L3+DePue+Margaux

=**Lesson 3: Brave New Society Project**=

**Topic: //Brave New World//**

 * =**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 recognize themes that are explicitly stated in the text to aid comprehension. ||

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

I will ask the students to write a short entry in their journals. They will respond to the following prompt: “How does our society control its citizens? What are consequences for bad behavior or rewards for good citizens? How do they keep us happy?” Once students have answered this, we will discuss our answers briefly and then I will give them another prompt, telling them that they can refer to the text for help: “How does Mustapha Mond keep control of the World State Society and what specific example can you give?” This will allow them to examine one of the main ideas behind this particular genre, also seen in George Orwell’s 1984, another example of a dystopian novel. This will also allow them to generate ideas for their project on how their society will be governed. || I will use a rubric for this project, making sure to have one rubric for the product and a separate rubric for the presentation. ||
 * =Assessment= ||
 * **Formative** (Assessment for Learning)
 * **Summative** (Assessment of Learning)

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 * =**Integration**= ||
 * Technology: Students will be able to work with a new website that allows them to develop films right from their laptops, allowing them to be creative and use new technology. They will become familiar with the xtranormal website and the Comic Life software on Macs if they choose to.

History: We may briefly touch on the usage of propaganda throughout history and I will give a couple of short examples of how propaganda, when used effectively, can convince people to follow certain ideas and desires. The types of propaganda that Hitler and the Nazis developed were great examples of how propaganda can cause people to believe certain things, even if they are not necessarily true.

Career Exploration: The film industry is a booming business with opportunities opening up every day. If the students are interested in creating their own movies or writing their own screenplays, they may be inclined towards pursuing a career in film or media. Therefore, students will not just see this as a school project but as a gateway to a career. ||


 * =**Groupings**= ||
 * Students will be working individually on computers in the classroom to explore the xtranormal website and begin developing ideas for their own project. Later, they will be working individually outside of class to Students will be able to work with partners or in groups of up to four people if they wish to do this project outside the classroom and inside of the classroom. ||

Verbal: Read about textual evidence that can help with development of society. Interpersonal: Talk about the research with other students. Intrapersonal: Think about how your perfect society would be. Logical/Mathematical: Ask questions such as what would make others want to live in your society? Figure out what desires people have that would draw them to your society.å Visual: Create a visual project. Musical: Play music in the movie. Kinesthetic: Students can act and film. Naturalist: Can scope out sites to film at. || 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 If the student has no opportunity to present to the class on presentation day, they can write up a one-page report on why their society should be deemed effective instead. In the report, the student would have to write page numbers where textual evidence is found and quotes. 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. || The film industry is a booming business with opportunities opening up every day. If the students are interested in creating their own movies or writing their own screenplays, they may be inclined towards pursuing a career in film or media. Therefore, students will not just see this as a school project but as a gateway to a career. ||
 * =Differentiated Instruction= ||
 * **Strategies**
 * **Modifications/Accommodations**
 * **Extensions**

Chalkboard/ Whiteboard Graphic Organizer Overhead Screen Overhead projector Laptops iMovie Comic Life ||
 * =Materials, Resources and Technology= ||
 * Pens/Pencils

http://www.huxley.net/bnw/
 * =Source for Lesson Plan and Research= ||
 * For the text of the novel in case students forget theirs at home or at school.

This is a site showing a WebQuest that deals with the novel The Giver and discusses the idea of creating a perfect society, so the guiding questions and resources could be of some use to my students. http://www.nelliemuller.com/Theperfectsociety.student.htm

This is another WebQuest dealing with effective propaganda and Brave New World, which should allow students to develop ideas on how to convince others to join their society. http://www.foothilltech.org/rgeib/english/bnw/culminating_project/

This site is based on the teachings of Brave New World and outlines a lesson plan dealing with the creation of a unique paradise, something that my students will also have to do. This interactive site that allows students to design their own paradise is also a feasible example of a hook. This would be a great website to bring the teachings of Brave New World into the real world for students. http://www.pbs.org/independentlens/offthemap/html/classroom_activity_04.htm

