Erika1984 Unit Plan

Author: Erika Jackson
Subject: English
Grade/Level: 10th Grade
Time Frame: 40 Minutes
Lesson One: Introducing the Unit (May need more than one day)
Learning Context:
This is a 10th Grade classroom that includes 8 boys, 11 girls. 15 Caucasian, 2 African
American, 1 Mexican.
There are 2 students with learning disabilities. This is a small school district in which
many of the students already have strong relationships due to participation in sports,
musicals, clubs, etc. However, thanks to these groups there are also cliques that have
been created involving each groups participation structure.
Students are grouped in 5 groups of 3 and one group of 4. Each group has a mixture of
strong and weak students so that they can help each other build understandings and to
help split up any cliques.
Background Knowledge/Skills:
Most students will have had experience with Twitter which will be useful in not having to
go into detail about the website. Students will also have been given a brief look into their
new unit at the end of the day prior. Students will have also had experience with
vocabulary squares in prior units.
Essential Questions:
How can surveillance impact social relationships both in these texts and in the real
world?
What is the story of surveillance each writer is telling?
When is surveillance intrusive?
When is surveillance necessary?
How can we use Twitter to discuss and further our understandings of Little Brother
and 1984?
What vocabulary are these authors using to create and support their arguments
about the issue of surveillance?
Long-Term Learning Objectives and Understandings:
Students will be able to utilize their digital literacies in order to troubleshoot with
websites like Twitter and Blogger.
Students will be able to reflect on their learning and questions about surveillance
through blog posts and Tweets.
Students will be able to analyze the language that each author is using to support
their argument in order to further understand the authors position and for use in
strengthening their own writing.
Students will be able to utilize the idea of dystopia in furthering their
understanding of the experiences of the characters within the novels.
[These Objectives and their corresponding short-term objectives will run

throughout the unit as students will be posting on Twitter an assigned amount of
times on days of their choosing]
Short-Term Learning Objectives and Understandings:
Students will be able to illustrate their understandings of relationships in the novel
through their Twitter accounts by using specific hash tags and incorporating links
into their Tweets.
Students will be able to utilize design-based principles of Twitter, such as hash
tags, to find and reflect on relevant information that has been posted by
themselves or classmates.
Students will be able to create Twitter posts that are representative of the
identities created in the novels to delve deeper into the ways in which surveillance
affects them.
Students will be able to utilize social media sites such as Twitter in order to
interact with peers using the discourse of the novel.
Students will be able to apply their understandings of surveillance to the
experiences of characters within different texts.
Students will be able to position themselves as certain characters throughout the
novels using characteristics such as voice, identity, tone, etc.
Rationale:
In this lesson, students will be given an introduction to the unit and the reasoning behind
these books and the ideas that they will be learning that relate to their lives. Included in
this introduction is an explanation of how they will use Twitter and how to extract
vocabulary as they read. This vocabulary they will then need to analyze in a chart that
will be kept in their Gliffy accounts. This will help students to become critical readers as
they have to figure out the ways this vocabulary helps the author to structure and support
their argument. Understanding this usage will aid students in their own writing as they
will be better able to choose vocabulary that is strong and supports their own arguments
as well.
Standards:
CCSS.ELA-LITERACY.RL.9-10.2
Determine a theme or central idea of a text and analyze in detail its development
over the course of the text, including how it emerges and is shaped and refined by
specific details; provide an objective summary of the text.
Analyze how complex characters (e.g., those with multiple or conflicting
motivations) develop over the course of a text, interact with other characters, and
advance the plot or develop the theme.
Determine the meaning of words and phrases as they are used in the text,
including figurative and connotative meanings; analyze the cumulative impact of
specific word choices on meaning and tone (e.g., how the language evokes a sense
of time and place; how it sets a formal or informal tone).
CCSS.ELA-LITERACY.L.9-10.2
Demonstrate command of the conventions of Standard English capitalization,
punctuation, and spelling when writing.
Acquire and use accurately general academic and domain-specific words and
phrases, sufficient for reading, writing, speaking, and listening at the college and
career readiness level; demonstrate independence in gathering vocabulary
knowledge when considering a word or phrase important to comprehension or
expression.
Academic Language Needs (key vocabulary):
Students will encounter vocabulary that has to do with different types of
surveillance. They will need to know what these words are in order to understand
what is happening in each of their articles. Some of these words might include
cameras, microphones, bugging, track, etc.
Students will need to have an understanding of words associated with Twitter.
These words include hash tag, hyperlink, and handle. Students will need to know
these words and how to use them in order to create thoughtful and useful Tweets.
Students will be coming into contact with two main types of vocabulary in these
texts: real and fabricated. Fabricated vocabulary will come mainly from 1984 and
includes terms like telescreen, newspeak, and so on. These words need to be
understood in order to fully grasp what is happening within the novel. Students
will use their vocabulary squares to gain an understanding of both real and
fabricated words that they have not come into contact with before.
Procedure (sequence of activities):
Teacher will
Introduction:
Good morning class! Today we are
starting a new unit. Can anyone tell me
what you think of when you hear the word
surveillance? [Student answers] Great!
Through this unit you will be learning
even more about what surveillance means
and how it affects different characters in
novels, people around the world, and even
you! Here is a packet of information that
you will need throughout the unit. Dont
get overwhelmed! These organizers and
directions are spread out throughout the
unit, we are not doing them all today.
Transition:
First I want you to write some reflections.
Think about any time that you have felt
watched either by your parents or maybe
even by a higher institution such as school
or cops. What was the situation? How did
Student will
Listen attentively.
Raise hand to offer opinion.
Time
5 Min
15 Min
Listen Attentively.
this surveillance make you feel? Think

about this and write as much as you can. I
am going to give you about 10 minutes for
this reflection.
[After 10 minutes or earlier if students
seem to be finishing up]
Okay, does anyone want to share with the
class?
What themes do we see here? What
feelings did we have as we recounted these
events? How do you think this relates to
surveillance? Keep these themes in mind
because we will be applying them as we
learn more about our novels and methods
of surveillance in the real world.
Activity: Twitter Explanation
Alright, now who here has a Twitter
account? Raise your hands. Who is active
on their Twitter account? Meaning you
post at least once a day if not more? Wow!
Ladies and gentlemen, you will probably
be able to teach me some stuff about this
as well! We are going to use this social
media site that you all seem to love so
dearly in order to further our
understandings of the novels that we will
be reading. Please turn to page 3 in your
packet where you will find the directions
for your Twitter Assignment (Appendix
A). Can someone volunteer to read the
directions please?
Okay, so you will be posting original posts
at least twice a week under these handles.
One of these posts needs to be in response
to a peers post. You can choose any handle
you want to post under, especially if you
want to respond to a certain post created
by a classmate. You will be keeping track
of these posts through the chart given on
the next page. This assignment starts this
week.
If anyone needs instructions on how to use
Twitter I have given sites that will aid you
on the handout. You can also email me or
come in at any time to ask questions about
how to use different technologies that we
will be using in class. Any questions?
Transition: Vocabulary Chart
Now, if you flip to page 8 of your packet,
Write a reflection.
Raise hand to share a short summary of
writing.
10 Min
Listen Attentively.
Raise hands.
Raise hand to volunteer and read

directions.
10 Min
Listen Attentively.
you will find a vocabulary chart

(Appendix B). This is another activity that
you will be doing throughout the unit. I
know you have seen these before, so I am
going to spare you a drawn out
introduction. However, what I am going to
do is give you 5 minutes in class to work
with your groups on filling out one of
these charts for the word dystopia. This
word is the genre for the books we are
reading. Just to give an example, Hunger
Games and The Maze Runner are both
dystopias! I hope this garners some
interest in our novels for this unit!
[When students seem to be finishing up,
bring them back together]
What did everyone find? What is
dystopian literature? Can anyone tell me
what they think might be the purpose for
dystopian literature? Part of this question
is why does this literature interest us? Who
hear reads this and why? What do you find
interesting? Lets brainstorm on what we
think dystopian literature might offer us.
[Write on the board what the students
think of as dystopian literature, lists of
why it is important/what makes it
interesting/what it offers readers]
Awesome list everyone! This is all
important in understanding dystopian
literature and why we are so fascinated by
it.
Closing:
The novels that we will be reading this
semester are also dystopian literature, so
while you are reading make sure to think
of how these novels relate to the lists that
we created today. You will also be doing
the same process of defining words that
we did today throughout the readings.
Whenever you find a word that you do not
understand or havent seen before, write it
in your vocabulary square. Pause your
reading and try to figure out the
importance of this word and fill out the
rest of the chart. Your readings for
homework are listed in the chart in your
packet under Day One as well as listed
here on the board. Have a great night!!
Work in groups to fill out vocabulary

square for the word dystopia. Use
resources such as dictionaries, peers, and
technology.
Listen Attentively
Raise hand to offer opinions on dystopian
literature. Answer the questions:
What does this literature have to offer?
Why does it interest us?
Why is it important?
Differentiation for Students with Special Needs:

Students will be able to volunteer for answering questions so that those who are shy
because of disabilities, or are just shy in general, do not have to read. This will
change as the unit progresses.
The teacher will have abbreviated and annotated copies of the novels for those
students who need them.
Materials/Resources/Handouts:
Pencils/pen
Copies of the class packet for each student.
Computer for the teacher with projection screen and projector.
Assignment for the class written on the board.
Assessment/Rubrics:
Rubric used for Tweets (Appendix C).
Rubric used for vocabulary squares (Appendix D).
Students will be informally assessed on their willingness to volunteer for the
answers during the discussion of their writing.
Reading/Writing Assignments:
Read 1984 Part I I-IV
Read Little Brother Chapter 1-3
Fill out vocabulary squares with any new words
Monitor and post on the Twitter page if not done already for the week

Subject: English
Lesson Two: Understanding Character
Learning Context:
Students will have already had experience with Gliffy for charts in prior classes. They
will also already have a solid background in the understanding of characterization, such
as physical appearance, personality/psychology, actions, reactions of other characters to
these actions, and so on, which will help them in knowing what to write in the charts.
world?
What are different types of surveillance?
What are the differences between Winston and Marcus?
How are these differences impacted by surveillance?
Students will be able to demonstrate their understandings of the roles surveillance
plays in creating power in the society within the texts as well as within the real
world.
Students will be able to distinguish between the characters of Winston and
Marcus and the differing as well as the similar roles that the government plays in
their lives.
[These Objectives and their corresponding short-term objectives will run
throughout the unit as students will be filling out these charts while they read their
novels]
Students will be able to assess the authors representation of surveillance in order

to understand the impacts on the social relationships both in these texts and in the
real world.
Students will be able to build upon existing knowledge of surveillance and texts
in order to create new knowledge about these concepts using their novels and
further research.
Students will be able to extract and utilize evidence from the texts describing the
differences and similarities between Winston and Marcus.
Students will be able to extract evidence from the texts identifying the usage of
surveillance in different contexts and by different groups/individuals.
Rationale:
During this lesson, students will be delving deeper into the characters of Winston and
Marcus. These are the two main characters in the texts and it is from these characters that
the reader gets the most information and insight on how surveillance affects society. They
will be filling in two separate charts that will help them track types of surveillance as well
as the ways that surveillance affects the actions and feelings of certain characters. This
will help them when they are researching articles about real world surveillance as they
will be able to transfer the affects that they have seen in the novel to the characters in the
articles.
Standards:
expression.
Students will need to understand the concept surveillance. They will be using this
to discover types of surveillance and the deeper meaning behind its uses. Key
vocabulary from here on out for these charts will be the different types of
surveillance such as cameras, microphones, etc.
Teacher will
Introduction:
Student will
Time
Comment [SH1]: Love these! You have really strong

objectives!
I hope you all enjoyed the readings from

last night! Yesterday we had an
introduction into the ways that
surveillance has affected us and we
brainstormed what we think surveillance
is. Your readings from last night helped
you to put surveillance into new contexts,
the societies in these novels. Today we are
going to be using the information that you
have learned from these novels in order to
learn more about and interrogate the usage
of surveillance and its effects on people as
well as on societies in general.
Transition:
The first thing I want to do is discuss the
readings from last night. Did anyone add
new vocabulary? Did anyone notice
anything important that you want to bring
up? Lets map out some of what happened
in each of the novels. Lets start with Little
Brother. Can anyone tell me the main
characters names? What happened to
them? What surveillance methods did you
see? How have these surveillance methods
impacted them so far? Vocabulary that you
learned? Lets write this on the white
board.
[Do the same for 1984. Have a chart on the
board to fill in while students discuss
(Appendix E).]
[For vocabulary words given ask for
meaning and context.]
Activity: Surveillance and Character
Charts
Now that we have fleshed out some of this
information, lets organize it a little bit.
Also, dont forget that if you missed any
of these vocabulary words given by your
peers you might want to add them into
your charts. You will need a laptop for
this. Take out pages 9 and 10 of your
packets (Appendix F & G). Find each of
these charts on your Gliffy accounts, I
have created and shared them with each of
you. We are going to begin by going
through these together, and then I am
going to ask you to work in your groups to
continue your filling out of the organizers.
I am going to begin by having the charts
15 Min
Listen attentively.
Raise hand to answer questions.

Raise hand to ask questions.
Build upon the information given by
peers.
Comment [SH2]: Good idea to keep a list going.
15 Min
Listen Attentively.
Get a laptop, sign on, go to Gliffy.com.
Open organizers in different screens.
up on this screen and writing down what

you say to me so that you can see how to
fill out these charts.
Lets start with the surveillance organizer.
Someone tell me one type of surveillance
that they saw in 1984. Who used this?
Why? Can you find a direct quote that
describes this usage?
[Fill out organizer on overhead or
SmartBoard so students can see how they
need to be doing this.]
Now we are going to move to the character
chart. Can someone tell me one similarity
between Winston and Marcus that they
found in their readings from these novels?
How has surveillance added to or helped
create this similarity? Can you give me
direct quotes from the texts that show this
similarity?
[Fill out organizer on overhead or
SmartBoard so students can see how it
works.]
Raise hand to offer suggestion and

answers questions from teacher.
Raise hand to offer suggestion and

answers questions from teacher.
Comment [SH3]: Good specific question.
10 Min
Transition: Group Work
You have the rest of class to continue
filling out these charts with your group
members. I will be coming around to
check your progress as well as to answer
questions and check for understanding.
[Walk around the room. Answer questions,
redirect students who may be getting off
task, comment on filling out of charts.]
Closing:
Just like the vocabulary squares, you will
be doing this same process throughout the
readings. If you find a new type of
technology, add it in to your surveillance
chart. If you find new evidence of the use
of technologies, add it in to your
surveillance chart under support! The
same goes for similarities and differences
between the ways that surveillance affects
Winston and Marcus. Your homework for
tonight involves some more reading as
well as filling in these charts when
necessary. You can find the reading
assignment on the daily chart under Day
Two as well as here on the board.
Work in groups to fill out charts with

ideas and concrete evidence from the
texts.
Listen Attentively

The teacher will have abbreviated and annotated copies of the novels for those
students who need them.
The teacher will have charts with examples filled out for students who need them.
Students will be given examples of co-constructed charts from the ones created in
class.
Students who need to or who feel more comfortable will be able to use paper copies
of these organizers instead of the computer copies.
The teacher will walk around the room to redirect and answer questions that have to
do with the group work.
Pencils/pen
Students class packets.
Laptop computers.
Assessment/Rubrics:
Teacher will walk around the room and informally assess the students on their
filling out of the organizers. S/he will answer questions as well as correct
misunderstandings and use this in his/her informal assessment of each student to
see what needs to be reiterated, reworked, or given more time.
answers during the discussion of the organizers.
Read 1984 Part I V-VII
Fill out organizers with new ideas/surveillance methods.

