"On each landing, opposite the lift-shaft, the poster with the enormous face gazed from the wall. It was one of those pictures which are so contrived that the eyes follow you about when you move. BIG BROTHER IS WATCHING YOU, the caption beneath it ran." *Note: this is not a perfect example. Although I do not expect you to be artists, I expect you to put much more work into what you create than the image that you see above. Do the best that you can and be as creative as possible. You will not be graded on your artistic ability. Day 3 I. Lesson Overview a. Unit: 1984 by George Orwell etext of 1984 b. Lesson: Drawing/Painting 1984 c. Summary: The dystopian world of 1984 is an ominous, horrifying one. Orwell pulls the reader into the novel by using very vivid imagery. Given this detail, all major characters and many aspects of the setting can be easily imagined. In this lesson, we will use Draw or Paint to help us visualize this world. d. Essential Content Question: Is the fate of George Orwell's novel 1984's world a real possible future for us? e. MA Curriculum Frameworks
8.33 Analyze patterns of imagery or symbolism and connect them to themes and/or tone and mood
f. Learning outcomes
Students will be able to create an image of 1984 using Paint or Draw using textual evidence.
g. Materials needed
Projector so that the wikispace can be projected for all of the students to see
Computers for each student. This class will either have to take place in a computer lab or each student will have a lap top.
Paint or Draw
h. Technology included
Microsoft Word (formating a brochure)
Wikispaces
Paint or Draw
II. Lesson Roadmap a. In class activities
Students will choose a character, building, or other aspect of the novel that they have come across so far and create the image using Paint or Draw (25 minutes)
Students may work on brochure during class (rest of class period)
b. Summary with descriptions
Students will choose a character, building, or other aspect of the novel that they have come across so far and create the image using Paint or Draw (25 minutes)
When the students email their final product to the teacher, they should also include quotations showing where they got the description from.
Students may work on brochure during class (rest of class period)
c. Assessments
The students will email their finished product to the teacher.
d. Homework assignment
Read chapter five and six and complete the corresponding reading guide (see below).
Work on brochure
HOMEWORK Chapter 5 1. Who is Syme? (49). 2. What does Syme do for a living? (51). 3. Discuss Syme’s passion for the destruction of words (52). 4. Why is Newspeak being created? 5. “Orthodoxy is ” (54). 6. Why does Winston think Syme will be vaporized? (54). 7. Describe Parsons (56). Chapter 6 1. Your worst enemy, he reflected, was you own ___” (64). 2. Who is Katharine? Why is Winston no longer with her? (65, 66-67). 3. Why would it be more acceptable for a member of the party to fornicate with a Prole than with another member of the party? (65). 4. How is sex regarded? (66). 5. How did Katharine refer to sex? (67). Venn Diagram Day 4 I. Lesson Overview a. Unit: 1984 by George Orwell etext of 1984 b. Lesson: Review for quiz c.Summary:Despite the fact that students are completing their reading guide every night as it corresponds with the chapters, the guides are not reviewed in class until the end of each week. This way, the discussion can take up nearly all of one lesson. It is important for students to know the correct answer for all of the questions, as any of them could be on the unit exam. There will be time during class to finish the last two chapters and their corresponding reading guide. This way if the students have any questions, they can be answered before the quiz. Also, their homework load will be lessoned. This lesson will take up one 45-minute class period. d. Essential Content Question: How important is our right to the freedom of speech, press, religion and petition?Is the fate of George Orwell's novel 1984's world a real possible future for us? e. MA Curriculum Frameworks
8.29 Identify and analyze patterns of imagery or symbolism
8.30 Identify and interpret themes and give supporting evidence from a text
12.5 Locate and analyze such elements in fiction as point of view, foreshadowing, and irony.
f. Learning outcomes
Students will be able to brainstorm patterns of imagery and symbolism from the text so far.
Students will be able to list define dystopia by contrasting it with utopia
Students will be able to identify who's point of view the text narrated in.
g. Materials needed
Projector so that the wikispace can be projected for all of the students to see
Computers for each student. This class will either have to take place in a computer lab or each student will have a lap top.
h. Technology included
Wikispaces
II. Lesson Roadmap a. In class activities
Go through each question of the reading guide (20 minutes)
Brainstorm a list of all imagery and symbolism in the text so far. (5-10 minutes)
Discuss what a dystopia is (5-10 minutes)
Allow the students to read the final two chapters of part one and complete the corresponding reading guide (rest of class)
b. Summary with descriptions
Go through each question of the reading guide (20 minutes)
If there is a question that many students answered incorrectly, review it in more detail
Brainstorm a list of all imagery and symbolism in the text so far. (5-10 minutes)
Discuss what a dystopia is (5-10 minutes)
What are the characteristics of a dystopian hero?
What is the difference between a utopia and a dystopia? Venn Diagram
What are some famous dystopian films?
Allow the students to read the final two chapters of part one and complete the corresponding reading guide (rest of class)
There will be time during class to finish the last two chapters and their corresponding reading guide. This way if the students have any questions, they can be answered before the quiz. Also, their homework load will be lessoned.
c. Assessments
Check off homework. All of the reading guide questions should be completed for chapters 1-6.
d. Homework assignment
Complete chapters seven and eight (read and complete reading guide questions).
study for quiz 1
e. Extensions/Modifications
The students that need more time on homework can make use of the end of this class to get a head start.
If students complete all of the work assigned for this class, they can begin reading part 2.
HOMEWORK
Chapter 7 1. “If there is hope it lies in the ” (69).
