L1+DePue+Margaux

=**Lesson 1:** **Symbolism and Imagery**=

**Topic: //Brave New World//**
• Explain how the common effects of literary devices, including imagery, symbolism or metaphors, help the reader understand the text. ||
 * =**Objectives**:= ||
 * Students will understand that literary themes and devices are essential in finding greater meaning and understanding in a work of literature. ||
 * Students 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, Henry Ford. ||
 * Students will be able to:

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

Rationale: In order for students to understand the depth and breadth of a literary theme, they must understand how to find evidence, such as symbolism and imagery, and analyze it to make sense of what they are reading. ||

The "hook," or opening "Symbol Search" activity will allow students to get a grasp of the concept of symbolism and I will be able to assess their understanding of these concepts based on their participation in the activities and by how well they filled in their graphic organizers. I will do the same for the activity dealing with imagery by grading their graphic organizers. I will also be walking around, observing and helping students with their work. When the time comes to present the symbols they have found online during their "Symbol Search," I will have their fellow students give them a bit of feedback on how well they presented and how clear their information was as well as how the other student's view of the object/symbol differs from theirs. Students will use groups to brainstorm ideas for their project and evaluate themselves and their peers. Students will share ideas and quick outlines for their projects to get feedback from their peers. They will be using a rubric to guide them, the same rubric that will be used to grade their final project. || The product of this lesson is a completed model of one of the symbols or images seen in the novel //Brave New World//. Students will choose a symbol and create a model through the usage of iMovie, Comic life, a 3D model or website and will write a brief explanation of what the symbol means. They will use creativity as well as knowledge of the text and imagery to perform this task. I will be using a rubric that grades how students faired in the areas of accuracy, depth, creativity and professionalism (how does it look? Is it colorful? Is it legible?). ||
 * =Assessment= ||
 * **Formative** (Assessment for Learning)
 * **Summative** (Assessment of Learning)

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 * =**Integration**= ||
 * Technology: Students will be using computers and different types of software to create their symbolism products. They will be searching for signs and symbols on the Internet using the Google search engine and will be writing about them on their graphic organizer. They will also post one of their symbols and a brief description as to why they chose that symbol. They will discuss their choices in class. Also, students can discuss pieces of imagery they have found in Brave New World and examine how they relate to life today. With so many references to technological advances in the text, students can discuss similar procedures done today and what the subtext of this imagery is. For instance, the decanting process described in the first chapter of the novel can be viewed as a substitution for the creation of a child in a marriage bed.

History: Students will be discussing symbols that have been recognized throughout history and what thoughts and feelings they evoke (when you see a swasticka, what do you think or feel?). We can also discuss how symbols have been used throughout history.

Economy and society: Students will examine symbols that have been associated with the economy, business and society. We will discuss what their first thoughts are upon viewing these symbols, such as with signs and symbols of great companies and corporations like McDonald's ("what do you think of when you see the golden arches?). We will also discuss how the imagery of the World State society in Brave New World relates to our current society. ||


 * ==**Groupings**== ||
 * I will allow students to choose a partner to work with during the "Symbol Search" activity. These two people will gather the same information for their graphic organizers and then students will share one of their findings with the rest of the class. Once they are done with finding symbols online, students will present these to the class and get feedback from those they are presenting to. Students will then brainstorm ideas for their symbol modeling project and get feedback and more ideas from their partners. After this, students can return to their seats if they wish to work individually on their homework graphic organizer, which deals with finding examples of symbolism and imagery in the novel. ||

Verbal: Read articles about the topic. Interpersonal: Talk about the symbols with other students. Intrapersonal: Think about what symbolizes you or what your true meaning is. Logical/Mathmatical: Visual: The exercise works with images. Musical: Play music while students are working. Kinesthetic: Students will move around the school to find symbols. Naturalist: Students must search their surroundings for symbols, signs and imagery they can describe. || 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.
 * =Differentiated Instruction= ||
 * **Strategies**:
 * **Modifications/Accommodations**

For others, I will review IEPs to know how to make modifications. ||
 * **Extensions**: Students will be asked to finish the graphic organizer on symbols, imagery and Brave New World. They will choose one of these symbols or images and write a paragraph or two separately on a typed sheet of paper and explain what the symbol or image is, why they chose it and what it means based on the textual evidence in the novel. They will also be writing another paragraph that explains how this relates to a concept in today's society and how the concept it evokes in Brave New World reflects today's society. ||