Subject: English
Lesson Three: Annotation Strategies
Learning Context:
Students will already have had experience with annotating texts in past classes with other
teachers as well as with me. They will have annotated for key ideas, vocabulary, and
concepts in formal texts such as novels.
world?
How can we annotate texts in order to extract vocabulary, concepts, and ideas that
support and extend our knowledge of surveillance?
Students will be able to utilize their media and digital literacies to deconstruct the
idea of power in videos and songs in order to further their understanding of the
scope of surveillance.
[These Objectives and their corresponding short-term objectives will run throughout
the unit as students will be looking at other songs/videos as well as outside articles]
Students will be able to analyze and decide upon the arguments that the authors are
using for or against surveillance methods used by the government.
Students will be able to annotate for specific words, ideas, and concepts in
Coldplays Spies that create a precise picture of surveillance.
Students will be able to compare surveillance methods and their effects within
Coldplays song to the novels Little Brother and 1984.
Comment [SH4]: Good sequence.
Rationale:
This lesson will begin with an activity that will help students understand the length to
which Winston in 1984 had to go to in order to keep his secrets. This activity will also
show students how precarious it was to be living in the society of 1984 and how much a
person had to be careful not to show any suspicious activity. They will then move on to
working through annotation strategies by looking at Spies by Coldplay with the
teacher. In doing this exercise, students will be learning how to pull apart songs to find
specific information that will help with their understanding of the authors argument,
both of the song and for future texts.
Standards:
Cite strong and thorough textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text.
CCSS.ELA-LITERACY.W.9-10.3
Write narratives to develop real or imagined experiences or events using effective
technique, well-chosen details, and well-structured event sequences.
Use technology, including the Internet, to produce, publish, and update individual
or shared writing products, taking advantage of technology's capacity to link to
other information and to display information flexibly and dynamically.
Annotation is a concept that students need to know. They need to know the steps
and critical thinking skills that go into annotation and will help them further their
understanding of surveillance.
Teacher will
Introduction:
Hello everyone! I hope that last nights
reading was even more enjoyable than the
first. You are getting into the juicy stuff
now! Yesterday we worked on charting
information about the characters in our
novels and comparing them through the
surveillance technology that exists in their
Student will
Time
communities. Today we are going to start

with an activity to get our minds moving,
and then we will use this creative energy
to annotate a song by Coldplay.
Transition: Secret Spy Game
We are going to begin with the Secret Spy
Game. After playing this you will have a
better idea of the trials and fear that the
people in 1984 face on a day to day basis.
[Follow directions given in Secret Spy
Game instructions (Appendix H).]
10 Min
Listen attentively.
Play game according to instructions given
by teacher.
Wasnt that fun? If we have time at the

end of class we can play again, or even if
we have time on another day. However,
right now I want you to reflect on what
happened during the game. I have a few
roles here on the board-giver/receiver,
accuser, and the person being accused
[Have roles written on board (Appendix
H). Read roles out loud.]
Write from the viewpoint of their role

during the game.
Would anyone like to share their

reflections or respond to a classmate?
Raise hand to share reflections or respond

to a classmate.
Activity: Coldplays Spies Annotation

[Pass out lyrics to the song Spies by
Coldplay (Appendix I).]
[Pass out bookmark with Annotation
Strategies (Appendix J).]
Although we have already discussed
annotation in prior classes, I want to do a
quick reminder lesson. These bookmarks
will help you remember specifically what
you need to look for when reading the
particular texts for this unit. Can I have a
few volunteers to read this out loud?
Any questions?
Now we will go through the song.
Have song on overhead.
Go through song one lyric at a time and
stop when something seems important or
when the students say to stop. Have
students explain this significance and write
it down on their own copy of the lyrics.
10 Min
10 Min
Listen attentively.
Volunteer to read.
Raise hand with questions.
Listen attentively.
Raise hand when have something to
share.
Explain significance of information that
they found.
Comment [SH5]: What was it like to be in each of these

roles? What insights do you have into systems of
surveillance and how they keep running through these
roles?
Continue to move through the song with

your groups. Read them out loud and stop
your group members when you find
something important. Make sure to explain
the importance of what you find. What
does this information mean? How does
this information help to solidify the
authors argument about surveillance?
What is the authors argument?
When you are finished annotating, I want
you to think as a group and come up with a
concept map for how you see surveillance
affecting the characters in this song. You
can draw it on paper or use a computer to
create it on Gliffy. Your concept map
should show the surveillance method, its
features (according to the song), and its
impact on society. When you have
finished please take it, print it if you need
to, and put it up on the walls. We can use
these at a later date to look back on the
ways that surveillance affects people in
different contexts.
[Before the end of the activity.]
Tomorrow we are going to talk about
using blogging in our lessons. I have a
permission slip that I would like each of
you to give to your parents and have them
sign (Appendix K). It is on page 7 of your
class packet. Please bring it back
tomorrow!
Closing:
I hope you all enjoyed the activities that
we did today. As you can see through the
song by Coldplay, surveillance is a large
issue not only in novels, but also in our
novels. While you read for homework
consider the similarities and differences
between this song and the issues that
Marcus and Winston face on a daily basis.
Make a section for this song in the
character chart if you would like to write
down some of your reflections and
comparisons between this song Little
Brother and 1984.
10 Min
Listen attentively.
Work in groups to annotate the rest of the
song.
Comment [SH6]: Maybe they could look for evidence,

claims?
Create a concept map pertaining to the

ways in which surveillance affects the
characters in the song.
Comment [SH7]: Great progression.

The teacher will have copies of the lyrics with examples highlighted for students
who need them to strengthen their understanding of annotation.
Students who need to be closer to the board due to visual issues may be moved.
Pencils/pen
Copies of Coldplays Spies for each student,
Copies of the annotation bookmark for each student.
Assessment/Rubrics:
filling out of the organizers. S/he will answer questions as well as correct
Students will be informally assessed on their willingness to volunteer their
annotation strategies as well as their ideas for what is important in the song and
why.
answers during the discussion of the game.
Read 1984 Finish Part I
Fill out vocabulary squares with any new words.
Monitor and post on the Twitter page if not done already for the week.
Comment [SH8]: Great idea to co-construct.
Subject: English
Lesson Four: Blogging and Annotation
Learning Context:
Students will already have had experience with annotating texts in past classes with other
teachers as well as with me. They will have annotated for key ideas, vocabulary, and
concepts in formal texts such as novels. Students will also already have had experience
with word processing programs such as Microsoft Word as well as with social media
platforms. These will help them when planning and writing blog posts for the unit.
world?
How can blogging be used to further our understandings of the affects that
surveillance has on characters in novels as well as people in the real world?
How can we annotate texts in order to extract vocabulary, concepts, and ideas that
support and extend our knowledge of surveillance?
Students will be able to design blog posts that represent the discourses and identities
of the characters created in the novels to delve deeper into the ways in which
surveillance affects them.
[These Objectives and their corresponding short-term objectives will run throughout
the unit as students will be looking at other songs/videos as well as continuously
writing blog posts when they are assigned]

Students will be able to position themselves as certain characters throughout the
novels using characteristics such as voice, identity, tone, etc.
experiences of characters within their texts to create short creative pieces from the
viewpoints of different characters.
Students will be able to analyze and decide upon the arguments that the authors are
using for or against surveillance methods used by the government.
Students will be able to annotate for specific words, ideas, and concepts in
Coldplays Spies that create a precise picture of surveillance.
Rationale:
This lesson will begin with an activity that will help students understand the length to
which Winston in 1984 had to go to in order to keep his secrets. This activity will also
show students how precarious it was to be living in the society of 1984 and how much a
person had to be careful not to show any suspicious activity. They will then move on to
working through annotation strategies by looking at Typical Situation by Dave
Matthews Band with the teacher and then in their groups. In doing this exercise, students
will be learning how to pull apart songs to find specific information that will help with
their understanding of the authors argument, both of the song and for future texts. The
last activity will be an explanation of blogging which they will have to do as homework
tomorrow and on other class days. Throughout the unit students will need to write blogs
from the perspectives of different characters and express the ways that surveillance is
affecting them. This will help to build their understandings of surveillance in general as
well as to give them background for how surveillance might be affecting people in
articles that they will be finding later in the semester.
Standards:
Write narratives to develop real or imagined experiences or events using effective
technique, well-chosen details, and well-structured event sequences.
Comment [SH9]: Good and you can expand on this.

Features of technology. Impact of technology on
people. Types of control.
Students will need to have an understanding of the concept of blogging. They will
need to know that this is a public platform on which they will be sharing their
ideas and writing creative pieces.
Annotation is also another concept that students need to know. They need to know
the steps and critical thinking skills that go into annotation and will help them
further their understanding of surveillance.
Teacher will
Student will
Time
Introduction:
Good Morning students! I hope you are
doing swell! Hopefully Little Brother and
1984 arent making you too paranoid
about being watched!! I hope that you
were able to think of some ways in which
Coldplays song and our novels are similar
because those will become useful as we
move into researching surveillance
methods and the effects that they have on
different situations. Today we are going to
use the skills that we learned yesterday to
analyze another song. First I am going to
have you do a small writing assignment to
get you warmed up, thinking, and
reflecting on what you have read.
Transition: Blogging
If you look at pages 5 and 6 of your
packet, you will see information about a
site called Blogger (Appendix L & M).
Raise your hands if you have ever written
or read a blog before. Very cool! You will
have to share them with me! Okay, now
raise your hands if you have ever used
Blogger. Okay, for those of you who
havent there is a link at the bottom of this
page that will help you to better
understand the site. I have created a page
for us that you can find at the link
provided on the board. You sign in with
the username and password that I have
shared with you, and then edit your page
with your posts! Easy enough!
Today though, I am going to have you
20 Min
Listen attentively.
Raise hands if they have ever seen or
written a blog.
Raise hands if they have ever used
Blogger.
Listen attentively.
write your first assignment on a piece of

paper. Look at assignment one.
[Read assignment out loud.]
You will have about 15 minutes to write at
least two paragraphs on this prompt. I
know that this is an in class piece, so the
grading of it wont be as intense as it will
be on the online blog posts. I have
provided you with the rubric that I will be
using to grade you on page 6 of your class
packet so that you can refer to it when
writing future blog posts.
Please pass these in to me when you are
done with them. We will discuss them on
another day.
Activity: David Matthews Band
Typical Situation
Now that you have considered the
similarities and differences between
Winston and Marcus through your
charting in your homework, I want you to
start thinking about characters in other
contexts. We are going to listen to and
then annotate this song. I want you to
think about who the characters might be,
what is happening to them, and how is
surveillance a part of this. Also keep in
mind the ways in which the author is
presenting this information. What is the
authors argument? Remember the
questions that we have on our annotation
bookmarks. Really quick before we do
this, can anyone think of any ways that we
can tell what the authors argument is or
what s/he is saying about a specific topic?
We have the use of nouns for characters,
adjectives for how the characters are
described in these contexts, what else is
there?
[Pass out lyrics (Appendix N).]
[Have song on overhead.]
[Go through song one lyric at a time and
stop when something seems important or
when the students say to stop. Have
students explain this significance and
write it down on their own copy of the
lyrics.]
Write at least two paragraphs answering

the given prompt. Use notes and
organizers for help.
Hand in papers.
10 Min
Listen Attentively
Comment [SH10]: Good!
Raise hand to answer questions about

what words authors use to solidify their
arguments.
Volunteer to read.
Raise hand when have something to share.
Explain significance of information that
they found.
10 Min
Continue to move through the song with

your groups. Read them out loud and stop
your group members when you find
something important. Make sure to explain
the importance of what you find. What
does this information mean? How does
this information help to solidify the
authors argument about surveillance?
What is the authors argument?
Think of the chart that we have comparing
Winston and Marcus. Create for
yourselves a chart in your notes so you can
compare our novels and this song as you
finish annotating. How do the effects of
surveillance in this song compare to the
effects of surveillance on the characters in
our texts?
Closing:
Im not going to lie, that Dave Matthewss
song is one of my favorites. I hope that
this puts even more context to our learning
of surveillance. Your annotation strategies
are going to be very important when it
comes to finding articles that relate to
surveillance for your final project. Next
time we are going to be putting our
annotation skills to use on articles that we
will be finding ourselves. Your
assignments are written on the board as
well as in the class packet under Day Four.
You have readings as well as assignment
#2 under your blogging assignment sheet.
Listen attentively.
Work in groups to annotate the rest of the
song.
Work on charts describing similarities and
differences between the song by Dave
Matthews Band and 1984 and Little
Brother.
Comment [SH11]: Good scaffolding.
Listen attentively.

The teacher will have copies of the lyrics with some annotations filled out for
students who need them to strengthen their understanding of annotation.
Students who need to be closer to the board due to visual issues may be moved.
Pencils/pen
Lined Paper

Copies of Dave Matthews Band Typical Situation for each student,
Assessment/Rubrics:
annotating of the song. S/he will answer questions as well as correct
annotation strategies as well as their ideas for what is important in the song and
why.
answers during the discussion of the game.
Students will be formally assessed on writing assignment #1 using the blog rubric
(Appendix L)
Read 1984 Part II I-IV
Writing Assignment #2

Subject: English
Lesson Five: Article Choice and Beginning Research
Learning Context:
Students will have had experience with annotating songs in prior classes. This will help
them when annotating the news articles, as they know what they will be looking for and
how to find it. Students will also have a broad understanding of what surveillance is and
how and why it might be used.
world?
How can you decipher between articles that are reliable and those that are not?
How can you tell whether an article is relevant?
How do authors use their language to support their argument?
What contexts do surveillance types exist in?
How can you use A.nnotate to analyze and store work?
Students will be able to collect and store articles and information relevant and
reliable for further analyses using sources such as A.nottate, Blogger, and Twitter.
Students will be able to create a question surrounding the role that a certain type
of surveillance plays on people and society within the texts as well as within real
life contexts.
Students will be able to utilize their informational literacies to determine whether
online documents are reliable for and relevant to their research.
Students will be able to access and analyze blog posts of their classmates in order
to add to their own inventory of knowledge and understanding.
Students will be able to access the blogs and Tweets of peers in order to compare
their understandings of relevant and reliable sources as well as their own
collection practices.
Students will be able to view the A.nnotate practices of peers in order to assess
their own practices and tweak where necessary.
Students will be able to utilize sites such as A.nnotate to store information and tag
and sort articles in order to make for easy searches for already found material
during later stages of their project.
Students will be able to record information about specific texts in the chart given
such as article title, author, relevance, context, power, and positioning.
Students will be able to analyze new articles in order to find information about
how surveillance affects todays society.
in order to create new knowledge about these concepts using further research.
Students will be able to find the representations of the different aspects of the
texts such as society, community, specific individuals, specific actions, etc.
Students will be able to understand that no text is neutral and that each author
takes a position in order to position his or her reader.
Students will be able to identify the biases of the authors of each text in creating
their arguments about surveillance.
Students will be able to understand the role that hypertexts play in specific
websites in validating the argument the writer is making credible.
Students will be able to justify their usage of specific articles and information.
Students will be able to critically assess their word choices and search terms in
order to decide which would work best to locate information specific to their
research question.
Students will be able to collect and store articles that are relevant and reliable for
further analysis.
Rationale:
During this lesson students will be analyzing news article about different contexts that
surveillance exists in. In doing this, they will be learning how to find relevant and reliable
sources through information the teacher gives to them as well as deciding upon other
ways to tell as well with peers. They will have to decide what the authors argument is as
well as analyze the type of language that author is using to sway the readers opinion.
This will help students become critical readers and it will also give them guidance as to
how to strengthen their own argumentative writing. In order to keep track of this
information, students will also learn how to use a site called A.nnotate in order to store,
share, and analyze data. This will help students become more organized in their own
thinking.
Standards:
Comment [SH13]: Great work!
CCSS.ELA-LITERACY.RI.9-10.5
Analyze in detail how an author's ideas or claims are developed and refined by
particular sentences, paragraphs, or larger portions of a text (e.g., a section or
chapter).
Determine an author's point of view or purpose in a text and analyze how an
author uses rhetoric to advance that point of view or purpose.
Delineate and evaluate the argument and specific claims in a text, assessing
whether the reasoning is valid and the evidence is relevant and sufficient; identify
false statements and fallacious reasoning.
Students will also need to have an understanding for words that will help them
locate and understand their articles. These words include relevant, reliable,
analyze, and annotate.
Teacher will
Introduction:
Good morning class! As you know we
have been working on annotating songs.
Today we will be annotating articles that
talk about actual happenings with
surveillance. You will also be deciding
what type of surveillance you want to look
into! You might even find out some ways
that surveillance directly affects you!
Transition:
First we are going to talk about the best
Student will
Time
Listen attentively.
10 Min
ways to decide whether articles are

reliable and relevant. First I want to talk to
you about this to get your ideas. How do
you think you can tell whether an article is
reliable or valid for your argument? Can
you list some factors that you need to look
at in order to decide this?
Great list! If you look on page 13 of your
class packet, I have given you a list of
more things that you need to look for in
order to assess your article choices
(Appendix O). Many of the things that
you have read fit right into this!
[Have students look over the information.
Read each one out loud. Have students
volunteer to give an example of each
section on the paper.]
Activity: A.nnotate.
[Have multiple articles on hand to show
them with already highlighted information
showing how each is reliable and relevant]
Each of these articles that I am going to
show you has different strengths and
weaknesses. I am going to show these to
you and then we will work on going
through an article together.
[Go over example articles]
I hope that made sense! Now I am going
to pass out the article that we will be
annotating together. Take a second to look
over this before we get started as a group
and think of your initial reactions.
[Give each student article We're living
'1984' today (Appendix P). Have article
up on the projector.]
Keep in mind the requirements we just
came up with and read for how to make
sure an article is reliable! Who can tell me
right off whether they think this article
will be relevant and why?
Good! Now I am going to show you the
program we will use for this project. You
will collect articles, analyze them, and
store them in this source. Please turn to
page 14 in your student packet that says
A.nnotate (Appendix F1) .
[Go through steps of uploading a
document to A.nnotate.]
Transition:
Listen Attentively.
Raise hand to volunteer for discussion of
what makes an article reliable and
relevant.
Look over information.

Volunteer to give examples for each
section of assessing articles.
10 Min
Listen Attentively.
Volunteer to say whether they think the

article is relevant to their research and
why.
Listen Attentively.
Take notes if necessary.
15 Min
Now we are going to work on analyzing

this together. Remember the questions on
that bookmark that I gave you. These are
going to be what you want to look for as
you are looking at this article as well as
future articles. Remember, what is the
surveillance method? What are its
features? How is it affecting the characters
and society in this text? Also, make sure
to stop me at any new vocabulary that you
are unsure of so that we can learn it and
put it in the context of surveillance.
[Read through article stopping when
finding relevant information or when class
stops the teacher. Also stopping at words
or statements that show the authors
view/opinion or strengthen it.]
Closing:
Great job today guys! We have learned
how to use A.nnotate in order to keep
track of our articles as well as using it for
the actual annotation of our texts. Your
annotation skills that we keep working on
will become very helpful as you begin to
do research on your own. Keep thinking
about how these texts all interweave to
show a bigger story of surveillance. We
are creating a story about surveillance and
its features, its pros and cons, its impact,
and so on. Bring to class any questions
that you think of while reading.
Are there any questions at this point about
surveillance or the texts we have been
reading?
Next class we will be doing more research
on our own in order to learn even more
about surveillance! Please decide which
surveillance method interests you most for
next class. Do you want to look at cameras
in schools? Trackers in cell phones? Or
another type of surveillance? Also dont
forget to read and keep track of your
charts and the Twitter accounts!
Listen Attentively.
Raise hand when they notice something

important: information or
words/statements that show the authors
view/opinion or strengthen it.
Take notes on their hard copy of the
article.
5 Min
Listen Attentively

Comment [SH14]: Good work!
The teacher will have a copy of the article already annotated for a few of the aspects
that s/he wants the students to find. If needed copies of this can be made for and
given to specific students at the beginning of class.
Pencils/pen
Copies of the information for Assessing Article Choice and the article Were
Living 1984 today.
Highlighters
Access to A.nnotate.com
Assessment/Rubrics:
Rubric used for blog posts that were homework the night before (Appendix M).
Students will be informally assessed on their ability to interpret the argument of the
writers.
answers during the annotation of the article.
Read 1984 Part 2 V - IX
Read Little Brother Chapter 13 -15
Keep track of new surveillance methods on chart
Keep track of similarities and differences between Winston and Marcus
Monitor and post on the Twitter page if not done already for the week.

