Lindsey+McClure

Prepared by: Lindsey McClure
 * Opposing Viewpoints: Controversial issues found in ** //** Brave New World **// ** presented as a debate **


 * __Unit Introduction__ **

**Grade Level**: 11-12 In a world which has become increasingly dependent on technological advancement, traditional ethics and moral codes are ever-evolving within our culture. In this unit, students will closely examine moral and ethical issues in today's society based on the reading of Aldous Huxley's //Brave New World//. This will be a four-week unit which will begin with the reading of the text. After the completion of the book, students will be separated into groups of three. Each group will select a controversial issue from the book (i.e. stem cell research, genetic engineering, drug legalization, etc). The students will then do an extensive amount of research on an approved topic. Class-time in the library and/or computer lab will be provided. Once the research is complete the students will prepare a presentation. One member of the group will play the role of the administrator. The other two group members will be in support of the opposing viewpoints on the given topic and will carryout a prepared debate either in class or can bring in a prerecorded video.
 * Estimated Timeline**: Four weeks (Twenty 50-minute class periods)
 * Unit Overview **


 * From Theory to Practice **

[|Tools for Teaching: Collaborative Learning]

As referenced above, Barbara Gross Davis points out the value or collaborative learning and group work in her book, //Tools for Teaching//. At one point she states, “Researchers report that, regardless of the subject matter, students working in small groups tend to learn more of what is taught and retain it longer than when the same content is presented in other instructional formats.” By having the students work in groups, they gain not only a responsibility for themselves but for their group members as well. Therefore, they develop an active role in the learning process. In addition, this assignment forces students to evaluate a situation from different perspectives. Richard L. Allington comments on this style of learning in the chapter, //Effective Teachers, Effective Instruction// found in //Adolescent Literacy: Turning Promise Into Practice//. He argues that “This ability to consider one’s own stance as one of many…is one of the higher-order literacies that many people consider critical, but one that is still largely absent from many of our school or classroom evaluation schemes" (283). Therefore, by incorporating opposing viewpoints, students will be taught critical strategies of viewing a situation from multiple standpoints and evaluating the pros and cons before committing to a certain belief.


 * Student Objectives **
 * Students work collaboratively to gain knowledge about a topic of their choice
 * Gain skills in supporting a particular viewpoint
 * Make connections from literature to modern-day issues
 * Gain critical thinking strategies

**Michigan ELA Content Expectations**
 * CE 1.1.1 ** Demonstrate flexibility in using independent and collaborative strategies for planning, drafting, revising, and editing complex texts.

CE 1.1.4 Compose drafts that convey an impression, express an opinion, raise a question, argue a position, explore a topic, tell a story, or serve another purpose, while simultaneously considering the constraints and possibilities (e.g., structure, language, use of conventions of grammar, usage, and mechanics) of the selected form or genre. CE 1.3.4 Develop and extend a thesis, argument, or exploration of a topic by analyzing differing perspectives and employing a structure that effectively conveys the ideas in writing (e.g. resolve inconsistencies in logic; use a range of strategies to persuade, clarify, and defend a position with precise and relevant evidence; anticipate and address concerns and counterclaims; provide a clear and effective conclusion). CE 1.3.7 Participate collaboratively and productively in groups (e.g., response groups, work teams, discussion groups, and committees)—fulfilling roles and responsibilities, posing relevant questions, giving and following instructions, acknowledging and building on ideas and contributions of others to answer questions or to solve problems, and offering dissent courteously. CE 1.4.1 Identify, explore, and refine topics and questions appropriate for research. CE 1.4.3 Develop and refine a position, claim, thesis, or hypothesis that will be explored and supported by analyzing different perspectives, resolving inconsistencies, and writing about those differences in a structure appropriate for the audience (e.g., argumentative essay that avoids inconsistencies in logic and develops a single thesis; exploratory essay that explains differences and similarities and raises additional questions). CE 1.4.7 Recognize the role of research, including student research, as a contribution to collective knowledge, selecting an appropriate method or genre through which research findings will be shared and evaluated, keeping in mind the needs of the prospective audience. (e.g., presentations, online sharing, written products such as a research report, a research brief, a multi-genre report, I-Search, literary analysis, news article). CE 1.5.1 Use writing, speaking, and visual expression to develop powerful, creative and critical messages.

__ **Instructional Plan** __

**Resources**
 * //Brave New World// by Aldous Huxley
 * Pen/Pencil
 * Class Journal for individual writing responses
 * Internet and library access for research
 * Handout:[|Before, During, and After Reading Questions Framework]
 * Handout: [|Persuasion Map]
 * Video Camera (optional)

**Teacher Preparation**
 * Teacher must have previously read //Brave New World// and be familiar with the text
 * Make copies of handouts which are listed above
 * Reserve library/computer lab for sessions 11,13,14, and 15


 * Detailed Lesson Plans **

Session 1:
 * Copies of //Brave New World// will be distributed to students at the beginning of class
 * Handout Before, During and After Reading Worksheet
 * Spend 10 minutes allowing students to respond to the "Before Reading" questions in their class journal
 * Write key ideas on the worksheet itself
 * Reconvene for class discussion
 * Give a short lecture introducing science fiction as a literary genre
 * [|Introduction to Science Fiction Genre]
 * Discuss students' past experience and opinions about science fiction
 * Assign reading for homework

Session 2:
 * Introduce [|Literary Elements]
 * [[file:Musical Literacy.doc]] Lesson
 * Assign reading for homework, having students look for and record uses of literary elements in the text

Session 3: Session 4:
 * [[file:Four Corners Grammar Lesson.doc]]
 * Other classwork

Session 5:
 * Students will be provided with time for quiet, in-class reading

Session 6:
 * Have students retrieve their Before, During, and After Reading Worksheet at the beginning of class
 * Allow 10 minutes for students to journal in response to the "During Reading" questions
 * Administer a [|Socratic Seminar]
 * Students will form a large circle around the perimeter of the classroom
 * Each student must take part in the discussion in order to receive participation points for the activity
 * The seminar should last for the remainder of the class period

Session 7-9:
 * Other Classwork

Session 10:
 * Students will be provided with time for quiet, in-class reading
 * Assign the completion of the novel

Session 11:
 * Novel must be complete by this day
 * Handout [[file:Opposing Viewpoints Assignment Sheets.doc]] and [[file:Presentation Rubrics.doc]]
 * Assign students to groups of three
 * Spend the rest of the classroom in the library/computer lab for students to begin their research

Session 12:
 * Each group presents a project proposal in a private conference
 * Handout Persuasion Map Worksheet
 * Have students use the worksheets to organize information as it will be presented

Session 13-15:
 * Class periods will be spent conducting research in the library/computer lab

Session 16:
 * Workshop: Presentation Preparation

Sessions 18-20:
 * Presentations (10-15 minutes each)
 * For each group that presents, have three students from the class complete a peer review sheet to be turned in at the end of the hour
 * [[file:McClure Peer Review Sheet.doc]]
 * After each group presents, have each member take home the self-reflection sheet to be completed for the next class session
 * [[file:McClure Self-Reflection.doc]]

__ **Optional Follow-Up** __

As a fun follow-up to this unit, the movie, [|Gattaca] could be shown in class. This will occupy two full class sessions. Being that the movie is loosely based on //Brave New World//, this will allow students to see a cinematic portrayal of the themes found within the novel.