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1984: How do you know?

11th Grade English

Courtney Cary

Teaching Communications

Dr. Michael Sherry

Fall 2014

Bloomsburg University



1

TABLE OF CONTENTS

Rationale & Unit Overview (page 2)

Summative Assessment (page 4)

Lessons

o

Lesson 1 (page 6)

o

Lesson 2 (page 9)

o

Lesson 3 (page 12)

o

Lesson 4 (page 15)

o Lesson 5 (page 17)


o

Lesson 7 (page 22)


o

Lesson 9 (page 27)


Handouts & Worksheets (page 31)

Sources (page 51)



2

RATIONALE

I chose to do 1984 for this unit because I feel as though while it is a classic, there are many

things that relate to teenage students today. There are many themes in the book that deal specifically

on knowledge and truth. With teens, many of them feel like they are always told what to do and when

to do it and that's how this world of Oceania is shown. Studying a totalitarian world, students can see

that questioning things around them is okay and important to be informed members of society. There

are many instances of oppression in history and in our own society today; Nazi control, Chinese

censorship of the internet, and NSA spying in our own nation. Having students study the little things

that build up in a dystopian society in literature, they can see where some of these things are found

around them and learn to not just go with the flow and never question what is around them. By

studying Winston, they can connect that society isn't just collective, it starts on the level of the

individual.

I think this is important to incorporate dystopian literature into the classroom because it allows

students to think in a different way. This genre of novel is very original and brings about social

questions fitting in as well as questioning what is around you, much like what teenagers do or long to

do already. Giving them this outlet or opening their eyes to this other world that may have similar

underlying conflicts that they see in media or around them can help them think critically. Specifically,

incorporating 1984 in the classroom allows students to see and question a different world through the

eyes of someone being oppressed. 1984 is a questionable world that twists words and to analyze the

words and analyze from an outsiders perspective can help students think critically in the ELA

classroom and broader of situations outsider of school they don’t fully understand.

If for some reason a parent or an administrator asked why I thought this book should be

included into the curriculum I would say that while some of the content in this book is heavy and

controversial, but I think students are able handle the heaviness. Being able to analyze from an

outside perspective something like control or truth in the world can be connected with many different

aspects seen when studying English Language Arts. The connection of point of view of a character,

seeing and analyzing different literary devices seen in Dystopias and Late Modern British Literature,

allowing students to make connections to the real world, and lastly giving them the space to have



3

creative writing and give them the opportunity to have their own voice are all major commonalities in

ELA classrooms. This text has all of that and allows students a rich and challenging experience in my

classroom.

For my big question I have chosen, "How do you know?" because I feel as though it is very

open if I were to incorporate current events type of act ivities, it correlates well with Winston in 1984

trying to understand the world around him, but it also corresponds to the mindset of teens today.

How do they know they're doing the right thing? How do they know the truth around their choices?

How do they know the people around them have the same intentions? Creating students to question

things around them might seem strange, but empowering them now to question in a safe

environment can help them be more mindful citizens.

Unit Overview

Lesson 1: Anticipation questions of 1984 and

Dystopia

Lesson 6: Newspeak Dictionary, Literature

Circles

Lesson 2: Propaganda & connections with

History

Lesson 7: Lit Circles Continued, prewriting of

world

Lesson 3: Analyzing propaganda, literary

devices, altering history

Lesson 8: Peer Review for Project

Lesson 4: Webquest of Dystopian

characteristics

Lesson 9: Closing discussions of 1984

Lesson 5: Continued Webquest & Creative

writing using Dystopian characteristics, Go

over final project

Lesson 10: Presentations and closing

Commented [CC1]: Here I am demonstrating N

standard 4.2 (align curricular goals, teaching strate

organization environment and learning experience

I have here an outline of each lesson and within eahave specific standards and objectives I want to hi

the chart it is easy to see I have different discussioenvironments whether it is group work, lit circles,

webquesting, and others.

Commented [CC2]: NCTE 4.3 Intergrade interdteaching

Making connections with Nazi Propaganda and prused in the media helps students not only learn wh

propaganda is used around the world but gives the

ability to make connections with 1984 and other li

Commented [CC3]: Here, I am utilizing NCTE

2.6 (demonstrate role of arts/humanities in learninI am doing this because in this lesson section I am

students analyze different propaganda posters from

times and involving different texts utilizing visual

representations and art in class.

Commented [CC4]: Here I’m utilizing NCTE S

2.3 (demonstrate reflective practices, professional

involvement, collaboration) and 3.4 (know differencomposing processes)

2.3- I am giving students the opportunity here to w

two different students to reflect on their drafts and

collaborate as to how to make their work better.

3.4- having students build up in their writing and l

are different steps such as peer review for editing a

retooling.

