Michelle Quindara
EDEN 4913
Unit Plan
George Orwell’s 1984
Unit Plans for Grade 11 English
Day One
Topic: George Orwell’s novel 1984
Lesson: Introduction
Context:
This is for three general 11th grade English classes. The two morning classes are on an
average to above average reading and writing level. Though they have high ability, they
are usually very subdued, quiet, and not very willing to participate. The afternoon class
is very willing to participate, but they have a wider range of reading and writing abilities.
This class needs more time getting assignments finished than the other classes. Classes
meet an hour and a half long every other day.
Unit:
This is for a literature unit on 1984, emphasizing reading comprehension.
Rationale:
As technology increasingly infiltrates every aspect of our lives, we feel that it is
necessary for students to develop the ability to critically analyze texts. In our present
culture, we have become acclimated to the benefits of this new and exciting technology.
In today’s high school culture, students are faced with the idea that they are to be
individuals, but still remain part of a collective. In this unit, students will discuss
important issues of technology, individualism, saying what you mean, and understanding
and embracing history. This material focuses on what students today are facing
everyday. They need to understand to the importance of their actions, and what would
happen if things were altered. They will learn the strength of power or lack thereof and
what it truly means to be popular and to have power. Students will be assessed based on
participation, quizzes, writing assignments, and a final project.
Objectives:
The objectives of this lesson focus on critical reading and thinking and listening skills.
On this day, students will be able to:
1. Demonstrate their understanding of society and its rules and regulations.
2. Use effective reasoning to interpret meaning and purpose.
Materials:
Materials for this class will only be their spiral notebook and a writing utensil. These
materials are supplied by the students. Spiral notebooks will be collected at the end of
the unit for a final completion grade.
Teacher will:
o Inform the students as they walk into class that a new set of classroom rules will
be followed from today forward. These new rules include:
1. No talking unless directly spoken to by the teacher.
2. Once called on in to speak they must stand up beside their desk to answer the
question.
3. All materials, including backpacks, purses, and notebooks must be placed by
the door of the classroom. The only materials the students need are their notebooks and a
writing utensil.
4. If any student disobeys these rules, they must stand in the far corner with their
back to the class.
5. Students will refer to the teacher as the Grand Master of the Classroom every
time they speak to them.
6. Students will begin all sentences with, “according to my way of thinking…”
7. If a student sees another student disobeying a rule, it is that student’s right to
report the misbehavior. If they report it, they will receive a piece of candy.
o Enforce these new stringent rules for 15-20 minutes. The afternoon class should
follow these rules for no more than 10 minutes. When the exercise is over, ask
the students to respond. How did they feel during this activity? What thoughts
went through their mind?
o Tell the students to write a response in their notebooks from the questions
provided.
a. Write a response to the activity.
b. List some of the freedoms you enjoy in your home, school, community.
c. Write about the freedoms you are denied in your daily life.
d. What the reasoning behind denying freedom?
o Introduce the novel 1984 to students, informing them that it is a novel about
issues including individual rights to privacy, public opinion, totalitarian
government, isolation, and independent thinking.
o After the students are finished writing, they need to read their novels.
o Students will need to have read the first 62 pages by the next class period, through
chapter 5.
Students will:
o Answer 2 of the questions provided by the teacher by writing in their journal. List
the freedoms you enjoy in your home, community, and school. List the freedoms
you were denied in this activity. List the freedoms you are denied in your daily
life. What is the reason for the denials? Do you accept the reasons?
o Write in their journals using proper grammar and mechanics. They understand
that their journals will be collected at the end of the unit for a grade.
o Read for the rest of the class period. Must have the first five chapters read by the
next class period.
Assessment:
Assessment for this lesson will be formative, teacher will move around the room and
check to make sure students are reading or writing. Evaluations can be based on class
participation.
PASS Skills addressed:
Reading/Literature2.2.c, 3.1, 3.4.a, 3.4.d, 4.2.a
Writing/Grammar/Mechanics and Usage: 2.4.a, 2.4.b, 2.5.a
Oral Language/Listening and Speaking: 1.2, 1.3, 1.5
Unit Plans for Grade 11 English
Day Two
George Orwell’s novel 1984
Lesson: Discussion on initial reading
Objectives:
1. By this time, students will have the first five chapters read in 1984. Today’s
discussion will be about themes logic and language.
