Harrison Bergeron-Day 3 Discussion

There is nothing better than a good student led discussion that pulls evidence from the text and creates debate.

The day following the reading of Harrison Bergeron is dedicated to discussion.

Below are the steps for leading a discussion of "Harrison Bergeron" in the 8th grade on a 45 minute class schedule. This is Day 3 of the unit. Take it, adapt it, and tweak it for your needs.

You will need to have a class seating chart or make popsicle sticks with students names on them to make sure everyone participates. This is key to not having a stalled discussion.  

I use the popsicle sticks and a cup.

•Open with asking the question from Day 1

•Ask students to write a complete sentence answering this question. If needed, give students the following sentence starter: 

• Have students record this in there interactive notebooks. 

•Call on at least three students to share their answer with the class. Make sure they read the complete sentence when sharing. 

•Give students at least 5 minutes to write down a few reasons to support their claim. Explain the more they write, the easier it'll be for them during discussion. 

•Once you feel students have had adequate time to form their opinions and generate support begin the discussion by drawing a students name. 

•Ask the student "Does equality truly exist?" 

•Once the student has answered in a complete thought, ask

•Continue this at least 3 more times. 

• By the 3rd or 4th student a discussion naturally begins. If one does not, pull questions from the reasons students provide to support their answer. For example, I had a student state, "equality does not exist because you cannot look like another person. Even with plastic surgery it is impossible to look the same."

I answered, "isn't that what a mask is for? To look the same with?" 

This simple question then generated several responses of protest and agreement which continued the discussion and lead to others reasons. 

•If you feel a point has been "talked to death" or has lost the fire, draw another name and ask the same question again. "Does equality truly exist? Why?"

• Use the last 5 minutes of class to pass out a sticky note. 

• Ask the students to make a final stance on whether they believe equality does or does not exist with their reason. If their opinion did not change, add one reason to their statement. 

• Instruct students to place the sticky note to the same sign from Day 1.