Subject: English
Lesson Six: Project introduction
Learning Context:
Students will have been doing research on a certain type of surveillance and created a
question that applies this surveillance to both the books we are reading as well as to the
real world. This will help them in understanding the final assignment.
world?
What kinds of surveillance are there?
How does a certain type of surveillance affect characters and situations in texts?
How does a certain type of surveillance affect people and situations in real life?
Students will be able to demonstrate their understanding of the roles surveillance
world.
Students will be able to create a question surrounding the role that surveillance
plays in this certain context.
Students will be able to process the information that they have learned through the
semester so far in order to organize a rubric for their final paper similar to the one
given by the teacher.
Students will be able to decide upon and conduct research on specific contexts
and situations where a certain type of surveillance plays a role.
Students will be able to synthesize their research into a 2-3 page compare/contrast
essay in which they discuss a type of surveillance in a certain context and
compare it within the novels to the real world.
Students will be able to assess the authors representation of surveillance in order
to understand the impacts on the social relationships both in these texts and in the
real world.
Students will be able to use word choice such as adverbs, adjectives, verbs, and so
on to support their perspectives in their final project.
Rationale:
Students will begin class with a discussion of the final assignment. Students have already
done some research on surveillance and they should have chosen a type of surveillance
and a research question already. This will help them to better understand the project as it
is being described by the teacher. Students will be given time to ask questions after the
project is introduced. Students will then be given the rubric that was created by the
teacher. They will be asked to read it over with their groups and discuss what they think
is missing or should be left out. The teacher will bring the class back together in order to
create a rubric similar to this one. This will give students more agency in the project and
help them to better understand what they are being asked to do.
Standards:
Students will need to understand what a rubric is and what they are used for.
Teacher will
Student will
Introduction:
Hello class! So far you have learned a lot about
surveillance and how it is affecting characters in our
novels as well as contexts that you are finding in
Listen attentively.
Time
your own research. Today I am going to be

introducing you to your final project!
Transition: Project Introduction
For this unit, you are going to need to write an essay
comparing and contrasting a specific type of
surveillance from these texts to the real world.
The explanation for this project is on page 15 of
your class packet (Appendix R)
Does someone want to volunteer to read this?
[Explain in more detail.]
Any questions?
Activity: Create a Rubric
Now that we have read over the assignment, I want
you to take a second to discuss and write down some
things that you think should be on the rubric for this
assignment. What do you think is important and
needs to be stressed in this rubric? How can we
make the rubric specific to this project?
[Walk around and monitor discussion.]
Okay! Now we will work on this together.
Who would like to start?
[Write down rubric criteria on board.]
The rubric that I had already created for you is on
page 16 of your class packet (Appendix S). I want
you to take a look at this quick and see what you
think is necessary, what needs changing, and what
you think should not be there at all. Some of what
we already mentioned is on this rubric, and some
isnt. Maybe you will come up with ideas after
seeing this rubric.
Lets talk about this now. Who wants to start?
[Lead and monitor discussion on rubric changes.]
I will make these changes and additions and print
new rubrics out for each of you!
Closing:
I hope you guys are as excited for this project as I
am! You are going to want to keep these rubrics in
mind as you find information through your research
and you think about how you might want to
incorporate it into your final essay.
You have some readings that can be found in the
chart in your class packet. You also have Writing
assignment # 3 tonight.
[Read over assignment #3].
Does anyone have any questions about this?
15 Min
Listen attentively.
Raise hand to volunteer to read.

20 Min
Listen attentively.
Discuss rubric in groups.

Raise hands to volunteer rubric
criteria and ideas.
Volunteer to discuss changes.
5 Min
Listen attentively.

Students will be asked to participate in the discussion. Those who have shown
growth and more comfort with discussing their opinions will be called on by the
teacher and asked if they would like to share.
The teacher will monitor discussion and redirect when necessary.
Copies of the rubric for each student.
Assessment/Rubrics:
Students will be informally assessed on their willingness to volunteer their during
the discussion of the assignment.
rubric discussions. S/he will answer questions as well as correct
Read 1984 Finish part 2
Read Little Brother Ch 16-17
Writing assignment #3.
Fill out organizers with new ideas/surveillance methods

Subject: English
Lesson Seven: Researching
Learning Context:
Students will have spent some time in the last class doing research so they will have
knowledge of how to search and find articles that best fit their needs. They will also
already have had done enough work with Gliffy that keeping track of their articles
through the organizer given should be easy enough.
world?
Students will be able to collect and store articles and information relevant and
reliable for further analyses using sources such as A.nottate, Blogger, and Twitter.
Students will be able to create a question surrounding the role that a certain type
of surveillance plays on people and society within the texts as well as within real
life contexts.
Students will be able to decide upon and conduct research on specific contexts
and situations where surveillance plays a role.
Students will be able to understand the impact that surveillance has on the
identities of characters within the texts through character traits, actions, and
description of scenery.
[These objectives will be running throughout the rest of the unit as students will
continue to do research and use these understandings in doing so.]
Students will be able to access and analyze blog posts of their classmates in order
to add to their own inventory of knowledge and understanding.
Students will be able to access the blogs and Tweets of peers in order to compare
their understandings of relevant and reliable sources as well as their own
collection practices.
Students will be able to view the A.nnotate practices of peers in order to assess
their own practices and tweak where necessary.
Students will be able to utilize sites such as A.nnotate to store information and tag
and sort articles in order to make for easy searches for already found material
during later stages of their project.
Students will be able to record information about specific texts in the chart given
such as article title, author, relevance, context, power, and positioning.
Students will be able to analyze new articles in order to find information about
how surveillance affects todays society.
in order to create new knowledge about these concepts using further research.
Students will be able to critically assess the information found in their news
articles to find the representations of the different aspects of the texts such as
society, community, specific individuals, specific actions, etc.
Students will be able to understand that no text is neutral and that each author
takes a position in order to position his or her reader.
Students will be able to understand the role that hypertexts play in specific
websites in validating the argument the writer is making credible.
Students will be able to critically assess their word choices and search terms in
order to decide which would work best to locate information specific to their
research question.
Students will be able to collect and store articles that are relevant and reliable for
further analysis.
Students will be able to assess their own online reaching strategies in order to
make corrections in their processes of elimination for relevant and reliable
articles.
Students will be able to utilize a list of relevant terms and phrases in order to
create efficient searches that will help them find relevant information for their
research-based projects.

Students will be able to create their own definition of power based around the idea
that one person has possession, control, or command over others.
Rationale:
During this lesson students will be furthering their research into their specific questions.
They will be given an organizer on Gliffy that will help them to keep track of and
identify the importance of their research articles as they find them. There will also be a
brief discussion of the word power. Students will be discussing what this concept means
and why it is important in the context of surveillance. After this discussion, they should
also be able to relate the concept of power to other texts as well as to areas of their real
lives.
Standards:
Analyze how the author unfolds an analysis or series of ideas or events, including
the order in which the points are made, how they are introduced and developed,
and the connections that are drawn between them.
chapter).
CCSS.ELA-LITERACY.CCRA.R.1
Read closely to determine what the text says explicitly and to make logical
inferences from it; cite specific textual evidence when writing or speaking to
support conclusions drawn from the text.
Delineate and evaluate the argument and specific claims in a text, including the
validity of the reasoning as well as the relevance and sufficiency of the evidence.
Students will need to have an understanding of the word power in order to fully
understand why certain characters/people make certain decisions and use certain
types of surveillance.

Teacher will
Introduction:
[In the computer lab]
Hello ladies and gentlemen! I hope that
you had a great night! I have to say that
your blogs look amazing! There were
some parts that I found especially
enjoyable and insightful.
[Put a few examples on overhead to show
students what you are looking for and read
them out loud [leave out student names].]
Explain why they are good examples of
what is being looked for.
As you guys can see, these blog posts have
a lot in common. One common strain that I
saw as I was reading through them was the
concept of power. Can anyone tell me
what power means?
In my basic definition of power, I see it as
one person or group having authority,
possession, command, or control over
others. How can we elaborate on this?
[Ask for insight.]
[Come up with a definition of power with
the class while giving insight as the
teacher.]
How does this apply to our novels? Who
has the power in Winstons case? In
Marcus?
Transition: Charting Articles
Wow! You are doing a great job of making
a concrete definition out of a pretty
abstract concept. Now we are going to
apply this concept to your research. I have
given you a chart in your class packet on
page 11 (Appendix Q). You will be using
this to record your articles as you find
them. Think about what we have created as
a definition of power. Who is holding the
power in these contexts? Why do they
have the power? How are they using
surveillance to keep this power? Why is
surveillance important to keeping power in
this context?
You also have this chart on Gliffy as I
have created and shared it with each one of
you. Having this resource online will help
you because you will be able to access it
Student will
Time
10 Min
Listen attentively.
Raise hand to give definition of power.

Raise hand to give further insight and
discuss the definition of power.
Raise hand to join discussion.
Comment [SH15]: Way to showcase student work.
10 Min
Listen attentively.
Bring up chart on Gliffy.
anywhere and you will also be able to

write as much as you want.
[Have students go over the sections one by
one and explain what they think each
section in the chart is looking for.]
What sorts of search terms do you think
you will need to use to find information
that has to do with our subject? Do you
think surveillance and power will be
enough? How can we specify our search
terms? Lets make a list.
[Mediate discussion and write list on the
board as students comment.]
Before I send you off to do more research,
does anyone have any questions?
Activity: Research
Now that you know where and how you
will be storing your research, you have the
rest of class to find articles that apply to
surveillance methods. If you flip to page
15 of your packet (Appendix R), you will
see your assignment for the final paper.
You are going to need to decide upon a
certain surveillance method to do further
research on. You might want to do some
research on several kinds of surveillance
methods at first before you decide on
which interests you most.
When you have decided upon a certain
method, try to come up with a question
surrounding this type of surveillance. An
example of this might be How does
having cameras in schools affect the
environment as well as the actions of the
students and teachers? Your chosen
surveillance method must be one that can
be found in 1984 and Little Brother as
well, although maybe not in exactly the
same context.
Closing:
Great job today!! It sounds like you are
finding some amazing information. Your
annotations strategies are getting stronger
and I can see your questions about
surveillance formulating. You will have
more time next class to do more research
and create your question as well. Your
readings are posted on the board as well as
Raise hand to volunteer to read and

explain what the section is about.
Raise hand to volunteer search terms and

why they would be useful.
Comment [SH16]: Awesome scaffolding.
15 Min
Find research articles, read them, and
store in A.nnotate as well as in their
charts on Gliffy.
5 Min
Listen attentively.
in the class packet.

You have a few readings for tomorrow
which can be found on the chart in the
class packet.
Does anyone have any burning questions
about what we have learned today or our
readings?
Raise hand to ask any questions.

change as the unit progresses. Students will be asked after class or individually
during class if they feel confident to answer questions about authors perspectives
tomorrow.
Paper copies of the research chart will be given to students who feel more
comfortable using this instead of the computer program.
Computers
Assessment/Rubrics:
research. S/he will answer questions as well as correct misunderstandings and use
this in his/her informal assessment of each student to see what needs to be
reiterated, reworked, or given more time.
Students will be informally assessed on their willingness to volunteer their power
definition as well as their ideas for how it applies to the novels.
Read 1984 Part 3 I-II

Subject: English
Lesson Eight: Research and Perspective
Learning Context:
Students will have already had a class period for research so they will know what they
need to do during this class period. They have already also discussed reliability and
relevance of articles. This will help students when discussing the authors perspective and
why this is important to know when reading a text.
world?
How can you decipher an authors perspective?
Students will be able to understand the affordances and constraints of surveillance
for society.
Students will be able to identify and analyze how a writer is positioning characters,
people, and cultures in order to convey a perspective and a bias about
surveillance.
[These long-term objectives and their corresponding long-terms will continue
through research days.]
Students will be able to deconstruct a text to determine how an author is creating

perspective using grammar principles such as verbs, adverbs, adjectives, etc.
Students will be able to deconstruct a text to determine how an author is creating
perspective through the design such as heading, subheading, italics, bold, etc.
Students will be able to support their own perspectives through blog posts using
design based principles such as headings, spacing, images, different typefaces,
etc.
Students will be able to assess the authors representation of surveillance in order to
understand the impacts on the social relationships both in these texts and in the
real world.
Rationale:
To begin this lesson students will be discussing how to figure out the authors perspective
on an argument using the design of the texts as well as the words that the author is using.
Students will have already been working with figuring out whether texts are reliable and
relevant, and this will solidify their understanding of those two concepts. This will also
help them to understand how to create their own perspective when writing future blog
posts as well as in the writing of their final paper. Students will then take this information
with them as they continue their research.
Standards:
chapter).
Read closely to determine what the text says explicitly and to make logical
inferences from it; cite specific textual evidence when writing or speaking to
support conclusions drawn from the text.
Students will need to have an understanding of the word perspective in order to
distinguish between reliable and unreliable sources. This will also be important in
understanding the actions of characters and the impacts surveillance has on
characters as well as society in the texts.
Teacher will
Introduction:
[In the computer lab]
Hello ladies and gentlemen! As I said
yesterday, you will have more time today
to do research. However, I want to talk to
you about one new idea first that we have
touched on a little bit-authors perspective.
Can someone tell me what perspective is?
Anyone care to add?
Lets make a definition.
What do we think are the perspectives of
the authors who wrote the novels we are
reading?
What kinds of arguments are they making
about surveillance?
How is this important to our understanding
of the characters and the happenings in
society?
How about the articles that we have found
so far, does anyone have answers to these
questions that pertain to their findings?
[Write defining words on the board as
students say them]
Activity: Research
Now that you know where and how you
will be storing your research, you have the
rest of class to find articles that apply to
your research question. Make sure to save
them and as you read them, annotate and
fill out the chart.
I will be coming around to discuss your
research questions with you and help you
refine them and make sure that they meet
the criteria.
Transition:
Awesome job everyone! Now I am going
to ask a few of you to share what you have
found. Does anyone want to share or
Student will
Time
10 Min
Listen attentively.
Raise hand to answer question.

Raise hand to add to discussion.
Raise hand to answer question.

Raise hand to add to discussion.
20 Min
Find research articles, read them, and
store in A.nnotate as well as in their
charts on Gliffy.
10 Min
Raise hand to volunteer to share article
and what they have filled out on the chart.
should I call on you?

I want you to tell us your strategies for
finding your articles as well as what you
have learned from them. How did you
know the article was reliable and relevant?
What strategies did you use for annotation?
What have you added to your
understanding of surveillance and power?
Did this article raise any questions for
you?
Also, do you see how these texts can be
applied to situations in 1984 and Little
Brother? Are there blatant similarities or
differences?
[Have students share articles they have
found and their importance.]
Raise hand to discuss if they want to

comment on a students article or
processes.
Closing:
Great job today everyone! You are all
finding very interesting information on
power and surveillance. You have created
pretty clear definitions on how surveillance
affects power and why it is important in
different contexts. We are not going to
have a research day tomorrow, but we will
have a few more classes in the future that
will give you time to find more research
and explore other articles. Your
assignment is on the board as well as
written in your class packet.

Students who expressed the ability to answer the question of perspective yesterday
will be called upon as well as other students in the class who raise their hands.
do with research.
Computers
Assessment/Rubrics:
Comment [SH17]: Good co-construction!

perspective definition as well as their ideas for how it applies to the novels.
Read 1984 Finish part III

Subject: English
Lesson Nine: Discussion
Learning Context:
Students will have had enough time in class for research that they should have a pretty
concrete understanding of surveillance and the way that it affects characters and society.
world?
What is post-colonialism?
How can the post-colonial lens help us to further understand the use of surveillance
in these texts?
Students will be able to analyze the power dimensions and actions of characters
through their understanding of the post-colonial lens.
Students will be able to define aspects of post-colonial lens such as identity, other,
language, and ideology.
Students will be able to identify ways in which the post-colonial lens relates to
surveillance and tracking with their definition of power and how it is perpetuated
through the post-colonial lens.
Students will be able to identify parts of video that support a writers argument such
as tone, text, music, lighting, and so on.
Rationale:
Class will begin with a discussion of post-colonialism. This will help students to
understand even deeper the concept of surveillance and how it builds power. They will
then be shown a video clip of a young boy wearing a tracking device. They will be asked
how this applies to post-colonialism and Little Brother as well as to share their own
opinions of what is happening in this video. This will hopefully bring even closer to
home the fact that surveillance is affecting the real world too, not just the worlds in the
novels. If there is time, students will get a chance to share their blogs with their neighbors
as well as with the class. The teacher will also pick some of her favorite blog posts to
share and describe.
Standards:
chapter).
Analyze the representation of a subject or a key scene in two different artistic
mediums, including what is emphasized or absent in each treatment (e.g., Auden's
"Muse des Beaux Arts" and Breughel's Landscape with the Fall of Icarus).
Students will need to have an understanding of the concept postcolonialism. This
will help them to build further knowledge as to the reasoning for the usage of
different surveillance methods as well as how surveillance builds power.
Teacher will
Introduction:
Student will
Listen attentively.
Time
Good morning class. Yesterday we did more

research and we discussed our findings with the
class. We found ways in which our research articles
related to our novels and how the picture of
surveillance is being created through the
combination of these texts. Remember in the
beginning of the unit when we talked about
dystopia? Well, today we will be discussing another
new term, post colonialism. We will also be
applying some more real life knowledge on
surveillance to our novels as well as to our own
lives.
Transition: PostColonialism
Hand out worksheet on postcolonialism (Appendix
T). Here is a pretty academic definition of
postcolonialism and the terms that are important to
understand for this concept. I am going to have us
read through this and then decide upon our own
definitions for these terms based on what we have
read. Would anyone like to read?
[After each definition stop and have the students
discuss to create and write their own definitions.
Mediate the conversation and write the newly
formed definition on the board.]
Activity: YouTube clip
We are now going to watch some clips that have to
do with a certain type of surveillance-tracking
devices. Keep in mind the definitions we have just
created as you watch these. Who has power? Who is
having power taken away? What cultures are being
changed to incorporate this new one? What
ideologies and identities are being created? Is there
an other being created?
https://www.youtube.com/watch?v=1PkMT2RyO3A
Comment [SH18]: I am loving how clear and well

organized this is.
15 Min
Listen attentively.
Raise hand to read.