2. According to Winston, what had the proles’ lives been like before the Party came to power? (71)
3. What were the capitalists like? (73). 4. "Freedom is the freedom to say that . If that is granted, all else follows" (81).
Chapter 8 1. What is "ownlife?" (translate from NewSpeak) (82). 2. What does Winston see lying in the street after the "steamer" hits? (84). 3. What is the one public event to which the Proles "paid serious attention?" (85) 4. What did Winston find out from the old man in the bar? (92).
"On each landing, opposite the lift-shaft, the poster with the enormous face gazed from the wall. It was one of those pictures which are so contrived that the eyes follow you about when you move. BIG BROTHER IS WATCHING YOU, the caption beneath it ran."
*Note: this is not a perfect example. Although I do not expect you to be artists, I expect you to put much more work into what you create than the image that you see above. Do the best that you can and be as creative as possible. You will not be graded on your artistic ability.
Day 3
I. Lesson Overview
a. Unit: 1984 by George Orwell etext of 1984
b. Lesson: Drawing/Painting 1984
c. Summary: The dystopian world of 1984 is an ominous, horrifying one. Orwell pulls the reader into the novel by using very vivid imagery. Given this detail, all major characters and many aspects of the setting can be easily imagined. In this lesson, we will use Draw or Paint to help us visualize this world.
d. Essential Content Question: Is the fate of George Orwell's novel 1984's world a real possible future for us?
e. MA Curriculum Frameworks
- 8.33 Analyze patterns of imagery or symbolism and connect them to themes and/or tone and mood
f. Learning outcomes- Students will be able to create an image of 1984 using Paint or Draw using textual evidence.
g. Materials needed- Projector so that the wikispace can be projected for all of the students to see
- Computers for each student. This class will either have to take place in a computer lab or each student will have a lap top.
- Paint or Draw
h. Technology included- Microsoft Word (formating a brochure)
- Wikispaces
- Paint or Draw
II. Lesson Roadmapa. In class activities
- Students will choose a character, building, or other aspect of the novel that they have come across so far and create the image using Paint or Draw (25 minutes)
- Students may work on brochure during class (rest of class period)
b. Summary with descriptions- Students may work on brochure during class (rest of class period)
c. Assessments- The students will email their finished product to the teacher.
d. Homework assignmentHOMEWORK
Chapter 5
1. Who is Syme? (49).
2. What does Syme do for a living? (51).
3. Discuss Syme’s passion for the destruction of words (52).
4. Why is Newspeak being created?
5. “Orthodoxy is ” (54).
6. Why does Winston think Syme will be vaporized? (54).
7. Describe Parsons (56).
Chapter 6
1. Your worst enemy, he reflected, was you own ___” (64).
2. Who is Katharine? Why is Winston no longer with her? (65, 66-67).
3. Why would it be more acceptable for a member of the party to fornicate with a Prole than with another member of the party? (65).
4. How is sex regarded? (66).
5. How did Katharine refer to sex? (67).
Venn Diagram
Day 4
I. Lesson Overview
a. Unit: 1984 by George Orwell etext of 1984
b. Lesson: Review for quiz
c.Summary:Despite the fact that students are completing their reading guide every night as it corresponds with the chapters, the guides are not reviewed in class until the end of each week. This way, the discussion can take up nearly all of one lesson. It is important for students to know the correct answer for all of the questions, as any of them could be on the unit exam. There will be time during class to finish the last two chapters and their corresponding reading guide. This way if the students have any questions, they can be answered before the quiz. Also, their homework load will be lessoned. This lesson will take up one 45-minute class period.
d. Essential Content Question: How important is our right to the freedom of speech, press, religion and petition?Is the fate of George Orwell's novel 1984's world a real possible future for us?
e. MA Curriculum Frameworks
- 8.29 Identify and analyze patterns of imagery or symbolism
- 8.30 Identify and interpret themes and give supporting evidence from a text
- 12.5 Locate and analyze such elements in fiction as point of view, foreshadowing, and irony.
f. Learning outcomes- Students will be able to brainstorm patterns of imagery and symbolism from the text so far.
- Students will be able to list define dystopia by contrasting it with utopia
- Students will be able to identify who's point of view the text narrated in.
g. Materials needed- Projector so that the wikispace can be projected for all of the students to see
- Computers for each student. This class will either have to take place in a computer lab or each student will have a lap top.
h. Technology included- Wikispaces
II. Lesson Roadmapa. In class activities
- Go through each question of the reading guide (20 minutes)
- Brainstorm a list of all imagery and symbolism in the text so far. (5-10 minutes)
- Discuss what a dystopia is (5-10 minutes)
- Allow the students to read the final two chapters of part one and complete the corresponding reading guide (rest of class)
b. Summary with descriptionsc. Assessments
- Check off homework. All of the reading guide questions should be completed for chapters 1-6.
d. Homework assignment- Complete chapters seven and eight (read and complete reading guide questions).
- study for quiz 1
e. Extensions/Modifications- The students that need more time on homework can make use of the end of this class to get a head start.
- If students complete all of the work assigned for this class, they can begin reading part 2.
HOMEWORKChapter 7
1. “If there is hope it lies in the ” (69).
2. According to Winston, what had the proles’ lives been like before the Party came to power? (71)
3. What were the capitalists like? (73).
4. "Freedom is the freedom to say that . If that is granted, all else follows" (81).
Chapter 8
1. What is "ownlife?" (translate from NewSpeak) (82).
2. What does Winston see lying in the street after the "steamer" hits? (84).
3. What is the one public event to which the Proles "paid serious attention?" (85)
4. What did Winston find out from the old man in the bar? (92).