English

Consider questions of ethics from multiple the moral viewpoints of different characters in
A Brave New World.
Goals/Objectives

Interact with articles, databases, websites, and books during research periods to explore
genetic modification from multiple sides.
Work in groups during literature circles to analyze the work as a whole with structure and
support from teachers and peers.
CCSS.ELA-LITERACY.RL.9-10.1: Cite strong and thorough textual evidence to support
analysis of what the text says explicitly as well as inferences drawn from the text.
CCSS.ELA-LITERACY.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.

New York State

Common Core
Standards

CCSS.ELA-LITERACY.RL.9-10.4: Determine the meaning of words and phrases as

they are used in the text, including figurative and connotative meanings; analyze the
cumulative impact of specific word choices on meaning and tone (e.g., how the language
evokes a sense of time and place; how it sets a formal or informal tone).
CCSS.ELA-LITERACY.RL.9-10.10: 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.
Students read a wide range of print and non-print texts to build an understanding of texts,
of themselves, and of the cultures of the United States and the world; to acquire new
information; to respond to the needs and demands of society and the workplace; and for
personal fulfillment. Among these texts are fiction and nonfiction, classic and
contemporary works.

Content Area
Standards
from
NCTE

Students apply a wide range of strategies to comprehend, interpret, evaluate, and

appreciate texts. They draw on their prior experience, their interactions with other readers
and writers, their knowledge of word meaning and of other texts, their word
identification strategies, and their understanding of textual features (e.g., sound-letter
correspondence, sentence structure, context, graphics).
Students use a variety of technological and information resources (e.g., libraries,
databases, computer networks, video) to gather and synthesize information and to create
and communicate knowledge.