Key+Lessons

=**Key Lessons**=

__Goals :__
 * Daily Lesson Plans #1: Introduction to George Orwell and __1984__**
 * Introduce students to George Orwell and what it means to be “Orwellian”
 * Give students __1984__ anticipation guide
 * Give students introduction to __1984__, define key terms (i.e. Doublespeak, Newspeak, Big Brother, etc)

__Rationale:__ Students need to be given background information on the book and author so they have a frame of reference to base their reading on. By having them read the NY Times article on what it means to be “Orwellian,” they are getting information about a term used to describe literature and media that is based on the book they are about to read. The lesson today also sets up the overall theme of the Utopian/Dystopian genre, which is something that we will be learning about in depth over the next month. The anticipate guide sets up the themes of the book and asks them to respond to some of the major questions presented in the book. By setting up the book, I am also enabling the students to read for a purpose. If they know what kinds of themes, questions, issues, and language to look for in the book, they will have a reason to focus on the reading rather than just reading to get the book done.

__Assessments__: - Informal Q&A - Anticipation Guide

__Objectives (use SWBATS)__ = - SWBAT read and discuss the NY Times article //“Simpler Terms; If It's 'Orwellian,' It's Probably Not”// By GEOFFREY NUNBERG Published: Sunday, June 22, 2003 = - SWBAT discuss the questions on the Anticipation guide - SWBAT comprise a list of themes, issues, and vocabulary to look out for when reading __1984__

__Tasks:__ 1. Distribute 1984 Anticipation Guide, give instructions, tell students to finish it within the next 5 minutes. (5 minutes)

2. Talk about student’s answers to the Anticipation Guide. Is there anything they felt particularly strongly for or against? Why? (10 minutes)

3. Read the NY Times article aloud (10 minutes) Discuss (30 minutes) - discuss what it means to be “Orwellian” - Discuss what “political language” means in the article - what is a euphemism? How is it used in our lives? - Do we see aspects of Orwellian culture in our lives? (WMDs, homeland security, etc)

4. Introduce students to 1984 Vocab: “newspeak” “doubletalk” “big brother” “two minutes hate” “ministry of truth” (5 minutes) 5. Instruct them to start a 1984 Dictionary in their unit folders, putting words and phrases that they either A)don’t know and have to look up and B)are unique to the 1984 society (10 minutes)

Read p. 1-29 Start 1984 Vocab journal
 * Homework:**

1. NY Times Article 2. Anticipation Guide
 * Materials:**

1. Make copies of Times article and Anticipation Guide 2. Make you that you know the definitions for 1984 vocab!
 * To-Do List:**

= 2. NY Times Article: Simpler Terms; If It's 'Orwellian,' It's Probably Not =
 * References:**
 * 1. []**

By GEOFFREY NUNBERG Published: Sunday, June 22, 2003

 * _**

=**Daily Lesson Plan #2: Dystopia/Utopia**=

- Give students a concrete idea of what the Dystopia/Utopia genre entails - Discuss D/U characteristics in __1984__ and Thomas More’s __Utopia__
 * Goals:**

This lesson will be taking place a week after they have started reading __1984__. I wanted to wait until my students had read up to Part Two (about a third of the book) before teaching this lesson so they would be able to have a more informed discussion about D/U literature. In this lesson I’ll be taking specific examples from the book as well as excerpts from More’s __Utopia__. At the end of today’s lesson, I will also show them the “1984 Macintosh” commercial and ask them to write a double-entry journal relating what they see to what they have read so far in the book. I will be re-showing this commercial at the end of the unit, asking my students to do another double-entry journal to see if their comparisons between the book and the commercial have deepened.
 * Rationale:**

By the end of today’s lesson, the students will be on their way to being able to answer two of my essential questions posed at the beginning of the unit:
 * What does a Dystopian/Utopian society look like?
 * How does a government rule its people?

- Double-entry journal for “1984 Mac Commercial”
 * Assessments:**
 * -** Informal Q&A


 * Objectives (use SWBATS):**
 * Be engaged in a class discussion involving their main text.
 * Make connections between two different texts involving very similar themes; in this case making connections between the “1984” commercial and the book.
 * Read a excerpts from an auxiliary text (More’s Utopia), and make thematic connections between the excerpts and the main text.
 * Critically read a text and discuss the content’s positive and negative aspects.

>> [|wordnet.princeton.edu/perl/webwn]
 * Tasks:**
 * Ask students what they notice about the society Winston lives in. Possible questions:
 * What kinds of laws are there? How is history treated? What do people wear? How do people act? How are people described?
 * Discuss these questions in relation to the D/U genre. Provide concrete definition of Dystopia and Utopia (15 minutes)
 * Utopia Definition: ideally perfect state; especially in its social and political and moral aspects; an imaginary place considered to be perfect or ideal. ( [|wordnet.princeton.edu/perl/webwn] )
 * Definition of Dystopia: state in which the conditions of life are extremely bad as from deprivation or oppression or terror
 * Ask students to define some of the following words and explain how they create a dystopian society. Provide this list to all students to put in their 1984 Dictionary. These are the important ideas presented in Part I **(15 minutes)**
 * **Doublethink, newspeak, INGSOC, Ministry of Truth, Hate Week, Big Brother, the book, thoughtcrime, thought police, Oceania/Eurasia, two minutes hate, facecrime, Ministry of Love, ownlife, the lottery, Ministry of plenty, “War Is Peace, Freedom is Slavery, Ignorance is Strengh” (15 minutes)**


 * Pass out excerpts from Thomas More’s __Utopia__ (25 minutes)
 * Read chapters aloud “Of Their Towns, Particularly of Amaurot,” “Of Their Trades and Manner of Life”
 * Discuss the thematic similarities between Utopia and __1984__
 * Ask students to explain why and if these rules create a Utopian Society. Would they want to live in this society?