Raise hand to contribute to the
definition discussion.
25 Min
Listen attentively.
Watch clips.
Take notes on the questions
asked by the teacher and other
annotation questions given in
earlier classes.
https://www.youtube.com/watch?v=8BH9QIYXc3E
Lead and monitor a discussion using the following
questions.
What are the differing opinions in these videos?
What do you think about this topic?
Apply this to Little Brother. How is this similar to
what he is facing?
How can you apply postcolonialism to the concept
of tracking kids? Who is taking power away from
whom?
Comment [SH19]: You might think of showing them

writing that uses post-colonial themes.
Closing:
Wow! That was an interesting discussion! I hope
that you all got something out of that! Isnt it crazy
how surveillance is coming right into our
backyards? For homework tonight you have a blog
to write as well as keeping track of your surveillance
methods and your organizers. While you write your
blog, remember to keep in mind your characters
identity. Who is it? How would s/he act in certain
situations? Make sure you are staying as true to the
character as possible. You might also want to
continue your research as we will be doing more
research soon. Keep in mind the annotation
strategies that we have learned and the questions that
we always want to keep in mind when reading these
texts.

The teacher will monitor discussion and redirect when necessary.
Definitions created by the class will be typed up and given to students who need
them.
Transcripts of the videos will be given to students who need them.
Markers or chalk.
Whiteboard or chalkboard.
Assessment/Rubrics:
Students will be informally assessed on their willingness to volunteer their during
the discussion of postcolonialism.
Students will be informally assessed on their understandings and discussion of the
videos and the ways in which they relate to Little Brother.
Writing Assignment #4

Subject: English
Lesson Ten: Presenting Research (could take more than one class period)
Learning Context:
Students have constructed knowledge about their specific surveillance method over the
past few class periods. Most of the students will have had some background in using
PowerPoint for other classes which will help them if they decide to use this for this
project.
world?
How can we best present articles and information that we have found?
Students will be able to use presentation software to organize and share their
research articles.
presentation platforms like PowerPoint and Prezi.
world.
Students will be able to build upon existing knowledge of surveillance and texts in
order to create new knowledge about this concept.

real world.
Students will be able to analyze news articles in order to find information about
how surveillance effects todays society.
Students will be able to critically assess the information found in their news articles
to find the representations of the different aspects of the texts such as society,
community, specific individuals, specific actions, etc.
Students will be able to understand that no text is neutral and that each author takes
a position in order to position his or her reader.
Students will be able to use the features of Prezi and PowerPoint such as adding
images, placement of text boxes, creation of unique templates, and order of
information in order to create a presentation that accurately and adequately
displays the information they have found in their research.
Rationale:
During this lesson students will be instructed on how to create a presentation using either
Prezi or PowerPoint. If students have knowledge of another presenting platform then they
may use that as well. Students will be asked to compile the information that they have
found about their specific type of surveillance in a manner that helps their classmates
understand what the surveillance method is, what the features of this method are, and
how it affects the real world through articles that they have found.
Standards:
CCSS.ELA-LITERACY.W.9-10.2.A
Introduce a topic; organize complex ideas, concepts, and information to make
important connections and distinctions; include formatting (e.g., headings), graphics
(e.g., figures, tables), and multimedia when useful to aiding comprehension.
Students will need to have an understanding of the connections between their
chosen type of surveillance and the real world.
Students will need to have an understanding of the basics of Prezi or PowerPoint
and how to use images, text, and formatting to present their information.

Teacher will
Introduction:
[with laptop computers] Hello students. I
know you have all been working very hard
on your research. We have been applying
our learning to Little Brother and 1984.
Some of you might be struggling to find
more information on your chosen
surveillance method. Today we are going to
work on something that will help each of
you by sharing articles and information.
Student will
Time
Listen attentively.
20 Min
Transition: Introduction of Prezi
So, most of you have probably heard about
PowerPoint right? How many of your have
used this to present before?
How many of your have heard of Prezi?
I have to tell you, Prezi is definitely my
favorite way to present and I think that you
will love it as well! I am going to show you
an example Prezi on our topic that I have
found, and then I will walk you through a
quick tutorial on how to use this. The one I
am going to show you is pretty intense, I just
want to show the lengths that you could go
to in creativity when using this platform.
There is pretty much no end to what you can
do!
Quickly go through an outline of what was
done in this Prezi
https://prezi.com/etomzpqsdi1b/copy-ofenglish-project-surveillance-in-1984compared-to-the-present-day/
Show how to begin a Prezi. Signing up,
choosing a theme (or creating your own),
filling in the text boxes (or bubbles) and
saving/presenting.
Any questions?
Activity: Prezi (or PowerPoint) Creations
You now have the rest of this class to create
a Prezi showing what you have found in
your research. You should introduce us to at
least 2 of your articles, why it is relevant and
reliable, the surveillance method and its
features, and the ways the method effects the
society within the article. Your Prezi should
be at 5-10 minutes long.
Listen attentively.
Raise hands to answer questions.
Listen attentively.
Listen attentively.

20 Min
Listen attentively.
Any questions?
Walk around and mediate student activity.
Closing:
These presentations look great! I cant wait
to hear all about the articles that you have
found! Remember as you finish up these
presentations that you want to use any of the
features on Prezi, add pictures, add different
kinds of text, add quotes- anything that will
help to show exactly what your article is
talking about. For homework I want you to
finish up your presentations so that we can
begin presenting!

Extra time will be given to students who need it for the creation of their
presentations. Students will also be given the option of having a pass from the
teacher to go to the computer lab during study halls or to come to the teachers
classroom during free periods to work and get extra help.
The teacher will walk around the classroom during workshop time to make sure that
students are on task and to answer any questions that students might have.
Laptop for each student.
Assessment/Rubrics:
Students will be informally assessed on their progress and understanding of the
presentation platform they are using.
Students will be formally assessed using the rubric given (Appendix D1) on their
final presentation.
Finish your presentation (Prezi or PowerPoint)
Comment [SH20]: Much much better!

Subject: English
Lesson Eleven: Presenting Research (may take more than one class)
Learning Context:
Students have constructed knowledge about their specific surveillance method over the
past few class periods. This knowledge will help them to further understand the
information given by their classmates during this period.
world?
How can we best present articles and information that we have found?
Students will be able to use presentation software to organize and share their
research articles.
presentation platforms like PowerPoint and Prezi.
world.

real world.
Students will be able to analyze news articles in order to find information about
how surveillance effects todays society.
Students will be able to critically assess the information found in their news articles
to find the representations of the different aspects of the texts such as society,
community, specific individuals, specific actions, etc.
Students will be able to understand that no text is neutral and that each author takes
a position in order to position his or her reader.
Students will be able to use the features of Prezi and PowerPoint such as adding
images, placement of text boxes, creation of unique templates, and order of
information in order to create a presentation that accurately and adequately
displays the information they have found in their research.
Rationale:
During this lesson students will be presenting the information that they have found on
surveillance so far. Students will have compiled the information that they have found
about their specific type of surveillance in a manner that helps their classmates
understand what the surveillance method is, what the features of this method are, and
how it affects the real world through articles that they have found. Students listening will
be asked to take notes about articles that might be helpful for their own research.
Standards:
Introduce a topic; organize complex ideas, concepts, and information to make
important connections and distinctions; include formatting (e.g., headings), graphics
(e.g., figures, tables), and multimedia when useful to aiding comprehension.
Students will need to have an understanding of the basics of Prezi or PowerPoint
and how to use images, text, and formatting to present their information.

Teacher will
Introduction:
Woo! Those presentations looked great
yesterday. I am excited to hear what you
ladies and gentlemen have found about
different surveillance methods. Remember
as you are listening to write down any
articles that seem like they could be
helpful for your own paper!
Activity: Presenting
You now have the rest of class to present.
I am going to be grading you on a very
light rubric so do not worry about that.
Just make sure to speak up and present all
of the information that you think is useful
for your classmates. As you listen, write
yourself notes about articles that you
would like to look further into. If we have
time after class or during other classes you
may ask your friends for specific article
citations so that you may see if they will
be useful for you.
[Allow students to present.]
[Listen and grade.]
[Watch audience to make sure they are
paying attention.]
Closing:
Wow, you have certainly found a lot! I
love how you are using your informational
literacies to make sure that articles are
definitely reliable before deciding to use
them in your papers. You are doing a great
job of finding articles that truly show the
relevance of your surveillance to our
novels and to todays society. For
homework you are going to continue
doing your research and finish writing
down any information that you need for
your paper. For those of you who have
seen articles that you want to look further
into in the presentations today, take
tonights homework as a chance to look
these articles up and fill in your charts!
Student will
Time
Listen attentively.
35 Min
Listen attentively.
Comment [SH22]: Can you let students give one

another specific types of feedback?
Present.
Listen and write notes about articles that
could be useful.
5 Min
Listen attentively.
Extra time will be given to students who need it for the creation of their
presentations. Students will also be given the option of having a pass from the
Assessment/Rubrics:
Students will be informally assessed on their progress and understanding of the
presentation platform they are using.
Students will be formally assessed using the rubric given (Appendix D1) on their
final presentation.
Keep researching surveillance method.

Subject: English
Lesson Twelve: Research (may take more than one class period)
Learning Context:
Students will have had enough time in class for research that they should have a pretty
concrete understanding of surveillance and the way that it affects characters and society.
Students also have knowledge on how to find reliable and relevant sources from prior
class periods.
world?
See Lesson Seven
See Lesson Seven
Rationale:
Class will begin with the teacher introducing the students to an article about Edward
Snowden to bring them back into the subject of surveillance and research. The teacher
will hand out the article with annotations on what is important. He or she will then go
over the article, what it was about, and what was important in it. The students will then be
allowed to focus on their own research for the rest of class.
Standards:
chapter).
Analyze the representation of a subject or a key scene in two different artistic
mediums, including what is emphasized or absent in each treatment (e.g., Auden's
"Muse des Beaux Arts" and Breughel's Landscape with the Fall of Icarus).
Teacher will
Student will
Introduction:
Another beautiful day! I hope we have all come in
prepared to learn even more about how surveillance
is affecting us! Yesterday we had the pleasure of
listening to our peers inform us about their own
research articles that they have found. Today I am
going to start by showing you an article that I found
and then you will be allowed to go into your groups
to conduct more research.
Transition: Snowden Article
Who here has heard of Edward Snowden? Can you
tell me what he did?
Here is an article that I found interesting. I annotated
it to show my methods and also to give you more
information about surveillance.
[Pass out article (Appendix U).]
[Go over what is highlighted/annotated. See
appendix for highlights and notes.]
Time
Listen attentively.
10 Min
Listen attentively.
[Ask for student opinions.] Do you understand what

he did now? What do you think of him? What do
you think the government thinks of him?
What did I annotate? Is there anything else I should
have annotated that is important in this article? What
types of surveillance might I be focusing on if this
article was one I would use for my final paper?
Activity: Research
You now have the rest of the day to do more
research on how surveillance affects society today.
Think as you do your research-why would Snowden
do this? Why did he give up everything to tell us this
information about government spying? While you
are doing research on your specific surveillance
method and features try to answer these questions
for yourself. This will help you understand the real
affects that your surveillance method is having on
society. If you have enough articles, make sure you
have annotated them for all of the material that you
think is needed.
[Allow students to do research].
[Walk around the room].
As you finish up your research, I want you to think
of the surveillance method you chose, its features,
and a summary of what you have found for the ways
in which these methods affect the people and
societies that they exist in. I want you to go to your
gliffy account and create a picture or map of what
you have found with your annotations. Think of how
you can best show this relationship between
surveillance and society in our novels as well as in
real life.
Any questions?
[When it seems like most students have finished
their research and their pictures.]
I also gave you an organizer so you can begin to
organize your thoughts for the final paper.
You can find this organizer on page 12 of your class
packet (Appendix V).
[Discuss organizer in context of final assignment.]
Closing:
Some of you are coming so far with your writing!
Tomorrow I am going to discuss how you will use
your final papers for another fun activity! You are
almost done with the novels!! As you finish them
up, think about them in the context of your articles.
What are you finding that is similar or different
about your particular surveillance methods within
Comment [SH23]: You could connect this to postcolonial practices
25 Min
Listen attentively.
Continue research on particular

surveillance method, its features,
and its effects on people and
society.
Work on picture representing the
information they have found on
their surveillance method.
Comment [SH24]: They could consider evidence, claims

here too.

Listen attentively.
5 Min
these novels compared to the real world? How do

the endings for the characters in the novels resonate
with real life happenings in the articles you are
finding and their foreshadowing for the country? Do
the authors of your articles seem to be agreeing with
the opinions of surveillance that you are gaining
from the novels? I hope you enjoyed these novels.
You have a few more readings for tonight and then
you have one last blogging assignment. Your
homework is on the board as well as in your class
packet.

The teacher will monitor research and redirect when necessary.
Copies of the Edward Snowden article for each student.
Assessment/Rubrics:
Students will be informally assessed on their willingness to volunteer their ideas of
what should be annotated and why during the discussion of the Edward Snowden
article.
Students will be formally assessed on their homework for tonight with the rubric for
blog posts (Appendix M).
creation of a map or picture of surveillance. Assessment will reside on whether
students understand how to show the relationship between the surveillance
method and the affects that its features have on people and society.
Read 1984 Principles of Newspeak
Read Little Brother Appendix
Finish organizer given in class.

Subject: English
Lesson Thirteen: Wrapping up the Novels
Learning Context:
Students will have finished both of the novels at this time. They will have been keeping
in mind any specific or overarching questions about these novels. They will also have
been keeping a blog with creative writing as well as a collection of vocabulary squares.
This plus their research will help them to do the worksheet that they are being given in
class and participate in the discussion.
world?
What are the similarities and differences of surveillance in the two novels?
What are other similarities and differences in the novel that help us to understand
the actions of specific characters and society as a whole?
Students will be able to understand the impact that surveillance has on the identities
of characters within the texts through character traits, actions, and description of
scenery.
world.
real world.
Students will be able to identify different types of surveillance methods such as
security cameras, computer intelligence, and citizen spies as well as their uses.
Rationale:
This lesson serves as a time for students to make sure that they have answered any
questions about the novels that they may have. This also serves as an extra day for
students who have missed work or have fallen behind.
Standards:
expression.
Students will be coming into contact with two main types of vocabulary in these
texts: real and fabricated. Fabricated vocabulary will come mainly from 1984 and
includes terms like telescreen, newspeak, and so on. These words need to be
understood in order to fully grasp what is happening within the novel. Students
will use their vocabulary squares to gain an understanding of both real and
fabricated words that they have not come into contact with before.
Teacher will
Introduction:
You guys have been doing so much work!
Today, we are going to come together to
make sure that we understand all that has
happened in these novels. I want to make
sure that all of our questions are answered
and that we have a clear view for how we
are moving forward!
Transition: Question/Answer Discussion
First of all, does anyone have any
questions involving these novels? Lets list
the main characters in each novel.
[List characters on board].
Great! Now I want you to tell me how
surveillance affects each character and
their situations.
[Write on board].
[Add to and mediate conversation.]
Activity: Group Work
Now I have some questions that I want you
guys to reflect on and answer in your
groups. These questions each relate to the
plot and themes of 1984 and Little Brother.
As you answer the questions, think about
them in the context of your surveillance
method. How does adding this context add
to or complicate your answer to each
question? We will reconvene at the end of
class if we have time in order to discuss
these. If we do not have time today then I
will make sure we go over these on
another day to make sure that there are no
misunderstandings.
[Pass out worksheet (Appendix W).]
You may answer these questions on a
separate sheet of paper.
Transition: Go Over
Alright, lets bring it back in! I hope that
everyone was able to at least discuss the
questions that are on this paper. We are
going to go question by question and make
a discussion out of it unless anyone has a
Student will
Time
Listen attentively.
15 Min
Listen Attentively.
Join in discussion
15 Min
Listen Attentively.
Work with groups to answer questions.
Ask teacher if any issues or questions
arise.
10 Min
Listen attentively.
Raise hand to volunteer answers to
discussion.
Add to discussion with answers,
burning question that they want to talk

about right now.
As you answer each question remember to
keep in mind your surveillance method. If
you think you have something to add to a
peers answer please do so! This will help
us to understand the contexts of the novels
through multiple viewpoints as well as
learn more about other surveillance
methods and how they affect these
discussion questions.
[Go through questions in discussion form.]
questions, and comments.
Closing:
It sounds like you guys have become really
interested in these novels and surveillance
in general! I am going to ask you to make
sure that you have your organizers for your
essays done by next class so we can begin
writing them in class!

Students who have shown that they are comfortable with answering questions will
be asked if they would like to contribute to the discussion.
The teacher will walk around the classroom to mediate and redirect discussion
while also correcting misunderstandings.
Pencils/pen
Copies of the worksheet for each student.
Assessment/Rubrics:
Rubric used for Tweets (Appendix C).
Rubric used for vocabulary squares (Appendix D).
answers during the discussion of the worksheet.
Students will be informally assessed on their understanding of the novels through
class discussion.
Finish outline of ideas on organizer given in class.

