Grade Level: ENG4U

Week 2: Day 4 Unit: Brave New World (Dystopian Novel Study)

Time Frame: 75 minutes Curricular Expectations: Oral Communication (1.1, 1.2, 1.4, 1.6, 2.1, 2.6), Reading and Literature Studies (1.1, 1.2, 1.3, 1.5, 2.1, 3.2, 4.2), Writing (1.4) Media Studies (1.2, 1.3) SWABAT: Students will be able to distinguish the difference between love and infatuation, begin to understand the implications of Johns introduction to the World State, and define the theory of hive mentality. Knowledge and Understanding: Students will gain an understanding of how love and infatuation/intensively liking something are very different emotions. Students will also start to understand how problems can arise from John being introduced to this society. Communication: Students will express opinions, share ideas, and discuss reasons behind ethical moral dilemmas. Application: Students will use the knowledge they learn in this lesson to engage critically in inclass discussions. Preparing for Class: Open Proper Reactions on the projector 30 copies of the The Four Types of Love handout Materials for Class: pencils+erasers+sharpener+paper, projector+screen Hook/Introduction: (5 minutes) Show students Proper Reactions on the projector. Go through it and discuss how Brave New World and Twilight present the concept of watching you sleep in a romantic concept and discuss the reasons behind why that would be considered stocking. Lesson: 1. (10 minutes) Have students go up to the blackboard and write something they love and use every day. Go through the items/things on the board with the class and ask if the thing is: an idea, a thing (animate or inanimate), a place, a person. What classification is the majority of the postings on the board? Ask: Why do you love this thing? Who agrees that you can love this thing? How often do you say, AW! I LOVE THAT! Need that! Want that! I LOVE THIS! Do you really mean that you love it? Or do you just intensely like it? What is to intensively like something? 2. (10 minutes) Handout The Four Types of Love and have five volunteers take turns reading sections aloud. Ask: What kind of love does the previous activity bring up? Have students support their reasoning. Have students write a concept map for Love to brainstorm about the four different types of love and examples of them. 3. (10 minutes) Discuss infatuation with the class. Have students do a close reading of chapter 9 to point out why certain behaviours of John point to infatuation rather than love. Then have students talk about the perspective of Lenina. What would she think if she awoke to find John standing by her bed, rummaging through her stuff? Have students support their reasonings. 4. (5 minutes) Address other issues that arising from Johns introduction to the World state. Ask: Besides Johns intense infatuation with Lenina, what problems are manifesting? How did the appearance of John in the world state affect Bernards social standing? What

are the implications of the Director fathering a child? 5. (5 minutes) The Director talks about the Bloomsbury Centre acting as a hive of industry. Ask: What does hive mentality mean? Define for students: a type of collective consciousness where individuality is stifled. 6. (10 minutes) Ask for students who brought their chapter 11 and 12 questions to class to get out their homework for homework check and then for them to get into groups of 5-6 to go over their answers together and share their post-reading responses. Students who did not do their questions/pass homework check can keep working on their reading at their desk. 7. (5 minutes) Have students back at their seats and ask: What did you think of chapter 910? What questions do you still have? Hand out to students their chapter 11 and 12 reading questions and let them have the last portion of class to read. Have them consider the implications of Johns infatuation with Lenina and vice versa, and how it is being shown in the novel and in this chapter. Remind them to bring their homework to next class for discussion groups.

Bridge: This lesson will bridge into the next were the class will be looking at Soma and propaganda.