Day 9 and 10

Edit 2 9 …
Day 9
I. Lesson Overview
a. Unit: 1984 by George Orwell etext of 1984
b. Lesson: Quiz and Bill of Rights according to the Party of 1984
c. Summary: After completing the quiz, students will be asked to get in groups of four and create a bill of rights that a member from the Party would create. The students will use the US Constitution's Bill of Rights as a reference for format, but they are welcome to be more creative than that.
d. Essential Content Question: How important is our right to the freedom of speech, press, religion and petition?
e. MA Curriculum Frameworks
      • Standard 9 Making Connections: Students will deepen their understanding of a literary or non-literary work by relating it to its contemporary context or historical background.
f. Learning outcomes
      • Students will be able to create a bill of rights that a member of the Party from 1984would support.
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
      • Students will complete their quiz (20 minutes)
      • Students break into groups of four.
      • In that group, students will brainstorm different laws and restrictions of the world of 1984. (10 minutes)
      • Students will create a Bill of Rights for the Party members. (15 minutes, or the rest of class)
b. Summary with descriptions
      • Students will complete their quiz (20 minutes)
        • If a student needs more time, they can complete the rest of their quiz in the hallway

      • Students break into groups of four.
        • 20 students, therefore 5 groups

      • In that group, students will brainstorm different laws and restrictions of the world of1984. (10 minutes)
        • Students may want to use the etext of the book for an easier search.

      • Students will create a Bill of Rights for the Party members. (15 minutes, or the rest of class)
        • Students can be as creative as possible.

c. Assessments
      • The students will email their finished product to the teacher.
d. Homework assignment
      • Read chapters 1 through 3 and complete the blog

Day 10
I. Lesson Overview
a. Unit: 1984 by George Orwell etext of 1984
b. Lesson: The importance of privacy, reiterated.
c. Summary: Although we began to cover this topic earlier in the unit, the importance of this subject and the connection to the text is too much to not revisit. Using a clever fictional scenario created by American Civil Liberities Union, students will realize how important privacy really is and how eerily connected we are to the Orwellian world of 1984.
d. Essential Content Question: How important is our right to the freedom of speech, press, religion and petition?
e. MA Curriculum Frameworks
      • Standard 9 Making Connections: Students will deepen their understanding of a literary or non-literary work by relating it to its contemporary context or historical background
f. Learning outcomes
      • Students will be able to connect modern day issues of privacy to 1984
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
II. Lesson Roadmap
a. In class activities
      • Students will watch the Pizza Delivery Example created by the American Civil Liberties Union.
      • Students will break into pairs and discuss their first impressions of the video.
      • Each pair will state one thing that they discussed together that they found interesting.
      • In groups of four, students will discuss a modern day example or threats on our privacy. Each group will present their most interesting finding to the class.


c. Assessments
      • The students will be graded on their level of participation within their pairs and groups.
d. Homework assignment
      • Read chapter four and five and complete the blog.