Week 3 LEARNING ACTIVITIES April 6-10

HIGH SCHOOL ENGLISH

The following lessons should be completed by students Learning Plan / Student Checklist during the week of April 6-10. Students may determine their St. Louis Public Schools own pacing. Lessons are divided into suggested daily High School English Language Arts chunks, but students may complete more or less each day. All work may be done on notebook paper or typed.

Sample Lesson Objective Missouri Learning Standard Instructional Resources Assignment Daily What will you know and be able to What content standard will this learning align to? Activities What print and electronic How will you show your teacher Pacing do at the conclusion of this lesson? What needs to be done in resources are available to that you learned the material? order to learn the material? support your learning? I can summarize a text. RL.1.D • Independent Reading Novel of Choice Reader Response Journal: Using appropriate text, determine the theme(s) of a text and cite 20 minutes minimum News Articles See attached list of Reader evidence of its development; summarize the text. Online Text Options Response prompts.

I can analyze the author’s use RL.1.A • Before Reading Harrison Bergeron Complete Lesson

of symbolism in a text and cite Draw conclusions, infer, and analyze by citing relevant and • During Reading (Day 1) Activities evidence to support my thorough textual evidence to support analysis of what the text • Post Reading Guided Lesson says explicitly as well as inferences drawn from the text.

analysis. • Lesson Assessment MONDAY I can engage in purposeful, W.2.A • Select a Prompt from Pandemic Journal Complete 1 Journaling authentic writing tasks. Follow a writing process to produce clear and coherent writing in the Choice Board Assignment (Choice Activity from the Choice which the development, organization, style, and voice are • Complete the Task Board) Board Each Day This appropriate to the task, purpose, and audience. Week

I can summarize a text. RL.1.D • Independent Reading Novel of Choice Reader Response Journal: Using appropriate text, determine the theme(s) of a text and cite 20 minutes minimum News Articles See attached list of Reader evidence of its development; summarize the text. Online Text Options Response prompts.

I can determine two or more RL.1.D • Before Reading Harrison Bergeron Complete Lesson central ideas in a text and Determine two or more themes in a text, analyze their • During Reading (Day 2) Activities analyze their development over development throughout the text, and relate the themes to life • Post Reading Guided Lesson experiences; provide an objective and concise summary of the the course of the text. • Lesson Assessment TUESDAY text. I can engage in purposeful, W.2.A • Select a Prompt from Pandemic Journal Complete 1 Journaling authentic writing tasks. Follow a writing process to produce clear and coherent writing in the Choice Board Assignment Activity from the Choice which the development, organization, style, and voice are • Complete the Task (Choice Board) Board Each Day This appropriate to the task, purpose, and audience. Week Sample Lesson Objective Missouri Learning Standard Instructional Resources Assignment Daily What will you know and be able to What content standard will this learning align to? Activities What print and electronic How will you show your teacher Pacing do at the conclusion of this lesson? What needs to be done in resources are available to that you learned the material? order to learn the material? support your learning? I can summarize a text. RL.1.D • Independent Reading Novel of Choice Reader Response Journal: Using appropriate text, determine the theme(s) of a text and cite 20 minutes minimum News Articles See attached list of Reader evidence of its development; summarize the text. Online Text Options Response prompts.

I can determine two or more RI.2.D • Read Article Newsela Article: Writing Prompt: main ideas in a text and Explain the central/main idea(s) of a text and cite evidence of its • Post-Reading Quiz Chicago aquarium Write a paragraph that explains analyze their development over development; summarize the text. • Writing Prompt releases penguins after the main idea of the text. Use at the course of the text. exhibits close due to least two details from the article coronavirus to support your response. WEDNESDAY I can engage in purposeful, W.2.A • Select a Prompt from Pandemic Journal Complete 1 Journaling authentic writing tasks. Follow a writing process to produce clear and coherent writing in the Choice Board Assignment Activity from the Choice which the development, organization, style, and voice are • Complete the Task (Choice Board) Board Each Day This appropriate to the task, purpose, and audience. Week I can summarize a text. RL.1.D • Independent Reading Novel of Choice Reader Response Journal: Using appropriate text, determine the theme(s) of a text and cite 20 minutes minimum News Articles See attached list of Reader evidence of its development; summarize the text. Online Text Options Response prompts. I can identify the author’s RI.2.B • Read Article Newsela Article: Writing Prompt:

purpose after reading an Explain how an author's point of view or purpose is conveyed in • Post-Reading Quiz Take a virtual tour of Describe what you think the

informational text and support a text. • Writing Prompt these 12 amazing author’s purpose was for writing this text and whether they were my response using evidence • Virtually Visit One museums closed because from the text. of coronavirus successful in this purpose. Museum Featured in Support your response with

