High School Unit Plan for Brave New World
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High School Unit Plan for Brave New World

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    • Preview of Brave New World Unit Plan .pdf - page 1
      Subject English Language Arts — Reading Standards for Fiction, Speaking and Listening, Writing
      Grade Level Grades 9-12
      Resource Type Activity
      Standards Alignment
      Common Core State Standards
      License

      About This Lesson

      In this unit on Brave New World, students will be able to articulate and write about how an author’s choices concerning how to structure specific parts of a text contribute to its overall structure and meaning as well as its aesthetic impact (CCSS.ELA-LITERACY.RL.11-12.3). Students will consider the essential question “Can there ever be such a thing as a ‘perfect society’? Students will show they have learned how to analyze the author’s choices by participating in a Socratic Seminar where they respond to and discuss questions that ask about the novel’s structure and themes. They will then write a culminating essay that demonstrates their ability to analyze these ideas in writing.

      Resources

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      Brave New World Unit Plan .pdf

      Activity
      February 13, 2020
      630.04 KB
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      Standards

      Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text.
      Read More About CCSS.ELA-Literacy.RI.11-12.3
      Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
      Read More About CCSS.ELA-Literacy.RL.11-12.1
      Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact.
      Read More About CCSS.ELA-Literacy.RL.11-12.5
      Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful.
      Read More About CCSS.ELA-Literacy.RL.11-12.4
      Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives.
      Read More About CCSS.ELA-Literacy.SL.11-12.1.c
      Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account.
      Read More About CCSS.ELA-Literacy.RST.11-12.1
      Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement).
      Read More About CCSS.ELA-Literacy.RL.11-12.6
      Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.
      Read More About CCSS.ELA-Literacy.SL.11-12.1.a
      Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
      Read More About CCSS.ELA-Literacy.CCRA.W.4
      Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.
      Read More About CCSS.ELA-Literacy.RL.11-12.2

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