2. Students will be able to address complex issues such as limitations, restrictions, in
regards to the government of 1984.
3. Begin work on their journal assignment
Materials:
Spiral notebook and a writing utensil, and a copy of George Orwell’s 1984, Signet
Classic edition.
Teacher will:
o Direct the discussion in class on theme. What is theme? What is the theme in
1984? Discussion will focus on theme of limitation, restrictions, and
contradictions.
o Give the students a list of writing prompts for suggestions in their journals.
Writing prompts:
1. What is facecrime? Why is it so easy to commit?
2. Why is it essential for the party to rid the language of synonyms and
antonyms? (refer to page 51)
3. Who is Big Brother? Does his name have significance? If so, what?
o Assign the students their journal assignment. Students will keep a journal during
the duration of 1984, in which they will write their responses to what they read.
Assignment list in Appendix A
Students will:
o Participate in class discussion on the first themes of the novel. What themes did
they encounter in their reading?
o Begin writing for their journals.
o Continue to read part one. They need to have all of part one read within the next
two class periods.
Assessment:
Teacher will assess the students by their participation by responding to questions and
posing their own questions.
PASS Objectives addressed:
Reading/Literature: 1.5, 2.1.b, 2.2, 2.4, 3.2
Writing/Grammar/Mechanics and Usage: 1.2, 1.3, 2.4, 2.5, 2.6, 3.1, 3.2
Oral Language/Listening and Speaking: 1.1, 1.2, 1.3, 1.5, 2.2, 2.4
Unit Plan for 11th Grade English
Day Three
1984
Lesson: Quiz Day on Section One
Objectives:
Students will be assessed on their reading of the text.
Materials:
Book, spiral notebooks, writing utensil, quiz provided by the teacher. Quiz found in
Appendix B.
Teacher will:
o Give a quiz over the first section of 1984. Students are not allowed to talk at this
time. The quiz should take approximately 30-45 minutes. For the remainder of
the hour, students will be reading or writing in their journals.
o Assign students an assignment for tomorrow’s discussion. Students are to write
any question they have over the book and come prepared to ask the class.
Students will:
o Take a quiz. After completion, they will continue working on their journal or
reading.
o For homework, students will also come up with several questions they have raised
over the section they have finished reading.
Assessment:
Teacher will grade the quizzes. The quiz will test their knowledge over the plot of the
novel, as well as the themes. Quizzes will be worth 100 points.
PASS Objectives addressed:
Reading/Literature: 1.4, 1.5, 2.1, 2.2, 2.3, 2.4, 3.2, 3.3
Writing/Grammar/Mechanics and Usage: 1.2, 1.3, 2.4, 2.5, 2.6, 3.1, 3.2
Unit Plan for 11th Grade English
Days Four-Six
1984
Lesson: Inner/Outer Circle Panel
Objectives:
1. Conduct a discussion panel for the second section of the novel.
2. Students will construct meaning and critically analyze their reading of the novel.
3. Students will demonstrate thinking skills in listening and speaking.
Materials:
Book, spiral notebook, an example of appropriate questions and answers for the
inner/outer circle discussion, arranged desks for proper discussion atmosphere.
Teacher will:
o Arrange the room with half of the desks in a circle facing out, and the other half
of the desks facing the inside of the circle.
o Divide the students into two groups and direct one group to sit in the inside circle
and the other group to the outside circle.
o Give the instructions for the inner/outer circle discussion.
o The outside group will take the questions they wrote for homework and
ask the questions to the inner circle. The inner circle will then answer the
questions. This will stimulate discussion and allow a variety of themes
and issues to be addressed. All outer circle participants are required to ask
one question. All inner circle participants are required to supply an
answer. Everyone in the class must participate or lose participation points.
o These regulations are particularly important for the first two classes, as they are
not as willing to participate. Teacher will monitor the discussion, and draw out
any further questions or answers as necessary, and be particularly cautious in the
afternoon class.
Students will:
o Sit in their designated circle.
o Outer circle students must ask a question to the inner circle students.
o Inner circle students must respond to the questions. This activity will allow for
good discussion among the class.