THURSDAY the Article specific details from the text. I can engage in purposeful, W.2.A • Select a Prompt from Pandemic Journal Complete 1 Journaling authentic writing tasks. Follow a writing process to produce clear and coherent writing in the Choice Board Assignment Activity from the Choice which the development, organization, style, and voice are • Complete the Task (Choice Board) Board Each Day This appropriate to the task, purpose, and audience. Week

FRIDAY authentic writing tasks. Follow a writing process to produce clear and coherent writing in the Choice Board Assignment Activity from the Choice which the development, organization, style, and voice are • Complete the Task (Choice Board) Board Each Day This appropriate to the task, purpose, and audience. Week St. Louis Public Schools READER RESPONSE JOURNAL PROMPTS High School English Language Arts

After completing a minimum of 20 minutes of independent reading, please select one of the following prompts. Choose a prompt that is appropriate for the text you are reading. Respond to the prompt thoroughly, crafting a well-written paragraph of at least 7 complete sentences. You may only use a prompt one time. Prompts may be typed or hand-written. Some sentence stems to help you begin your responses have been provided. Please be prepared to submit your completed Reader Response Journal Prompts to your teacher upon returning to school.

1. How does a character change in the story? (First the character _____. Then, the character _____.) 2. How do the illustrations help you understand the characters, setting or events in the story? (The illustrations in the story help me understand the _____ in the story because _____) 3. What does this text help you understand? (After reading _____, I now know _____.) 4. What do you already know about this topic? Where have you learned about this topic? (I already know _____ about _____. I learned this information from _____.) 5. What would you like to know more about after reading this text? (I am curious about _____.) 6. From what you've read so far, make predictions about what will happen next and explain what in the text makes you think it will happen. (Based on what I have read so far on _____, I think _____ will happen next. I think this because _____.) 7. Pick a scene in which you disagreed how a character handled a situation/person and rewrite it in the way you think it should have happened. (When _____ did _____, I disagreed because _____. I would have handled this differently by _____.) 8. Copy an interesting/confusing/important/enjoyable quote from the text and explain why you chose it. (I selected this quote because _____.) 9. Write a summary of what you read today. (Today I read _____. In the text, _____.) 10. What ideas might you have for turning this work of nonfiction into a work of fiction? Give a brief summary of what your story might be like. 11. Explain the basic information that is being presented in your article in terms of the 5W's: Who? What? When? Where? Why? 12. Find examples of figurative language (simile, metaphor, personification, alliteration, idiom, hyperbole, cliché, allusion, etc.) in the text. Write them down, label each by type of figurative language, and explain what the author means by each sentence. 13. Write down any allusions found in the reading. Explain how each helps the reader’s understanding or message the author is trying to convey. 14. Describe the author’s craft: What was good about the author’s writing? What things might you try to do in your own writing that you learned from this author? 15. Describe how the author makes you feel through their writing. What about it makes you feel this way?

St. Louis Public Schools INDEPENDENT READING RESOURCES High School English Language Arts

Students may select any reading material of their choice for independent reading assignments. If a novel is not available at home, please consider the following free resources.

• St. Louis Public Library [slpl.org] St. Louis Public Library Resources

• International Children’s Digital Library [en.childrenslibrary.org] The St. Louis Public Library is allowing residents to apply for digital library cards. There is a quick form to fill out and a • Open Library [openlibrary.org] library card is generated for the patron. They have an amazing collection of e-books and audiobooks available without ever • Storynory [storynory.com] needing to leave the house. They also no longer issue fines for any late materials. • Unite for Literacy [uniteforliteracy.com] E-Card: • Newsela [newsela.com] https://www.slpl.org/ecard

• Dogo News [dogonews.com] All Downloadables: https://www.slpl.org/resources-types/all-downloadables

• Tween Tribune [tweentribune.com] Comics and Graphic Novels: https://www.slpl.org/resources-types/comics-graphic-novels • ReadWorks [readworks.org] E-Audiobooks: • Google News [news.google.com] https://www.slpl.org/resources-types/audiobooks

• PBS News Hour Extra for Students in Grades 6-12 [pbs.org/newshour/extra] E-Books: https://www.slpl.org/resources-types/ebooks • Newseum [newseum.org] Newspapers and Magazines: • New York Times Student Section [nytimes.com/section/learning] https://www.slpl.org/resources-types/newspapers-magazines