Subject: English
Lesson Fourteen: Workshop Day
Learning Context:
Students should have their organizers completely filled out with ideas for their papers.
They should have already been thinking about ways in which they want to organize their
papers around their chosen surveillance technology. Students have been learning about
the aspects of a text that help to support an argument such as word choice, headings, tone,
and so on through the use of multimodal texts like songs by Coldplay and the Dave
Matthews Band.
world?
essay in which they discuss a particular surveillance method, its features, and the
affects it has on people and societies in different contexts.
Students will be using their short-term objectives throughout the whole unit to do
this part of the project.
Students will be able to organize their writing in a cohesive manner that best
describes their surveillance method, its features, and the affects it has on people
and societies in different contexts.
Students will be able to use vocabulary that they have learned and kept track of
within their essays appropriately to strengthen their arguments.
Students will be able to integrate their outside sources in order to show the effects
Students will be able to integrate quotes from Little Brother and 1984 in order to
show the effects of surveillance in the characters worlds.
Rationale:
This time period is being given to help students assist each other in the writing process.
They will be working on another organizer in which they actually organize the
information that they put into their homework from the night before. The teacher will
also be walking around to make sure that students are on the right track.
Standards:
Produce clear and coherent writing in which the development, organization, and
style are appropriate to task, purpose, and audience.
Develop and strengthen writing as needed by planning, revising, editing,
rewriting, or trying a new approach, focusing on addressing what is most
significant for a specific purpose and audience.
Write arguments to support claims in an analysis of substantive topics or texts,
using valid reasoning and relevant and sufficient evidence.
Introduce precise claim(s), distinguish the claim(s) from alternate or opposing
claims, and create an organization that establishes clear relationships among
claim(s), counterclaims, reasons, and evidence.
CCSS.ELA-LITERACY.W.9-10.1.B
Develop claim(s) and counterclaims fairly, supplying evidence for each while
pointing out the strengths and limitations of both in a manner that anticipates the
audience's knowledge level and concerns.
CCSS.ELA-LITERACY.W.9-10.1.C
Use words, phrases, and clauses 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.9-10.1.D
Establish and maintain a formal style and objective tone while attending to the
norms and conventions of the discipline in which they are writing.
CCSS.ELA-LITERACY.W.9-10.1.E
Provide a concluding statement or section that follows from and supports the
argument presented.
chosen type of surveillance and the characters and societies in their texts.

Teacher will
Introduction:
In the past few classes you have been
collecting and annotating sources that will
help you write your paper. You should
have finished your organizer for today. In
this class period, we will be filling out
another organizer. The one that you
completed previously will be helpful as
you have already fleshed out your ideas
for the paper, now you just need to
organize them. This one will help you get
the ideas that you fleshed out last night
into some kind of order.
Activity: Workshop
You now have the rest of class to work on
your organizer and begin your paper.
[Pass out Organizer (Appendix W).]
You are going to be filling this out in the
order that you would like your essay to
follow. Remember, this is a compare
contrast of both the novels to the
information that you found in the real
world. Your introduction is kind of selfexplanatory, but to reiterate, you are going
to introduce the general topic of
surveillance. You will then give a sentence
or two describing your more specific
research question and the novels and texts
you have been reading.
For each section following, you are going
to have a topic sentence that introduces
your main point for the essay. Topic One
will then be what you are discussing from
the books and your sources. Topic Two
will be the comparison to real world
situations.
[Give example from a different novel.]
Any questions?
Once you finish this you can come see me
and I will tell you whether you are ready
to move on to your writing of your first
draft! Make sure to use your classmates as
help!
Transition: Go Over
You guys have been working so diligently!
Student will
Time
Listen attentively.
30 Min
Listen attentively.
Comment [SH25]: Good to work with them on rubric

and to spell it out for them. A sort of what would an
audience need to know?
Work in groups to fill out Essay

Organization Chart (Appendix W).
10 Min
Listen attentively.
Many of you have already gotten a good

start on your essays! Before we leave class
today I want to make sure that there are no
questions regarding the writing of the
essay.
Closing:
Tomorrow we will be working closer in
our workshop groups to make sure that we
are on the right track. Please have your
introduction and your first paragraph
written for tomorrow so that we can use
these in class!
Raise hands to ask questions.
Listen attentively.

Extra time will be given to students who need it for the writing of the first few
paragraphs. Students will also be given the option of having a pass from the
The teacher will walk around the room as students work on their organizers to
redirect and monitor conversation as well as to answer any questions.
Pencils/pen
Copy of organizer for each student.
Assessment/Rubrics:
Rubric used for Organizers (Appendix Y)
Students will be informally assessed on their understanding of the assignment
through class discussion as well as while the teacher is walking around the
classroom.
Finish introduction and first body paragraph.

Subject: English
Lesson Fifteen and Sixteen: Workshop Day
Learning Context:
Students should have their introduction and first paragraph written and ready for this
class. They will also have an understanding of the rubric that was created in class that
they can use in editing their partners draft. On the second workshop day they will have
their entire essay ready to edit with a partner and the teacher. They will have all of the
skills that they learned throughout the semester including text design and character
analysis as well as knowledge of the rubric that will help them to know what to look for
in their partners writing.
world?
How can we make productive and constructive comments on our peers papers to
help them meet the goals of the final rubric?
essay in which they discuss a particular surveillance method, its features, and the
affects it has on people and societies in different contexts.
Students will be able to accurately and constructively identify and explain issues
they find in papers written by peers during workshop days.
Students will be using many of their short-term objectives throughout the whole
unit to do this part of the project.
Students will be able to edit peer papers using the main annotation questions from
class, the rubric created by the class, and the peer feedback form.
Students will be able to utilize peer feedback in order to make corrections in their
writing and final projects.
Rationale:
Allowing students to have time in workshop practices will help them on many levels.
They will be able to see how other people are approaching the subject matter in order to
edit their own practices. They will also have other eyes looking at their paper which will
hopefully help them to correct any errors or missing information.
Standards:
Produce clear and coherent writing in which the development, organization, and
style are appropriate to task, purpose, and audience.
Develop and strengthen writing as needed by planning, revising, editing,
rewriting, or trying a new approach, focusing on addressing what is most
significant for a specific purpose and audience.
argument presented.
Teacher will
Introduction:
Hello class! Everyone should have their
introductions and beginning paragraphs
from last night! Please take them out and
then I will explain the workshop process to
the class.
Activity: Workshop
Everybody please take out your organizers
as well as your essay drafts and your
rubrics. I want you to each pass your essay
to your right. Now I am going to pass out a
paper that will help you to make decisions
about what to look for and write on your
partners paper (Appendix Z). Feel free to
write on a separate sheet of paper if you
feel as though you cannot completely
express yourself in the space given.
[Hand out peer editing worksheet
(Appendix Z) along with edited copy of
rubric (created in class).]
[Go over questions.]
And youre off!!
[Call students over for 5 minute
conferences with teacher.]
[As students come to meet with teacherLook over essay, ask questions similar to
the ones on the peer review sheet, give
comments on content and form.]
Transition: Pass Back
Now I want you guys to pass the paper and
essay back to your peer.
As you read over your partners comments,
please make sure to ask them any
questions that you may have.
Student will
Time
Listen attentively.
25 Min
Listen attentively.
Work with peers.

Edit paper using questions and rubric.
Meet with teacher when called over. Ask

questions and comment.
Pass back papers.

Read over.
Ask questions.
15 Min
Remember that you do not need to use all

of your peers comments, but take them as
you wish!
[Finish a few more conferences.]
Closing:
Great job class! Today you should have
gotten your introduction and first body
paragraph written and peer edited. You
may choose to use these edits, or ignore
them, but make sure that you read and give
thought to each one before you decide
what to do with it. Your peers are the best
ones to be giving you feedback as they
have been going through the same
processes that you have. For tomorrow I
want you to have your other two body
paragraphs written so we can do the same
process! I hope you have found this
helpful!
Listen attentively.

Extra time will be given to students who need it for the writing of their paragraphs.
Students will also be given the option of having a pass from the teacher to go to
the computer lab during study halls or to come to the teachers classroom during
free periods to work and get extra help.
Students who need more time with the teacher for discussion will be given extra
time or asked to come during a free period.
Pencils/pen
Students filled out organizers and rubrics.
Copies of workshop information and questions for each student.
Assessment/Rubrics:
Students will be informally assessed on their first few paragraphs through their
meetings with the teacher.
Students will be formally assessed on their assessment of their peers paper with the
rubric given (Appendix Z).
Day Thirteen: Write the second and third body paragraphs.
Day Fourteen: Write Conclusion.

Subject: English
Lesson Seventeen: Podcast Introduction
Learning Context:
Students should have their first drafts of their essays done. Most of them also have a lot
of experience with technology and creating videos through platforms such as Vine,
SnapChat, and Facebook.
world?
How can we show an argument through podcasting?
How can we use podcasting to strengthen our arguments?
Students will be able to create a podcast representing the findings from their
research articles in order to further support their argument from their final writing
paper.
scenery.
Students will be able to understand the effects that different features of podcast
design, such as tone, ambient noise, music, and transitions have on the listener.
Students will be able to utilize different features of podcast design in their final
project podcast to create and support their perspectives.
Rationale:
In this lesson, students will be learning about and using podcasting services. Using
technology like this will help students to become even more interested in their subject
matter as well as give them a new way to present their information to the class.
Standards:
argument presented.

Students will need to understand the term podcast and the elements that go along
with design in this mode such as tone, ambient noise, music, and transitions.
Teacher will
Introduction:
Hi everyone! You guys have been working so
hard on these projects and I am so proud of
you. For the past few days we have been doing
some workshops on writing our essays. Today
we are going to take this information and learn
how to put our writing and skills into an even
more powerful form of spreading information,
podcasting. We are going to learn how to
design our podcasts in order to best display our
findings and garner interest in the issue of
surveillance through design.
Student will
Time
Listen attentively.
15 Min
Transition: Podcast Description
Before looking at the assignment, can anyone
tell me what they think a podcast is?
[Call on students to raise hands and mediate
discussion.]
Can you tell me what a Public Service
Announcement, or PSA, is?
[Call on students to raise hands and mediate
discussion.]
[Write on board as students talk about elements
of podcasts and PSA (one column for each).]
You guys already have a pretty good
knowledge base for this stuff! You have given
great examples and definitions for these words.
Now I want you to take a look at page 18 of
your student packet (Appendix A1). Some of
you may have already looked ahead, but this is
the assignment that you will be working on for
the next couple of days. Dont worry! You will
have time in class to write and record this
work. I will be available along with your peers
to help create and record. Would someone like
to volunteer to read the assignment?
[Choose student to read.]
Any questions?
Listen attentively.
Raise hand to discuss what podcasts
and PSAs are.
Join in discussion.
Take out directions.
20 Min
Activity: Podcast Design
We are now going to look at the design
elements that go into podcasting and PSA
announcements.
Raise hand to volunteer to read.
Can anyone tell me what kind of design goes

into the creation of these products? What do
you think makes a podcast or PSA stronger or
weaker?
[Make a list on the board of the elements that
the students come up with.]
Can we think of categories to put these
elements under? [Try to steer them towards the
categories of tone, music, transition, ambient
noise, and include other categories they come
up with.]
[Hand out worksheet with categories created
and some of the features (Appendix B1).]
You guys have done an amazing job of
defining the features of podcasting! I have
some explanations written down for you as
well that I want you to look over before we
listen to an example podcast.
Can someone read this for me?
Do we see how these fit into our discussion?
Now we are going to listen to the podcast that I
created for these novels. As we listen, write
down what you hear in each of the categories
that I have given to you and any other
important aspects that you hear. Also, what
could be changed to make this stronger?
[Play podcast.
https://soundcloud.com/jackse114/surveillancepodcast]
Would anyone like to share what they heard
and the importance of this in podcasting?
As you can see on the directions, I used
GarageBand for my podcast. I posted a link to
a tutorial on my webpage as well as on the
directions that will help you to understand how
to work GarageBand. We will also go over
some of these features in class on the day that
you are recording.
Closing:
Awesome job today everyone! I think that you
are really starting to understand the ways that
podcasting can be used to accurately show an
opinion and give information. We learned
about the elements of design such as tone,
ambient noise, and transitions. I want you to
think about these as you finish your final copy
of your essay for tomorrow. Write some notes
for yourself on what you want to include in
Raise hand to talk about design of

podcasts.
Raise hand to participate in
discussion.
Comment [SH26]: You can go over the different modes

and combo of modes available.
Raise hand to volunteer to read about

design of podcasts.
Listen attentively.
Write notes about how the different
elements of design are used in this
podcast.
5 Min
Listen attentively.
your own podcast and any of the elements of

design that might help you do this.
Any questions?
Listen attentively.

Extra time will be given to students who need it for the writing of their paragraphs.
Copies will be made of the notes made on the board about the elements of podcast
design and given to students who need them.
Specific students will have been asked ahead of time whether they are comfortable
with participating in the conversation and called on when they make it apparent
that they would like to answer.
Pencils/pen
Copies of elements of podcasting for each student (Appendix B1).
Blackboard or whiteboard with chalk or markers for teacher.
Example podcast.
Assessment/Rubrics:
Students will be informally assessed on their understanding of podcasting and PSA
through their participation in the discussion during class.
Students will be informally assessed on their understanding of the elements of
design for podcasting through their participation in the discussion during class.
Finish final copy of essay.
Start to look for elements of their essay that they would like to include in their
podcast and think about how they would like to design it.

Subject: English
Lesson Eighteen: Creating Scripts (Could possibly take more than one day)
Learning Context:
Students will have knowledge from prior classes on the ways in which they can use the
elements of design to make stronger and more informative podcasts. They will have
heard example podcasts including the one created by me that will help them to
understand how to create their own. Students will also have already started coding their
essays for what they want to include in their podcasts and how they might present this
information.
world?
paper.
scenery.
Rationale:
During this lessons students will be working on their scripts for their podcasts. They will
be using the elements from class yesterday in order to make their writing, and speaking,
about their particular subject stronger. During this class they will be able to work with
partners, although they will have to be producing their own individual podcasts. In doing
this, students will be able to share their own understandings of podcasting and how to
best present information.
Standards:
argument presented.
Teacher will
Introduction:
[With computer cart] I hope everyone had
a great night and had a chance to look at
their essays! I am going to allow you to
keep them for today while you work on
your podcasting scripts. You will want to
remember what we learned yesterday
when it comes to the elements of
podcasting so take out any notes or
worksheets that will help you with this.
Transition: Introducing Script Writing
You are going to have the entire class
today to write out and finish your podcast
script. This is something that you will also
be turning in so make sure that it is neat
and it makes sense! You may want to write
clues in it for me so that I can see where
you applied the elements that we have
been discussing in class. For example, use
brackets [draw on board] when you are
going to put in a particular type of music.
You can also use italics and bold to show
me where you will change the tone of your
voice. Or you can write notes to me on the
script. Just make sure that however you do
it, it makes sense and can be easily
followed.
Activity: Podcast Script Writing
You are now going to work in your groups
to write your podcasts. Each of you will
need to produce your own podcast, but you
can use each other to bounce ideas off or
to ask questions. You have the rest of class
to work on this. I will be coming around as
Student will
Time
Listen attentively.
Take out notes from yesterday that will

help them in producing their own podcast
script.
10 Min
Listen attentively.
Raise hand to discuss what podcasts and
PSAs are.
Join in discussion.
Comment [SH27]: Yes! Storyboarding!
25 Min
Listen attentively.
well to answer any questions and make

sure that we are staying on task.
[Walk around the classroom.]
[Answer questions.]
[Redirect students.]
Dont forget about the quotes! I gave you
exact details about what you need on the
assignment in your directions.
Closing:
These scripts look amazing! Dont forget
as you finish them up for homework that
you want to remember the elements that
you have learned for creating a stronger
podcast. You have learned some amazing
strategies for pulling out pertinent
information and presenting it in interesting
ways. Tomorrow we will be learning about
GarageBand and recording our podcasts!
Any questions?
Please hand me your final essay as you
leave the room.
Work in groups to write individual

podcast scripts.
Ask the teacher questions.
Use group members to solidify ideas or
ask questions.
5 Min
Listen attentively.

Hand in essays as they leave.

Extra time will be given to students who need it for the writing of their scripts.
Students will be placed in groups according to their abilities. Stronger students will
be grouped with at least one weaker student so that they can each help each other
to learn through their different reading, writing, and annotation strategies.
Assessment/Rubrics:
Students will be informally assessed on their understanding of podcasting and PSA
through their work during the workshop time.
Students will be formally assessed on their podcast script through the rubric given
(Appendix C1).
Finish podcast script.
Watch GarageBand tutorial:

https://www.youtube.com/watch?v=W06GHAhO6Uw

Subject: English
Lesson Nineteen: Recording Podcasts (may take more than one class period)
Learning Context:
understand how to create their own. Students will also have a script ready to begin
recording their information. Students might also have some experience already with
GarageBand or other podcasting/video creation services such as Vine, Movie Maker,
Snapchat, etc.
world?
paper.
scenery.
Rationale:
This lesson is designed to allow students in class time to work on their podcasts. Students
will be given direction as to how to use GarageBand as their podcasting service and then
will be allowed to begin recording their own podcasts. Students will be given time to edit
their podcasts in order to implement the design principles that they have learned in class.
Creating podcasts will help students to become more interested in their projects. It will
also serve to make them knowledgeable of the ways in which speakers use different
elements like the ones learned in class to sway a listeners opinion.
Standards:
argument presented.
Teacher will
Introduction:
[With computer cart] Im so excited to see
how these are going to turn out! You guys
worked so hard yesterday and your
podcast scripts look amazing. Today we
are going to take those scripts and begin
recording them! I want you to remember
everything that we have learned about the
elements of podcasting so that you can
apply them today. You will be playing
these podcasts for the class, so make sure
that you remember your audience and keep
in mind what the project is asking you to
do.
Transition: Introducing GarageBand
First I want to know how many of your
have used GarageBand before. Raise your
hands.
How many of your have created videos
using Vine, Snapchat, or some other
application?
Wow, so maybe you can help each other as
well while we are working on this project!
Each of you should have watched the
tutorial for this product at home. If you did
not have the time, then you can take the
time to do so when I let you guys begin
working.
Does anyone have any questions about
what they saw last night?
[Open GarageBand on overhead and show
how to open GarageBand and start a
podcast.]
Student will
Time
Listen attentively.
10 Min
Listen attentively.
Raise hands to answer questions.
Activity: Podcast Recording

Now for the fun part! I am going to let you
guys begin recording your podcasts. Our
friendly neighbors [insert teacher name]
and [insert teacher name] have been kind
enough to allow us to use their classrooms
so that we do not have our classmates
voices in our recordings. Please try to
spread out so that the microphone of a
friends computer does not catch your
voices. Remember that when you have
finished recording the parts of your
podcast you can use transition noises, add
music, and change the volume of each of
these features to match your script.
[Walk around the room and mediate
students.]
[Make sure that students in other
classrooms have are working
continuously.]
25 Min
Listen attentively.
Work on recording podcast.