 * Show “1984 Macintosh Commercial” (5 minutes)
 * Instruct students to create a double-entry journal. On one side write “1984 Book” on the other side write “1984 Commercial”
 * Tell them to pick out pieces in the commercial that came directly from the book.
 * Turn in double-entry journal.


 * Materials:**
 * Excerpt from __Utopia__
 * “1984 Macintosh” commercial and TV/Projector to show it on.
 * Handouts of 1984 vocabulary.


 * To-Do List:**
 * Make handouts
 * Obtain commercial
 * Make sure you know the 1984 vocabulary


 * References:**
 * Definitions from [|wordnet.princeton.edu/perl/webwn]
 * Double Entry journal from: Dornan, Reade et al. __Within and Beyond the Writing Process in the Secondary English Classroom__ Pearson Education Group 2003
 * More, Thomas. __Utopia.__
 * “1984 Macintosh” commercial

=__**Daily Lesson Plan #3: Propaganda**__=

__**Goals:**__
 * Teach students about the different types of propaganda
 * Have students recognize different types of propaganda
 * Relate propaganda to current events and 1984
 * Assign persuasive essay.

I will be teaching this lesson towards the end of the unit because I hope by this time the students will be able to recognize aspects of 1984 as being propagandist in nature, even if students can’t officially label some things as being propaganda. Students should be 2/3 the way done with the book and should be comfortable with the vocabulary and concepts presented. Once we talk about the characteristics and types of propaganda, they should be able to recognize propagandist techniques used in the book. By the end of this lesson, students should be able to answer the following essential questions:
 * Rationale:**
 * In what kinds of circumstances would a government create propaganda?
 * What kind of imagery is used in art and literature that gets the audience to buy into the message?
 * Is there evidence that propaganda exists today?
 * What reasons might there be for today’s government to create propaganda?
 * Do you think propaganda works?

This lesson will run two consecutive days. The second day of the lesson will be to discuss in detail the homework assigned from the first day (War Posters chart and Persuasive Essay)


 * Assessments:**
 * Informal Q&A
 * Persuasive speech (due at end of week)
 * Finals assessments (create a propaganda campaign. See Assignment handout)


 * Objectives (use SWBATS)**
 * Understand the different formats propaganda can take
 * Recognize propagandist messages in their text and in current events
 * Recognize propagandist techniques
 * Write a persuasive speech using the propaganda techniques discussed in the class.

1. Write on the board: “War is peace, Freedom is Slavery, Ignorance is Strength” Ask students what this means? Does this tell people what to think? Does it portray common ideas in the society? What would you think if you read this? Does it seem contradictory to you? Can this be an example of propaganda? (10 minutes)
 * Tasks:**

2. Work through Propaganda Packet (See Handouts 3.1 & 3.2 Section) (50 + minutes) 3. If have time, ask students to work on Propaganda Posters of the Great War handout in class (Handout 3.3). If no time, assign for homework. Students will discuss their answers in class tomorrow. 4. Assign Persuasive Essay (See Handouts 3.4 & 3.5 Section).
 * Be sure to relate specific parts of the packet to 1984
 * Questions are in packet.
 * Take time to discuss War posters and relations to 1984.
 * Tell students to look over the directions that night. We will discuss the assignment in detail tomorrow. Essays are due on Monday.


 * Materials:**
 * Propaganda packet
 * Persuasive Essay assignment and description packet.
 * 1984


 * To-Do List:**
 * Make copies of handouts and assignments
 * Do your students know how to write essays? (yes.)


 * References:**
 * **From Propaganda packet:**
 * []
 * []
 * []
 * [|www.duggmirror.com]
 * Persuasive speech topics []
 * How to write a persuasive essay: []
 * Appleman, Deborah. Critical Encounters In High School English. Teachers College 2000. (Chapter 8)

=**Daily Lesson Plans #4: V for Vendetta**=

· Watch movie V for Vendetta · Have students answer questions during/after film
 * Goals:**

The movie //V for Vendetta// is an excellent representation of a dystopian society and how government uses various forms of propaganda to influence its people. I think that by watching this movie at the end of the unit the students will really be able to appreciate what the movie is trying to convey through the images and important dialogue. Moreover, they will be able to identify the various types of propaganda in the movie as well as why the film represents a dystopian society. In short, this movie reinforces all the concepts the students have been learning over the last few weeks, and provides visual learners a concrete representation of propaganda and dystopia.
 * Rationale:**

Informal Q&A V for Vendetta handout
 * Assessments:**


 * Objectives (use SWBATS)**
 * Make thematic connections between the movie and the book
 * Be able to recognize certain aspects in the book as shown through the movie
 * Be able to identify examples of propaganda and dystopian society in the movie.


 * Tasks:**
 * Show movie.


 * Materials:**
 * V for Vendetta movie questions. (handout 4.1)

V for Vendetta movie
 * References:**