Assessment:
Assessment will be based on the student’s participation and preparation for the class
discussion. Did every student either ask a question or answer one? Did students come to
class with the reading finished and questions ready?
PASS Objectives addressed:
Reading/Literature: 1.2, 1.3
Writing/Grammar/Mechanics and Usage: 2.4, 3.3
Oral Language/Listening and Speaking: 1.1, 1.2, 1.3, 1.4, 1.5, 2.1, 2.2, 2.3, 2.4
Unit Plan for 11th Grade English
Day Five
1984
Lesson: Discussion and Writing Assignment
Objectives:
1. Students will be assigned their next writing assignment.
2. Students will look for patterns of doublespeak within their daily lives.
3. Students will answer these questions. What is doublespeak and doublethink? Are
there times in your life that you exercised doublethink? Students will be able to
persuade readers that these are real instances of doublethink.
Materials:
Books, spiral notebooks, writing assignment guidelines, classroom environment still
arranged for inner/outer circle discussion
Teacher will:
o Continue leading the discussion in the inner/outer circle. Teacher will switch the
students from the previous day. Those students who were in the outer circle must
now answer questions in the inner circle and vice versa.
o Assign the next writing assignment. See Appendix C
Students will:
o Switch their roles from the previous day and answer questions or pose them.
o All students are expected to participate. Everyone must either ask a question or
answer one according to their position in the circles.
o Have all of the reading for section two completed by the next class period.
Assessment:
Assessment will be based on the student’s participation and preparation for the class
discussion. Did every student either ask a question or answer one? Did the new students
come to class with the reading finished and questions ready?
PASS Objectives:
Reading/Literature: 1.2, 1.3, 3.4, 4.1, 4.2
Writing/Grammar/Mechanics and Usage: 2.4, 2.5, 2.3, 2.6, 3.1, 3.2, 3.3, 3.4
Oral Language/Listening and Speaking: 1.1, 1.2, 1.3, 1.4, 1.5, 2.1, 2.2, 2.3, 2.4
Visual Literacy: 1.1, 1.2, 2.1, 2.2
Unit Plan for 11th Grade English
Day Six
1984
Lesson: Discussion and Final Project
Objectives:
1. Students will construct meaning and critically analyze their reading of the novel.
2. Students will demonstrate thinking skills in listening and speaking.
3. Students will have section two completely finished.
4. Students will be assigned their final project assignment, due in one week (4 class
periods, nine days)
Materials:
Book, spiral notebook, Assignment sheet for the final project, materials for the project:
paper, markers, video camera, (must be checked out from teacher or the library),
construction paper, glue
Teacher will:
o Begin class by explaining their final project, due at the end of the unit. They will
have four class sessions (nine days) to complete their assignment. See Appendix
D.
o After explaining the final project, the teacher will lead discussion as a group. Any
student who had not previously participated in the inner/outer circle discussion
will be able to participate today. Any student who has not participated by the end
of the hour will be deducted participation points. If there are not enough students,
the teacher will lead the discussion and supply the questions.
o Discussion will last about an hour, after this time, the teacher will allow time for
brainstorming for the unit project, as well as time to read or write in their journals.
Students will:
o Participate in the final inner/outer circle discussion. Any student who has not
participated at this time needs to make sure they either ask a question or answer a
question. If there are not enough students, the teacher will provide questions.
o Begin the writing process by brainstorming ideas for their unit project.
o Be finished with section 2 of the novel and continue reading section 3 of the
novel.
Assessment:
Assessment will be based on the class participation in discussion. This will be informally
done by the teacher. The final assessment will come with this unit project.
PASS Objectives addressed:
Reading/Literature: 1.1, 2.1, 2.2, 2.3, 2.4, 3.2, 3.3, 3.4, 4.1, 4.2
Writing/Grammar/Mechanics and Usage: 1.1, 2.1, 2.4, 2.5, 3.1, 3.2, 3.3
Oral Language/Listening and Speaking: 1.1, 1.2, 1.3, 1.4, 1.5, 2.1, 2.2, 2.3, 2.4
If the students are having difficulty coming up with new topics, the teacher will supply
them with these questions:
1) Why does the party permit couples to marry but discourage love? (The sole purpose of
marriage is to have children. Encouraging love would endanger the Party by directing
people's loyalties away from the government.)
