Lesson Plan

Teacher Name Rachael Hastings

Unit Unit 2: American Modernism
Subject English / Compare and Contrast “Harrison Bergeron” and 2081
Content Standards CCSS. RL. 11-12
7. Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or
recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by
Shakespeare and one play by an American dramatist.)

CCSS. W. 11-12
4. Produce clear and coherent writing in which the development, organization, and style are appropriate to
task, purpose, and audience. (

CCSS.SL.11-12
1. Initiate and participate effectively in a range of collaborative discussions (one-on- one, in groups, and
teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas
and expressing their own clearly and persuasively. a. Come to discussions prepared, having read and
researched material under study; explicitly draw on that preparation by referring to evidence from
texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of
ideas. b. Work with peers to promote civil, democratic discussions and decision-making, set clear
goals and deadlines, and establish individual roles as needed. c. Propel conversations by posing and
responding to questions that probe reasoning and evidence; ensure a hearing for a full range of
positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent
and creative perspectives. d. Respond thoughtfully to diverse perspectives; synthesize comments,
claims, and evidence made on all sides of an issue; resolve contradictions when possible; and
determine what additional information or research is required to deepen the investigation or complete
the task.
I do not have an identified EL students. If I did, I would be looking at ELD standard:
Part I: Interacting in Meaningful Ways
A. Collaborative 1. Exchanging information and ideas with others through oral collaborative discussions on a
range of social and academic topics 2. Interacting with others in written English in various communicative
forms (print, communicative technology and multimedia) 3. Offering and justifying opinions, negotiating
 with and persuading others in communicative exchanges 4. Adapting language choices to various contexts
(based on task, purpose, audience, and text type)

Objectives Students will be able to define equality.

Backward Design

What will students know

and be able to do at the end
of this lesson?
Students will be able to identify absurd and satirical devices used in opening paragraph of “Harrison
Bergeron”
Students will be able to list similarities and differences between “Harrison Bergeron” and 2081.
Students will be able to complete a 3-5 sentence paragraph comparing and contrasting the story and the film.

Evaluation Plan Informal: collaborative responses detail what is compare and contrast writing
How will you know
students can do that?
Compare and contrast paragraph on “Harrison Bergeron” and the short film “2081”

Instructional Plan
Timing Steps
How many
minutes? What Does Teacher Do? What do Students Do?
3 1. Welcome and free time (5 min before class start Students enter LiveLesson Zoom room.
time) Students who arrive early may join the class Padlet
(provided in chat) to interact and chat.
Celebrations – “What are you celebrating this week?
We are celebrating YOU! You completed your Students engage in a collaborative board where they
literary analysis essay! are asked to note something positive, exciting, or a
success that they had since our last class. This
increases engagement, positivity, and community in
our classroom.
10 2. We will begin by looking at the post-assessment Follow along in NearPod and ask questions as the
final goal: 4-paragraph compare and contrast essay. I arise on the Compare and Contrast essay directions
will guide students through the rough draft and and rough draft outline.
directions to show how the in-lesson activity
connects to their final assessment.
7-10 3. In your own words, what does equality mean? Short answers and student-created definitions of
Included in this collaborative board is the equality vs equality. Nearpod – collaborate board for written
equity image. responses.
Two students will have time to share their ideas on
I will share the dictionary definition of both equality the mic for discussion and co-creation of a
and equity before we move into the next activity. definition we will use for the next activity.

15 4. We will do a close reading of the opening paragraph
of “Harrison Bergeron”. Students will review this
paragraph (which is used almost word-for-word for
the film) to identify key definitions of “handicaps”
and what some common handicaps are in the text,
explore who George and Hazel are in the text, and
review what they know (reading comprehension)
Students will follow along and read the excerpt.
Students will select and use evidence to support
their answers and understanding of the handicaps
George and Hazel have in the text.
Students will identify and discuss the setting of the
short story.

Review prompt for compare and contrast writing:

Vonnegut’s “Harrison Bergeron” and 2081 present
different versions of their main
character’s age, appearance, and final speech. What
other differences do you notice
between the story and the film? Why do you think
the filmmakers made those changes?
Does this change the effectiveness of Harrison’s
story? Is the short story or the film
more “realistic” in the kind of person Harrison
would be? Why do you think so?
23 5. What 2081 What the film.

I will send reminders and hints to students of the Take notes to share and complete collaborative
differences we will discuss in the chat. writing activity.
Compare and Contrast collaborative time: on the
microphone and in the chat, students will share their
ideas - what similarities did we see, what differences
 we saw, and whether this was more or less impactful
than the other medium.
15 6. Collaborative Writing – co-creation of response to Watch video on Olaudah Equiano. Answer
above prompt questions (primary source and Middle Passage is by
ship).
Review understanding of compare and contrast
requirements and connect learning to the final Unpack the text. Share feelings and reactions in
assessment. private message or on mic.

Total
76 minutes – this lessons runs into Office Hours’ time. Students may leave at the 60 minute mark; however, students are prepared
and understand that if they stay to finish the collaborative writing assignment, they can earn extra credit on their portfolio and
they will have a better understanding of their final written assessment in this unit