Commented [CC5]: NCTE 4.5 engage students

meaningful discussions of oral, written, visual formHaving the students present in class and have smal

discussions with different group members for the wthey designed.



4

SUMMATIVE ASSESSMENT

Final Project Directions Sheet

Name: ______________________________________________ Date: _________________________ Period: ________

World Builder

For the final project, you are to create “a world” based on 1984 and dystopian literature

characteristics we cover in class. For this assignment you will be making 5 genres that are to

be put in a portfolio (e-portfolio or hardcopy are f ine). You must utilize at least 3

characteristics covered in your world.

For the genres, you must have 5 genres. One of the genres must be a longer journal entry

from a character from this world explaining an everyday life living in this world, common

rules, and how this world is a dystopia. You can show this as a journal entry, a blog, a letter to

another character, etc. The other required genre is a propaganda poster or a piece of

propaganda that you developed involving your world. Other genres could also include: a

map, a constitution/ laws, a song or poem of what it’s like living here, or different technology

used and is important in this world.

After you are done with your world, you will write a short 2 to 3 page paper explaining

connections between your world and the world of 1984. In this part of the paper, you are to

make connections using dystopian literature characteristics as well as make parallels betweenyour character and Winston. How would Winston respond to your world? You will also

explain how you developed your world in the paper drawing from the dystopian

characteristics we have covered as well as propaganda.

Checklist:

-

5 various genres

o 1 propaganda

o 1 journal/ blog/ diary/ stream of consciousness of a character

- Essay (2 to 3 pages)

o Connections between your world & Oceania

o

Explaining how Winston would respond to your worldo How your character would respond to Oceania

o Explanation of world development.

Commented [CC6]: With my “World Builder”

assignment, I have demonstrated NCTE standard 4

(emphasize varied purposes for language use) beca

use of varied genres and different types of thinking

making and designing their world

Commented [CC7]: NCTE 4.10 (formal and inf

assessment into instruction)

Here I have a Summative assessment that is an end

my unit. Throughout my unit I have formative assethat build up to this larger one such as micro writin

character in a different world or having students mof the way they think their world looks.



5



6

LESSON 1

Miss. Cary

1984 Unit Plan- “How do you know?” Studying truth

Grade 11

Standards:

CCSS.ELA-LITERACY.RL.11-12.2

- Determine two or more themes or central ideas of a text and analyze their

development over the course of the text, including how they interact and build on

one another to produce a complex account; provide an objective summary of the

text.


- Analyze a case in which grasping a point of view requires distinguishing what is

directly stated in a text from what is really meant

CCSS.ELA-LITERACY.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.

Objectives:

1.

Students will discuss persuasion using different prompts regarding truth from 1984 in

order to reflect on the mindset of dystopian worlds.

2.

Students will be able to describe a basic definition of truth in order to build on that

basic definition for later lessons.

Assessment:

Have the students journal on a ticket out the door activity sheet for each of them.

o

Pick one of the prompts:

Imagine you are in a world where the government is trying to control

truth. How would it feel living in this society?

Can you think of another example of this kind of society (from other

literature, movies, or a real world example)? How does it remind you of

that?

Commented [TS8]: Courtney, thanks for your g

on this UPLAN so far

I’ve made comments below and at the end using ou

Please contact me with any questions. I look forwa

reading your next draft!

Commented [CC9]: Here I’m using NCTE stan(make mean through personal responses)

Here and in a few different formative assessments

students the opportunity to respond to the text on h

makes them feel and connect with the text persona

than just focus on the concrete



7

Accommodations Modifications:

Students with an IEP and or evaluated as having giftedness will be accommodated by…

(speech impediment): working in smaller groups before a larger discussion so

that way the student continues to be engaged with the lesson and has the

opportunity to contribute without being placed on the spot in front of everyone

(Gifted): These students may be given a harder ‘lie’ to act out for the class. Also

for the formative assessment maybe have them fill out both prompts to discuss

on for the next class.

Lesson Outline:

I.

Opening Activity (15-20 minutes)

a.

Split class into different groups and each will be given a prompt sheet of paper

i.

Students will individually reflect on these prompts and discuss in their

small group what they wrote

1.

Prompts will be from 1984 common phrases that are paradoxes

or other common statements from Oceania

a.

“Big Brother is Watching You”

b.

“War is Peace”

c.

“Slavery is Freedom”

d.

“Ignorance is Strength”

2.

Students will reflect on whether they would be persuaded by

these statements or messages if they were constantly aroundthem at school, work, or home.

3.

What is the meaning with the use of contradictions?

4.

Have students write why or why they wouldn’t be persuaded.

ii.

Larger class discussion

1.

What does it say about people that fear and believe this?

2.