• Time for Kids [timeforkids.com] • Science News for Students [sciencenewsforstudents.org] • Youth Voices [yourcommonwealth.org] Pandemic 2020 Journal Assignment This week, during our 3rd week away from class, you will become a historian creating a primary source journal of what life was like during these chaotic times of Covid-19. Each day this week you will compose a short journal entry of about half a page (think quality over quantity) that documents how you are feeling, what you are worried about, your hopes for the future, etc. Along with your daily journal reflection, you will be completing one choice assignment per day from the list below. You may choose any 5 assignments (you may NOT repeat any) to provide the future with a snapshot of what life was like for teens and their families during these trying times. Be truthful, be reflective, and be authentic!

Everyone’s a Critic Music to My Ears A Day in the Life Guess Who’s Coming to Dinner Write a review (1 page) of a movie/TV Create a playlist of 10 songs (minimum) that You will create an hour by hour timeline of 1 Choose a fictional character (from a book or show/video game that you have played or represent the worries and thoughts of a teen day in your life during this quarantine (from movie) that you would like to be quarantined watched during these times of social isolation. during this time. Each entry should include the time you wake up to the time you go to with. Why did you choose this character? Explain what was good about it/what could song title, artist, snapshot of the lyrics (a line bed). You will document what you did, why Provide a bit of background (where are they have been improved/how you felt while or two that best encompasses the feelings you you did it, and how you felt after doing it. from, what are they like, etc.). What would you playing/watching it/ etc. are describing), and why you chose this Example: do with this character? What would you learn particular song (what it represented to you) Thursday, March 19, 2020 from him/her/it and vice versa? (1 page) 9-10 a.m. I created a pandemic journal assignment for my English classes to give them a way to process everything that is going on in our world. I felt purposeful and satisfied after finishing this task because… Who I Am… Dear Past Self… Just a little Venn Diagram Look for the Helpers You will create a collage (digital or handmade) You will write a letter (1 page) to yourself last You will create a Venn Diagram that depicts Scour the news and social media. Find an that represents who you are right at this semester. What advice would you give life before the pandemic, life during the example of human kindness and compassion. moment. What you look like, how you are yourself? What do you wish you would have pandemic, and life after the pandemic. For Summarize what happened. Who was filling your days, what you are thinking/worried known/did? How do you think this pandemic each section you will include at least 5 bullets affected? Analyze the impact on the doer and about, hopes for the future, etc. Must include will affect our future world and what AND a theme statement (what would the the recipient. How did you feel after reading at least 20 items/images and, at the top, finish suggestions would you give to help yourself theme of this time period be…make sure to this story? Explain. the sentence: During the COVID-19 remain hopeful and positive? include “because” to avoid cliché bumper Pandemic, I … sticker theme statements). Human Selfishness Different Strokes for Different Folks Vision Board for 2030 Life as We Know It Scour the news and social media for an Find a news report about the pandemic on You will create a vision board (digitally or Tapping into your creativity, you will write a example of selfishness and hate. Examine social media. Provide a short summary of handwritten) to represent your goals for the poem that represents some aspect of the what happened and why. Who was affected what the report discussed. Read through the next ten years. Include a collage of images, thoughts/fears/hopes of society during this by this? How did it make you feel? Explain. comments from followers and record the words, quotes, etc. Think about: where you pandemic. You may choose any poetic What would you say to the person/people results (how many in support of the issue/how will live, profession, family life, hobbies, structure and length but be genuine. This will committing these acts? Would they listen? many against?) How many people said strengths, etc. Your completed vision board be something we look back on in the future, Why/why not? something biased or hateful in their comment? should have a combination of 20 items. did you do a good job of capturing the feelings How did reading these posts make you feel? and worries of this time? Are you providing What were the main arguments for and hope? against? What do you believe? Why?

Lesson Title: Harrison Bergeron (DAY 1)

Before Reading: According to the Declaration of Independence, the United States was created with the idea that everyone is equal “We hold these truths to be self-evident, that all men are created equal...”

Are people truly created equal in our world? Explain your answer in one paragraph. Provide evidence.

During Reading: “Harrison Bergeron” by Kurt Vonnegut

CHUNK 1 The year was 2081, and everybody was finally equal. They weren't only equal before God and the law. They were equal every which way. Nobody was smarter than anybody else. Nobody was better looking than anybody else. Nobody was stronger or quicker than anybody else. All this equality was due to the 211th, 212th, and 213th Amendments to the Constitution, and to the unceasing vigilance of agents of the United States Handicapper General. Some things about living still weren't quite right, though. April for instance, still drove people crazy by not being springtime. And it was in that clammy month that the H-G men took George and Hazel Bergeron's fourteen-year-old son, Harrison, away.

