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 be able to learn about real world examples that are relevant to Brave New World and will think critically about the connections between the instances. Knowledge and Understanding: Students will begin in discussion groups to share their knowledge and listen to others to gain a broader understanding of concepts in the book. Students will learn about caste systems and be asked to relate it to the novel. Communication: Students will be asked to discuss as a class concepts of ethics, parallelism in content, and visual interpretations through critical thinking. Application: Students will look at articles, videos, and the text to engage and broaden their understanding. Preparing for Class: Set up Brave New World Minecraft decanting parody http://www.youtube.com/watch?v=uFAX0K9H8a8 Set up Brave New World London Hatchery http://www.youtube.com/watch?v=dMsStdSV1FQ Set up Untouchable by National Geographic http://ngm.nationalgeographic.com/ngm/0306/feature1/index.html#links Set up Explaining the Bokanovsky Process http://www.youtube.com/watch?v=eKCKVgV0MEg Set up The Indian Caste System: an Introduction http://www.youtube.com/watch?v=Oh_xvKLhZHg Read Caste System in India document 8 copies of Chapter 2 questions and cut in 3 Materials for Class: highlighters, paper, pencils+erasers+sharpeners

Week 1: Day 2 Unit: Brave New World (Dystopian Novel Study)

Hook/Introduction: Show students the Minecraft parody of decanting (1 minute, 44 sec), then show the Brave New World London Hatchery clip (until 1 min, 21 sec), and then the Explaining the Bokanovsky Process clip (1 minute). Lesson: 1. (10 minutes) Ask for students who brought their chapter one 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. 2. (3-5 minutes)Have students back at their seats and ask: What did you think of chapter 1? What questions do you still have? 3. (15 minutes) Talk about the factory with the students. How does the book describe it? How efficient is it? Why would a World State change the way that birthing is done? Who benefits? Why isnt everyone born into the world equal in Brave New World? Why doesnt that pose a problem for individuals? How is this different from how we expect our society to be? How does Brave New World take away the individuality and create scripted life styles for people? 4. (15 minutes) Open up a discussion. Ask: Can you think of real world examples of a caste system? Share with the students about the Caste System in India (see Caste System in India document). Pull up the National Geographic link online and talk about it with the students. What issues does this treatment of people raise? What ethics are involved? Browse through the Related Links at the bottom of the page. Ask: How do you see this happening in Brave New World? 5. (10 minutes) Play The Indian Caste System: an Introduction (4 min, 21 sec). While this is

playing, have students draw a Venn diagram with Indias Caste System versus Brave New World and note the similarities and differences. Discuss it as a class afterwards. 6. Hand out to students their Chapter 2 reading questions and let them have the last portion of class to read. Have them consider how division is being used in the novel and consider the ethics and portrayal of the caste system. Remind them to bring their homework to class tomorrow for discussion groups.

Bridge: This lesson connects to the last lesson by expanding on the processes mentioned in the last lesson and by drawing on concepts from this chapter. It also connects to the next lesson by having students consider how society functions and interacts as a whole.