How long would it take for these types of “Truth” to be

engrained in your head?

3.

This opening activity helps introduce very important key phrases

from Orwell’s 1984 and by analyzing them outside of the text,

students can see that this world is very twisted, much like

dystopian worlds.

II.

Activity (20 minutes total)

a.

“Seeing that this new world we are going to discover in this unit the questionof truth and lies come up”

Commented [CC10]: NCTE 2.1 (create an inclu

environment)

Here and throughout my Unit I have incorporated accommodations seen at a field experience I had th

semester. By having these accommodations and ithem smoothly, I think it helps see that having an I

generally being different is manageable and these

can be just as engaged when their needs are in min

Commented [TS11]: Anticipation: READING p



8

b.

Have students remain in their small groups and give them different scenarios

of “truth telling” and “lying” have a student or two volunteer to act them out

and have a larger class discussion of when is this appropriate or not

appropriate

i.

Some examples can include:

1.

Your friend is late to a group meeting. You are annoyed but still

tell them, “It’s alright” even though you are still angry (5 minutes)

a.

This is a social lie- harmless

b.

Don’t tell them this until after they present

2.

You accidently knock over your dad’s favorite picture frame and

he asks who did it? You might lie and say someone else did it or

say you don’t know what happened. (5 minutes)

a.

Have students discuss which is “better” or which is“worse”?

3.

Without knowing you accidently gave someone the wrong

information (there was a group meeting at 6 and not 7). Did you

do something wrong? Do they have the right to be angry? (5

minutes)

ii.

Explain to students that there are different types of “lies” or “truths” and

that in the story we are going to cover, the world of Oceania bends

what is right to fit into their “truth” (5 minutes)

III.

Closing activity (5 minutes)

a.

Have students journal on a t icket out the door activity sheet for each of them.

i.

Some ideas they can journal on can include

1.

Imagine you are in a world where the government is trying to

control truth. How would it feel living in this society?b.

Homework for next class: Have students read the first chapter. Provide a free

youtube audio book for students to read along with. Students must journal

one way how the government in Oceania controls its people.

i.

Link: http://www.youtube.com/watch?v=CXFI12206A0

Time for Chapter 1: 1:27- 36:22

Commented [TS12]: RELEVANCE

http://www.youtube.com/watch?v=CXFI12206A0






9

LESSON 2

Miss Cary


Grade 11

Standards:


- Analyze the impact of the author's choices regarding how to develop and relate

elements of a story or drama (e.g., where a story is set, how the action is ordered,

how the characters are introduced and developed).


-

Determine the meaning of words and phrases as they are used in the text,including figurative and connotative meanings; analyze the impact of specific word

choices on meaning and tone, including words with multiple meanings or

language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as

well as other authors.)

CCSS.ELA-LITERACY.SL.11-12.1.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.

Objectives:

1.

Students will show (write out) the definition of propaganda in order to relate it back to

1984.

2.

Students will analyze different propaganda techniques in order to see how it is used in

1984 and in the world around us.

3.

Students will journal on the idea of thoughts having power in order to understand the

main reason behind thoughtcrime.

Assessment:

Ticket out the door

o

What is the definition of propaganda? Can you give an example (example can

be from the text, from history, or from today).



10


Students with an IEP and/or evaluated as having giftedness will be accommodated by…

(Speech impediment): working in smaller groups before a larger discussion so

that way the student continues to be engaged with the lesson and has the

opportunity to contribute.

Also here I offer different activities that the student can be involved in (such as

coming up to the board) where the student doesn’t have to share if they don’t

feel comfortable.

(Gifted): These students have them develop their own examples of the different

propaganda techniques or for the ticket out the door, have them provide 2

examples of propaganda instead of one.

Lesson Outline:

I.

Opening activity (10 minutes)

a.

Using the homework from the previous lesson, have students talk about the

two examples that they picked on how Oceania controls its people. Find 2

quotes/passages to help root

i.

Have students journal individually and then share in small groups.

ii.

Once everyone shares in their small groups, have students from each

group come up to the board and write one or two things that their

group talked about.

1.

If there is overlap, ask students to pick a different one

2.

How might the author be trying to shape your perception of the

world through these ways of control?3.

Why does the government want to control society in this way?

a.

Guide discussion towards propaganda

II.

Propaganda (25 minutes)

a.

Write on the board “Propaganda” and have students on a slip of paper write

out what comes to mind when they hear that word

i.

This can be a moment in history

1.

Nazis

2.

Soviet Union

3.

North Korea

ii.

Something from their own life

iii.

Something from TV/ Internet

1.

Have students share and come up with a rough definition of

what they think it is (preassessment)b.

Hand out a work sheet of common Propaganda Techniques.



11

i.

