UDL Lesson Plan Template

Name(s): Christian Arsenault

Focus (topic) of the Lesson Plan: Comparing 1984 to Brave New World (Grade 12)

Outcomes Required Materials, Tools and

Technology
GCO: Students will be expected to respond critically to a
range of texts, applying their understanding of language, Class set of 1984
form, and genre. Class set of Brave New World
White Board
SCO: Demonstrate an awareness that texts reveal and Handouts
produce ideologies, identities, and positions. Chart Paper
(Continuation of yesterday’s class.) Markers
Timer
SWBAT: Students will be able to find the differences
and similarities between 1984 and Brave New World,
understanding their meaning and significance in our Special Concerns
world today.
Have extra handouts/work sheets
Assessment (formative/summative, self/peer) for students who may have to
What prior data is informing your instruction? leave class early for student
council, athletics, etc.
APK – When the students arrive the teacher will recount
the rigid and severe society of 1984. After this brief If the timer doesn’t work use the
review, students will then write a journal entry (one pg.) clock on the wall.
exploring the ways in which the society of Brave New
World differs and matches that of 1984. 20 minutes
Differentiation
What assessment strategies will measure the learning
from the outcomes? MI’s:

Summative: Journal entries and exit tickets Verbal / Linguistic –

The teacher will be collect students’ writing at the end of
class in order to determine where they are in their
understanding of 1984 and Brave New World.
Formative: Observational assessment
The teacher will be taking notes of the arguments
presented during the debate. Through this activity,
students will demonstrate their learning.
Through discussion, debate, and
journal-writings, students will
articulate their thoughts on the
societies of both novels.
Intrapersonal / Interpersonal –
As students attempt to connect
these fictional societies to the real
world, students begin to engage
in sophisticated self-reflection.
Furthermore, students will be
sharing their thoughts and ideas

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Timeline / Elaboration with the class though debate and
Before (APK) 5m discussion. Thus, both “intra”
and “inter” personal learners will
Focus Question: When reflecting on the societies be enriched.
presented in 1984 and Brave New World, consider the
ways in which they differ – consider the ways in which LS’s:
they are similar.
Intuitive Thinking –

During 57m These types of learners enjoy

exploring relationships. Thus,
Class will begin with an APK, which will lead into a discussion revolving around how
journal-writing session highlighting similarities in the the novel relates to real life is
societies of 1984, and Brave New World. To implement stimulating for these students.
Balanced Literacy, students will be allotted enough time
to discuss their thoughts with others at their tables and for Intuitive Feeling –
the teacher/EA’s to scan the room and guide learning –
Independent Writing. (Agenda, SWBAT written on These students thrive when
board). they’re able to take part in open-
ended discussions. They also
First task: The class will be broken up into two groups. enjoy thinking outside of the box,
Each group will be assigned a fictional society to which is a useful skill to develop
represent and defend in an ensuing debate. Students will when critically analyzing a text.
then be given chart paper ad markers in order to organize
their thoughts and develop arguments as to which society SEP:
is more stable, happy, effective, enlightened etc. –
students must also use quotations from the novels to In this class there is a student
highlight their arguments, connecting this exercise to the with slightly impaired hearing.
Balanced Literacy strategies of Independent and Guided Therefore, the student must have
Reading. his or her hearing aid to
participate in the debate and
Second task: When the debate begins, each group will group discussions.
choose a spokesperson to relay the thoughts of the rest of
the team to ensure that the debate flows smoothly.
Meanwhile, the teacher will keep track of the activity and In-Class Support
use a timer to allow only two minutes for each side to
defend or argue the topic at hand. The debate will go on Have EA’s help distribute
for twenty minutes in order to cover a multitude of materials, and then when the
elements and subtleties hidden in the texts. table-groups begin discussing
they will monitor/speak to each
Closing: Before students are allowed to leave the group and offer guidance to keep
classroom they will have to produce an exit ticket – the them on track.
prompt being: name one way that our Western culture
similar to that established in Brave New World. (EA’s will Cross-curricular Connections
gather exit tickets and journal entries as the students
leave the classroom). Sociology – By comparing the

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Opportunity for individual/small group instruction
APK/Journal Entry/Table-Group Discussion
Group Discussions/Debate
Exit Tickets
After
Exit Ticket: Question – name one way that our Western
culture similar to that established in Brave New World.
societies of the novels, students
will gain a sense of how a
populace reacts to certain
situations, rules, taboos, etc. –
appreciating the differences
between populations.
2m
Media Studies – When
considering the significance of
media in 1984 and Brave New
World, students will attain a
critical understanding of how
media can affect societies in
different ways.
Reflection
This lesson focuses primarily on
discussion and debate. However,
supporting arguments with the
text is an equally important
element. Therefore, it is
imperative that students use their
copies of the novels and learn
how to support their arguments
with content.