


 * Assessment

Formative (Assessment for Learning)** To begin class, I will show my students a clip from the movie Equilibrium to show an example of what a conflict is. The particular conflict I will be giving an example of happens to be an internal conflict. After showing this clip, we will have a short discussion about what we have just watched and how some similar themes and characters are viewed through this conflict in the clip. This character happens to show a particular resemblance to Bernard Marx in Brave New World, though there are also some major differences. Like Bernard, John Preston (Christian Bale) is struggling with giving in to his human urges and serving the society that calls for the suppression of these urges. This will be a way of pre-assessing my students before I set them to work on their comics with their groups.

For a summative assessment, I have created a rubric on Comic Life for the students to do a self-evaluation and for myself to grade their comics. Each frame portrays a visual pertaining to a piece of criteria on the rubric that their comic will be assessed with. They must create a comic that shows one of the conflicts from the novel that is experienced by one of the characters. This must include two quotes, whether it is internal or external and have proper grammar. The rubric also offers evaluation on textual evidence and how well they worked with their partners and exercised their interpersonal skills. They will be able to work with a partner while creating their comic, but must submit their own copies. They will each have a rubric printed that I will grade them on individually as well.
 * Summative (Assessment of Learning)**


 * Integration**

History: Throughout history, there have been many conflicts that have not been resolved. When we look around us, we will realize that these conflicts can be seen through war, racism and poverty all over the world. Countries are still battling one another over land, resources and different perspectives. We could choose to think of the “human” side of John Savage and the side of John that wishes to be “civilized” by conforming to the values and ideals of the World State as two separate countries at arms. Because this battle is not resolved, it leads to the destruction of the whole, resulting in John’s suicide. This is something similar that is happening all over the world, even today.

Technology: The students will have the opportunity to work with Comic Life on their laptops to create some interesting examples of what motivation means and how some situations where motivation is involved are similar to the situations in Brave New World. They will be able to work with Google images and form different comic strips with them.

Graphic Art: The students will be developing their own comics on Comic Life. This is a good opportunity for any students interested in art and writing. Graphic novels have become quite popular over the years, and there are examples of graphic novels that have just started to enter the classroom, such as Watchmen. These examples are rich with literary themes and ideas, and students who are interested in this could use this to begin developing their own graphic novels and art.


 * Groupings**

Students will be put into pairs for the activity dealing with internal and external conflicts. They will be put into pairs using the same method as the lesson before. They will go back to the table where they were sitting the day before and choose another person at the table who they were not paired up with the day before. They will again explain why they enjoy their favorite superhero so much and, in addition, will explain in one sentence one conflict that their superhero experiences, saying whether it is internal or external.


 * Differentiated Instruction**

Verbal: Read textual evidence and write how conflict is resolved. Interpersonal: Talk about conflicts with other students. Intrapersonal: Can think about how to solve conflicts in own life. Logical/Mathematical: How can this conflict be solved? Visual: Comic is a visual displaying what a conflict is. Musical: Play music while students are working. Also, allow students to think about conflict resolution in music: how does this affect the overall themes and tone of the piece? How is this similar to how we feel at the conclusion of Brave New World? Kinesthetic: Students can use laptops to research and write. Naturalist: Students can see what conflicts are happening right in front of them, whether it be in the classroom or in their own lives, and compare them to those in the novel.
 * Strategies**

Absent Students: Absent students will be given another day in class to meet with their partners, catch up and get feedback on their ideas. If necessary and their absence is deemed excusable, they can be given an extension on their work. I will give them the necessary organizers, rubrics and information and allow them to take a few minutes of their time to search for a symbol and write a response as to why they chose it and what thoughts and feelings they evoke. All work will also be included on the class wikispace that I have created.
 * Modifications/Accommodations**

For others, I will review IEPs to know how to make modifications. I can give my students the audio versions of the text if they are sight-impaired and make necessary modifications if they are hearing impaired. There are also certain modifications I can make on the computer to assist students, such as setting up a “text to speech” setting for those who have impaired sight. Their partners will also be able to assist them.