Assign small groups two of the definitions to go over in their group and

find examples from the book if possible.

1.

If examples are not found, have them find another example

from another book/movie/ or real life

a.

Examples of propaganda techniques include

i.

Name-calling

ii.

Bandwagon

iii.

Glittering Generalities

iv.

Card-stacking

v.

Plain folks

vi.

Subliminal message

2.

Once each group has their example, have the groups talk about

their definition, and the example they found or came up with.3.

Connect this back with control from previous discussion about

control

a.

How does this make you feel?

III.

Thoughtcrime- turn to page 20 (10 minutes)

a.

Thoughtcrime is mentioned towards the end of the first chapter. Winston

mentions this when he continuously writes, “Down with Big Brother” in his

secret journal.

i.

“Even if he had never set a pen to paper- the essential crime [was

committed].

1.

Break students into groups and give each group a different

discussion question

a.

How can the use of propaganda permeate into just basicthoughts not even action?

b.

What do you think of Winston at this point when he says

he “doesn’t care?” Do you think he’s being honest? Why

or Why not?

i.

Have students share

IV.

Close (5minutes)

a.

Ticket out the door

i.

What is the definition of propaganda? Can you give an example

(example can be from the text, from history, or from today).

b.

Homework

i.

Have students read chapters 2 and 3

ii.

Write down a definition of thoughtcrime from that section and find an

example of it in the text to bring to the next class

Commented [CC13]: NCTE Standard 3.1 (kno

English Language)Here by covering these propaganda techniques, I’m

students build their language around the term of pr

Commented [CC14]: NCTE 4.8 (personal respo

As stated previously, being able to respond person

than just logically makes the text and the concept propaganda more meaningful to the student.



12

LESSON 3

Miss Cary


Grade 11

Standards:


- Cite strong and thorough textual evidence to support analysis of what the text

says explicitly as well as inferences drawn from the text, including determining

where the text leaves matters uncertain.

CCSS.ELA-LITERACY.W.11-12.1- Write arguments to support claims in an analysis of substantive topics or texts,

using valid reasoning and relevant and suff icient evidence.


-

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.

Objectives:

1.

Students will be able to use their prior knowledge of propaganda in order to make

connections to propaganda used in history.

2.

Students will discuss the repercussions of filtering history in order to better understand

dystopian culture and the main character, Winston.3.

Students will identify different literary devices in text in order to make predictions and

draw more information from the text.

Assessment:

ticket out the door (Have students pick 1)

o

Can you name two literary devices found in the text we’ve read so far?

o

Is there a connection with history altering and propaganda? Why or why not?



(Speech impediment): working in smaller groups before a larger discussion sothat way the student continues to be engaged with the lesson and has the

Commented [TS15]: READING



13

opportunity to contribute.

Also in this lesson when asking larger group opinion based questions, allow the

student more time to collect their thoughts or if they do speak in the larger

discussion so they don’t feel rushed. .

(Gifted): acting as a “Propaganda Processor” that acts as a note taker for the

first activity. Being the role of someone who organizes everyone’s thoughts

said.

Also have these students fill out both ticket out the door prompts instead of just

one.

Lesson Outline:

I.

Opening (15 minutes)a.

Break students up into groups and give each one a different prompt involving

propaganda. As a group respond as to how it is trying to persuade or what it is

saying about propaganda. Try and relate it back to the text

a. One group will be given an image of propaganda posters

1.

What is the message?

2.

How is it persuasive?

3.

Is it effective?

4.

How could the creators make it more effective?

b.

One group will watch a short video on child programs in the Nazi party

1.

What was the intent/ message of this action?

2.

How were the Nazis persuasive?

3.

Can you relate this back to the text?

b.

After students discuss, have a member from each group explain to the rest ofthe class their individual group activity and what the group came up with in

response.

a. See if any interconnections between group responses are s imilar or

different.

b.

How does this correspond to “thoughtcrime” as we discussed last class?

II.

Small direct instruction on literary devices (15 minutes)

a.

Give handout of different literary devices

a.

Handout will have empty spaces for students to fill in as we go through

1.

Includes:

a.

Foreshadowing

b.

Imagery

c.

Allusion

d.

Flashback

e.

Metaphor



14

f.

Point of View

g.

Mood

2.

Have students as a group go through what we have read so far

in pairs and try and find a couple of examples to share

III.

History altering (15 minutes)

a.

Watch short video clip of 1984 movie

a.

http://www.youtube.com/watch?v=oe9I0QhV08w until 3:11

b.

“Who controls the past controls the future. Who controls the present controls

the past.”

a.

What is this quote saying?

b.

Can you relate it back to the text?

c. Can you think how this statement might be persuasive/propaganda

itself?d. Did the visual representation help? How so?

IV.