1. Predict why you think George and Hazel’s son was taken away.

2. In this context, what do you think the word vigilance means? (go back to the text!)

CHUNK 2 It was tragic, all right, but George and Hazel couldn't think about it very hard. Hazel had a perfectly average intelligence, which meant she couldn't think about anything except in short bursts. And George, while his intelligence was way above normal, had a little mental handicap radio in his ear. He was required by law to wear it at all times. It was tuned to a government transmitter. Every twenty seconds or so, the transmitter would send out some sharp noise to keep people like George from taking unfair advantage of their brains. George and Hazel were watching television. There were tears on Hazel's cheeks, but she'd forgotten for the moment what they were about. On the television screen were ballerinas. A buzzer sounded in George's head. His thoughts fled in panic, like bandits from a burglar alarm. "That was a real pretty dance, that dance they just did," said Hazel. "Huh" said George. "That dance-it was nice," said Hazel. "Yup," said George. He tried to think a little about the ballerinas. They weren't really very good-no better than anybody else would have been, anyway. They were burdened with sashweights and bags of birdshot, and their faces were masked, so that no one, seeing a free and graceful gesture or a pretty face, would feel like something the cat drug in. George was toying with the vague notion that maybe dancers shouldn't be handicapped. But he didn't get very far with it before another noise in his ear radio scattered his thoughts.

3. What are handicaps in this story? What purpose do they serve?

4. Based on the text, what is ideal intelligence in this society? Why? (How intelligent does the government want people to be? Why?)

CHUNK 3 George winced. So did two out of the eight ballerinas. Hazel saw him wince. Having no mental handicap herself, she had to ask George what the latest sound had been. "Sounded like somebody hitting a milk bottle with a ball peen hammer," said George. "I'd think it would be real interesting, hearing all the different sounds," said Hazel a little envious. "All the things they think up." "Um," said George. "Only, if I was Handicapper General, you know what I would do?" said Hazel. Hazel, as a matter of fact, bore a strong resemblance to the Handicapper General, a woman named Diana Moon Glampers. "If I was Diana Moon Glampers," said Hazel, "I'd have chimes on Sunday-just chimes. Kind of in honor of religion." "I could think, if it was just chimes," said George. "Well-maybe make 'em real loud," said Hazel. "I think I'd make a good Handicapper General." "Good as anybody else," said George. "Who knows better then I do what normal is?" said Hazel. "Right," said George. He began to think glimmeringly about his abnormal son who was now in jail, about Harrison, but a twenty-one-gun salute in his head stopped that.

5. What was the “twenty-one-gun salute” in George’s head? Why did it happen?

CHUNK 4 "Boy!" said Hazel, "that was a doozy, wasn't it?" It was such a doozy that George was white and trembling, and tears stood on the rims of his red eyes. Two of the eight ballerinas had collapsed to the studio floor, were holding their temples. "All of a sudden you look so tired," said Hazel. "Why don't you stretch out on the sofa, so's you can rest your handicap bag on the pillows, honeybunch." She was referring to the forty-seven pounds of birdshot in a canvas bag, which was padlocked around George's neck. "Go on and rest the bag for a little while," she said. "I don't care if you're not equal to me for a while." George weighed the bag with his hands. "I don't mind it," he said. "I don't notice it any more. It's just a part of me." "You been so tired lately-kind of wore out," said Hazel. "If there was just some way we could make a little hole in the bottom of the bag, and just take out a few of them lead balls. Just a few." "Two years in prison and two thousand dollars fine for every ball I took out," said George. "I don't call that a bargain." "If you could just take a few out when you came home from work," said Hazel. "I mean-you don't compete with anybody around here. You just set around." "If I tried to get away with it," said George, "then other people'd get away with it-and pretty soon we'd be right back to the dark ages again, with everybody competing against everybody else. You wouldn't like that, would you?" "I'd hate it," said Hazel.

