Mrs. Johnson’s 10th grade Honors English 2011-2012
Unit Outline for Technology & Social Control/ Satire/ Brave New World
Essential Questions: At what point does the government have a responsibility to control
individuals in order to protect society as a whole? Should there be a limit on individual freedom and
rights? Is it possible for technology to go too far – to do more harm than good? Is utopia possible?
Poetry: How can different poets express the same emotions and themes differently?
You need your Brave New World text every day in class
*Note that agenda is subject to change*
Day/ Date
In Class
Homework
DGP sentence for next week (6): sandrine enjoys flying kites so we bought her a new ball of string
Monday
Discuss Candide (satire) ch 26-30 and text as a whole
9/26/11
Tuesday
Candide assessment: in-class essay
9/27/11
Wednesday
Begin Technology & Social Control Unit
Continue reading in BNW
9/28/11
Issue texts: Brave New World (return Candide texts)
– chapters 1 & 2
Intro/ information on Aldous Huxley & Brave New World
Theme: Technology & Social Control; still satire
Read chapter 1
Thursday
In D-107
Overview Questions on
9/29/11
Vocab Quiz 2
chapters 1-3 of BNW;
Miranda Hypertext for BNW context and connections
Read 1st half of chapter 3
Miranda Hypertext is a resource as you read BNW:
http://www.huxley.net/miranda/home.html
Review and reference throughout this unit
Note: basic study questions for BNW on my website:
http://msjohnsonsclass.wordpress.com/
– not required; simply for you to use if they help you focus
Friday
Hand out unit outline: Technology & Social Control
Finish/ review BNW ch 19/30/11
Discuss idea of utopia vs. dystopia
3 and finish Overview
Assign BNW Name mini-research project, assign names –
Questions on ch 1-3; Read
Due Tuesday 10/11
chapter 4
Juxtaposition in ch 3 of BNW – discuss & group activity
DGP sentence for next week (7): the southside baptist church sponsored a festival my mother bought some
french pastries there
Monday
Grammar review
Work on BNW Name
10/3/11
Quote posters on setting of BNW in groups & present
mini-research project;
Read BNW ch 5
Tuesday
Grammar review
Read ch 6; Overview
10/4/11
Pair-Share discussions and begin reading ch 6
Questions on chapters 4-6
Wednesday
Grammar review
Reach ch’s 7 and 8
10/5/11
BNW Class Discussion
Thursday
Grammar Quiz 2: subject/verb agreement,:
Read ch’s 9 and 10
10/6/11
pronoun/antecedent agreement
Friday
10/7/11
Assign article/theme relation: due next Friday
Finish BNW Name miniSAT strategies
research project; Read ch
Vocab word: sanguine
11
BNW class discussion
DGP sentence for next week (8): stephen was eager to prove that his dog blue was different from the other
hunting dogs
Monday
10/10/11
Trauma Pill article & small group discussion
Tuesday
10/11/11
BNW Name mini-research project due
Present Name projects quickly to class (roll-call
presentations); turn in
BNW Class Discussion
PSAT
Wednesday
10/12/11
Thursday
10/13/11
Finish BNW Name miniresearch project; Read ch
12
Catch-up night/ get a
good night’s sleep before
PSAT
Reach ch 13
Go over new vocabulary words – first half – will have
Article/theme relations
combined list 3 & 4 quiz on 10/20
due tomorrow; Read ch
BNW Food for Thought Questions – in groups
14-15
BNW Class Discussion
Friday
Go over new vocabulary words – second half – will have
Read ch 16; Begin CIS
10/14/11
combined list 3 & 4 quiz on 10/20
Journal
BNW Class Discussion
Share article/theme relations: Technology & Social Control
Assign CIS Journal (ch 16-17) – due Wednesday
DGP sentence for next week (9): i must have drunk four cups of cocoa because i was frozen from skating on
lake kenton
Monday
Teacher Workday
10/17/11
Tuesday
Review vocabulary sentences/ words quickly
Read ch 17; Finish CIS
10/18/11
Freud Meets Brave New World
Journal; Freud examples
in BNW
Wednesday
CIS Journal (ch 16-17) due – discuss and turn in
Read BNW ch 18 (End of
10/19/11
Discuss Freud & Brave New World examples through ch 17 novel)
Thursday
10/20/11
Vocab Quiz 3 & 4 combined (20 words)
Issue Anthem books & hand out Guided Reading Questions
Chalk Talk silent debate
Prepare for BNW Graded
Discussion; Begin reading
Anthem (short novella) &
begin guided reading qu’s
Friday
Graded discussion: Brave New World
Continue reading Anthem
10/21/11
and complete questions
DGP sentence for next week (10): can you lend Mallory and me that literary cavalcade magazine or does
your group need it to finish the assignment
Monday
Happiness Exercise
Finish reading Anthem
10/24/11
Ayn Rand/ Anthem Background
and complete questions
Tuesday
Anthem Guided Discussion in groups – discussion notes
Guided Discussion notes
10/25/11
and journal due tomorrow
and journal due tomorrow
Wednesday
Anthem Guided Discussion questions/ notes/ journal DUE
10/26/11
Gattaca film and viewing guide (Constructed Response
Assessment for Visual Media Text)
Thursday
Gattaca film and viewing guide (Constructed Response
Study for test
10/27/11
Assessment for Visual Media Text)
Friday
Technology & Social Control Unit Test
10/28/11
DGP sentence for next week (11): while we were driving on the brewton highway we saw a burning garage
with several cars in it
Georgia Performance Standards mastered and practiced in this unit:
ELA10RL1 Reading and Literature: The student demonstrates comprehension by identifying evidence
in a variety of texts and uses this evidence as a basis for interpretation.
ELA10RL2: Student identifies, analyzes, and applies knowledge of theme in literary works.
ELA10RL3: Student deepens understanding of literary works by relating them to contemporary
context or historical background.
ELA10RL4: Student employs a variety of writing genres to demonstrate a comprehensive grasp of
significant ideas in sophisticated literary works.
ELA10RL5: Student understands and acquires new vocabulary.
ELA10RC1 Reading Across the Curriculum: Student reads 25 grade-level appropriate books from a
variety of genres and disciplines.
ELA10RC2: Student participates in discussions related to curricular learning.
ELA10RC3: Student acquires new vocabulary
ELA10W1 Writing: Student produces writing that establishes an appropriate organizational structure,
sets a context and engages the reader, maintains a focus, and signals closure.
ELA10W2: The student demonstrates competence in a variety of genres.
ELA10W3: Student uses research and technology to support writing.
ELA10W4: Student practices both timed and process writing.
ELA10C1 Conventions: Student demonstrates understanding and control of the rules of the English
language.
ELA10C2: Student demonstrates understanding of manuscript form.
ELA10LSV1 Listening, Speaking, and Viewing: Student participates in student-to-teacher, student-tostudent, and group verbal interactions.
ELA10LSV2: Student formulates reasoned judgments about written and oral communication in
various media genres.