Closing

a.

Close with a small ticket out the door (choose 1)

a.

Can you name two literary devices found in the text we’ve read so far?

b. Is there a connection with history altering and propaganda? Why or

why not?

b.

Homework:

a.

Read chapters 4-6

b.

Find at least three examples of literary devices in the text OR find two

examples of more propaganda in Oceania. Explain in a small journal

that will be collected next class.

http://www.youtube.com/watch?v=oe9I0QhV08w





15

LESSON 4

Miss Cary

1984 Unit Plan- “How do you know?” Studying Truth

Grade 11

Standards:

CCSS.ELA-LITERACY.W.11-12.2.A

Introduce a topic; organize complex ideas, concepts, and information so that each

new element builds on that which precedes it to create a unified whole; include

formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful

to aiding comprehension. CCSS.ELA-LITERACY.W.11-12.10

Write routinely over extended time frames (time for research, reflection, and revision)

and shorter time frames (a single sitting or a day or two) for a range of tasks,

purposes, and audiences.

Objectives

1.

Students will be able to reflect on the characteristics of dystopian literature found in

pop culture using a web quest in order to connect these characteristics to 1984

2.

Using a worksheet, students will respond to questions regarding dystopian literature in

order to create their own world later on in the unit.

Assessment:

Teacher will circulate during the webquest to make sure students are on task with

their graphic organizer. Seeing the graphic organizer as you are circulating being

filled in and assessment can be based off of the discussion after the students

complete the first three steps.

http://www.corestandards.org/ELA-Literacy/W/11-12/2/a/


http://www.corestandards.org/ELA-Literacy/W/11-12/10/






16



(Speech impediment): Also the Webquest allows the student to work quietly if

they wish but also having smaller groups helps the student feel more

comfortable sharing.



discussion so they don’t feel rushed. .

(Gifted): Have prepared similar slides from the first three steps that will reinforce

the main message or theme from these slides.

Materials

Laptops

Worksheets

Lesson:

I.

Webquest (40 minutes)

a.

Explain to the students that they will be taking part in a webquest to go over

the different characteristics of dystopia

b.

Have students log into the computers

i.

Go over the basic layout of the webquest and the hyperlinks.

c.

Have students pair up with a partner for the webquest to discuss differentsections of their individual responses.

i.

Once everyone gets passed “step three” of the webquest have a larger

discussion of the questions they covered so far and different answers

everyone came up with.

II.

Closing

a.

Have students go back to the text and pick out two to three things that

correlate from the webquest so far to 1984 so far.

Homework: Continue reading 1984

Commented [CC16]: NCTE 4.6 foster critical a

media & technologyHere in this lesson I have designed a webquest and

different videos and links, students are to analyze tof Dystopia involving technology

Commented [CC17R16]: Here I also use 4.9 (s

reading strategies using print and non-print texts)

I here having the students use their 1984 texts but

connecting it with video links from movies and po

internet writing for them to think about and analyz



17

LESSON 5

Miss Cary


Grade 11

Standards:

CCSS.ELA-LITERACY.W.11-12.2.A

Introduce a topic; organize complex ideas, concepts, and information so that each

new element builds on that which precedes it to create a unified whole; include

formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful

to aiding comprehension.

CCSS.ELA-LITERACY.W.11-12.10




Objectives

1.

Students will be able to reflect on the characteristics of dystopian literature found in

pop culture using a web quest in order to connect these characteristics to 1984

2.

Using a worksheet, students will respond to questions regarding dystopian literature in

order to create their own world based on the characteristics.

Assessment:

Collect graphic organizer from the Webquest

Verbal discussion at the end to see if students have rough ideas of what they want to

do for the final project.









18



(Speech impediment): utilizing the Webquest which allows the student to work

quietly if they wish but also having smaller groups helps the student feel more

comfortable sharing.



discussion so they don’t feel rushed.

Also giving the student a project assignment sheet might be helpful when

processing.

(Gifted): If these students finish the webquest early, have the students brainstorm

together some ideas for their own world.

Lesson:

I.

Webquest (30 minutes)

a.

Explain how to use the webquest (especially if students were not here from the

previous lesson)

b.

Start up the computers

c.

Explain that the last part of the webquest gets students thinking of making

their own “world” for dystopia, much like the final project

d.

Have everyone stop when on stage 6

i.

Discuss how the activities made them feel, what was challenging?

ii.

What might they consider some things they find important to pick for

their final project

II.

Going over the final project (20 minutes)

a.

Give students the instruction sheet for the final project

b.

Give worksheet of Veronica Roth’s “World Building” and read out loud

i.

Make verbal connection to students that they are in control and get to

choose based on 1984 and any of their other prior knowledge.

III.

Closing

a.