Use elements from class discussion to edit
podcast (tone, ambient noise, music,
transitions)
[Call students from other rooms into

classroom when 7 minutes are left to allow
them to save and return.]
Closing:
Okay class! You have all done really well
today! I see how each of you is using the
elements that we discussed such as tone,
ambient noise, music, and transitions. You
are all introducing your surveillance
methods in such interesting and thought
provoking ways! You are going to be
finishing up your podcasts and presenting
them to the class next time.
Any questions?
5 Min
Listen attentively.

Extra time will be given to students who need it for the recording of their podcasts.
Comment [SH28]: Good progression. Good to start with

them.

Assessment/Rubrics:
Students will be informally assessed on their work on their podcasts during the class
periods.
Students will be formally assessed on their podcast through the rubric given
(Appendix C1).
Finish podcast.

Subject: English
Lesson Twenty: Presenting Podcasts (this will most likely take more than one day)
Learning Context:
understand how to create their own. Students will come to class with their recordings
ready to share.
world?
paper.
scenery.
Rationale:
This lesson is centered around allowing students to present their podcasts and having
their peers grade them. Each student will have a chance to present their podcast which
should be no more than 7 minutes long. Their peers will then apply what they have
learned about surveillance, what they know about the project directions, and what they
have learned about design elements of podcasting.
Standards:
argument presented.

Teacher will
Introduction:
Students!!! You have been working so
hard and now it is paying off! Today you
are going to be presenting your podcasts to
the class! I am going to give you the rubric
as well as a peer review sheet that you will
be using to grade your classmates. You all
have done so well and I am so excited to
see how your projects have turned out! But
first! Come get some treats!
Activity: Presentations
[Hand out rubric and peer review sheet.]
This is similar to the one that we used for
the essays. I will take the grades and
comments that your classmates give you
into consideration when giving final
grades for this project.
Would anyone like to read the directions?
Are there any questions about what we are
listening for?
Lets get going!!
[Listen to student podcasts.]
[Monitor audience.]
[Grade on rubric.]
Closing:
Great job everyone!!
Are there any questions before we finish
up this unit?
You have all created podcasts that really
show how surveillance affects characters
in the novels as well as in the real world. I
hope that you take the skills you have
learned from this class to use in further
assignments. Also, all of the aspects you
have learned about creating a productive
podcast can even be used in other
presentations or even speeches. Consider
Student will
Time
Listen attentively.
35 Min
Listen attentively.
Raise hands to read directions.

Comment [SH29]: Think in terms of feedback

authentic feedbackimpact of texts on audiencepeers
that peers can provide and reflection they can do in
response. Critical reflection.
Listen to podcasts.
Fill out peer review sheet using questions
and rubric.
5 Min
Listen attentively.
this as you walk out of this room today

and I hope that you are all proud of the
work that you have done.

Extra time will be given to students who need it for the recording of their podcasts.
Treats for the class (Doughnuts if a morning class!)
Copies of peer review sheet for each student.
Copies of rubric for each student.
Assessment/Rubrics:
Students will be informally assessed through their filling out of the peer review
rubrics.
Students will be formally assessed on their podcast through the rubric given
(Appendix C1).
None!
Appendix
Appendix A.
Twitter!!
You will be able to log onto already created handles.
You will be able to tweet to each other under these handles.
When you Tweet you will need to record the date and time
so that I know you have done this. You are required to
Tweet at least twice per week, but you can gain extra credit
by going above and beyond this!
Each Tweet should be from the perspective of the
characters within these novels. Feel free to Tweet in
response to a peer from another characters perspective!
Create a conversation! Ask questions!
If you need help setting up a Twitter account visit this site:

https://support.twitter.com/articles/100990-signing-up-with-twitter
Or check out this article:
https://support.twitter.com/articles/215585-twitter-101-how-should-i-get-started-usingtwitter
Twitter Handles and Passwords
Handle: @Big_Brother
Password:1984English10
Handle: @Winston_Smith
Password: 1984English10
Handle: @Julia_1984
Password:1984English10
Handle: @Obrien_1984
Handle: @Goldstein
You can use the hashtag #DownwithBigBrother as our conversation meeting point.
Remember that you need to Tweet at least twice a week. One should be an original post
from you and one should be in response to a peers post.
Note: As the teacher, I reserve the right to delete any posts that I find to be harmful or
opposing to the work that we are trying to do. However, for now I trust that you will use
this technology in a mature and responsible way.
Tweet Log
Date
11.4.2016
Time
11:35 am
What you said

@Winston_Smith We need to stand up for
ourselves! Meet me tonight.
#DownwithBigBrother
Appendix B.
Vocabulary
As you move through the readings, you will be given specific words as vocabulary to fill
out this chart. You will also be able to pick out any words from your texts that you dont
understand. This organizer will be created and filled out on Gliffy so that you can save
them as a JPEG file and paste them in your blog. By the end of the unit you should have
at least 20-30 vocabulary squares.
Dictionary Definition
Context (pg #s and

sentence examples)
Definition (In my own words)
Concept/Term
For a tutorial on Gliffy watch this video:

http://www.youtube.com/watch?v=urFiwmMBQ4E
Importance to deeper meaning
Appendix C.
Twitter Rubric
Element
Exemplary3
Proficient
-2
Tweets
Content
Originalit Consistently
show originality
y
Most Tweets
show originality
and ingenuity
related to the
topic. New ideas
add value to the
discussion.
A few Tweets show

originality, but most
are lacking in
ingenuity related to
the topic.
Tweets are not

considered original in
some format. No value
is added to the
discussion of the text.
Content
Creativity
Most Tweets are

written to
stimulate
dialogue and
commentary.
Uses identity of
characters to
create content
that is mostly
similar to how
characters
would act in
1984.
A few Tweets are

written to stimulate
dialogue and
commentary.
Uses identity in a few
Tweets to create
content that is vaguely
similar to how
characters would act
in 1984.
Tweets are poorly

written and do not
stimulate dialogue and
commentary.
Does not attempt to
use identity of
characters in 1984 to
create content.
Writes with
minor errors in
grammar,
capitalization,
punctuation, and
spelling besides
those used as
text speech to
shorten words.
Text speech does
not interrupt
understanding of
the Tweets.
Mostly ses
language that
characters in
1984 would use.
Generally uses
correct hash tags
and handles to
correctly speak
to characters
and topics.
Writes with major

errors in grammar,
capitalization,
punctuation, and
spelling besides those
used as text speech to
shorten words. Text
speech interrupts
understanding of the
Tweets at points. Uses
language that
characters in 1984
would use in few
Tweets.
Writes with numerous

errors in grammar,
capitalization, and
spelling. Text Speech
consistently gets in
the way of
understanding the
Tweets. Does not use
language that
characters in 1984
would use.
A few tweets use hash

tags and handles to
speak to characters
and topics.
Fails to use hash tags

and handles to speak
to characters and
topics.
Mechanics
and
Langauge
and ingenuity
related to the
topic. New ideas
add value to the
discussion.
Tweets are
creatively and
succinctly
written to
stimulate
dialogue and
commentary.
Uses identity of
characters to
create content
similar to how
characters
would act in
1984.
Writes with no
errors in
grammar,
capitalization,
punctuation, and
spelling besides
those used as
text speech to
shorten words.
Text speech does
not interrupt
understanding of
the Tweets. Uses
language that
characters in
1984 would use.
Knowledge Consistently
of Twitter uses correct
hash tags and
Media
handles to
correctly speak
to characters
and topics.
Partially
Proficient-1
Unsatisfactor
y-0
Adapted from: http://nhsdhartness.wikispaces.com/file/view/Twitter+Rubric.pdf
Appendix D.
Vocabulary Rubric
Rating
Excellent
4
Very Good
3
Good
2
Needs Improvement
1
Poor
0
Criteria
Correctly filled out all 5 steps of the Four Square chart.
1. Wrote vocabulary word/concept in center box.
2. Filled in an accurate dictionary definition of the word.
3. Recorded definition in own words.
4. Correctly wrote page number and sentence from
novel/article/song where concept or vocabulary word was taken.
5. Gave an insightful interpretation of the deeper meaning.
Correctly filled in 4 of the 5 boxes on the chart or failed to meet
expectations for excellent on 1 out of the 5 boxes.
Correctly filled in 3 out of 5 boxes on the chart or failed to meet
expectations for excellent on 2 out of 5 boxes.
Correctly filled in 2 out of 5 boxes on the chart or failed to meet
expectations for excellent on 1 out of 5 boxes.
Made no attempt to complete the chart or only correctly filled in
one box.
Adapted from:
http://www.hamburgschools.org/cms/lib/NY19000277/Centricity/Domain/699/Vocabular
y/Vocabulary_Four_Square.pdf
Appendix E.
Form of Surveillance
Impact on character
Vocabulary (any forms of surveillance it goes with)
Appendix F.
As you work through both Little Brother and 1984 you will be asked to record all the
methods of surveillance that you find through the usage of an online graphic organizer
such as this one from Gliffy. Keeping track online will ensure that you do not lose the
information. This will also be your chance to elaborate on the usage of these surveillance
methods in the different societies.
Appendix G.
.
Organization Chart for Winston and Marcus. As you read, fill in similarities and
differences for ways in which surveillance affects both Winston and Marcus. Make sure
to fill in the surveillance method that you are discussing as you write the similarities and
differences. Cite the page numbers for each instance.
Similarities
Differences
Appendix H.
Directions for Secret Spy game:
-Cut out as many strips of paper as there are students in your class (24 students, 24
strips). Notecards can also be used if cut in half. They should be small enough to be
concealed in a hand, but big enough to write one to two sentences on.
-Each card will have a topic (family, sports, nature, weather, etc) that students will be
asked to talk about.
-Students will randomly choose ONE piece of paper from a jar that the teacher carries
around. Students are asked to not tell anyone what their paper says.
-One paper will not say a subject, but will instead say something like Pass this to Joe.
Dont let anyone see! If the teacher chooses, she can have the person know ahead of
time that they are getting this card. Otherwise, it can be a surprise to both the student and
the receiver.
-The person who has to pass the card will have to make up a subject to talk about to keep
their identity hidden.
-At the end of 5 minutes, the teacher will end the game. The class will then have to guess
both the giver and the receiver of the paper. Whoever guesses will have to give reason as
to why they think these people are guilty.
-As people are accused, they will be asked to go to a certain corner of the room and stay
silent. When everyone is done with their guesses, the real giver and receivers will reveal
themselves.
-This game can be played multiple times in order to see if students get better at telling
who is the rebel.
-After the game, students will be asked to write a journal entry answering a few
questions:
If you were a giver/receiver, how did you feel during this game? Were you anxious?
Excited? Worried? How do you think this compares to Winston and Julia who were
facing much more dire circumstances? Could this be compared to situations in the United
States or abroad?
If you were an accuser, why did you accuse the person you chose? Did you have any true
evidence? How do you think this compares to accusers in 1984. Anyone who was
accused of being a rebel would be taken away. How fair would these be based on the fact
that so many of our students were accused wrongfully? Could this be compared to current
situations in the United States or abroad?
If you were the person being accused, how did this make you feel? Did you want to stick
up for yourself? How did it make you feel knowing that you couldnt? How do you think
that people in 1984 feel when they are wrongfully accused and taken away? Can this be
compared to current situations in the United States or abroad?
After the students finish their journal, allow them to share with a partner, then bring it to
a class discussion where students can share and reply to their peers answers.
Other questions that could lead discussion:
How could this be taken to a frightening level? Accusing those who you dont get along
with, accusing parents if you dont like the way they treat you (Junior Spies).
What does this make you realize about the government in the book and where our own
government could possibly go?
Have you ever had to hide something? How did it make you feel? Were you scared of
getting caught? Were there serious consequences for your actions?
Appendix I.
"Spies" by Coldplay
I awake to find no peace of mind
I said, how do you live as a fugitive
Down here where I cannot see so clear
I said, what do I know
Show me the right way to go
And the spies came out of the water
But you're feeling so bad cos you know
But the spies hide out in every corner
But you cant touch them no
Cos theyre all spies
Theyre all spies
I awake to see that no one is free
Were all fugitives
Look at the way we live
Down here I cannot sleep from fear no
I said which way do I turn
I forget everything I learned
But the spies came out of the water
But youre feeling so bad cos you know
But the spies hide out in every corner,
But you cant touch them no
Cos theyre all spies theyre all spies
And if we dont hide here
Theyre going to find us
If we dont hide now
Theyre going to catch us where we sleep
And if we dont hide here
Theyre going to find us
And the spies came out of the water
And youre feeling so good cos you know
That those spies hide out in every corner
They cant touch you no
Cos theyre just spies
Theyre just spies
Theyre just spies
Theyre just spies
Theyre just spies
Appendix J.
Front
How To Annotate
Surveillance Methods
Underline or highlight what stands out as
important to you in the context of these
guiding questions:
-What types of surveillance are in this
piece?
-What are the features of the surveillance?
-What is the impact of the surveillance
method on characters and society in the
piece?
When underlining or highlighting:
Pull out individual words from the
passages that demonstrate answers to these
questions.
Before reading:
-Read the title and any subtitles. How does
this apply to surveillance? What can we
infer about the text and its attitude towards
methods of surveillance?
-Examine the print (bold, italic, etc) What
does this tell us about the authors
position?
As you examine and read these, write
questions and make predictions and/or
connections in the context of surveillance
near these parts of the text.
During reading:
Mark in the Text:
-Characters (who)
-Setting (When)
-Setting (Where) Relationships,
description of actions, interactions,
positionings through dialogue, etc.
Back
Write in the Margins:
-Summarize: What was this particular
part about? How does this apply to
surveillance?
-Make Predictions: How might these
characters be affected by surveillance
based on what we have already read?
-Formulate Opinions
-Make Connections
-Ask Questions
~ Analyze the Authors Craft
-Write reflections / reactions /
comments
-Look For patterns repetitions
After Reading:
-Reread annotations draw conclusions
-Examine: patterns / repetitions
determine possible meanings
-Revisit the title. What could this mean
now? Is there more to this that we had
originally anticipated? Good!
Appendix K.
Dear Parent/Guardian:
I am planning to use a class weblog for the upcoming unit in relation to our text,
1984. A weblog, or blog, is a fully functional web site that can be created and updated
directly from a web browser. More specifically, at this time we will be creating character
blogs. Character blogs are a type of blog written as though a fictional character, rather
than an actual person, is making the blog post.
A classroom weblog is a valuable teaching tool that engages every student in the
writing process, fosters collaboration, and allows the students to both reflect on their own
writing and react to the writing of others. The opportunity to publish online is a powerful
motivator for students because it gives them a voice, an audience, and the chance to get
immediate feedback.
Writing character blogs will also give them a chance to show their understanding of
characters personalities and actions that we are studying. Class weblog submissions will
be an extension to classroom learning and will not be of a personal nature.
I want to stress that your childs privacy will be maintained. The public may be
privy to these posts, but only in order to show how the students are working through their
understandings of the text and to comment on their own feelings about what the students
are talking about. Only first names will be used, and no other references to any students
identity, location, or other personal information will be permitted. I will oversee all
student weblog contributions, and I will exercise administrative access privileges
whenever necessary. We will also adhere to the schools Acceptable Use Policies for the
Internet.
I am excited about using this as an opportunity for students to practice and refine
their communication skills. I plan to begin developing the class weblog as soon as all
permission slips have been returned. Before your student can contribute to the weblog, I
will need to receive the signed permission form below.
If you have any questions or concerns, please feel free to contact me through school
email.
Erika Jackson
English Department
Please detach and return the following:
-------------------------------------------------------------------------------------------------------------------I give permission for _________________________________ to contribute to the class
Weblog.
(Students name)
Signature: ___________________________________________
Date: ______________________________________________
Adapted from the Unit Plan of Sarah Brown
http://smago.coe.uga.edu/VirtualLibrary/FSU/FSU2010_SarahBrown_ThePowerofGover
nment.pdf
Appendix L.
Blogger!!
Throughout the unit, you will be keeping a blog. There will be two
uses for this blog:
-You will be keeping a running list of the types of surveillance that
you find in each novel and the page on which you found these
examples. This will help you to make comparisons between the
novels and real life.
-Writing assignments that will be assigned in class. These will
mainly be creative assignments in which you write from the perspective of the characters
in the novels we will be reading.
Your other blog assignments are listed below. Each of them is assigned at certain points
in the unit that are shown in the beginning calendar of the classes.
Feel free to be creative and add what you think the character would be feeling/thinking.
Remember to also integrate facts from the novels and make sure that what you are
creating (or making up) reflects the characters actual traits within the novels. Students
may make use of images, videos, etc in their blog as they see fit.
#1. Consider what you have read of the novels so far. Write at least 2 paragraphs
explaining some of the differences and similarities between Winston and Marcus. Why
are these important? What do they say about the government that these two characters are
living under? What does this say about how people might feel about our own
government? Cite your support.
#2. Write a blog post from the viewpoint of either Winston or Marcus. Describe what you
are going through. Share your opinion (as the character) of what is happening and how it
makes you feel. Utilize the ways in which the character talks/acts for your own blog post.
#3. Write a blog post from the viewpoint of Big Brother. Why is surveillance important
to you? What does surveillance do? What answers would you have for those who doubt
the reliability and usage of surveillance?
#4. Write a blog post from the viewpoint of Julia or Ange. How does it feel knowing that
you have joined a resistance with someone that you love? What could you gain from this?
How has surveillance affected you, your past relationships, your work/school, etc?
#5. Write a blog from your own point of view. Now that you know all of this information
about surveillance both from the texts and from real life, how do you feel about
surveillance? Give the gist of your paper in at least 2 paragraphs. When is surveillance
necessary? When does it go too far? Do you think our government has gone too far in any
way? (from what we have learned during this unit)
For instructions on Blogger visit this site:
https://support.google.com/blogger/answer/1623800?hl=en
Appendix M.
Rubric for Blog Posts
4 Consistently does all or almost all of the following:

