Paideia on Harrison Bergeron and Social Justice Wednesday, January 23, 2013 Ms.

Cogdill Context: The purpose of paideia for the students is not only for them to learn how to support their answers from the text, but to learn how communicate their opinions effectively in a group setting. Students learn through paideia how to state and defend their views on a text while using the text for support along the way. Paideia gets students actively involved in their learning and helps them to listen and value others opinions as well as their own. Lesson Objectives: Students will be able to make a valid argument or point from their knowledge of the text. Students will be able to support their opinions with examples from the text. Students will be able to work cooperatively in a group setting. Common Core Standards Met: RL8.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. Approximate Time: 50 minutes Lesson Procedure: Intro to Paideia (5 minutes) 1. Assign students to either the outer circle or inner circle as they enter the classroom. -Have them take out their annotated copy of the story and a sheet of paper 2. Review the rules of paideia and explain the format that the discussion will follow -Students in the inner circle are the only ones allowed to talk -Those in the outer circle will write on their paper 3 things they agree with and 3 things they disagree with that are said in the discussion -Halfway through the class period the inner and outer circles will switch Paideia (40 minutes; 20 minutes for each circle) 3. Go around the circle and have the students answer the one word response they chose for question one -Once all the students have responded, the floor will be open to discuss the responses given -The teacher will ask questions as needed to continue/further the conversation Closure (5 minutes) 4. Any closing remarks or feelings about the story 5. Have the students pass in their annotated copies to turn in for a grade, as well as their outer circle sheet

Evaluation Methods: Students are evaluated on their participation in the discussion, as well as on their annotations, answers, and outer circle work. Modifications: For the AG periods, there can be additional questions that get them applying this theme to their personal lives. Questions such as: Do you think that you have freedom currently as a middle school student? Can you have equality without oppression? Is it selfish to want freedom for yourself versus equality for everyone? Is actual equality attainable? For the ICR period, the students will focus on the given questions, and if need be, digress from there in order for the to understand the various view points their peers may have. Materials: Paideia questionsWhat one word captures the spirit of Harrison Bergeron? (why/how) Why would a society want everybody to be the same? How is society impacted by that? How is intelligence both a freedom and a restriction? Which word better describes the story, equality or oppression? Was there social justice in the story? Based on this story, what is the author implying about our society today?