For homework continue reading 1984

b.

Using the Roth worksheet and the assignment sheet, brain storm at least two

ideas for the final project.

Commented [TS18]: WRITING processes



19

LESSON 6

Miss Cary


Standards

CCSS.ELA-LITERACY.W.11-12.1.C

Use words, phrases, and clauses as well as varied syntax to link the major sections of

the text, create cohesion, and clarify the relationships between claim(s) and reasons,

between reasons and evidence, and between claim(s) and counterclaims.

CCSS.ELA-LITERACY.W.11-12.3.D

Use precise words and phrases, telling details, and sensory language to convey a vivid

picture of the experiences, events, setting, and/or characters.


Draw evidence from literary or informational texts to support analysis, reflection, and

research.

Objectives

1.

Students will discuss in groups different sections of the book in order analyze truth as

told through multiple perspectives.

2.

Students will create a dictionary of Newspeak as we have seen it in 1984 in order to

make a newspaper article / journal/blog written in newspeak to practice for the final

project.

Assessment:

Collect the lit circle sheets at the end of class today to see where they are in their

discussion.

Also observe what kinds of words students are making connections with “Newspeak”



(Speech impediment): having the student work in small groups in the lit circles

so they feel more comfortable sharing. Also utilizing a graphic organizer as a

guide for the discussion making it a useful for a communication guide.

http://www.corestandards.org/ELA-Literacy/W/11-12/1/c/


http://www.corestandards.org/ELA-Literacy/W/11-12/3/d/









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(Gifted): Have these students be the “Style Sentry” in the lit circles. These

students are to look for and keep note of different “newspeak” type words and

how they are used in this section of the book.

Lesson Outline

I.

Opening (8 minutes)

a.

Go over the previous homework with “world” brain storm ideas

i.

Have students share with a partner what they came up with or if they

were stuck on an idea, have them brain storm together

II.

Newspeak (25 minutes)

a.

With this talk about how for part of the project, students will have to have

different parts of the final project

1.

One is to develop a way of writing/ speaking/ seeing the world

much like Winston sees in Oceania

2.

Have students in small groups come up with different words and

their definitions in the book. If they are having a hard time

finding words, they can use their smart phones to get them

started

a.

Have students write words on the board

3.

Using these words or this way of thinking in writing, have the

small groups find a journal article on their phone that they can

rewrite in news speak.

a.

Have students pick an article that is news related and notinappropriate

b.

After activity, have students read a sample of the first

article and the changed version

i.

How did you go about making changes?

ii.

Correlate it with Winston changing history and the

other characters changing what others see in

Oceania.

III.

Small lit Circles (20 minutes)

a.

In class have the same small groups and give them different questions on

different chapters

i.

Have them discuss using different roles and a graphic organizer

1.

Roles include:



21

a.

Style Steward (find and make note of newspeak in the

text and how the characters seem to be changing)

b.

Propaganda processor (find different uses of propaganda

and important quotes in these sections )

c.

Facilitator (makes sure everyone is included and the

group remains on task)

d.

Note Master: (makes sure everything important is written

down and the group is making predictions about what

will happen next)

ii.

Each group will turn in their graphic organizer as a formative

assessment

1.

If the groups do not finish discussing, have students turn in their

sheet anyway to work on in the beginning of the next class.

IV.

Closing

a.

Have students turn in their graphic organizer from the lit circles

b.

Homework is to read finish up to chapter 7

i.

Have students bring one question they have from the reading to

discuss in the next class or one question about the final project and one

genre from their “world”.



22

LESSON 7

Miss Cary


Standards


Determine two or more themes or central ideas of a text and analyze their

development over the course of the text, including how they interact and build on

one another to produce a complex account; provide an objective summary of the

text. CCSS.ELA-LITERACY.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.


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.

Objectives

1.

Students will continue literature circle discussion in order to hear from multiple peer’s

points of view about the text to discover truth in the reading.

2.

Students will write from the perspective of one of the characters so far in order to

practice for the final assessment where they have to write from the perspective of

someone living in their world.

3.

Students will recall different literary devices from earlier in the unit in order to analyze

where they have been used in 1984.

Assessment:

Meeting with each student as they are independently writing to see if they understand

the writing activity.

http://www.corestandards.org/ELA-Literacy/RL/11-12/2/




http://www.corestandards.org/ELA-Literacy/SL/11-12/1/







23



(Speech impediment): having the student work independently to reflect on what

they want to do for their final project. Also giving this student enough time to

think about what they want to do and give time if they have questions.

(Gifted): Have these students be the “Style Sentry” in the lit circles. These

students are to look for and keep note of different “newspeak” type words and

how they are used in this section of the book.

Lesson Outline

I.

Opening (15 minutes)

a.