2) Julia tells Winston that even though the Party can torture a person and make him say
anything, they cannot make him believe it. How do you feel about this statement? How
easy is it to brainwash a person? Do you think governments actually use brainwashing?
3) How does Parsons feel about being imprisoned as a result of his own daughter
reporting him for thoughtcrime? (He is proud of her and feels he must have committed
the crime even though he doesn't remember doing so.)
4) What is facecrime? Why is it so easy to commit?
5) What do you think of the idea “laws protect freedom”?
6) There are many discrepancies between the Inner Party and the Outer Party, how
would you react to these different amenities?
7) What is going on in society today that makes the novel feel more prophetic? How is
this world so convincing?
8) What is the place where there is no darkness? Is there such a place?
Unit Plan for 11th Grade English
Day Seven
1984
Lesson: Discussion on Power and Technology
Objectives:
1. Students will turn in their written assignment.
2. Students will discuss the third section of the book.
3. Students will be introduced to the theme of power and technology.
Materials:
Book and spiral notebook
Teacher will:
Collect the doublethink writing assignment from the students.
Lead the class discussion over the themes of irony and power. Section three focuses on
the theme of power a lot. What is power? What makes a person powerful? How does
Big Brother and the proles use their power? How does Orwell present his power? In
what manner? What is the role of technology in this world? Is our world heading in that
direction? Can technology overtake you? What are the consequences of technology in
society? What are the pros and cons of technology? Continue discussion on language
and tone.
Give students an opportunity to ask questions over the plot and their upcoming
assignments.
Students will:
Turn in their writing assignment over doublethink.
Participate in class discussion on theme, power, technology, and language use.
Students will have an opportunity at the end of class to work on their journals, reading, or
final project.
Assessment:
Teacher will assess informally based on class discussion.
PASS Objectives addressed:
Reading/Literature: 1.4, 1.5, 1.2, 1.3, 2.1, 2.2, 2.3, 2.4, 3.2, 3.3
Writing/Grammar/Mechanics and Usage: 2.4, 3.3
Oral Language/Listening and Speaking: 1.1, 1.2, 1.3, 1.4, 1.5, 2.1, 2.2, 2.3, 2.4
Unit Plan for 11th Grade English
Day Eight
1984
Lesson: Quiz on Section Three
Objective:
1. Students will be finished with the novel by the end of the class period.
2. Students will participate in an in-class activity. Appendix E
Materials:
Book, activity sheet
Teacher will:
o Hand out an activity quiz sheet to the students.
o Once the students are finished, the teacher will assess the students and make sure
they are all on the right track to finishing the book by the end of the hour.
o If time, the teacher will lead a discussion the quiz sheet, as well as on
individualism and freedom of the mind. What does it mean to be an individual? A
part of a collective? Is it possible to be both? How is Winston’s mind
manipulated?
o Remind the students that their journals and their final project are due soon.
Students will:
o Take the activity quiz.
o Participate in the class discussion following the quiz about the end of the book. If
students are not finished with the novel, they need to spend their class time
finishing it.
Assessment:
Teacher will assess the students based on their performance on the activity quiz. By their
answers, the teacher will know who has finished the book and who has not.
PASS objectives addressed:
Reading/Literature: 1.5, 2.1, 2.2, 2.3, 2.4, 3.2
Writing/Grammar/Mechanics and Usage: 2.5, 3.1, 3.2, 3.3
Oral Language/Listening and Speaking: 1.1, 1.5, 2.1, 2.4
Unit Plan for 11th Grade English
Day Nine and Ten
1984
Lesson: Final Project Presentations
Objectives:
1. Students will present their projects on new, rewritten history.
2. Students will participate in class to interpret and evaluate media and messages.
Materials:
Book, spiral notebook, video camera, television set, podium, chalkboard, presentation
table.
Teacher will:
Divide the class into two groups. One group will present on day nine, and the other
group will present on day ten.
Collect all the projects and place them on the presentation table for everyone to observe
when they are finished presenting.
Call on students to present their histories to the class.
All assignments are due today: journals and final projects. Anything not turned in will be
deducted points.
