Diana Clark
10/24/14
ED652
This lesson is intended for a 9th grade English class that meets three times a week for
about 90 minutes. Because this unit is designed as part of an English class that all 9th
graders will have to take, I am assuming that the population of students in the class is
fairly representative of the population of the school as a whole in terms of race, IEP/ELL
status, etc. (25 students total, 10 African American, 9 White, 4 Hispanic, 2 Asian, 4
students with IEP, and 3 ELLs) I am envisioning this lesson as part of a larger dystopian
literature unit. It would occur towards the beginning of the unit, after some of basic
characteristics of dystopian literature (including the idea that dystopian literature nearly
always reflects and comments on some aspect of a real society) have been explained, but
it would be the first dystopian text we encounter as a class. After this short story, we
would move on to longer texts (perhaps something like 1984.) I imagine that this unit
would be taught fairly early in the school year, so I am not assuming a lot about this
group of students’ English/Language Arts skill set. I am assuming, however, that they
have been taught how to write good discussion questions based on Bloom’s Taxonomy.
English 9
Unit: Dystopia: Reflections of Society
Summary
Students begin class with a journal activity about their thoughts on the question, “Are
equality and fairness the same thing? Why or why not?” After sharing their thoughts on
this question, students work together to create definitions of “equality” and “fairness.”
Students read and discuss “Harrison Bergeron.” The lesson concludes with a final writing
activity on whether we, as a society, should be striving for equality or fairness.


Lesson Standards
RL.9-10.2: Determine a theme or
central idea of a text and analyze in
detail its development over the
course of the text, including how it
emerges and is shaped and refined
by specific details; provide an
objective summary of the text.
SL.9-10.1: Initiate and participate
effectively in a range of
collaborative discussions (one-onone, in groups, and teacher-led)
with diverse partners on grades 9–
10 topics, texts, and issues, building
on others’ ideas and expressing
their own clearly and persuasively.

Lesson Objectives
Essential question: As a society,
should we strive for equality or
fairness?
Time
10 min


15-20
min

Activity
Journal activity: As students
enter the classroom, the
question “Are equality and
fairness the same thing? Why
or why not?” Is written on the
board. Students take out their
journals and begin writing
their thoughts on this question
as soon as they enter the
classroom. Tell students that
in five minutes they will be
asked to share what they have
written with a partner.
Pair-share: Students turn to a
partner and share what they
have written.
Materials
 White
board
 Readers’
journals
Explain that the question
written on the board will be
important to think about when
reading the text for today.
Then, explain that we will be
working together to create
definitions for terms
“equality” and “fairness,” so
that we are all on the same


White
board
Notebook
paper
Notes
The journal
activity is my “do
now,” (Teach Like
a Champion by
Doug Lemov, and
others) designed to
get students
working as soon as
they enter the
classroom. It is
also designed to
help them think
more deeply and
clearly about one
of the important
themes in the text
since writing often
helps students
discover new
thinking about a
topic. (Teaching
Adolescent Writers
by Kelly
Gallagher) The
pair-share portion
of this activity is
designed to hold
students
accountable for the
journaling activity.
It also gives ELL
students a lowpressure situation
in which to
discuss.
By coming up with
definitions for the
terms “equality”
and “fairness” as a
class, I am hoping
to help students
construct meaning
for themselves.
(Wells) I’m

15 min



page when discussing these
concepts. Ask students to
share significant points from
their writing, especially points
that will help us create
definitions for the above
terms. Write down key words
or phrases on the board.
Leave the definitions that are
ultimately decided on written
on the board.
In their pair-share pairs, ask
students to illustrate with
some type of graphic
representation (on notebook
paper) the differences
between fairness and equality.
Ask for volunteers to share
these illustrations with the
class.
Distribute copies of “Harrison
Bergeron” to all students.
Read the story aloud to the
class.
Check for understanding: Ask
students questions about the
plot of the story (focusing on
those students who often have
trouble with comprehension)
For example, “What kinds of
spending a lot of
time on these two
vocabulary words
because I think
that they will seem
easy for students,
but if students
don’t examine the
words’ more
nuanced meanings,
we will be much
less able to have a
productive
discussion about
the text. The
illustration activity
comes from The
English Teacher’s
Companion.
(Burke) I think that
it will be useful for
ELL students as
well as those who
like to learn
visually. I also
think it will be fun
for some students,
which will help
increase
engagement.
(Newman &
Wehlage)

Copies of
“Harrison
Bergeron”
By reading the
story aloud while
students follow
along on their own
copies, I’m trying
to ensure that all
students, but
especially ELLs,
and those with
IEPs, are able to
10 min


10 min

20 min

handicaps does George
have?” “What is the purpose
of the handicaps?”
Tell students that “Harrison
Burgeron” was first published
in 1961. Ask students if they
know what might have been
going on in American society
at the time this story was
written, that may have
prompted its writing. If
students aren’t sure, give
them a brief overview (on
PowerPoint) of the social and
political climate of the 1950’s
and early 1960’s (specifically,
McCarthyism and fears of
communism/socialism and the
Civil Rights Movement.) Also
give a brief overview of Kurt
Vonnegut with a focus on his
political beliefs.
Check for understanding:
“What questions do you
have?”
Split students up into groups
of 4 or 5. Explain that each
group must create 3 or 4 good
discussion questions (i.e. from
the upper levels of Bloom’s
Taxonomy,) at least one of
which must address the idea
of equality. Each member of
the group must write the
questions down on notebook
paper. If time allows, students
should also discuss their
questions in their groups, and
make notes of their answers.
Students move their desks
into a circle formation. Ask
for volunteers to ask the
understand the
text. (UDL 1.3)



PowerPoi
nt
Projector
I think it’s always
really important to
give students some
context for reading
texts. It gives
students a deeper
understanding of
the reading. Giving
them this context
also helps students
to activate their
prior and
background
knowledge. (UDL
3.1)
Notebook
paper
Creating
discussion
questions in this
way is something
my high school
English teacher
often did. We used
Bloom’s
Taxonomy to make
sure we were
creating quality
questions that
utilized high order
thinking skills. I
am also using
these questions to
assess
understanding.
Giving students
autonomy helps to
increase
5 min



discussion questions that
they’ve written. The student
who asks the question is in
charge of the discussion (until
we move on to a new
question) and will call on
other students to answer (with
teacher interventions if
necessary.) Remind students
(if necessary,) to use textual
evidence in their answers.
While students are wrapping
up their discussion, write
“…[A]ll men are created
equal…” is one of the ideals
that our nation was founded
upon, and it is something that
many groups of people have
strived for throughout history.
Should we, as a society be
striving for equality or
fairness? Justify your
answer.”
While students are writing,
collect discussion questions.
Collect readers’ journals as
exit passes.
engagement,
(Newman &
Wehlage) so I’m
hoping that by
giving them some
autonomy over the
discussion, it will
be more fruitful
and productive.


White
board
Readers’
journals
I’m using the
readers’ journal
entries as my
summative
assessment for this
lesson because
these entries are
directly related to
my essential
question for the
lesson. The
discussion
questions students
have created are a
form of assessment
as well.