Give students back their graphic organizers from previous lesson.

i.

Have them continue their discussion

ii.

Give a few more questions regarding the reading for today

b.

Have students pick someone from their group to discuss with the whole class

i.

Key points to discuss

1.

How are Winston and Julia alike/ different

a.

Discuss their actions

2.

Why does the party permit to marry but discourage love?

3.

Why are the three super powers always fighting according to

the Brotherhood’s handbook?

4.

How are Winston and Julia betrayed? Were you surprised?a.

How would you have felt if you were betrayed in this

situation?

ii.

Where have you seen some of the literary devices in the book that we

covered?

1.

Foreshadowing

2.

Imagery

3.

Allusion

4.

Flashback

5.

Metaphor

6.

Point of View

7.

Mood

II.

Short Narrative Assignment (35 minutes)



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a.

Independently, students will pick a character and write from the perspective of

one of the characters. Ask students to reflect on propaganda as discussed

earlier in the unit and incorporate that in the short narrative.

i.

Journal

ii.

Letter

iii.

Blog

iv.

Stream of consciousness

1.

Emphasize here this activity is going to be helpful to scaffold for

the final project

b.

Each student will work independently and share their ideas at the end of class

i.

As they are writing, teacher will circulate around and ask questions for

understanding the assignment and check in with the student

individually on where they are on their final project

(questions/concerns)

ii.

As teacher circulates look over the 1 genre the student was to bring in

for class.

III.

Closure

a.

Have students bring in for the next class a rough draft of their “world”. They

must bring in at least three of the 5 genres

i.

The 5 genres for the final project are require but two must be included

are

1.

A character journal/blog/narrative that describes how the world

is set up and an average day in this world

2.

An example of propaganda in this world

a.

The other three can be anything else but be creative

i.

Map

ii.

A “constitution” of the world (rules)

iii.

A song/poem of how it’s like living in this world

iv.

Technology found/ not found in this world

b.

Continue reading Part III in 1984

Commented [TS19]:



25

LESSON 8

Standards:


Write informative/explanatory texts to examine and convey complex ideas, concepts,

and information clearly and accurately through the effective selection, organization,

and analysis of content.


Write narratives to develop real or imagined experiences or events using effective

technique, well-chosen details, and well-structured event sequences.

Objectives:

1.

Students will peer review work completed so far in order to edit and create more

genres involving truth of their “world”.

2.

Students will complete a graphic organizer for themselves and a peer in the peer

review in order to assess strengths and areas of improvement for the final project.

Assessment:

Students will fill out a short ticket out the door responding to the peer review. On the

sheet they will write:

o

What feedback they liked about their project

o

Some goals for revisions and their last two genres

o

Write out any questions or concerns they have for their project so far

Accommodations and Modifications


(Speech impediment): having the student work one on one with another

student so they feel more comfortable. Also for the formative assessment, there

is a section where the student can write down any questions they still have and

it can bring up issues they may still have without having to verbalize it if they

are nervous about it.

(Gifted): Have these students for their summative assessment have to includemultiple characteristics of dystopian literature (as seen in the webquest)



26

Lesson Outline:

I.

Opening (7 minutes)

a.

Have students pair up with a student of their choice

b.

Explain today the class is going to do a peer review of their projects so far for

feedback

i.

Hand out graphic organizer

ii.

Explain that before going into the peer review, write some questions

they may have or areas you’re unsure of for your project so far.

iii.

Go through what each peer is to look for while reviewing

1.

Which genres did they use? Are they appropriately used?

2.

How are they designing their world?3.

How is their world similar to the world of Oceania? Our world?

iv.

Explain that they will be peer reviewing with two different peers

II.

Peer Review (38 minutes/ 15 with one student and 15 with another and sometime

for moving)

a.

Circulate as the students are going over their worlds and sharing their genres

i.

Alleviate any issues/ questions as they come up.

ii.

Make sure students are on task.

III.

Closing (4 minutes)

a.

Have students reflect on the feedback on their graphic organizer and fill out

the ticket out the door.

b.

Homework: finish reading Part III of 1984 i.

Have students journal at home final impressions the book left and

connections they may want to make with their “world”



27

LESSON 9

Miss Cary


Standards:


Determine two or more themes or central ideas of a text and analyze their

development over the course of the text, including how they interact and build

on one another to produce a complex account; provide an objective summary

of the text.





Objectives:

1.

Students will discuss in small groups the ending of 1984 with various prompts in order

to connect the ending to the overarching theme of truth.

2.

Students will analyze irony, truth, and control in 1984 in order to integrate these

elements in their “world” summative assessment.

Assessment:

Collect short reflection from the discussion seeing how they incorporated or will

incorporate control and truth in their “world”.



