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Week 3: Day 1 Love, Shakespeare, and Death (Chapt.

13/14) Unit: Brave New World (Dystopian Novel Grade Level: ENG4U Study) Time Frame: 75 minutes Curricular Expectations: Reading and Literature Studies Reading for meaning 1.3, 1.4, 1.6, 1.8 - Reading with fluency 3.1, 3.2, 3.3 Writing Applying knowledge and convention 4.2 SWBAT: Students will be able to deconstruct societal norms seen in the text, as well as, analyze, interpret and explain text based propaganda. Knowledge and Understanding: Students will gain an added understanding of the uses of soma and how propaganda is used within the text and within our own world. Communication: Students will express opinions, share ideas, and discuss reasons behind ethical moral dilemmas. Application: Students will use the knowledge they learn in this lesson to engage critically in inclass discussions. Preparing for Class: 4 Colored images (a computer lab, forest, city scape, and parents) 4 Copies of questions to help assist students in their analysis of their quote. 6 Copies of Shakespeares quote The voice of parents is the voice of gods, for to their children they are heavens lieutenants. 6 Copies of Shakespeares quote The course of true love never did run smooth. 6 copies of Shakespeares quote And this, our life, exempt from public haunt, finds tongues in trees, books in the running brooks, sermons in stones, and good in everything. 6 copies of Shakespeares quote I am not bound to please thee with my answer. 30 Copies of the handout Love, Shakespeare and Death Set up Shakespeare The History of English Materials for Class: handouts, pencils, lined paper, slideshow, projector and screen, Hook/Introduction: (2 minute) Students are asked to quietly walk over and stand by the picture that they like the most. This will start a four corner activity where students will analyze a Shakespearian quote. Lesson: 1. (5 minutes) Review homework assignment: Mustapha Monds Inner Conflict and Helmholtzs Reaction to Romeo and Juliet. 2. (5 minutes) Review of the importance of Shakespeare. Include video: which is a 1:16 youtube video. 3. (10 minutes) In their groups student will be asked to answer three questions: What are your initial reactions to reading this quote? What is your understanding(s) of the quote? How would this quote influence a character such as John? - three points (In each group there should be a scribe, facilitator to make sure everyones opinions are heard, and an individual to relate their opinions to the class). 4. (5 minutes) As groups present information/opinions they gathered from each other, the teacher will handout the work sheet Love, Shakespeare, and Death. Students will stay

in their groups. 5. (5 minutes) Students will be asked to take notes on the following questions. Ask: How does reading Shakespeare influence Johns reactions to the world around him? How does it affect his ability to interact with Lenina? Have you read anything that has/had influenced your life? 6. (5 minutes) Discuss with students Fannys reactions to Leninas pursuit of John and Leninas horrified reaction to Johns confessions of love. Ask: What does Fanny suggest? What do you think Leninas reasoning is behind pursuing Johns affections? How does Lenina react when John confesses his love? Have you ever had a poor reaction to someones confessions of interest? 7. (10 minutes) Transition into discussion about death. Ask: How does Johns love for Lenina differ from his love for his mother? Review reasons why Linda was given unlimited soma. Students will write their reasons on the board if they are approved by the class. 8. (5 minutes) Ask: Where has his mother been taken in this chapter? What, if anything, do you find disturbing about the other patients in the hospital? Why are the children brought into the hospital? 9. (15 minutes) Activity Round Robin Character Journal. Each group of students will be given an individual perspective to which they will have to write a half page journal entry reflecting on what they have witnessed within the hospital. (The groups will be assigned a childs perspective, Johns perspective, a nurses perspective, and a doctors perspective). Each student will be given a minute to write a sentence to add to the journal reflection. The Journal will rotate through the group clockwise. 10. (5 minutes) Review glossary definitions with the class for chapters 13 and 14. Define the glossary words as a class. 11. * (if time) Play balderdash. Bridge: Lesson will bridge into Quiz # 2 (testing students knowledge and understanding of chapters 8-14).