This is a student sample that could be used as a hook for the class to get them thinking about how they will develop their project. http://www.youtube.com/watch?v=tW50Yqdiwrc

I used the xtranormal website for students who may not have all of the materials, equipment or software for professional movie making at their disposal. These students can use this website either in the classroom or at home and can save their work simply by logging in and registering. Once they create their own screenplay, they can enter the cinematography directions, character actions and dialogue right into the text boxes, which the pre-programmed characters will then act out. http://www.xtranormal.com ||

Verbal: Read about textual evidence that can help with development of society. Interpersonal: Talk about the research with other students. Intrapersonal: Think about how your perfect society would be. Logical/Mathematical: Ask questions such as what would make others want to live in your society? Visual: Create a visual project. Musical: Play music in the movie. Kinesthetic: Students can act and film. Naturalist: Can scope out sites to film at. ||
 * =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:** By making a movie, students will be able to exercise their creativity and really show their personality in their performances. They will be able to use their kinesthetic intelligence by moving and acting on camera and in the classroom, as well as finding places for shooting their film. Visual learners will benefit by making a film or visual product as evidence of their learning. ||
 * __Standard 4__ - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.
 * Rationale:** Students will learn how propaganda persuades others to act or think in specific ways and why this is such a large theme in dystopian novels when talking about control of a society. Students will also understand how a movie or screenplay is written and developed as well as how, when written and developed well, a screenplay can be transcribed into a product that can communicate desires and thoughts to others. ||
 * __Standard 5__ - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.
 * Rationale:**
 * __Standard 8__ - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.
 * Rationale:** Students will be evaluated by the specific criteria on their rubrics for their products and presentations. They will also be given class time to work with their peers and get feedback on their project ideas. I will also be making rounds to make sure that they fully understand the assignment and that they get plenty of feedback on their ideas. ||

Students will know what a dystopian novel and theme are (Equip). (15 minutes) ||
 * =Teaching and Learning Sequence:= ||
 * Class will begin with a series of short writing prompts in class. I will ask the students to write a short entry in their journals. They will respond to the following prompt: “How does our society control its citizens? What are consequences for bad behavior or rewards for good citizens? How do they keep us happy?” Once students have answered this, we will discuss our answers briefly and then I will give them another prompt, telling them that they can refer to the text for help: “How does Mustapha Mond keep control of the World State Society and what specific example can you give?” This will allow them to examine one of the main ideas behind this particular genre, also seen in George Orwell’s 1984, another example of a dystopian novel. This will also allow them to generate ideas for their project on how their society will be governed. (15 minutes). ||
 * Next, I will show them the student sample that I have made for this project. There is a YouTube link in the resource section of my plan. This will allow students to see a sample and they will point out the different ways that the society portrayed in the movie is run and how that relates to the World State society. I will then explain the idea of propaganda, explaining how it has been used over time to persuade others to act or think a certain way (10 minutes). (Hook) ||
 * I will then explain the project idea to the students, giving them the necessary information and graphic organizers. Students will work in and out of class (Where) about an iMovie project showing a perfect (utopian) society (What). I will go through a quick tutorial of iMovie, Comic Life if they decide to make a storyboard and xtranormal.com if they cannot access the necessary equipment.
 * What I will ask them to do next is split up into groups of four. These four people will be working together to create their product. One person will be in charge of filming or the photography for the storyboard, at least two others will be actors and the final person will be making up a schedule showing when their group will meet to work on the project and who will do what. (Experience). They will need to ask themselves if they understand the idea of a utopia, how they will most effectively be able to convey their society to the class and if their ideas are concise enough (Rethink, Revise, Refine). The final product will be a movie showing a new utopia that will be compared/contrasted to the World State society in Brave New World which they will present to the class (Organize). (Remainder of class) ||

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