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Grade Level: ENG4U Time Frame: 75 minutes Curricular Expectations: Oral Communication (1.1, 1.2, 1.4, 1.6, 2.

1, 2.6), Reading and Literature Studies (1.1, 1.2, 1.3, 1.5, 2.1, 3.2, 4.2), Writing (1.4) Media Studies (1.2, 1.3) SWABAT: Students will gain background knowledge in some of the historical underpinnings of Brave New World so that they can understand the novel more holistically. Knowledge and Understanding: Students will expand their knowledge of historical events and Freud. Communication: Students will engage in in-class discussions, critical thinking, and writing tasks that will allow them to convey their understanding. Application: Students will be asked to apply their knowledge from the text and activities to the activities and discussions in class. Preparing for Class: Read Why were Freud and Jung... document Set up World War 1 summary http://www.youtube.com/watch?v=C8-ABMUZemM Set up Introduction to Freuds Personality Theory, http://www.youtube.com/watch?v=-i7DvpnOHlM Draw a timeline on the board with the dates, but do not fill in the events 30 copies of Huxley and England in 1932 handout 15 copies of chapter 4&5 reading questions Materials for Class: paper, pencils+erasers+sharpeners, projector+screen

Week 1: Day 4 Unit: Brave New World (Dystopian Novel Study)

Hook/Introduction: (10 minutes) Talk about Aldous Huxley based on Huxley and England in 1932 document so that they know more about his perspective as an author. Lesson: 1. (6 minutes) Have students watch a summary of WW1 (4 mins, 42 sec). Have students pay attention to Britain and Americas involvement. Ask for their understanding of America and Britains involvement in the war. 2. (7-10 minutes) Have students draw a timeline. Give students a word bank on the blackboard for the historical events but without the dates: Aldous Huxleys birth in England (1894), WW1 (1914-1918), WW2 (1939-1945), beliefs of Freud not believed (1900) and then believed (after WW1), rise of Ford cars (1901 popular, rise 1903 factory built), the Holocaust (1935), and Huxleys predictions. Have students work with their elbow partners to fill in their own version of the timeline on a piece of paper before writing the answers on the blackboard. Ask for the answers and have students record the true timeline into their notes. 3. (7 minutes) Let students do a quick write, drawing connections from history with the book. Have students find some examples in their books. How are these events significant for the plot of Brave New World? If they were the catalyst, what is Brave New World an end product of and where could the plot be going? This novel is very structured, yet very liberal. In what ways is it liberal and how is that a reflection on the cultures historical advancements? What do you think Lenina is symbolic of? What is her personality like so far? 4. (12 minutes) Introduce Freudian Theory by showing students Introduction to Freuds Personality Theory and open a discussion on how Huxley meshed Freuds personality theory with historical inferences in order to make his projections for Brave New World. What connections can students make to understand how people in society function in the novel, from their births to their placements and duties in the workforce. Have students discuss as a class. 5. (10 minutes) Ask for students who brought their chapter three questions to class to get out their homework for homework check and then for them to get into groups of 5-6 to go over their

answers together and share their post-reading responses. Students who did not do their questions/pass homework check can keep working on their reading at their desk. 6. (3-5 minutes)Have students back at their seats and ask: What did you think of chapter 3? What questions do you still have? 7. Hand out to students their Chapter 4 and 5 reading questions and let them have the last portion of class to read. Have them consider how discrimination is occurring in the novel and consider the ethics and portrayal of this. Remind them to bring their homework to class tomorrow for discussion groups.

Bridge: This lesson connects to the next by having students consider how individuals in society are discriminated against.