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Lhe descrlpLors LhaL musL be lncluded Lo ensure Lhe unlL ls fully allgned Lo Lhe CCLS and relevanL Lo Lhe college and career ready sLudenL.
SLudenLs wlll demonsLraLe lndependence.
SLudenLs wlll value evldence.
SLudenLs wlll bulld sLrong conLenL knowledge.
SLudenLs wlll respond Lo Lhe varylng demands of audlence, Lask, and dlsclpllne.
SLudenLs wlll crlLlque as well as comprehend.
SLudenLs wlll use Lechnology and dlglLal medla sLraLeglcally and capably.
SLudenLs wlll develop an undersLandlng of oLher perspecLlves and culLures.

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Novel Study: Brave New World 4 Weeks Ms. Carrigan L. Cassidy
Students will become familiar with Archetypal Theory, Feminist Theory, and Marxist Theory as they relate to Brave New World, by Aldous Huxley. To
encourage critical thinking about ideologies & stereotypes, sub-topics include: Utopian/Dystopian literature; gender roles in dialogue; visionaries (male);
inuential leaders (female); fractured fairy tales; social predestination; propaganda; cultural relevance; ethical decision making; and current medical
technologies. Students will be exposed to various academic and media texts and participate in activities that will develop multiple literacies (critical, media,
textual).
1. Reading for Meaning
(1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.7, 1.8)
2. Understanding Form & Style
(2.2, 2.3)
3. Reading with Fluency
(3.1, 3.2, 3.3)
4. Reflecting on Skills & Strategies
(4.1, 4.2)
1. Developing & Organizing Content
(1.1, 1.2, 1.3, 1.4, 1.5)
Media
2. Using Knowledge of Form & Style
(2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 2.7)
3. Applying Knowledge of
Conventions
(3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 3.7)
4. Reflecting on Skills & Strategies
(4.1, 4.2, 4.3)
1. Listening to Understand
(1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.7, 1.8)
2. Speaking to Communicate
(2.2, 2.3, 2.4, 2.6)
1. Understanding Media Texts
(1.1, 1.2, 1.3, 1.4, 1.5)
2. Understanding Media Forms,
Conventions, & Techniques
(2.1, 2.2)
3. Creating Media Texts
(3.2, 3.3, 3.4)
4. Reflecting on Skills & Strategies
(4.1, 4.2)


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problems, concerns, lnLeresLs, or Lhemes relevanL Lo Lhe classroom.
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Lhe "#! and !"-,
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and learnlng acLlvlLles. 1hey are Lhe maln ldeas of Lhe learnlng, Lhe
concluslons, or Lhe generallzaLlons. 8lg ldeas should be open-ended and
apply Lo more Lhan one area of sLudy.















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How might the ideologies of social groups & institutions affect perspectives?
Why is it important to understand that human beings should be treated as equal
regardless of sex, race, or social standing?
Students will explore critical theory through various perspectives: multiliteracies
(textual literacy, media literacy, critical literacy), feminist theory, Marxist/social class
theory, and cultural relevance.
Students will learn metacognition through I-Search paper format, drafting, and
revision.
Students will encounter big ideas and ponder what they mean for real life. What is ethical understanding and how it it universal?
Independently read a novel.
Expand texts to include
scholarly articles.
Research.
Produce a number of mediums
(Portfolio & Final Project).
Create media
Write responses, reflections,
and predictions.
Fast-writes, Think/Pair/Share,
Responses
Class discussions
Debate
Think/Pair/Share
Four Corners (justify choice)
Writing tasks & discussions
Exposure to new words (articles)


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Proverbs
1-2-3 Predictions (for chapters)
Portfolio activities until nal submission (revisions)
* various mediums & media: Students choose from:
Section 1: diary writing, character web, book review,
sequel/ending, characters, new character, interview,
authors view, villain, collage
Section 2: mapping, time line, movie, newspaper,
memory box, artwork, short story
Activities are designed to support differentiated
learning and accommodate exceptionalities.
Final project that spans four weeks. Students choose
one of the following:
1. Blog: Create your own Utopia
2. Soundtrack
3. Grafti Wall
4. Weaving the multigenre website
5. Museum exhibit
6. Write & Post a professional review
Activities are designed to support differentiated
learning and accommodate exceptionalities and to
fulll media stream curricular expectations.
Teacher chooses:
Primary text: Brave New World
Newspaper article that concerns ethics in medical technology
Scholarly article that concerns medical technology
Students choose:
Scholarly article that concerns topics such as: Articles relating to scientic advancements regarding "test tube" babies and the questions and problems surrounding
the process, articles relating to any technological advancements being made -- inventions, new products, etc., articles about the use and/or abuse of drugs in our
society, the effect of drug abuse on our society, and/or the "war on drugs"
Record reflections, changes/modifications, accommodations throughout implementation of unit.