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PowerPoint (Day 2)
Database or Spreadsheet (Day 6)
Note: Many of the reading questions were taken from the Penguin Teacher's guide to Teaching 1984

b. Lesson: First Amendment and Applying 1984 to the Present
c. Summary: George Orwell's dystopian world of 1984 is a horrifying depiction of what could be. There are aspects of 1984 that appear in our present lives. For instance, college university admissions offices are looking through potential students' Facebook pages. Also, the Patriot's Act made United States citizens feel that Big Brother was watching them. For these two examples as well as others, 1984 has felt very applicable to our everyday lives. During this 45-minute class period, students will review their first amendment right to free speech, press, religion and petition. Students will reflect over how these freedoms affect them everyday: they will brainstorm and record at least five of these ways. Students will then be broken up into two groups (perhaps the classroom will just be split down the middle). One half of the room with read "Little Brother is Watching" and the other half will read "Hey, Teens: Your Parents are Probably Checking Your Facebook [STUDY]". At the end of the class, they will respond to these articles by blogging on this wikispace page. Note: students will have to have access to a computer either by having individual laptops or by being in a computer lab.
and petition? Is the fate of George Orwell's novel 1984's world a real possible future for us?
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
b. Lesson: What is propaganda?
c. Summary: 1984 is filled with examples of propaganda. The citizens of Oceania are told what to believe, who to hate, and when to hate them. All of their previously conceived notions are deleted as the history of those notions are deleted from newspapers (and in a sense, from ever existing). In this lesson the students will examine what propaganda is, how it appears in the text, and how it appears in our present world.
and petition? Is the fate of George Orwell's novel 1984's world a real possible future for us?
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

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
G9-12: 1.8 Apply advanced formatting and page layout features when appropriate (e.g., columns, templates, and styles) to improve the appearance of documents and materials.
f. Learning outcomes
Given a youtube clip showing an example of propaganda, students will be able to write a prediction of the definition of propaganda.

Time: All lessons are constructed for 45-minute classes.
Materials: For each class, students will be expected to have paper, a pen or pencil, their copy of 1984 and access to a computer with internet access (either through having laptops or being in a computer lab). Also, they will need to use Microsoft Word, *
Curriculum Frameworks:Frameworks
Massachusetts English Language Arts 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
Massachusetts Technology Literacy Frameworks
G9-12: 1.8 Apply advanced formatting and page layout features when appropriate (e.g., columns, templates, and styles) to improve the appearance of documents and materials.
Unit Objectives
Students will be able to
TECHNOLOGY INCLUDED:
Websites (below are just a few examples)

I. Lesson Overview
a. Unit: 1984 by George Orwell etext of 1984
b. Lesson:
c. 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
able to create an imageconnect modern day issues of privacy to 1984 using Paint or Draw.
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 DrawPizza Delivery Example
II. Lesson Roadmap
a. In class activities
Students will choose a character, building, or other aspectwatch the Pizza Delivery Example created by the American Civil Liberties Union.
Students will break into pairs and discuss their first impressions of the novelvideo.
Each pair will state one thing that they have come across so far and create the image using Paint or Draw (15 minutes)
Students may work on brochure during class (restdiscussed together that they found interesting.
In groups of class period)
b. Summary with descriptions
Studentsfour, students will choosediscuss a character, building,modern day example or other aspect ofthreats on our privacy. Each group will present their most interesting finding to the novel that they have come across so far and create the image using Paint or Draw (15 minutes)
Students may work on brochure during class (rest of class period)class.
c. Assessments
students will emailbe graded on their finished product to the teacher.level of participation within their pairs and groups.
d. Homework assignment
Read chapter four and five and complete the blog.
e. Extensions/Modifications

II. Lesson Roadmap
a. In class activities
part two (15(10 minutes)
As that moment. (15(10 minutes)
The students will complete the 3 Circle Venn Diagram as a class. One circle will be Winston in part 1, the next Winston in part 2, and finally Winston in part 3. (15 minutes)
he did. (Rest(5).
Students will have time to complete reading part two and complete the corresponding blog (rest of class). class)
b. Summary with descriptions
part two (15(10 minutes)
As that moment. (15(10 minutes)
Students may want to use the etext version to save time.
The students will complete the 3 Circle Venn Diagram as a class. One circle will be Winston in part 1, the next Winston in part 2, and finally Winston in part 3. (15 minutes)
he did. (Rest(5 minutes).
Students will have time to complete reading part two and complete the corresponding blog (rest of class). class)
c. Assessments
The students will be graded on their level of participation during the review session.
d. Homework assignment
Study for the quiz!
Complete the final blog and read to the end of 1984.
Day 12
I. Lesson Overview

Day 11
I. Lesson Overview
a. Unit: 1984 by George Orwell etext of 1984
b. Lesson: Review for quiz 3
c. Summary: Despite the fact that students are completing the blog questions every night as they corresponds with the section they are reading, the questions are not discussed during class until the review days. This way, this entire class can be devoted towards review. This review will focus on the progression of Winston Smith.
d. Essential Content Question: How important is our right to the freedom of speech, press, religion and petition?
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.
f. Learning outcomes
Given a Venn Diagram, Students will be able to describe how Winston Smith developed over the length of the text.
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
readwritethink.org 3 Circle Venn Diagram
II. Lesson Roadmap
a. In class activities
Students will review all blog responses so far for part two (15 minutes)
As a class, the students will brainstorm all of the characteristics of Winston Smith. Then the students will find exact citations in the text that depict how Smith was at that moment. (15 minutes)
The students will complete the 3 Circle Venn Diagram as a class. One circle will be Winston in part 1, the next Winston in part 2, and finally Winston in part 3. (15 minutes)
Students will discuss how and why Winston changed in the ways that he did. (Rest of class).
b. Summary with descriptions
Students will review all blog responses so far for part two (15 minutes)
As a class, the students will brainstorm all of the characteristics of Winston Smith. Then the students will find exact citations in the text that depict how Smith was at that moment. (15 minutes)
Students may want to use the etext version to save time.
The students will complete the 3 Circle Venn Diagram as a class. One circle will be Winston in part 1, the next Winston in part 2, and finally Winston in part 3. (15 minutes)
Students will discuss how and why Winston changed in the ways that he did. (Rest of class).
c. Assessments
The students will be graded on their level of participation during the review session.
d. Homework assignment
Study for the quiz!
Day 12
I. Lesson Overview
a. Unit: 1984 by George Orwell etext of 1984
b. Lesson: Quiz 3 and intro to next unit
c. Summary: This is the final class period of the unit. After the students complete the 3rd quiz, the teacher will introduce the next unit.

Word Processing (Brochure) (Day 2)
PowerPoint (Day 2)
or Spreadsheet (Day 6)

Complete the following two questions after reading chapter 6
5. What happens to Julia?
6. How does Winston ultimately feel about Big Brother?