Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic.Introduce a topic organize complex ideas, concepts, and information to make important connections and distinctions include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.W.2(a-f) Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.SL.2 Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.
RI.10 By the end of grade 10, read and comprehend literary nonfiction at the high end of the grades 9-10 text complexity band independently and proficiently.RL.10 By the end of grade 10, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 9-10 text complexity band independently and proficiently.(See grades 9-10 Language standards 1 and 3 here for specific expectations.) (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grades 9-10 here.) SL.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. W.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.W.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
In four weeks we will read the entire novel alongside current news articles relating to scientific and technological advancements recently made which mimic Huxley’s fictional world and ask ourselves the age old question: Does art mimic life or does life mimic art? Thoughts produced during reading, collaborative activities, and discussions will synthesize and culminate in our unit’s final assessment: an informative research paper. Although the society in Brave New World is a self-proclaimed utopia, there is an eerie familiarity with both the societies in dystopic novels read thus far in the year (Anthen and By the Waters of Babylon) and similarities to our society today.
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