Finding Social Justice in Harrison Bergeron Thursday, January 17, 2013 Ms.

Cogdill Context: In order for students to learn about the role of social justice and what the results of it can be, students will read the short story Harrison Bergeron by Kurt Vonnegut. In this story students are presented with a society that has equality, but at an expense. Students will use this story as a springboard for a discussion on whether or not social justice is served through this societys means of equality. The purpose of this lesson is to engage and build the students critical thinking skills. Lesson Objectives: Students will be able to understand the story of Harrison Bergeron. Students will be able to use their critical thinking skills in order to begin answering questions for paideia. Common Core Standards Met: RI8.3 Analyze how a text makes connections among and distinctions between individuals, ideas, or events Approximate Time: 50 minutes Lesson Procedure: 1. Silent Reading (10 minutes) Bridge (2 minutes) 2. Have students recall what they learned and talked about in class yesterday pertaining to social justice, equality, and freedom -While refreshing the students minds, pass out the short story Reading of Short Story (13 minutes) 3. Inform students that they should read along on their copy while listening to the audio recording of the story -The students should make light annotations throughout the reading, marking items that either stand out to them as being important or are unfamiliar Class Discussion (5-10 minutes) 4. Once the reading is over, ask the students basic comprehension questions to ensure that they picked up on the important details of the story -If the students seem confused, allow approximately 5 minutes for a teacher led discussion on clarifying the story for the class -Allow students to ask questions and ensure that the entire class understands the answers provided 5. As a way for students to be introduced to referring to their text to support answers, have students describe Harrison

-As they use the details from the text, draw Harrison on the board for the class to see Class Work (15 minutes) 6. Have students turn their story over to the back where the paideia questions are listed -Go over the instructions with the students on how they should be answering their questions -Allow rest of the class time for students to begin annotating their story and answering the paideia questions Closure (1 minute) 7. Tell students to finish the class work for homework if they need to -Have them ready for paideia (all questions should be answered) Evaluation Methods: Students will be evaluated on the work done in class during their paideia session Modifications: For the ICR period, allow time to clarify the questions they will have about the story. It may cause confusion and the students will become frustrated answering the questions if they do not understand. Materials: Copies of Harrison Bergeron which include the questions for Paideia on the back