Timer- “360” -Grand Puba (1992, 4:01)
Prompts- Visualize your night last night, or your morning this morning. Sketch and Label what you’re visualizing.
Share with your partner
- Partner shares partner
SLT- I can write an objective summary of life in the extreme environments portrayed in “Harrison Bergeron.”
SLT- I can cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
SLT- I can identify key elements of a dystopian society and evaluate an author’s purpose for creating one in fiction.
SLT- I can visualize and reread portions of difficult text.
Circle the Verbs, Underline the nouns.
Grapple Text- Read “Harrison Bergeron” By Kurt Vonnegut
What’s going on in this story?
- How can I identify dystopian elements in Harrison Bergeron?
- What does it mean to visualize something in ELA Class?
- visualize what you would have for lunch if you could have anything- sketch and label it.
- visualize yourself in 10 years- sketch and label it
- Read Aloud- “Harrison Bergeron” by Kurt Vonnegut
Reread- When you have to.
- Opening paragraph.
- George and Hazel’s handicaps.
- The Ballerinas.
Stop and Sketch-
- George and Hazel on the couch. p- 7-8
- The Ballerina Performance p- 8
- Harrison Bergeron p- 11-12
- Harrison’s Dance p- 12-13
Continue reading “Harrison Bergeron” on your own.
Reread sections when you have to
Sketch and Label- 4 scenes from the story.
Sketch and Label what handicaps you think you’d have.
Describe the state of The United States Society as laid out in the first paragraph. How has equality been achieved?
Consider the characters George and Hazel. Why isn’t Hazel handicapped? What do George’s handicaps reveal about him?
How does George feel about his handicaps?
- Homework starts tonight. 30 Minutes of Reading, 2-3 Sentence Reaction/Summary, 1 Page of Independent Writing