6. Why do YOU think people are forced to have handicaps in this story?

CHUNK 5 "There you are," said George. The minute people start cheating on laws, what do you think happens to society?" If Hazel hadn't been able to come up with an answer to this question, George couldn't have supplied one. A siren was going off in his head. "Reckon it'd fall all apart," said Hazel. "What would?" said George blankly. "Society," said Hazel uncertainly. "Wasn't that what you just said? "Who knows?" said George. The television program was suddenly interrupted for a news bulletin. It wasn't clear at first as to what the bulletin was about, since the announcer, like all announcers, had a serious speech impediment. For about half a minute, and in a state of high excitement, the announcer tried to say, "Ladies and Gentlemen." He finally gave up, handed the bulletin to a ballerina to read. "That's all right-" Hazel said of the announcer, "he tried. That's the big thing. He tried to do the best he could with what God gave him. He should get a nice raise for trying so hard." "Ladies and Gentlemen," said the ballerina, reading the bulletin. She must have been extraordinarily beautiful, because the mask she wore was hideous. And it was easy to see that she was the strongest and most graceful of all the dancers, for her handicap bags were as big as those worn by two-hundred pound men. And she had to apologize at once for her voice, which was a very unfair voice for a woman to use. Her voice was a warm, luminous, timeless melody. "Excuse me-" she said, and she began again, making her voice absolutely uncompetitive.

7. What does the word society mean in this context?

Post Reading: 1. Do you think that everyone is truly equal in the world of “Harrison Bergeron”? Provide evidence.

2. Symbolism Chart (Hint: Focus on how the author is pointing out that the United States government is unfair.)

Symbol Meaning + Why Handicapper The handicapper general symbolizes how the government can General be hypocritical because the government claims that everyone is equal but the Handicapper General, Diana Moon Glampers, gets to make decisions for other people. George’s Mental Handicap Radio

Sashweights / Bags of Birdshot

Masks

Lesson Assessment: How does Kurt Vonnegut use symbolism to critique society in “Harrison Bergeron”? [Use evidence from the text to support your answer using the template below.] Hint: Critique means to criticize or to make fun of.

A: (Answer/Topic Sentence)

C: (Provide Context - explain more about your topic)

C: (Cite your first quote)

E: (Explain how this quote proves your Answer/Topic Sentence)

C: (Cite your second quote)

E: (Explain how this quote proves your Answer/Topic Sentence)

S: (Summarize how your quotes prove your point/relate back to your answer/topic sentence)

Lesson Title: Harrison Bergeron (DAY 2)

Before Reading: 1. What is the difference between equality (making people equal) and conformity (making people the same)?

During Reading: “Harrison Bergeron” by Kurt Vonnegut

CHUNK 1 "Harrison Bergeron, age fourteen," she said in a grackle squawk, "has just escaped from jail, where he was held on suspicion of plotting to overthrow the government. He is a genius and an athlete, is under-handicapped, and should be regarded as extremely dangerous." A police photograph of Harrison Bergeron was flashed on the screen-upside down, then sideways, upside down again, then right side up. The picture showed the full length of Harrison against a background calibrated in feet and inches. He was exactly seven feet tall. The rest of Harrison's appearance was Halloween and hardware. Nobody had ever born heavier handicaps. He had outgrown hindrances faster than the H-G men could think them up. Instead of a little ear radio for a mental handicap, he wore a tremendous pair of earphones, and spectacles with thick wavy lenses. The spectacles were intended to make him not only half blind, but to give him whanging headaches besides. Scrap metal was hung all over him. Ordinarily, there was a certain symmetry, a military neatness to the handicaps issued to strong people, but Harrison looked like a walking junkyard. In the race of life, Harrison carried three hundred pounds. And to offset his good looks, the H-G men required that he wear at all times a red rubber ball for a nose, keep his eyebrows shaved off, and cover his even white teeth with black caps at snaggle-tooth random. "If you see this boy," said the ballerina, "do not - I repeat, do not - try to reason with him." There was the shriek of a door being torn from its hinges. Screams and barking cries of consternation came from the television set. The photograph of Harrison Bergeron on the screen jumped again and again, as though dancing to the tune of an earthquake.

