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 look critically at images, advertisements, commercials, and their novel. 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 the manipulation of audiences in commercials and in the novel. Communication: Student will engage in in-class discussions and dissections of media and the text. Application: Students will watch videos and be asked to dissect them critically. Students will make jingles and slogans by following a systematic process to make ideas memorable for the audience. Preparing for Class: 30 copies of Media Manipulation of the Masses handout Have Coke Zero ads document opened Set up Coke Zero commercial, http://www.youtube.com/watch?v=Vtz4qL4-hNE 10 copies of Chapter 3 reading questions Have Creating Catchy Radio and TV Commercial Jingles opened Materials for Class: paper, tape, pencils+erasers+sharpeners, projector+screen

Week 1: Day 3 Unit: Brave New World (Dystopian Novel Study)

Hook/Introduction: Play the Coke Zero commercial for the class (3 min). Ask them what happened in the commercial? What was it selling? How was it selling it? Why did they choose to sell it that way? Why did they not advertise its taste? (Because its so popular, they already know how it tastes and they therefore only need to work on how its presented). Lesson: 1. (15 minutes) Ask students about how they see manipulation in the real world (and to give examples or explanations)? Hand out the Manipulation of the Masses document to the class. Have highlighters available. Have some students take turns reading the document aloud and invite students to highlight interesting or important parts. Ask: How do you see this happening in Brave New World? (Ask for specific examples to characters or ideas presented.) 2. (10 minutes)Have students take a look at Coke Zero ads on the projector. Show both pages for 2 minutes each. Ask for a show of hands: Whos thirsty? Who wants Coke Zero? Who knows what it tastes like? How do they advertise its flavour? What do they relate its flavour to? How do they advertise it? How are men portrayed? How are women portrayed? What does that say about gender roles and stereotypes? What does their body language say to you? If you find these ads appealing, what does that say about how much the advertisers know about their audiences and how to cater to their desires to make them want to consume their products? 3. (5-7 minutes) Ask: How many times per day does each individual in Brave New World hear hypnopaedic messages? For how many years at a time? Is that unreasonable? How many times per day does the average individual see a quick advertisement? (1500-3000 per day). How does that happen? How well do you remember popular jingles? Where do companies place advertisements? (Inside TV shows, between TV shows, billboards, radio, in movies, magazines, etc). Are you ever unaware of when you are being advertised to? 4. (7 minutes) Go through Creating Catchy Radio and TV Commercial Jingles with students and then have students work in pairs to write a creative jingle and slogan for a fictional product

mentioned in chapter 2 Brave New World. Then have them share some of their work with the class. They can use their technological devices (if they have any) to Google ideas. When done, they can put their names on them and stick them on the walls of the classroom. Need to follow the 5 steps. Will be given a mark out of 5 for how well they followed it and related it to the novel. 5. (10 minutes) Ask for students who brought their chapter two 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 2? What questions do you still have? 7. Hand out to students their Chapter 3 reading questions and let them have the last portion of class to read. Have them consider how manipulation is being used in the novel and consider the ethics and portrayal of the manipulation of the factory. Remind them to bring their homework to class tomorrow for discussion groups.

Bridge: This lesson connects to the next lesson by discussing how society and individuals interact.