Students will:
Present their projects to the class. They will be able to use whatever device necessary.
They have a television for the news broadcasts, podiums and projectors for other media.
Listen to their classmates and interpret and evaluate their media.
Assessment:
Students will be graded on their organization, legibility, creativity, and
presentation/communication skills for a formal grade. Was the speaker clear? Did they
include the who, what, when, where, why, and how in their history rewrite? Did they
include consequences for this change of action? Was the rest of the class interested by
their delivery?
PASS objectives addressed:
Reading/Literature: 1.2, 1.4, 1.5, 2.1, 2.2, 2.3, 2.4, 3.1, 3.2, 3.3, 3.4, 4.1, 4.2
Writing/Grammar/Mechanics and Usage: 1.3, 1.4, 1.5, 1.6, 2.4, 2.5, 2.6, 3.1, 3.2, 3.3, 3.4
Oral Language/Listening and Speaking: 1.1, 1.2, 1.3, 1.4, 1.5, 2.1, 2.2, 2.3, 2.4
Visual Literacy: 1.1, 1.2, 2.1, 2.2, 3.1, 3.2
Appendix A
Journal Assignment for 1984 – 100 points
As you read 1984, keep a journal. Make entries after each chapter or several times
throughout the book, when a phrase or passage moves you to write. Respond honestly –
describe what you observe, how the reading affects you, what you think about, what you
question, what you associate. Write a quotation you find particularly effective. Make
sure you read the text carefully. What is Orwell saying, observe how he uses his writing
(point of view, language, tone).
Each entry should be at least one page long. There needs to be at least twelve entries. I
recommend writing 2 entries per reading section of the book, or 4 entries for novel
section. Your journal will be graded on the following scale, with each section worth 20
points, for a possible 100 points.
Reading 1: pages 1-63
Reading 2: pages 64-104 (end of section 1)
Reading 3: 105-179
Reading 4: 179-224 (end of section 2)
Reading 5: 225-282
Reading 6: 282-end (end of section 3)
Scoring rubric:
Number of Entries
Effort
Organization/
Neatness
Topics
Understanding
5
Student has
written twelve
entries of at least a
page in length
Student does
his/her best.
Student clearly
took the time to
think and has
meaningful
responses
Student’s journal
is neatly written
4
Student has
written twelve
entries but they
are not a full page
Student usually
takes the time to
think and write
meanginful
responses
3
Student has
written 9 or 10
entries of at least a
full page
Student is not
consistent,
responses are not
always
meaningful
2
Student has 9 or
10 entries of
almost a page
1
Student has 8 or
less entries
Student is not
doing his/her best,
and has not taken
time to think
about the novel.
Student shows
little or no effect
on the journal.
Student’s journal
is mostly neat.
Student considers
the various topics
suggested by the
teacher, and writes
varied journal
entries.
Student shows
through writing
that he/she
understands the
content of the
book.
Student explores
several different
topics and
suggestions for
journal entries.
Student’s journal
is legible and
mostly organized
Student considers
the topics,
butwrites mainly
the same two or
three types of
responses
Student is not
trying to
understand the
complex issues of
the book.
Student’s journal
is not neat or
organized
Student uses the
same topic for
every entry.
Student shows
little or no effort
to organize.
Student does not
use any of the
suggested topics
for entries.
Student is not
really attempting
to understand the
novel.
Student has
clearly not even
read the novel.
Student is clearly
working on
understanding the
content of the
book
Appendix B
1984 Section One Quiz – 50 points
Quotations: Explain these quotes according to their context, speaker (if any), and
significance in the novel. You may use your books.
1.
WAR IS PEACE
FREEDOM IS SLAVERY
IGNORANCE IS STRENGTH
page 4
2. It was a bright cold day in April, and the clocks were striking thirteen. Page 1.
3. It’s a beautiful thing, the destruction of words. Page 51.
4. Who controls the past controls the future: who controls the present controls the
past. Page 35.