Pens/Pencils Graphic Organizer Overhead Screen Overhead projector Laptops Street signs ||
 * =Materials, Resources and Technology= ||
 * Chalkboard/ Whiteboard


 * =Source for Lesson Plan and Research= ||
 * http://www.kimskorner4teachertalk.com/readingliterature/literary_elements_devices/symbolism.html- For ideas on Teaching Symbolism

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/ ||

Verbal: Read articles about the topic. Interpersonal: Talk about the symbols with other students. Intrapersonal: Think about what symbolizes you or what your true meaning is. Logical/Mathmatical: Visual: The exercise works with images. Musical: Play music while students are working. Kinesthetic: Students will move around the school to find symbols. Naturalist: Students must search their surroundings for symbols, signs and imagery they can describe. ||
 * =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:** Students who are more physical learners may move around the room while listening and doing presentations of the many symbols found online. Students may discuss with one another the many meanings of symbols and images in the text and what these symbols mean to them. They can also ponder what thoughts and emotions come to mind while doing these exercises and why this occurs. We will also discover how different societies and cultures use certain symbols and images in everyday life in the multiple facets of economy, religion and history. ||
 * __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 music, 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:**
 * __Standard 8__ - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.
 * Rationale:** Peer revision and discussion will be used as an informal way of getting feedback, as well as self-evaluation through a series of questions. Formal assessments such as rubrics and personal feedback from myself will also be used. This way, students will have a variety of sources to get feedback and input from on what they do well and how they can improve their work. ||


 * =Teaching and Learning Sequence:= ||
 * We will begin with a quick introduction to my hook and a brief discussion about symbolism. Street signs and other signs and symbols will be posted all over the room, and I will ask students to identify one at a time and tell me what they mean. I will explain to them how symbols simplify our lives in many ways by communicating messages through their images, and write the definition of symbolism on the board or overhead for their notes. When you see a red street sign shaped like an octagon (a stop sign) or a yellow sign shaped like a triangle (yield), there is no question as to what they mean. (10 minutes). ||
 * I will then move on to explain their next activity. Students must search on the Internet using Google images for four symbols or signs (none of which have been used in the classroom already). These could be anything from history, the economy, corporations and international groups, sports teams, etc. Students will split up into pairs for this Think-Pair-Share activity. These two people will gather the same information for their graphic organizers and then students will share one of their findings with the rest of the class. We will have a brief discussion of this concept by having one person in each pair stay by their computer and present one or two of the symbols/objects and the other person will be one of the audience members. After a few minutes, they will switch so that both team members get to present and take part in the audience. They will have 15 minutes to search and 10 minutes to discuss. ||
 * I will then explain the concept of imagery to my students through the use of a picture or portrait. I will bring one up from the internet using Google images while the students are working on their Think-Pair-Share activity and explain that in a literary piece, imagery is a description of a scene that adds to the meaning of a work. I will ask questions such as "Why is it important to not confuse imagery with symbolism?" and "How are these two concepts different?". I will then explain to them that it is highly important not to confuse these two concepts because the first deals with a specific symbol or object in the text with a specific meaning or definition, while the other deals with the description of an entire scene in a work. It can be compared to a song, where a symbol would be a single part in a song whereas imagery would be the entire symphony of sound you hear in its entirety. You can pick out specific pieces and descriptions as images, which are different from symbols, which are often repeated throughout the novel or work. I will ask students why they are repeated (to emphasize importance and their relation to the multiple themes in the text, etc.). For homework, I will ask them to pick a piece of imagery in the novel and analyze what it means in a single paragraph in greater depth and finish the graphic organizer for homework. If they quote, they must cite the page number (I will give them a handout and a link to the MLA style of quoting). (15-20 minutes) ||
 * I will then explain the project students will be completing to go with this lesson. I will pass out a rubric for the project as I am explaining it. Students will choose a symbol or piece of imagery from the novel they are reading and create a model of this symbol through the usage of Powerpoint, iMovie, Garageband or a regular 3D model. Students will present their model with an explanation (It can be on the movie, in the powerpoint or on the Garageband recording) and explain it to the class. They will explain why they created their model the way they did and how it made them feel and what it made them think of. They will also briefly explain how it ties into the novel as a whole thus far. Students will have the remainder of class to talk with a partner about what symbol/imagery they will use and why. ||

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