Harrison Bergeron. Town of Eden Bay (Part 2) 1. Prepare a list showing all tasks and their duration - Harrison Bergeron Kurt Vonnegut Created by Clovis

Harrison Bergeron. Town of Eden Bay (Part 2) 1. Prepare a list showing all tasks and their duration

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Harrison Bergeron/ Kurt Vonnegut/ Created by Clovis District Unit 1 Title: Harrison Bergeron Suggested Time: 5 (45 minutes per day) Common Core ELA Standards: RL.9-10.1, RL.9-10.2, RL.9-10.3, RL.9-10.4, RL.9-10.10; W.9-10.1, W.9- 10.4, W.9-10.9; SL.9-10.1; L.9-10.1, L.9-10.2, L.9-10.4 Teacher Instructions Preparing for Teaching 1. Read the Big Ideas and Key Understandings and theSynopsis. Please do not read this to the students. This is a description for teachers about the big ideas and key understanding that students should take away after completing this task. Big Ideas and Key Understandings Through excessive regulation and oppression, society—not just the individual—sacrifices religion, culture, artistry, beauty, and greatness. Television, as a main-stream media source, has the power to enforce a particular propaganda. Synopsis In “Harrison Bergeron,” Kurt Vonnegut, Jr. uses irony to illustrate how enforcing absolute equality would require a ridiculously totalitarian society. This story begins with introducing George, who is forced to wear handicaps by the government, to prevent him from thinking or having physical abilities “above average.” His wife Hazel is not handicapped, and to the reader seems very unintelligent. Their son, Harrison, has been taken away by the government and later in the story, revolts and is killed as a result. Vonnegut uses the characterization of Harrison, Hazel, and George to show how conformity stifles individualism and is detrimental to society. 2. Read the entire selection, keeping in mind the Big Ideas and Key Understandings.
Harrison Bergeron/ Kurt Vonnegut/ Created by Clovis District 3. Re-read the text while noting the stopping points for the Text Dependent Questions and teaching Tier II/academic vocabulary. During Teaching 1. Students read the entire selection independently. 2. Teacher reads the text aloud while students follow along or students take turns reading aloud to each other. Depending on the text length and student need, the teacher may choose to read the full text or a passage aloud. For a particularly complex text, the teacher may choose to reverse the order of steps 1 and 2. 3. Students and teacher re-read the text while stopping to respond to and discussthe questions, continually returning to the text. A variety of methods can be used to structure the reading and discussion (i.e., whole class discussion, think-pair-share, independent written response, group work, etc.) Text Dependent Questions Text-dependent Questions Evidence-based Answers Citing examples from the text, what can you infer about the type of government that was in existence in the year 2081? (Pg. 21) One can infer that through multiple amendments to the constitution “All this equality was due to the 211 th , 212 th , and 213 th Amendments to the Constitution,” that society has changed dramatically. It is stated that people were “equal in every which way.” The government and the United States Handicapper General, aid in keeping the society equitable: “unceasing vigilance of agents of the United States Handicapper General.”

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