Presents a focused and cohesive viewpoint.
Reflects the personality of the character through carefully selected word choices.
Selects and inserts high quality graphics and multimedia when appropriate to
enhance the contents visual appeal and increase readability.
Acknowledges all image and multimedia sources with captions or annotations.
Free of grammatical, spelling, or punctuation errors.
3 Does most or many of the following:

Presents a specific viewpoint.
Reflects a bit of the characters personality through word choices.
Selects and inserts graphics and multimedia that are mostly high quality and
enhance and clarify the content.
Acknowledges only a few multimedia and image sources and uses incomplete
captions or annotations.
Mostly free of grammatical, spelling, or punctuation errors.
2 Does most or many of the following:

Deviates from a specific viewpoint at times.
Reflects almost no personality and little attempt is made in word choice.
Selects and inserts many low-quality graphics and multimedia which do not
enhance the content.
Acknowledges only a few multimedia and image sources and uses incomplete
captions or annotations.
Some grammatical, spelling, or punctuation errors that distract the reader.
1 Consistently does all or almost all of the following:

Presents no specific viewpoint.
Does not reflect the characters personality.
Does not insert any graphics, or uses only low-quality graphics and multimedia,
which do not enhance the content.
Does not acknowledge any image or multimedia sources, either with a caption or
an annotation.
Contains numerous grammatical, spelling, or punctuation errors that confuse the
reader.
Adapted from A+ Rubric:

https://www2.uwstout.edu/content/profdev/rubrics/blogrubric.html
Appendix N.
"Typical Situation" by Dave Matthews Band
Ten fingers we have each
Nine planets around the sun repeat
Eight ball is the last if you triumphant be
Seven oceans pummel the shores of the sea
It's a typical situation
In these typical times
Too many choices
Everybody's happy
Everybody's free
We'll keep the big door open
Everyone will come around
Why are you different
Why are you that way
If you don't get in line
We'll lock you away
Six senses feeling
Five around a sense of self
Four seasons turn on and turn off
I can see three corners from this corner
Two's a perfect number
But one, well
Everybody's happy
Everybody's free
We'll keep the big door open
Everyone will come around
Why are you different
Why are you that way
If you don't get in line
We'll lock you away
It's a typical situation
In these typical times
We can't do a thing about it
Too many choices
Appendix O.
Assessing Article Choice
Part of your work this semester will involve researching certain contexts in society to figure out
the ways in which surveillance is being used and the extent to which this usage is successful or a
failure.
It is important to use your informational literacies in order to decide which information is reliable
and valid.
Here are some ways in which you can assess the appropriateness of your articles.
Article Choice
Article selected is current (<10 years) and topic is appropriate.
Form and Content
Are you using a cheaply produced brochure by an organization interested in self-promotion
and fundraising, or a book published by a government agency or established press?
Is the material written with grace and clarity, organized effectively, and professional in
appearance, or is the writing style embarrassing, the organization haphazard, the text
awash in typos?
Authors credibility and bias
This could be established by your finding out and providing efficient biographical
information on the author and interpreting the authors agenda through the tone of the
text, the kinds of examples provided, and the specific audience to whom the author is
writing.
This could also be attributed for in whether the author has accounted for his or her own
biases within the piece.
What type of research is this? Is it for a credible newspaper? Or is it for the National
Enquirer?
Have other people cited this author?
Authors professional affiliation
Note whether the author has any professional affiliation, and how this affiliation connects to
the authors work. The most credible resources often have ties to professional
organizations with standards for membership, for instance. The most credible web pages
are often affiliated with a professional sponsoring organization.
Examine the layout choices. How do they represent their sponsors or donors? How do they
represent their community of writers?
Sources cited
This not only gives you a potential reading list, it helps you determine the quality of your
sources research. Are the cited sources primary or secondary? encyclopedia or journal
articles? biased or objective?
Adapted from:
https://www.e-education.psu.edu/styleforstudents/c5_p3.html
Comment [SH30]: Good work! Again can be coconstructed first.
Appendix P.
We're living '1984' today

By Lewis Beale, Special to CNN
updated 9:22 AM EDT, Sat August 3, 2013
Editor's note: Lewis Beale writes about culture and film for the Los Angeles Times,
Newsday and other publications.
(CNN) -- It appears that the police now have a device that can read license plates and
check if a car is unregistered, uninsured or stolen. We already know that the National
Security Agency can dip into your Facebook page and Google searches. And it seems
that almost every store we go into these days wants your home phone number and ZIP
code as part of any transaction.
So when Edward Snowden -- now cooling his heels in Russia -- revealed the extent to
which the NSA is spying on Americans, collecting data on phone calls we make, it's not
as if we should have been surprised. We live in a world that George Orwell predicted in
"1984." And that realization has caused sales of the 1949, dystopian novel to
spike dramatically upward recently -- a 9,000% increase at one point on Amazon.com.
Comparisons between Orwell's novel about a tightly controlled totalitarian future ruled
by the ubiquitous Big Brother and today are, in fact, quite apt. Here are a few of the most
obvious ones.
Telescreens -- in the novel, nearly all public and private places have large TV screens
that broadcast government propaganda, news and approved entertainment. But they are
also two-way monitors that spy on citizens' private lives. Today websites like Facebook
track our likes and dislikes, and governments and private individuals hack into our
computers and find out what they want to know. Then there are the everpresent surveillance camerasthat spy on the average person as they go about their daily
routine.
The endless war -- In Orwell's book, there's a global war that has been going on
seemingly forever, and as the book's hero, Winston Smith, realizes, the enemy keeps
changing. One week we're at war with Eastasia and buddies with Eurasia. The next week,
it's just the opposite. There seems little to distinguish the two adversaries, and they are
used primarily to keep the populace of Oceania, where Smith lives, in a constant state of
fear, thereby making dissent unthinkable -- or punishable. Today we have the so-called
war on terror, with no end in sight, a generalized societal fear, suspension of certain civil
liberties, and an ill-defined enemy who could be anywhere, and anything.
Doublethink -- Orwell's novel defines this as the act of accepting two mutually
contradictory beliefs as correct. It was exemplified by some of the key slogans used by
the repressive government in the book: War is Peace, Freedom is Slavery, Ignorance is
Strength. It has also been particularly useful to the activists who have been hard at work
introducing legislation regulating abortion clinics. The claim is that these laws are only to
protect women's health, but by forcing clinics to close because of stringent regulations,
they are effectively shutting women off not only from abortion, but other health services.
Newspeak -- the fictional, stripped down English language, used to limit free thought.
OMG, RU serious? That's so FUBAR. LMAO.
Memory hole -- this is the machine used in the book to alter or disappear incriminating
or embarrassing documents. Paper shredders had been invented, but were hardly used
when Orwell wrote his book, and the concept of wiping out a hard drive was years in the
future. But the memory hole foretold both technologies.
Anti-Sex League -- this was an organization set up to take the pleasure out of sex, and to
make sure that it was a mechanical function used for procreation only. Organizations that
promote abstinence-only sex education, or want to ban artificial birth control, are the
modern versions of this.
So what's it all mean? In 1984, Winston Smith, after an intense round of "behavior
modification" -- read: torture -- learns to love Big Brother, and the harsh world he was
born into. Jump forward to today, and it seems we've willingly given up all sorts of
freedoms, and much of our right to privacy. Fears of terrorism have a lot to do with this,
but dizzying advances in technology, and the ubiquity of social media, play a big part.
There are those who say that if you don't have anything to hide, you have nothing to be
afraid of. But the fact is, when a government agency can monitor everyone's phone calls,
we have all become suspects. This is one of the most frightening aspects of our modern
society. And even more frightening is the fact that we have gone so far down the road,
there is probably no turning back. Unless you spend your life in a wilderness cabin,
totally off the grid, there is simply no way the government won't have information about
you stored away somewhere.
What this means, unfortunately, is that we are all Winston Smith. And Big Brother is the
modern surveillance state.
Appendix Q.
Organizer E.
Chart for tracking articles and information.
Article/Text
Why is this
information
important to the
unit?
What surveillance
methods are being
used?
What are the
features of this
surveillance?
Who is
benefiting from
these methods?
How?
Who holds the
power?
How is this
particular
form of
surveillance
affecting
different
characters?
Appendix R.
Final Assignment!!
Throughout this unit you will be tracking the characters of Winston and Marcus and the
ways that surveillance impacts their identities and actions within the novels. You will then
be doing your own research on a particular type of surveillance that you are interested in.
You will use annotation strategies learned in prior classes as well as ones that you will be
learning during this unit to pull from the novels and these articles answers to the questions
given below. You will then be comparing and contrasting this type of surveillance from its
uses in the novels we have read to the information you have found in your research about
the real world.

Write a 3-5 page compare/contrast paper in which you discuss a certain type of
surveillance.

The paper should be at least 5 paragraphs long with 3 of these being body paragraphs.
You should use at least 3 outside sources in your essay.

Within your paper you will want to answer a few questions:

-What factors affect the extent to which the surveillance method is successful or not in these
contexts?
-What do you think about the pros and cons of surveillance in this particular context?
-Who is being privileged by this power?
-Who is having their privileges taken away by this power?
-What are the impacts of your form of surveillance on characters and their identities,
actions, cultural practices, etc?
-Has this affected you? How?
-Make sure to use both of the novels as well as your articles in your writing.
Appendix S.
Criteria
Purpose
Content
Organizatio
n
Word
Choice
Preliminary Rubric for Research Paper

Exemplary
Good
Acceptable
Unacceptable
The writers
surveillance method
and features are
apparent to the
reader.
The writer also
makes explicit the
ways in which his or
her specific form of
surveillance impacts
characters in the
novels as well as
from their outside
sources.
The writings
surveillance
method and
features are clear,
but may sometimes
stray from the ways
in which these
methods impact the
characters in the
novels as well as
those from their
outside sources.
The surveillance
method,
features, and
impacts are
generally
unclear.
Balanced
presentation of
relevant and
legitimate
information that
clearly supports a
central purpose or
argument and shows
a thoughtful, in-depth
analysis of a
significant topic.
Reader gains
important insights.
Information
provides
reasonable support
for a central
purpose or
argument and
displays evidence
of a basic analysis
of a significant
topic.
The ideas are
arranged logically
to support the
central purpose or
argument. They are
usually clearly
linked to each
other. For the most
part, the reader can
follow the line of
reasoning.
The writers
chosen
surveillance
method and
features is not
consistently clear
throughout the
paper. The reader
struggles to
understand the
impact that this
method has on
characters in the
novels and in
outside readings.
Reader gains
some insights.
Information
supports a central
purpose or
argument at
times. Analysis is
basic or general.
The ideas are

arranged logically to
support the purpose
or argument. They
flow smoothly from
one to another and
are clearly linked to
each other. The
reader can follow the
line of reasoning.
Word choice is
consistently precise
and accurate. The
writer uses strong
verbs, nouns, and
adjectives to convey
Word choice is
generally good.
The writer often
goes beyond the
generic word to
find one more
In general, the
writing is
arranged
logically,
although
occasionally
ideas fail to make
sense together.
The reader is
fairly clear about
what writer
intends.
Word choice is
adequate, and the
range of words is
limited. Some
words are used
inappropriately.
Reader gains
few insights.
Central purpose
or argument is
not clearly
identified.
Analysis is
vague or not
evident. Reader
is confused or
may be
misinformed.
The writing is
not logically
organized.
Frequently,
ideas fail to
make sense
together. The
reader cannot
identify a line of
reasoning and
loses interest.
Many words are
used
inappropriately,
confusing the
reader.
meaning.
Grammar,
Spelling,
Writing
Mechanics
(punctuatio
n, italics,
capitalizati
on, etc.)
Use of
References
Quality of
References
APA
Citation
The writing is free or

almost free of errors.
Grammar aligns with
specific audience and
purpose.
Compelling evidence
from legitimate
sources is given to
support claims.
Attribution is clear
and fairly
represented.
precise and
effective. The
writer uses strong
verbs, nouns, and
adjectives to
convey meaning.
There are
occasional errors,
but they dont
represent a major
distraction or
obscure meaning.
Grammar aligns
with specific
audience and
purpose.
Legitimate sources
that support claims
are generally
present and
attribution is, for
the most part, clear
and fairly
represented.
References are
approved sources that
meet the
requirements given
earlier in the
semester. The reader
is confident that the
information and ideas
can be trusted.
Although most
references meet the
requirements, a few
are questionable.
The reader is
uncertain of the
reliability of some
of the sources.
APA format is used

accurately and
consistently in the
paper and on the
References page.
APA format is used

with minor errors.
The writer uses

adequate verbs,
nouns, and
adjectives to
convey meaning.
The writing has
many errors, and
the reader is
distracted by
them.
Grammar sways
at points from
specific audience
and purpose.
There are so
many errors that
meaning is
obscured. The
reader is
confused.
Although
attributions are
occasionally
given, many
statements seem
unsubstantiated.
The reader is
confused about
the source of
information and
ideas.
Most of the
references are
from sources that
do not meet the
requirements and
have uncertain
reliability. The
reader doubts the
accuracy of much
of the material
presented.
There were
frequent errors in
APA format.
References are
seldom cited to
support
statements.
There are
virtually no
sources that are
reliable. The
reader seriously
doubts the value
of the material
and stops
reading.
Format of the
document is not
recognizable as
APA.
Appendix T.
Post Colonialism
post-colonialism: It is concerned with both how European nations conquered and
controlled "Third World" cultures and how these groups have since responded to and
resisted those encroachments. Post-colonialism, as both a body of theory and a study of
political and cultural change, has gone and continues to go through three broad stages:
an initial awareness of the social, psychological, and cultural inferiority enforced by
being in a colonized state
the struggle for ethnic, cultural, and political autonomy
a growing awareness of cultural overlap and hybridity
ambivalence: the ambiguous way in which colonizer and colonized regard one
another. The colonizer often regards the colonized as both inferior yet exotically other,
while the colonized regards the colonizer as both enviable yet corrupt. In a context of
hybridity, this often produces a mixed sense of blessing and curse.
colonial education: the process by which a colonizing power assimilates either a

subaltern native elite or a larger population to its way of thinking and seeing the world.
ethnicity: a fusion of traits that belong to a groupshared values, beliefs, norms, tastes,
behaviors, experiences, memories, and loyalties. Often deeply related to a persons
identity.
hegemony: the power of the ruling class to convince other classes that their interests are
the interests of all, often not only through means of economic and political control but
more subtly through the control of education and media.
hybridity: new transcultural forms that arise from cross-cultural exchange. Hybridity can
be social, political, linguistic, religious, etc. It is not necessarily a peaceful mixture, for it
can be contentious and disruptive in its experience. Note the two related definitions:
identity: the way in which an individual and/or group defines itself. Identity is important
to self-concept, social mores, and national understanding. It often involves both
essentialism and othering.
ideology: "a system of values, beliefs, or ideas shared by some social group and often
taken for granted as natural or inherently true" (Bordwell & Thompson 494)
language: In the context of colonialism and post-colonialism, language has often become
a site for both colonization and resistance. In particular, a return to the original
indigenous language is often advocated since the language was suppressed by colonizing
forces. The use of European languages is a much debated issue among postcolonial
authors.
other: the social and/or psychological ways in which one group excludes or marginalizes
another group. By declaring someone "Other," persons tend to stress what makes them
dissimilar from or opposite of another, and this carries over into the way they represent
others, especially through stereotypical images.
race: the division and classification of human beings by physical and biological
characteristics. Race often is used by various groups to either maintain power or to stress
solidarity. In the 18th and19th centuries, it was often used as a pretext by European
colonial powers for slavery and/or the "white man's burden."
Taken from: http://www3.dbu.edu/mitchell/postcold.htm
Appendix U.
Man behind NSA leaks says he did it to

