Vous êtes sur la page 1sur 10

Unit Plan: 1984

by George Orwell


EDSC 304
CA Content Standards/ Common Core
 EL-R-1.1 Trace the etymology of significant terms used in political science and history.

 EL-R-1.3 Discern the meaning of analogies encountered, analyzing specific comparisons as well as relationships and inferences.

 EL-R-2.1 Analyze both the features and the rhetorical devices of different types of public documents (e.g., policy statements, speeches, debates, platforms) and the way in which authors use those
features and devices.

 EL-R-2.4 Make warranted and reasonable assertions about the author’s arguments by using elements of the text to defend and clarify interpretations.

 EL-R-2.5 Analyze an author’s implicit and explicit philosophical assumptions and beliefs about a subject.

 EL-R-2.6 Critique the power, validity, and truthfulness of arguments set forth in public documents; their appeal to both friendly and hostile audiences; and the extent to which the arguments
anticipate and address reader concerns and counterclaims (e.g., appeal to reason, to authority, to pathos and emotion).

 EL-R-3.2 Analyze the way in which the theme or meaning of a selection represents a view or comment on life, using textual evidence to support the claim.

 EL-R-3.4 Analyze ways in which poets use imagery, personification, figures of speech, and sounds to evoke readers’ emotions.

 EL-R-3.8 Analyze the clarity and consistency of political assumptions in a selection of literary works or essays on a topic (e.g., suffrage, women’s role in organized labor). (Political approach)

 EL-W-1.1 Demonstrate an understanding of the elements of discourse (e.g., purpose, speaker, audience, form) when completing narrative, expository, persuasive, or descriptive writing

 EL-W-1.3 Structure ideas and arguments in a sustained, persuasive, and sophisticated way and support them with precise and relevant examples.

 EL-W-1.4 Enhance meaning by employing rhetorical devices, including the extended use of parallelism, repetition, and analogy; the incorporation of visual aids (e.g., graphs, tables, pictures); and
the issuance of a call for action.

 EL-W-1.6 Develop presentations by using clear research questions and creative and critical research strategies (e.g., field studies, oral histories, interviews, experiments, electronic sources).

 EL-W-1.9 Revise text to highlight the individual voice, improve sentence variety and style, and enhance subtlety of meaning and tone in ways that are consistent with the purpose, audience, and

 El-W-2.2 Write responses to literature: a. Demonstrate a comprehensive understanding of the significant ideas in works or passages. b. Analyze the use of imagery, language, universal themes,
and unique aspects of the text. c. Support important ideas and viewpoints through accurate and detailed references to the text and to other works. d. Demonstrate an understanding of the author’s
use of stylistic devices and an appreciation of the effects created. e. Identify and assess the impact of perceived ambiguities, nuances, and complexities within the text.
Big Ideas/ Unit Goals:

 As Students read 1984 they will come up with responses to following

questions, as well as further developing these responses.
 What is Propaganda? How does it effect us?
 What is Freedom of Speech and why is it important?
 Why is Individuality so important?
 Students will work individually and together to develop their skills.
 Working in groups students will read and study 1984 creating reading study
guides on characters, themes, and such developing communication skills and
basic understandings as well as preparing for deep reading of the Novel.
 A Single major project will be given that will determine the end of the unit. In this
project students will develop their technology skills as well as their reading and
communication skills as their project will be to create a PowerPoint or other form
of media dictating their thoughts on an idea from the reading, i.e. a character
theme, etc.
Unit Summary:

 Learning objectives- Students will learn to about alternate

futures, and how government control, and individuality effect
ones views.
 Using what they learn about propaganda they will be able to
develop their own propaganda using the qualities/ideas that
make it that they learn from 1984.
 By working together they will learn to share and develop
responses and learn to read at a deeper level thus understanding
the story and its characters creating a better understanding of
future readings.
Assessment Plan:

 Entry-Level: Brian- • Formative: Written • Summative: Essay-

Storm develop open Journals-writing down Main themes of the
ended questions that themes, or moments of
they may have on oppression.
themes and • Quick-write- What makes • Test- testing
characters in the an Oppressive Student Knowledge
reading, in small Government? on facts and ideas.
groups develop • Two Column Notes- what • Project to create
responses to answer makes propaganda
positive vs. negative
own Propaganda
such questions,
• K-W-L Chart- How New and compare to
Speak and other 1984 and current
propaganda techniques equivalents.
take away from society.
Lesson 1: Creating Thoughts

 Students will begin reading 1984 and during the reading come
with questions and responses, such as ‘who is the hero and why?’
‘why is it significant that Big Brother spies on the populace?’ ‘why
is Julia helping Winston and why doe they keep their relationship
disguised?’ they will be written down and kept in a journal as the
students read.
 This has the students begin thinking about the story before the
teacher even asks for particulars about the book students will be
required to find things they find interesting developing an interest in
the reading.
Lesson 2: Reading Study
 Students will create and fill out a study guide on important
quotes, characters, and themes throughout the reading. This will
be used to help the students develop answer and responses to
the questions that they had created in their previous lesson. This
will also help them recognize what is important, what stands out,
and develop responses to as why these are important.
Lesson 3: Graphic Organizer

 For this assignment students will be creating an Main Idea chart.

Students will be choosing a topic discussed in class about the
book ranging from freedom of speech, propaganda, government
style, or any other topic we have discussed. They will be required
to gather information to support your idea and explain how that
resource works with their main idea.
Unit Resources
 Video Spark-notes gives you a animated summary of the novel 1984.
 AlternateHistoryHub gives a explanation on how such a world as the world of 1984
could exist and how it functions.
 Freedom of Thought discusses how the power of words effect the way you think
and without words you power to think diminishes.
 A Film adaptation of George Orwell's 1984. full film.
 Sparknotes on George Orwell's 1984
 CBS's Big Brother a modern version of the idea of Big Brother from 1984 for
personal entertainment
 a Biography on George Orwell
 a LitChart with study guide and analysis of 1984
 CANVA-a History on Propaganda
Why this topic?
 I chose to do this on ‘1984’ because it is a tale about our
present and our future. The story marks a world that is similar
and yet still very different from the one we live in today. Had
we traveled a different path in the past we would surely be in a
future that is hard o tell the difference between. So I wanted
students to recognize the way that the world is currently and
how it could easily become the same as the one in the novel.
Recognizing the way governments work and how propaganda
is used will help students better themselves and make their
own futures better. Students will recognize how modern
technology could be turned against them and how comparing
its use in the novel to today’s world isn’t to far off. And using
the technology of today gives a better understanding of the
world that is lived by the people of 1984.