Week 3: Day 4 Religion and Johns End (Chapt.

. 17/18) 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, 1.5, 1.6, 1.8 Writing Developing and Organizing Content 1.1, 1.2, Reflecting on Skills and Strategies 4.1 Oral Communication Reflecting on Skills and Strategies 4.1 SWBAT: Students will be able to understand potential reasons for why Aldous Huxley included a religious debate in the final chapters and potential reasons why Aldous Huxley felt that John would decide to kill himself in the end. Knowledge and Understanding: Students will gain an added understanding of the impact of religion within our global community and be able to critically theorize on reasons why Aldous Huxley presented the topic of religion in these last couple of chapters. Communication: Students will express opinions, share ideas, and discuss reasons behind ethical and moral dilemmas. Application: Students will use the knowledge they learn in this lesson to engage critically in inclass discussions. Preparing for Class: 10 pieces of blank legal sized paper. 10 red markers 10 blue markers 6 copies of Disturb the Peace direction sheets Prep info video clip World Religions Astonishing Facts http://www.youtube.com/watch?v=JTZOjVwHr7A Prep chapter audio file http://www.youtube.com/watch?v=5hzo2Q4vVCg -reading is originally 1hour and 11 minutes, so teacher must adjust to the particular time frames that will focus on the occurrences the teacher deems important for students to listen to. Write on the board: 1. Create a mind map You have 15minutes! 2. Center of your map will be titled Reasons for Religious Debate (17/18) 3. Must have at least 4 reasons 4. Elect a scribe, time keeper, facilitator (who ensures each person participates) 5. Reasons for why the author may have chosen to discuss the topic of religion in these final chapters Will be circled in red 6. Points for: What may have been the implications of Huxley raising this debate in a novel published in 1932 Will be circled in blue 7. Information from charts will be presented to class. 8. Place a * beside new circles/points your group adds to map during presentation. 9. Mind maps will be handed in at the end of class. 10. Group members names should be written on the bottom left of the page. 11. **Everyone should have the same bubbles by the end Materials for Class: pencils, projector + screen, chalk/dry erase marker + board, lined paper,

entrance cards Hook/Introduction: (2 minutes) Write down your thoughts about the end of the novel. What impacted you the most? Lesson: 1. (2 minutes) In turn, go around the room, have students come to the board and write down the name of a religion that they know of. Not all students need to add to the list. 2. (5 minutes) Try to define religion as a class. There is no real complete definition of religion as it means something different to every person. *However, if the class is searching for something a bit more concrete one definition is: it is a set of beliefs concerning the cause, nature, and purpose of the universe. Especially when considered as the creation of a superhuman agency or agencies, usually involving devotional observances, and often containing moral code governing the conduct of human affairs. 3. (5 minutes) Have students watch and reflect on the video World Religions Astonishing Facts (*If, and only if, the teacher has established a safe community within the class, have students come to the board and place a check mark beside the religion they identify with. This is to show the class that even within the classroom environment there are many different religions that people identify with.) 4. (5 minutes) Discuss with the class the religion, which we can safely assume, is the one John is practicing. Ask: What is Mustapha Monds response to John questions about why the World State does not share the knowledge of God. 5. (15 minutes) Have students discuss in groups of 3-4 (They will be creating a mind map reasons they have come up with) Reasons for why the author may have chosen to discuss the topic of religion in these final chapters and what may have been the implications of Huxley raising this debate in a novel published in 1932. *Draw an example of a mind map on the board. 6. (5 minutes) Students will present their mind maps from their group locations, but will come to the board to add to the example of the mind map (Drawn by the teacher) as new points arise. Students will stay in their groups for next activity. 7. (5 minutes) Disturbance of solitude activity: One person from each group will be elected to come to the front. Other students will be directed to close their eyes and put their heads on their desks. *Have the seated students relax for one minute in silence. Hand elected members the Disturb the Peace direction sheets allowed to begin the disturbance after a minute. 8. (2 minutes) Discuss with the class how those who were seated felt when their relaxation period was disturbed. 9. (10 minutes) On the other side of the legal sized paper create another mind map. The inner circle will be titled Importance of the lighthouse. Ask/write on the board: What does the lighthouse represent to John? and How was Johns solitude disrupted *Group members will take on different roles than they had last time. 10. (10 minutes) *Erase the board. As a class create a mind map, on the board (which students will copy down on a piece of lined paper in their note books), that outlines potential reasons why Aldous Huxley felt that John would decide to kill himself in the end. (influencing factors that would have played a role) 11. (5 minutes) Review the final project expectations with the students. Answer any questions they may have.

Bridge: This lesson will bridge into the next where students will start to work on their Final Project. Homework: Students must have an Option strand chosen for their final assignment and be prepared to work on project during the lab period.