L5+DePue+Margaux

=**Lesson Five:** Motivation and Brave New World=

**Topic: Brave New World and Motivation**

 * =**Objectives**:= ||
 * Student will understand that literary themes and devices are essential in finding greater meaning and understanding in a work of literature. ||
 * 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. ||
 * Student will be able to use knowledge of the situation, setting, and a character's traits, motivations and feelings to determine the causes for that character's actions. ||

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. ||
 * =**Maine Learning Results Alignment**= ||
 * Maine Learning Results: English Language Arts- A Reading

At the beginning of class, we will start off with a fun activity dealing with motivation. This activity is called “Dictator and the Proletariat,” which will be rather interesting to play with several High School students. I will have three students come to the front of the room and we will give each of them a motivation. They, in turn, will begin telling a story one-at-a-time while another person acts this story out. Each of the three people telling the story will try to get the actor in the center to act out their motive. Whoever gets the actor to act out his or her motive first will win the game, but they cannot say it outright, they must tell a story. This could be anything from “riding a bike” to “shaving a monkey.” This will allow me to see that the students understand the meaning of motivation and what a motive is, as well as the effects they can have on a person. || To see that my students understand the meaning of motivation and how that plays a major part in the novel, I will be grading their comic strips that they create in class on the program, Comic Life. I want to see that they can explain the proper meaning of motivation and how it relates to the text of the novel. This way, they can see how motivation not only relates to the meaning of the novel, but also how it relates to their lives every day. They must choose a scenario where motivation plays a major factor in a decision being made. What motivates the character could be a selfish urge (such as Bernard’s motivation for bringing John Savage back to the World State, which is to gain popularity and acceptance) or a purely innocent objective. They will be using clip art and photographs supplied by Google Images to create a 2-page comic of at least 8 frames. ||
 * =Assessment= ||
 * **Formative** (Assessment for Learning)
 * **Summative** (Assessment of Learning)

= =
 * =**Integration**= ||
 * Improvisation and Theatre: This activity used for the formative assessment will give the students a taste of what it means to improvise, a basic skill that everyone should know. Many people, especially teachers, must learn to be flexible and improvise every day in the workplace, so the students will be able to gain some experience in this field. This will also be great for any students who have a great interest in the performing arts.

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**= ||
 * The students will be divided into pairs by figuring out who their favorite comic book heroes are. I will have groups set up for Batman, Spiderman, Superman and one or two others such as Wonder woman or the Green Lantern. Each of the tables will be labeled with one of these comic book heroes and I will have the students choose a table to sit at based on which of the heroes they like the best. Once these groups are even, I will have them choose one of the people at their table work with. This way, it relates to the task, which is to make a comic book, and they still have the ability to choose who they work with. ||

Verbal: Write about motivations in the book. Interpersonal: Talk about motivation with other students. Intrapersonal: Ask yourself what motivates you to do certain things. Logical/Mathematical: Think about specific reasons why someone would act a certain way and evaluate it. Visual: Use pictures in explanations. Musical: Play music to motivate students to dance during exercise. Kinesthetic: Students use improvisation to move and have fun. Naturalist: Can find things in the room that motivate students to move or speak the way they do. || 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 and information and allow them to take a few minutes of their time to search for some pictures online. They will then have to create two one-page comics, one dealing with a scenario in which motivation is witnessed in their own lives, and another comic where motivation is witnessed in the novel Brave New World and the specific objective of the character is identified. These comics only have to be one page long and four frames each, which is half of the work that the pairs of students were assigned to do in class.
 * =Differentiated Instruction= ||
 * **Strategies**
 * **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 in creating their comics. || Extensions: This activity used for the formative assessment will give the students a taste of what it means to improvise, a basic skill that everyone should know. Many people, especially teachers, must learn to be flexible and improvise every day in the workplace, so the students will be able to gain some experience in this field. This will also be great for any students who have a great interest in the performing arts. If there are students who have ever thought about pursuing a career or study in theatre, this would be a great starting point and opportunity to test their skills. 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. Learning how to use this software would open up many opportunities for interested students to begin developing their own art and even creating pieces that could be used later for a professional portfolio. ||
 * **Extensions**

Comic Life Pens/Pencils Paper Books Projector Projector Screen All necessary materials for working on “Brave New Society” Project ||
 * =Materials, Resources and Technology= ||
 * Laptops


 * =Source for Lesson Plan and Research= ||
 * The Lawn Chair Pirates, an Improvisation Group in Farmington, ME for the game, “Dictator and the Proletariat”

This is a great website that I found many improvisation exercises from. There were plenty of exercises that could be used to teach motivation in the classroom. http://www.voylesfamily.ws/improv.html

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

This is a tutorial on how to use Comic Life. The students have already used it before in the classroom and are perhaps using it to create their products, but may have forgotten how to use it, so they can look to this for answers. http://www.macinstruct.com/node/69

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

This is a lesson plan I found dealing with character motivation and teaching it in the classroom. http://timfredrick.pbwiki.com/Introducing%20character%20goals,%20motivation,%20and%20obstacles