2. Draw what you picture in your mind for Harrison:

CHUNK 2 George Bergeron correctly identified the earthquake, and well he might have - for many was the time his own home had danced to the same crashing tune. "My God-" said George, "that must be Harrison!" The realization was blasted from his mind instantly by the sound of an automobile collision in his head. When George could open his eyes again, the photograph of Harrison was gone. A living, breathing Harrison filled the screen. Clanking, clownish, and huge, Harrison stood - in the center of the studio. The knob of the uprooted studio door was still in his hand. Ballerinas, technicians, musicians, and announcers cowered on their knees before him, expecting to die. "I am the Emperor!" cried Harrison. "Do you hear? I am the Emperor! Everybody must do what I say at once!" He stamped his foot and the studio shook. "Even as I stand here" he bellowed, "crippled, hobbled, sickened - I am a greater ruler than any man who ever lived! Now watch me become what I can become!" Harrison tore the straps of his handicap harness like wet tissue paper, tore straps guaranteed to support five thousand pounds. Harrison's scrap-iron handicaps crashed to the floor. Harrison thrust his thumbs under the bar of the padlock that secured his head harness. The bar snapped like celery. Harrison smashed his headphones and spectacles against the wall. He flung away his rubber-ball nose, revealed a man that would have awed Thor, the god of thunder. "I shall now select my Empress!" he said, looking down on the cowering people. "Let the first woman who dares rise to her feet claim her mate and her throne!" A moment passed, and then a ballerina arose, swaying like a willow.

3. What does Harrison mean when he says, “I am the Emperor!”?

CHUNK 3 Harrison plucked the mental handicap from her ear, snapped off her physical handicaps with marvelous delicacy. Last of all he removed her mask. She was blindingly beautiful. "Now-" said Harrison, taking her hand, "shall we show the people the meaning of the word dance? Music!" he commanded. The musicians scrambled back into their chairs, and Harrison stripped them of their handicaps, too. "Play your best," he told them, "and I'll make you barons and dukes and earls." The music began. It was normal at first-cheap, silly, false. But Harrison snatched two musicians from their chairs, waved them like batons as he sang the music as he wanted it played. He slammed them back into their chairs. The music began again and was much improved. Harrison and his Empress merely listened to the music for a while-listened gravely, as though synchronizing their heartbeats with it. They shifted their weights to their toes. Harrison placed his big hands on the girl’s tiny waist, letting her sense the weightlessness that would soon be hers. And then, in an explosion of joy and grace, into the air they sprang! Not only were the laws of the land abandoned, but the law of gravity and the laws of motion as well. They reeled, whirled, swiveled, flounced, capered, gamboled, and spun. They leaped like deer on the moon. The studio ceiling was thirty feet high, but each leap brought the dancers nearer to it. It became their obvious intention to kiss the ceiling. They kissed it. And then, neutraling gravity with love and pure will, they remained suspended in air inches below the ceiling, and they kissed each other for a long, long time.

4. How could dancing be symbolic for something else? Why do you think Vonnegut uses dancing in this scene?

CHUNK 4 It was then that Diana Moon Glampers, the Handicapper General, came into the studio with a double-barreled ten-gauge shotgun. She fired twice, and the Emperor and the Empress were dead before they hit the floor. Diana Moon Glampers loaded the gun again. She aimed it at the musicians and told them they had ten seconds to get their handicaps back on. It was then that the Bergerons' television tube burned out. Hazel turned to comment about the blackout to George. But George had gone out into the kitchen for a can of beer. George came back in with the beer, paused while a handicap signal shook him up. And then he sat down again. "You been crying" he said to Hazel. "Yup," she said. "What about?" he said. "I forget," she said. "Something real sad on television." "What was it?" he said. "It's all kind of mixed up in my mind," said Hazel. "Forget sad things," said George. "I always do," said Hazel. "That's my girl," said George. He winced. There was the sound of a riveting gun in his head. "Gee - I could tell that one was a doozy," said Hazel. "You can say that again," said George. "Gee-" said Hazel, "I could tell that one was a doozy."

5. What does the word riveting mean in this context?

6. Why does Diana Moon Glampers kill Harrison and the ballerina?

Post Reading: 3. How is this story an example of a dystopia? (imagined society in which there is great suffering or injustice)

4. What do you think should be done to promote equality in the United States?

Lesson Assessment: What is the theme of “Harrison Bergeron”? [Use evidence from the text to support your answer using the template below.]

A: (Answer/Topic Sentence)

C: (Provide Context - explain more about your topic)

C: (Cite your first quote)

E: (Explain how this quote proves your Answer/Topic Sentence)

C: (Cite your second quote)

E: (Explain how this quote proves your Answer/Topic Sentence

S: (Summarize how your quotes prove your point/relate back to your answer/topic sentence)

Writing Prompt:

Write a paragraph that explains the central/main idea of the text. Use at least two details from the article to support your response.

Post-reading quiz: Chicago Aquarium Releases penguins after exhibits close

Writing Prompt: Describe what you think the author’s purpose was for writing this text and whether they were successful in this purpose. Support your response with specific details from the text.

Post-reading quiz: Take a virtual tour of these 12 amazing museums