safeguard privacy, liberty
By Barbara Starr and Holly Yan, CNN
updated 10:25 AM EDT, Sun June 23, 2013
(CNN) -- He's a high school dropout who worked his way into the most secretive
computers in U.S. intelligence as a defense contractor -- only to blow those secrets wide
open by spilling details of classified surveillance programs.
Now, Edward Snowden might never live in the United States as a free man again. Where
he may end up was a source of global speculation Sunday after he flew from Hong Kong
to Russia, his ultimate destination unknown to most.
Snowden has revealed himself as the source of documents outlining a massive effort by
the U.S. National Security Agency to track cell phone calls and monitor the e-mail and
Internet traffic of virtually all Americans.
Snowden, 29, said he just wanted the public to know what the government was doing.
"Even if you're not doing anything wrong you're being watched and recorded," he said.
Snowden told The Guardian newspaper in the United Kingdom that he had access to the
full rosters of everyone working at the NSA, the entire intelligence community and
undercover assets around the world.
"I'm just another guy who sits there day to day in the office, watching what's happening,
and goes, 'This is something that's not our place to decide.' The public needs to decide
whether these programs or policies are right or wrong," he said. [Marcus Little Brother]
Snowden fled to Hong Kong after copying one last set of documents and telling his boss
he needed to go away for medical treatment.
From Hawaii to hiding
Before his leak of U.S. intelligence, Snowden was living "in paradise."
He worked for a major U.S. government contractor in Hawaii, earning a six-figure salary
and enjoying the scenic state with his girlfriend.
He told The Guardian he never received a high school diploma and didn't complete his
computer studies at a community college. Instead, he joined the Army in 2003 but was
discharged after breaking both legs in an accident.
Snowden said he later worked as a security guard for the NSA and then took a computer
security job with the CIA. He left that job in 2009 and moved on to Booz Allen
Hamilton, where he worked as a contractor for the government in Hawaii.
He told the Guardian that he left for Hong Kong on May 20 without telling his family or
his girlfriend what he planned.
"You're living in Hawaii, in paradise and making a ton of money. What would it take to
make you leave everything behind?" he said in the Guardian interview.
"I'm willing to sacrifice all of that because I can't in good conscience allow the U.S.
government to destroy privacy, Internet freedom and basic liberties for people around the
world with this massive surveillance machine they're secretly building."
Some residents on Oahu island are glad Snowden left.
"From a Hawaii standpoint, good riddance, thanks for leaving," Ralph Cossa told CNN
affiliate KHON.
"I'm sure the guy had an overactive Mother Teresa gene and thought he was going to go
out and save America from Americans, but in reality he was very foolish," Cossa said.
"We expect the government to honor our privacy, but we also expect our government to
protect us from terrorist attacks." [Little Brother DHS]
The fallout
President Barack Obama insists his administration is not spying on U.S. citizens -- rather,
it's only looking for information on terrorists.
Booz Allen Hamilton, the government contractor that employed Snowden, said Snowden
had worked at the firm for less than three months.
"News reports that this individual has claimed to have leaked classified information are
shocking, and if accurate, this action represents a grave violation of the code of conduct
and core values of our firm," the company said in the statement. The firm said it will
cooperate with authorities in their investigation.
According to the Guardian, the only time Snowden became emotional during hours of
interviews was when he thought about what might happen to his relatives -- many of
whom work for the U.S. government.
"The only thing I fear is the harmful effects on my family, who I won't be able to help
anymore," he said. "That's what keeps me up at night." [1984 not being able to hide]
As for his concerns about his country, "the greatest fear that I have regarding the outcome
for America of these disclosures is that nothing will change."
Appendix V.
Appendix W.
Below you will find term/concepts, quotes, and questions that relate to the plot
and themes of 1984 and Little Brother. Discuss each with your group, making
notes as appropriate. If a quote is cited, try to identify who said it.
1. Identify and discuss the following terms:
Thought crime
Ingsoc
Doublethink
Newspeak
2. War is Peace; Freedom is Slavery; Ignorance is Strength.
3. Discuss the idea of hatred and how it was used by the party in 1984 (e.g., Two
Minutes Hate, Hate Week, etc.). Do you see this same hate being created by
the Department of Homeland Security in Little Brother?
4. No one dares trust a wife, child, or friend any longer . . . there will be no
loyalty, except loyalty to the party. Discuss the idea of loyalty as it related to
Big Brotherhood and society in 1984.
5. There was a whole chain of separate departments dealing with separate
literature, music, drama and entertainment generally. Here were produced
rubbishy newspapers, containing almost nothing except sport, crime, and
astrology, sensational five cent novelettes Discuss how the media was
used for the Party in 1984. How was media used in Little Brother?
6. What opinions the masses hold, or do not hold, is looked on as a matter of
indifference. They can be granted intellectual liberty because they have no
intellect. What does this say about society in the novels? Does it relate in any
way to society today?
7. Do Big Brother, Goldstein, the Brotherhood actually exist?
A. Though 1984 presents a dystopian view of the future, are there any ways in
which American society today has elements of 1984? Do the same with Little
Brother.
Adapted from: http://learning.oconeeschools.org/
Appendix X.
Compare and Contrast Essay Structure: Point by Point Method
In the Point-by-Point Method, each paragraph contains details on ONE ASPECT of
BOTH TOPICS (surveillance in this case) organized in the same order. Use the following
chart to organize your ideas for your essay.
Block Method
My Essay
Introduction
Introduction of general topic
Specific topic
Areas to be covered in this essay
Topic 1
Topic Sentence:
Aspect One
o Detail
o Detail
Aspect Two
o Detail
o Detail
Topic 2
Topic Sentence:
Aspect One
o Detail
o Detail
Aspect Two
o Detail
o Detail
Conclusion
Summary of Main Points
Evaluation and/or possible future
developments
Taken from: www.sbcc.edu/clrc/files/wl/downloads/WritingaCompareContrastEssay
Appendix Y.
Graphic Organizer Rubric
DIRECTIONS: Using the following criteria, choose the appropriate number from the
following scale that reflects your assessment of the students work.
1: Weak
2: Moderately Weak
3: Average 4: Moderately Strong
5: Strong
1. The information in the graphic organizer is accurate. The student

includes knowledge of surveillance methods from texts and novels to
illustrate point.
2. The spelling, grammar, and punctuation of the text on the graphic
organizer are accurate.
3. The graphic organizer presents the information in a manner that is
easy to follow. The student will be able to use this easily for their future
writing tasks.
4. The relationships presented in the graphic organizer are correct
and clear.
5. The graphic organizer demonstrates an understanding of
surveillance, its features, and the ways it affects character identities and
situations in the novels and outside texts..
6. The graphic organizer fulfills all the requirements of the
assignment.
7. Overall, the graphic organizer represents the students full
potential.
Adapted from: http://www.nps.gov/apco/forteachers/upload/Grading%20Rubrics.pdf
Appendix Z.
PEER REVIEW QUESTIONS FOR FINAL ESSAY
1. Does the writer tell the story of surveillance adequately and clearly? Do you understand
the features of surveillance and the impacts that they had on characters? Is there anywhere
where this could be made more clear?

2. In addition to telling the reader what happened, does the writer reveal the thoughts,
feelings, and actions of the characters within the text? Where could the writer include
more thoughts, feelings, reactions, or actions?

3. Does the writer correctly apply a specific surveillance method to the books as well
as the outside world?

5. Is it hard to figure out the significance of this topic? If so, at which points in their essay
could the writer include more exploration of the significance of the subject to the
characters and the outside world?

6. Does the writer use vivid, specific, and striking quotes from the text? Is there anywhere
where a quote could be added to make the essay stronger?

7. Does the piece begin with a strong lead that engages the readers and interests them?
If not, can you suggest an alternate lead?

8. Does the essay have a solid tone? How can the author work to strengthen his or her tone
in a way that makes the argument and information more believable?

9. Do you have any other suggestions that will help the writer improve their essay?
Comment [SH31]: Excellent!
Appendix A1.
Podcast Assignment
Now you are going to take this work you have done and turn it into a digital
masterpiece. You are going to create a podcast PSA about your chosen
surveillance method.
What is a PSA you ask??
A PSA is a public service announcement. You have probably all seen the
videos showing the dangers of texting and driving right? These can get pretty
intense. The reason these exist is to show the public what can happen when
you are not paying attention to the road. A PSA in general is a message
created in the public interest to raise awareness and change public opinion
about a social issue.
Youre challenge, is to take the paper you have created and make a PSA
podcast announcement. You will need to:
Describe your surveillance method
How does this surveillance method relate to the United States today?
Why does the public need to know?
How are these methods shown in the novels?

Incorporate at least two quotes from your paper (one from each novel) that shows the
usage of your surveillance method in the novels.
Incorporate at least one quote from your paper (from an outside source/article) that
shows the usage of your surveillance method in the United States.
I have put up a tutorial video on how to use GarageBand as well as placing the link here.
We will also be watching this video in class and discussing the features of this particular
genre. However, if you have more experience with a tool like Audacity or Windows
Movie Maker you are more than welcome to use that as well.
Feel free to use other peoples voices in the creation of your podcast.
Appendix B1
Elements of Podcasting!
Tone
When you are speaking your script, think about how you want it to sound.
Does this part make you angry? Should it make others angry? Maybe you
should speak it in a louder, more serious, and firmer tone. Does this other
part have to do with secrecy? Maybe it should be spoken in a whisper or a
more meek voice.
Other concepts:
Pause before emphasizing an important word or concept. Doing that will
make you punch out what comes next to show the audience this is
important.
Speed up your rate to show excitement. Speeding up will invariably
make the tone of voice more urgent and compelling.
See in your mind the story you are telling. This will translate into your vocal quality.
That is why a person who retells a story of an event that just happened will tell it
with more excitement in the voice because the picture of the event is still fresh in
his/her mind.
Define a place in your speech that might be considered a "wow" factor for the
audience. When you get to that point, the audience will think, "Wow! I did not
realize that!" If you can anticipate that point in the speech, you will be more likely
to put punch into the tone of voice as you speak and your content will impact your
audience with greater effect.
When including dialogue in your speech narrate the conversation by varying your
speaking rate and volume to accommodate the different characters in your story
so that your tone of voice will be more expressive.
Ambient Noise
Ambient noise is also known as background noise. Choose this wisely.
How can you use ambient noise to support your podcast? Is your
information about surveillance in a city? Maybe include noises of cars
and people talking. Is your information supposed to be scary? Maybe
include some creepy noises like ones found in scary movies to
emphasize the moment.
You also want to be careful of ambient noise in your area that you do
not want in your podcast. You probably dont want your audience to
hear you cat meowing in the background or your brother and sister
fighting. Make sure you are in a quiet place where you can speak
without distraction.
Music
Do you want to include music in your podcast? Maybe you have a song that
goes perfectly with the tone of your argument. Make sure that your song is
not taking over in a way that you can no longer hear your own voice. You
want your voice to be the main focus of the recording, and the music to be a
backup. Also consider whether you want lyrics or not, they could get in the
way of your own speaking.
For both music and ambient noise you need to consider how loud you want
these to be and when you want this level to change.
Transition
Just as you would see in a movie, you want your podcast to
have smooth transitions between different pieces of
information as well as quotes. You may choose to use certain
noises to let the audience know that you are making a
transition. You may choose to keep the music the same, but
make it louder at the points of transition. Make sure that you
do not have so many transition that you begin to confuse the
listener as to what aspect you are speaking about.
Adapted from: http://www.speaking-tips.com/Articles/Using-Your-Tone-of-Voice.aspx
Take notes as you listen to my example podcast. How do I use these aspects to present
my argument?
Tone:
Ambient Noise:
Music:
Transition:
Appendix C1.
Podcast Rubric Script and Presentation
Elements
Excellent
4
Adequate
3
Could be better
2
Insufficient
1
Research
Student
researched
specific
surveillance
method and
integrated at
least one
quote from his
or her articles
and two from
the novels.
Accurately
utilizes design
features-tone,
ambient noise,
music,
transitions-to
create a
stronger
podcast and
strengthen
position.
The podcast is
between 5-10
minutes long
and does not
seem hurried
or too slow.
Student
researched
specific
surveillance
method and
integrated at
least one quote
from articles and
one quote from
novels.
Student researched
specific
surveillance
method and only
included one quote
in the podcast.
Either no research
was done or it was
not clear that the
student used it in
his or her podcast.
Accurately
utilizes design
features-tone,
ambient noise,
music,
transitions-to
create a stronger
podcast. In one or
two moments
usage is
questionable.
The podcast is
between 5-10
minutes long but
seemed slightly
hurried or too
slow.
Usage of design
features is
questionable
throughout the
majority of the
podcast.
No design features
are used.
Design
Features
Duration of
Presentation
Point of
ViewPurpose
Speaks
Clearly
(for
presentation)
The podcast may

have been a little
longer or shorter
than 5-10 minutes
or seemed very
hurried or too
slow.
Podcast
Establishes a
The purpose is
establishes a
purpose at the
somewhat clear,
purpose at the beginning, but
but many aspects
beginning and occasionally
of the podcast
maintains that wanders from the seem only slightly
focus
focus.
related.
throughout.
Cohesive
podcast.
Speaks clearly Speaks clearly
Speaks clearly and
and distinctly and distinctly all distinctly most of
all the time
of the time, but
the time, but
and
mispronounces
mispronunciations
mispronounce one or more
begin to distract
s no words.
words.
listener.
The podcast was

much too long or
short.
It was difficult to
figure out the
purpose of the
podcast.
Does not speak

clearly and
distinctly most of
the time or
mispronounces the
majority of words.
Appendix D1.
Research Presentation Rubric
Elements
4
Organization Student
and Clarity organizes
Student
organizes
information in a information in a
manner that is
manner that
easily followed
easily followed.
by peers.
Students
Students
reasoning for
reasoning for
choosing articles
choosing articles and assessing
and assessing
reliability is
reliability are
clear and
clear and correct. correct for the
most part.
Use of
Design
Principles
Application
Mechanics
Student
organizes
information in a
manner that
becomes unclear
to the
viewer/listener.
Students
reasoning for
choosing articles
and assessing
reliability
becomes unclear
and incorrect at
points.
Student correctly Student
It is unclear at
uses aspects of
correctly uses
points why
presentation
aspects of
student used
design such as
presentation
certain design
images, text
design form
aspects in
boxes, typefaces, most of his or
presentation.
and background her presentation How design
template to
to support
choices reflect
support his or
research
findings is
her research
findings.
uncertain.
findings.
Student clearly
Student clearly
It is unclear at
expresses how
explains, for the points how these
these articles
most part, how
articles will be
relate to his or
these articles
useful in the
her surveillance relate to his or
students final
method and will her surveillance paper or how
be useful in the
method.
they relate to his
final paper.
or her
surveillance
method.
Free of
Mostly free of
Some
grammatical,
grammatical,
grammatical,
spelling, or
spelling, or
spelling, or
punctuation
punctuation
punctuation
errors.
errors.
errors that
distract the
reader.
1
Students
organization is
unclear.
Students
reasoning for
choosing articles
and assessing
reliability is
confusing,
incorrect, or
unclear.
Student does not

use aspects of
design (images,
text boxes,
typeface,
background
template) to
support
research
findings.
Student does not
attempt to
explain how
these articles
relate to his or
her surveillance
method.
Contains
numerous
grammatical,
spelling, or
punctuation
errors that
confuse the
reader.
Appendix F1.
A.nnotate!!
As you find information pertaining to the issue of surveillance, you will be keeping track
of them on a website called a.nnotate. Here you can keep track of these articles, pictures,
song lyrics, etc.
You will create a folder called 1984 Research, and within this folder you will be able to
upload your documents and websites and annotate them with highlights and notes.
This will help you with your final paper as well as to better understand the state of
surveillance in todays society.
You will share your documents and annotations with me so that I can see what you are
getting from your articles, respond to any questions, and clear up any misunderstandings.
For a quick tutorial of how to use this website watch this video:
http://www.youtube.com/watch?v=alItvfa_Nb0

Erika1984 Unit Plan

Transféré par

Informations du document

Description originale:

Titre original

Copyright

Formats disponibles

Partager ce document

Partager ou intégrer le document

Options de partage

Avez-vous trouvé ce document utile ?

Ce contenu est-il inapproprié ?

Droits d'auteur :

Formats disponibles

Erika1984 Unit Plan

Transféré par

Droits d'auteur :

Formats disponibles

Author: Erika Jackson

[These Objectives and their corresponding short-term objectives will run

this surveillance make you feel? Think

Raise hand to volunteer and read

you will find a vocabulary chart

Work in groups to fill out vocabulary

Differentiation for Students with Special Needs:

Author: Erika Jackson

Students will be able to assess the authors representation of surveillance in order

Comment [SH1]: Love these! You have really strong

I hope you all enjoyed the readings from

Raise hand to answer questions.

Comment [SH2]: Good idea to keep a list going.

up on this screen and writing down what

Raise hand to offer suggestion and

Raise hand to offer suggestion and

Comment [SH3]: Good specific question.

Work in groups to fill out charts with

Differentiation for Students with Special Needs:

Author: Erika Jackson

Comment [SH4]: Good sequence.

communities. Today we are going to start

Wasnt that fun? If we have time at the

Write from the viewpoint of their role

Would anyone like to share their

Raise hand to share reflections or respond

Activity: Coldplays Spies Annotation

Comment [SH5]: What was it like to be in each of these

Continue to move through the song with

Comment [SH6]: Maybe they could look for evidence,

Create a concept map pertaining to the

Comment [SH7]: Great progression.

Differentiation for Students with Special Needs:

Author: Erika Jackson

Comment [SH8]: Great idea to co-construct.

Short-Term Learning Objectives and Understandings:

Comment [SH9]: Good and you can expand on this.

write your first assignment on a piece of

Write at least two paragraphs answering

Comment [SH10]: Good!

Raise hand to answer questions about

Continue to move through the song with

Comment [SH11]: Good scaffolding.

Differentiation for Students with Special Needs:

Students class packets.

Author: Erika Jackson

Comment [SH12]: Good!

Comment [SH13]: Great work!

ways to decide whether articles are

Look over information.

Volunteer to say whether they think the

Now we are going to work on analyzing

Raise hand when they notice something

Raise hand to ask questions.

Differentiation for Students with Special Needs:

Comment [SH14]: Good work!

Author: Erika Jackson

your own research. Today I am going to be

Raise hand to volunteer to read.

Discuss rubric in groups.

Volunteer to discuss changes.

Raise hand to ask questions.