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/ ||


 * =Maine Standards for Initial Teacher Certification and Rationale= ||
 * __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.
 * Rationale:** ||
 * __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 improvisation, 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. The students will also have the opportunity to work with some very interesting technology and relate their writings to the text. ||
 * __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: Write about motivations in the book. Interpersonal: Talk about motivation with other students. Intrapersonal: Ask yourself what motivates you to do certain things. Logical/Mathematical: Think about specific reasons why someone would act a certain way and evaluate it. Visual: Use pictures in explanations. Musical: Play music to motivate students to dance during exercise. Kinesthetic: Students use improvisation to move and have fun. Naturalist: Can find things in the room that motivate students to move or speak the way they do. ||
 * __Standard 8__ - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.
 * Rationale:** At the beginning of class, we will start off with a fun activity dealing with motivation. This activity is called “Dictator and the Proletariat,” which will be rather interesting to play with several High School students. I will have three students come to the front of the room and we will give each of them a motivation. They, in turn, will begin telling a story one-at-a-time while another person acts this story out. Each of the three people telling the story will try to get the actor in the center to act out their motive. Whoever gets the actor to act out his or her motive first will win the game, but they cannot say it outright, they must tell a story. This could be anything from “riding a bike” to “shaving a monkey.” This will allow me to see that the students understand the meaning of motivation and what a motive is, as well as the effects they can have on a person. This sort of formative assessment not only assesses what the students know, but also allows for kinesthetic, social, emotional and even musical development.

To see that my students understand the meaning of motivation and how that plays a major part in the novel, I will be grading their comic strips that they create in class on the program, Comic Life. I want to see that they can explain the proper meaning of motivation and how it relates to the text of the novel. This way, they can see how motivation not only relates to the meaning of the novel, but also how it relates to their lives every day. They must choose a scenario where motivation plays a major factor in a decision being made. What motivates the character could be a selfish urge (such as Bernard’s motivation for bringing John Savage back to the World State, which is to gain popularity and acceptance) or a purely innocent objective. They will be using clip art and photographs supplied by Google Images to create a 2-page comic of at least 8 frames. ||


 * =Teaching and Learning Sequence:= ||
 * When the students enter the room, there will be four to five groups of desks, each with a comic book in the middle depicting a certain comic book hero. I will have the students choose who their favorite comic book heroes are and have them sit at that specific group of desks. If there are too many students in one group, I will have them choose their second favorite hero and sit at that designated group. Here is the agenda for this particular 80-minute class:

1. Have students get seated in designated seats, get out all materials, including lap tops. 2. Introduce hook and “Dictator and the Proletariat.” 3. Introduce activity and have them choose a partner where they are seated. 4. Have them make two comics while I circulate and help. 5. Have them print out comics and submit them to me. 6. Allow them time to work on editing products for “Brave New Society” project.

I will explain the idea of motivation and objectives and introduce the game “Dictator and the Proletariat.” I will have three students come to the front of the room and we will give each of them a motivation. They, in turn, will begin telling a story one at a time while another person acts this story out. Each of the three people telling the story will try to get the actor in the center to act out their motive. Whoever gets the actor to act out his or her motive first will win the game, but they cannot say it outright, they must tell a story. This could be anything from “riding a bike” to “shaving a monkey.” This will allow me to see that the students understand the meaning of motivation and what a motive is, as well as the effects they can have on a person. Students will make quick comics on comic life to show what motivation is and how it relates to the text by showing a scene with pictures from the Internet. They will work on this in class (What, Where, Hook, Verbal, Interpersonal, Intrapersonal, Kinesthetic, Naturalist). (25 minutes) ||
 * I will give the students a tutorial on using Comic Life and on using Google Images so that there will be no confusion, though they have used these things previously. They will also have a graphic organizer that works with quotes from the text, observations and assumptions we can make from the text that determine the reasons for a character’s action. They will discuss these observations in their groups of two and use this to create a basis for two comics- one that relates to personal experiences involving motivation, such as doing homework or making an important decision, and one that portrays why one of the characters in Brave New World chooses to act in a certain way. I will be circulating the room and helping students with their work and giving feedback (Equip, Experience, Verbal, Interpersonal, Intrapersonal, Musical, Naturalist). (30 minutes) ||
 * While doing this activity, students will be required to ask themselves some vital questions. They will have to ask, “What is motivation? What motivates me? How can I show motivation of a character to the rest of the group? How can I improve my comic?” They will also be given the opportunity to ask themselves how this relates to others around them and their own lives. They will not only be able to think about what motivates themselves, but also others, from politicians to their peers. They will also think about how the World State itself could be considered one major character, and Comic will be submitted to me after being printed and scored. (Rethink, Refine, Rehearse, Evaluate, Interpersonal, Intrapersonal, Verbal, Visual, Music). ||
 * Students will be able to use knowledge of the situation, setting, and a character's traits, motivations and feelings to determine the causes for that character's actions. Students will make quick comics on comic life to show what motivation is and how it relates to the text by showing a scene with pictures from the Internet. Students must give credit to their sources (where they found the pictures) by giving a list of links. For the remainder of class, they will have the opportunity to put the finishing touches on their products for their “Brave New Society” projects (Organize, Visual, Verbal). (Remainder of class) ||

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