5. Down with Big Brother. Page 18
Plot:
1. Who are the Thought Police?
2. What does Winston buy from Mr. Charrington?
3. What is significant about the room Mr. Charrington showed Winston?
4. What is Newspeak? What is its purpose?
5. What are the three world powers?
Appendix C
Writing Assignment – 100 points
You have 2 days to complete this assignment
The concept of doublethink is central to Orwell's book. As we discussed in class,
doublethink also appears frequently in our lives now, though many people do not
recognize it as such. In an essay, describe and analyze two instances of doublethink that
you have encountered through your own observations, experiences, or other reading. At
least one of the examples should be something you gleaned from the news
(newspaper, radio, television, internet).
If you'd like, one of your examples can be drawn from your own experiences of
doublethink. That is, looking back, are there times when you feel that you yourself
exercised doublethink? Or have you encountered doublethink in your interactions with
family, friends, religious institution, community, school, workplace, etc.?
Persuade your readers that the real-life examples you have chosen are true illustrations of
doublethink.
This assignment should follow all the rules of proper grammar, mechanics, and spelling.
In the novel, the concept of doublethink is very important. Here are a few instances in
the text:
George Orwell explains the concept of doublethink: "Doublethink means the power of holding two
contradictory beliefs in one's mind simultaneously, and accepting both of them." Page 214
Even in using the word doublethink, it is necessary to exercise doublethink. For by using the word one
admits that one is tampering with reality; by a fresh act of doublethink one erases this knowledge; and so on
indefinitely, with the lie always one leap ahead of the truth. Ultimately, it is by means of doublethink that
the Party has been able – and may, for all we know, continue to be able for thousands of years – to arrest
the course of history. Page 214
"For certain purposes, of course, this is not true. When we navigate the ocean, or when we predict an
eclipse, we often find it convenient to assume that the earth goes round the sun and that the stars are
millions upon millions of kilometers away. But what of it? Do you suppose it is beyond us to produce a
dual system of astronomy? The stars can be near or distant, according as we need them. Do you suppose
our mathematicians are unequal to that? Have you forgotten doublethink” page 266.
Here are some examples of things you may find in your personal life:
1) Belief in the theory of creationism (learned in church), and belief in the evolution
(learned in school)
2) Ordering the smallest drink size at a Starbucks is called “tall”
3) Caring about the environment, but still driving your car instead of walking or riding a
bike.
Appendix D
Unit Project: “New History” – 200 points
For your final project, you will re-write a period in history. In the novel 1984, “history is
continuously rewritten.” Part of Winston’s job is rewriting history, changing facts, dates,
actions, even people. Though it can be debated if the past can be forgotten, can history
be rewritten? Should it be? For this assignment, this is what you will do. Take a piece
of history and rewrite it.
What exactly happened? What changed? What consequences came from it? What
would the world be like today if this change had occurred?
Choose a piece of history that is either important to the community, the nation, or the
world. Meaning, it cannot be a personal history, this period of time must have had a
major impact on other people. For example, what would the world be like today if the
Louisiana Purchase was never purchased? Or if airplanes were not invented?
How you present your history and/or event is entirely up to you, though this is more than
just a simple paper. You must present your ideas in a creative manner.
Some ideas you can use to present your “new history” include: writing a textbook that
includes pictures, facts and information about the event in history. Make a magazine or
newspaper, with proper journalistic style writing. Conduct a nightly news program.
Make a documentary. Put together a collection of photographs (TIME or LIFE magazine
style). Create an advertising campaign – who is the audience, what is your appeal, use of
propaganda.
All of these are examples of visual literacy, and you need to be able to rationalize and
interpret your media to the class.
You will present your project to the class, so be prepared to fully explain what, when,
where, why, who, and how it happened to the entire class. Your project should include
this information without the teacher or the rest of the class asking questions.
Due Date: last two days of class, so be prepared to present on these days.
You will be graded on:
Organization
Neatness/Legibility
Creativity
Presentation Delivery
Quiz on Section 3 – 50 points
1.
Explain what the Mini-Luv is, and what it is like.
2.
What is Smith's imprisonment like?
3.
How is Smith "educated?"
4.
When Smith hears O'Brien what does he think? But what does he find out?
5.
What is Room 101?
6.
At what point does Smith betray himself as not "Re-educated?"
7.
What is in for him in 101?
8.
How or when do we know he is truly broken down?
9.
Where does Smith find himself at the end of the 1984?
10.
What probably happens in the end? To Winston Smith? To Julia?