 * Extensions:** Technology is something that all students should be well versed in. The students will have the opportunity to work with Comic Life on their laptops to create some interesting examples of what motivation means and how some situations where motivation is involved are similar to the situations in Brave New World. They will be able to work with Google images and form different comic strips with them. Working with Comic Life is a good opportunity for any students interested in art and writing. Graphic novels have become quite popular over the years, and there are examples of graphic novels that have just started to enter the classroom, such as Watchmen. These examples are rich with literary themes and ideas, and students who are interested in this could use this to begin developing their own graphic novels and art. Throughout history, there have been many conflicts that have not been resolved. When we look around us, we will realize that these conflicts can be seen through war, racism and poverty all over the world. Countries are still battling one another over land, resources and different perspectives.

Laptops Comic Life software Pens/Pencils Graphic organizer Projector Projector Screen
 * Materials, Resources and Technology**


 * Source for Lesson Plan and Research**

This is part of a clip that I will show in class to show an example of an internal conflict, much like that of Bernard Marx’s. http://www.youtube.com/watch?v=HNL92TpsILk&feature=related

For information on Aldous Huxley and common themes throughout his works- http://www.online-literature.com/aldous_huxley/

For the full text, if a student is using a computer or has simply forgotten their book- http://www.huxley.net/bnw/two.html

For study guide questions- http://www.mshogue.com/AP/BNW.htm

For list of resources on themes, adjustments such as book recordings on iPod for students, etc.- http://somaweb.org/

//**Standard 3 - Demonstrates a knowledge of the diverse ways in which students learn and develop by providing learning opportunities that support their intellectual, physical, emotional, social, and cultural development.**//
 * Maine Standards for Initial Teacher Certification and Rationale**

Rationale: Students will be working with others to communicate ideas and create masterpieces on Comic Life, so they will be able to exercise their interpersonal skills and learn how to cooperate with others. Students will be able to use their bodies to get up and write their thoughts and feelings on the board, which will also be helpful for the intrapersonal students who may not enjoy speaking up in front of the class. This will also be a great way to connect to the emotions in the movie and the novel, allowing students to think about the different conflicts that experience in their own lives or see happening around them in the outside world. Logical students (clipboards) will know exactly what is expected of them by looking at the criteria on their rubrics and can also think about the way in which conflicts are not resolved in the real world and what that can lead to (destruction, death, confusion, disarray). Many countries and people of different religions and beliefs or cultures still have unresolved conflicts today that have not been resolved for many years. This will be a great way to explore conflicts all over the world and in other cultures.

• **Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.**

Rationale: I have left open spaces of time here and there that may be adjusted if some students need a bit more time to work on their graphic organizers or other written work than others. Also, I begin this lesson with a general idea, relating it to different facets of everyday life and allow students to find ways to relate to this topic. I will be using pictures and movement to meet all of the learning needs of the student, as well as conversation and written assessment. I can also offer supplemental examples of images and symbols to help students further understand the subject when they may not understand it the first time around. We will start with the large ideas first, and work our way through details and questioning to understand the specifics of the subject. I will use the knowledge that students gain from learning about symbols and imagery to help them relate this information to the numerous themes in the novel, which is one of my main curriculum goals.

• **Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.**

Rationale: Technology: The students will have the opportunity to work with Comic Life on their laptops to create some interesting examples of what motivation means and how some situations where motivation is involved are similar to the situations in Brave New World. They will be able to work with Google images and form different comic strips with them.

Verbal: Read textual evidence and write how conflict is resolved. Interpersonal: Talk about conflicts with other students. Intrapersonal: Can think about how to solve conflicts in own life. Logical/Mathematical: How can this conflict be solved? Visual: Comic is a visual displaying what a conflict is. Musical: Play music while students are working. Also, allow students to think about conflict resolution in music: how does this affect the overall themes and tone of the piece? How is this similar to how we feel at the conclusion of Brave New World? Kinesthetic: Students can use laptops to research and write. Naturalist: Students can see what conflicts are happening right in front of them, whether it be in the classroom or in their own lives, and compare them to those in the novel.

