Lesson ELA 20-1

Brave New World - Propaganda Course

Title/Focus October 6th, 2018

PROGRAM OF STUDY OUTCOMES

2. Students will listen, speak, read, write, view and represent to comprehend literature and other texts in
oral, print, visual and multimedia forms, and respond personally, critically and creatively.

 2.1.1c. Explain the relationship between text and context in terms of how elements in an
environment can affect the way in which a text is created [for example, the historical context in
which the text is written; gender-biased language can provide information about the context in
which a text was created in terms of dominant culture]
 2.1.2d. Compare the personality traits, roles, relationships, motivations, attitudes, values and
archetypal qualities, when appropriate, of characters developed persons presented in literature and
other texts

 2.1.2e. Describe a text creator’s tone and register; and identify the moral and ethical stance
communicated by a text

 2.3.1a. Continue to identify and consider personal, moral, ethical and cultural perspectives when
studying literature and other texts; and reflect on and monitor how perspectives change as a result
of interpretation and discussion

4. Students will listen, speak, read, write, view and represent to create oral, print, visual and multimedia
texts, and enhance the clarity and artistry of communication.

 4.1.1a. Reflect on the purposes for text creation [for example, to inform, explain, persuade,
entertain or inspire] and on own motives for selecting strategies to engage an audience [for
example, to communicate information, promote action or build relationships]; and consider
potential consequences of choices regarding text creation [for example, follow-up action may be
required to clarify information, a position may need to be defended and opposing viewpoints
addressed, and tone and style must be appropriate for intended audience]

5. Students will listen, speak, read, write, view, and represent to respect, support, and collaborate with
others.
LEARNING OBJECTIVES
At the end of the lesson students will be able to:
1. Connect themes with current society (Analyzing)
2. Create a propaganda poster focusing on a key element of the text (Creating)

MATERIALS AND EQUIPMENT

 Connection to the Internet
 White board, markers
 Brave New World novel by Aldous Huxley

PREPARATION AND LOGISTICAL CONSIDERATIONS

2
 Students may forget to bring their copy of the book so ensure that extra copies are available if
there are any, or pair up students.
 Ensure technology is cued and working before beginning class
 Ensue the prompt is on the board for when students walk into the class so that they may begin
writing right away.

PROCEDURE
Introduction Time
 Have students begin class by writing on the prompt “Propaganda does not deceive
people it merely helps them to deceive themselves.” – Eric Huffer (American
Philosopher) 5 min
 Discuss with students about their connections to the prompt and the literature. How
did they interpret the prompt?
Body Time
Read 1) Students should have read chapter 3 in the novel.
2) Discuss important themes and concepts that arise. Think – 15 min
Pair – Share
View 1) Show students the propaganda link and the examples on the
SMARTboard.
2) https://www.canva.com/learn/examples-of-propaganda/
3) Explain to the students about the connections to social
media and how we are convinced of certain things in our 15 min
life.
4) Have students think of propaganda they have seen in their
lives. Think-Pair-Share.

Represent 1) Have students create their own propaganda posters

based on a theme or item from Brave New World.
2) Must relate to the text 30 min
3) Format as a poster that you could see set up in our
society.
Present 1) Have students share their posters to the class and why
15 min
they chose what they did.
Conclusion Time
 Today as you go through social media, walk around the school, or when you
are around the city, think about propaganda and how it is portrayed. We will
5 min
discuss examples tomorrow at the start of class.

Assessment
 Observation of class discussion
 Poster for formative feedback on understanding.

Additional Notes:

Walk around the room during discussion and make note of students completing GO2 and GO5 for
formative assessment.