(Speech impediment): have the student work one on one with another student

so they feel more comfortable. Allow this student extra time if needed in

discussions.

(Gifted): Again act as a “Propaganda Processor” organizing the student group’s

thoughts and keeping them on task.

Lesson Outline:

I.

Discussion (35 minutes)






28

a.

Have students split into small groups to have individual discussions about the

ending of the book

i.

Utilize the journal from homework as a starting point for all groups to

discuss.

ii.

Give each group different prompt sheets f rom there regarding the

ending of 1984. Have students pick two of the 5 prompts to discuss.

1.

Who wrote Goldstein’s book? If it was the Party, then why?

2.

O’Bien says the proles will never revolt yet Winston came to the

conclusion that the future’s only hope lies with the proles. What

brings them to believe this and why?

3.

What is ironic about the Chestnut Tree Café? Discuss the ending

words of the Chestnut Tree song. Discuss the final scene in the

café.

4.

Oceania controls the past by editing it. The concept of memory

and existence is discussed in the final part. Does the past exist if

no one remembers it? How can it be proven? Discuss this with

O’Brien’s argument in mind.

5.

How would you have liked the ending to have been different?

With your group outline an ending of the book as told from

Winston’s point of view. Be specific.

a.

As they are discussing, circulate around the class to make

sure students are on task and if they have questions.

iii.

Have a larger class discussion going question by question

1.

Key themes from these questions:

a.

Control

b.

Truth

c.

Irony

II.

Close (10 minutes)

a.

Have students individually reflect on a separate sheet of paper how these kinds

of dystopian themes are seen in or how they can be incorporated in their

“world”. Share with a partner to compare their worlds.

b.

Homework: Have students continue to revise for the presentation of their

“world” for the next class.



29

LESSON 10

Miss Cary


Standards:


Integrate multiple sources of information presented in diverse formats and media

(e.g., visually, quantitatively, orally) in order to make informed decisions and solve

problems, evaluating the credibility and accuracy of each source and noting any

discrepancies among the data.


Present information, findings, and supporting evidence, conveying a clear and distinct

perspective, such that listeners can follow the line of reasoning, alternative or

opposing perspectives are addressed, and the organization, development, substance,

and style are appropriate to purpose, audience, and a range of formal and informal

tasks.


Draw evidence from literary or informational texts to support analysis, reflection, and

research.

Objectives:

1.

Students will present their “worlds” in order to demonstrate how they used dystopian

characteristics and propaganda in the final assessment.

2.

Students will respond to other student’s final projects in order to make connection to

the distortion of truth seen in 1984 and in their created worlds.

Assessment:

Collecting the summative assessment as well as teacher observations of the

presentations.



(Speech impediment): have the student work in a presentation group where the

student knows and is comfortable speaking with and in front of these otherstudents. If possible have this group be smaller to allow for more time.



30

(Gifted): Have these students be responsible in the presentation groups help

make sure everyone has enough time to speak.

Lesson Outline:

I.

Presentations (40 minutes)

a.

Explain that you will split the class up into groups of 4 or 5

i. Try and make groups random

ii. They will have 7 minutes to present their “world” to their group

1. Go through your character, rules and the type of propaganda

you designed and how you went about designing the world this

way.

II.

Closing (10 minutes)

a.

Have students reflect on the worlds they heard about

b.

Also have students briefly discuss how they view the world around them

differently after studying the dystopian world of 1984.



31

HANDOUTS WORKSHEETS

LESSON 1



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33

LESSON 2



34



35



36

LESSON 3

Poster images given:



37



38



39

LESSON 4



40



41



42



43



44



45



46

LESSON 5



47



48

LESSON 6

LESSON 7

None used



49

LESSON 8



50

LESSON 9

LESSON 10

No handouts used



51

SOURCES

Hoyt, Alia. "Propaganda Techniques." HowStuffWorks. Howstuffworks, 24 Sept. 2008. Web. 17 Oct.

2014.

NCTE/IRA. "Dystopias: Definition and Characteristics." Read.Think.Write (n.d.): n.

pag. Readthinkwrite.org. NCTE, 2006. Web. 17 Oct. 2014.

Orwell, George. Nineteen Eighty-four, a Novel . New York: Harcourt, Brace, 1949. Print.

Roth, Veronica. "Like A Party In Your Brain: World-Building." Veronica Roth. Blogger, 30 June 2010.

Web. 1 Dec. 2014.

Sessions, Lisa. "A Teacher's Guide to the Signet Classic Edition of 1984." Signet Classic: 1984 (n.d.): n.

pag. Penguin. Penguin Group. Web. 17 Oct. 2014.

<http://www.penguin.com/static/pdf/teachersguides/1984.pdf>.

cary 1984 uplan full copy

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