• **Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.**

Rationale: To begin class, I will show my students a clip from the movie Equilibrium to show an example of what a conflict is. The particular conflict I will be giving an example of happens to be an internal conflict. After showing this clip, we will have a short discussion about what we have just watched and how some similar themes and characters are viewed through this conflict in the clip. This character happens to show a particular resemblance to Bernard Marx in Brave New World, though there are also some major differences. Like Bernard, John Preston (Christian Bale) is struggling with giving in to his human urges and serving the society that calls for the suppression of these urges. This will be a way of pre-assessing my students before I set them to work on their comics with their groups.


 * Teaching and Learning Sequence**

The general setup of the classroom will be the same as the day before. There will be several tables with a comic book hero and the students will sit in the same seat that they had before. I will give them a few minutes to get settled and get out all necessary materials for class. The hook will be ready to go on the projector. Here is the agenda for this particular 80-minute-long class:

1. Give students time to get out all necessary materials, including laptops (2-3 minutes). 2. Introduce video clip (hook) (4 minutes). 3. Chalk Talk (10 minutes). 4. Introduce activity for conflicts and allow them to complete comics (30 minutes). 5. Discuss conflicts and comics (20 minutes). 6. Do self-evaluation and formal evaluation on rubrics (3-4 minutes). 7. Do brief talk about how class will go for presentations the next class, who will go first and what is expected (remainder of class).

I will start off by explaining what a conflict is (again) and show the students a clip from the movie Equilibrium, which portrays the internal conflict very similar to that of Bernard Marx’s. I will be sure to give a quick explanation of the background of the movie, where it takes place and who the two characters are. I will not be showing the entire clip, as it is too long and some of the content becomes inappropriate (violence), though it is easily related to Brave New World, which has a similar totalitarian society and characters. I will then have the students come up once the clip is done and do a Chalk Talk activity with them. They will come up together and write their reactions to the clip silently. They can write, draw pictures, write what it reminds them of and make connections to the text and other works. Students can also react to what other students write on the board, but must be respectful while doing this activity. We will then debrief quickly and see what we agree on. This will be a great way of pre-assessing the students on what they already know about conflicts. Next, I will have the students choose another partner at their table that they have not worked with in their comic book hero group. Together, they will work in class to create comic showing a conflict and how it is resolved on Comic Life. They will also show an internal conflict from the novel, using quotes from the text and pictures from Google images, which I have a tutorial on, though they have already used it once. (What, Where, Why, Hook, Tailor: Kinesthetic, Visual, Musical, Intrapersonal, Interpersonal).

I will be walking around and assisting students with their comics, giving them verbal feedback as they are working before it is graded with the custom-made rubric I have created for them. Students will know the definitions of internal and external conflicts. Students will be able to work with their partners to create these products, which should be eight frames long each. I will be sure to give them their self-evaluation rubric so that they know exactly what to expect. While students are doing the activity, they will need to ask themselves questions such as, “What is a conflict and what is the difference between an internal and external conflict? What conflicts can I relate to in this novel? Is my conflict clear enough for others to understand?” (Equip, Experience, Rethink, Refine, Evaluate, Tailor: Verbal, Interpersonal, Intrapersonal, Visual, Logical and Naturalist).

Once the students have finished their comics, we will have a discussion about the nature of some of the conflicts that they have portrayed in their comics and how they relate to the novel. We will also discuss how the fact that John’s internal conflict is not resolved leads to his destruction. Students will be able to evaluate the structural elements of the plot and the way in which conflicts are (or are not) resolved and will do a self-evaluation of their products. I will have them pass in their comics, put away their materials and pack up their belongings as I explain how the following class will proceed. We will also choose which of the four or five groups will be going first, second, third, fourth and fifth (Organize, Tailor: Interpersonal, Intrapersonal, Visual, Logical, Verbal).

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