PRACTICE TEST

Make sure you can answer all the objectives below:


1) Define Negative Utopia and discuss how 1984 fits the definition.
2) Define motif, give 3-5 examples of motifs in the book and be able to explain their significance (a few motifs to think about include rebellion, songs, slogans, sex, rebellion)
3) Be able to explain the significance of the following themes:  The meaning of freedom; The responsibility of the Individual in Society, Dehumanization as a method of control, isolation, social class disparity, and the abuse of power
4) Define dystopia and apply it to the novel
5) Keep a list of ironies (at least ten found in the book)
6) Make a list of all the characters with description and discussion of the meaning behind their names
7) Examine the following symbols: Big Brother, The Party Slogans, The Four Ministries, the paperweight, the golden country, Emmanuel Goldstein, James, Aaronson, Rutherford, Chestnut Tree Café, Doublethink, Newspeak Dictionary, Winston’s Diary, Junkshop, songs, Proles
8) Explain the purpose of Newspeak
9) Describe how Big Brother controls its citizens
10) Describe the setting
11) Name the four ministries and what they control
12) Compare/Contrast Winston and Julia
13) Research current privacy-related issues and debates affection society and connect with 1984.
14) Keep a list of Newspeak Words
15) Discuss the meaning of room 101.
16) List the ideas in Goldstein’s book.
17) Outline the plot according to the six elements of plot
18) Discuss the three movements in the book and summarize what happens in each.
19) List the types of conflict involved in the novel.
20) Discuss the meaning of various quotes discussed in class.
21) List five to ten examples of foreshadow. 

 Answer the following questions

1984 Test:  Each questions is worth 5 points unless noted.  Total points = 181

1.     (15 points)   List and explain three themes that appear in 1984.

2. (8 points) What do the following symbols represent (keep in mind that they may represent more than one thing at different times in the novel)

Paperweight:

The Golden Country:

Chestnut Tree Café:

Songs:

3. Give a definition for dystopia and briefly explain how 1984 fits the definition (be specific and use examples – vague or incomplete answers will not receive full credit)

4. List five foreshadows in 1984 (and explain what they hint at)

5. Describe in detail and with examples the various ways (at least five) that Big Brother controls its citizens.

6. List four ironies in the book.

7. Give three examples of motifs that occur in the novel and connect each to a theme.

8. Explain the slogan, “He who controls the past controls the future.  He who controls the present controls the past.”  Why is this slogan important?

9. What lies/half-truths does the party teach about history?

10. Name the four ministries and what each controls.

11. List the three principles of Ingsoc.

12. List five Newspeak words and define each.

13. How is a person’s class determined in 1984?

14. How does Big Brothers philosophy about power and control differ from previous dictatorships?

15. What is O’Brien’s vision of the future?

16. Explain the significance of Winston’s childhood memories?  How do they give weight to the novel?

17. According to Obrien how is Winston mentally deranged?

18. (14 points):  For the following characters discuss who they are, the meanings of their names, and what they represent in the novel.

Ampleforth

Syme

Winston Smith

Julia

Parsons:

Oglivey:

19. (9 points) List and explain in detail the three movements of the novel.  Use examples.  What is each about?  Why is each important?

Some themes for your projects

3) Be able to explain the significance of the following themes:  The meaning of freedom; The responsibility of the Individual in Society, Dehumanization as a method of control, isolation, social class disparity, and the abuse of power


Students will demonstrate an understanding of one or more themes from 1984 by creating a video/performance (readers theater or dramatic interpretation) overview of the novel, which focuses on how that theme works; the video/performance will also include a discussion of why the theme is important.  

Next Week's Work

Unit Learning goal

Students will demonstrate an understanding of one or more themes from 1984 by creating a video/performance (readers theater or dramatic interpretation) overview of the novel, which focuses on how that theme works; the video/performance will also include a discussion of why the theme is important. 

Scale/Rubric relating to learning goal:

4 – The student can create a video/performance on more than one theme and connect them using scenes from the novel and including a discussion on why the themes are important both to the novel and to society.

3 – The student can create a video/performance (readers theatre or dramatic interpretation) overview of the novel, which focuses on how that theme works and include a discussion of why the theme is important. 

2 – With help from the instructor the student is able to create a video/performance (readers theatre or dramatic interpretation) overview of the novel, which focuses on how that theme works and include a discussion of why the theme is important. 

1 – Even with help from the instructor the student is unable to create a video/performance (readers theatre or dramatic interpretation) overview of the novel, which focuses on how that theme works and include a discussion of why the theme is important. 

1948

Friday's possible essay questions:

1. Readers are often angered by the ending of 1984. Was the novel's ending appropriate? How does it contribute to the overall message of the novel?

2. Discuss the significance and nature of Winston's dreams. Deconstruct the dream wherein O'Brien claims that they "shall meet in a place where there is no darkness", and the dream in which Winston's mother and sister disappear. What are the underpinnings of these dreams? What deeper meanings do they hold? Why do you think the author devotes as much time as he does to Winston's dreams?

3. Write an essay in which you explain whether or not Winston is a hero.  Explain your answer with a thorough definition of what a hero is and specific examples that demonstrate how Winston does or does not match the definition.

4. Like Frankenstein, 1984 is a cautionary tale.  Write an essay in which you thoroughly explain what Orwell is cautioning us against.

5. The novel, indirectly and perhaps without the author even intending it, makes some powerful statements about the roles (or potential roles) of women in society.  Write an essay in which you explore the role of women in the novel and what the significance of your observations might be.

BOOK 3

 Book III QUESTIONS

1. Why are the political prisoners more terrified than the common criminals?

2. Why was Ampleforth in prison?

3. What role does Winston think O’Brien has been playing?

4. According to O’Brien, why is Winston being tortured?

5. According to O’Brien, why does the Party want power?

6. Where does O’Brien think reality exists?

7. What does Winston see when he looks in the mirror?

8. At the end of Chapter III, what has Winston NOT done that O’Brien wants him to do?

9. What is in Room 101?

10. When and in what way does Winston betray Julia? Why is it significant?
.
11. Why does O’Brien say prisoners are brought to the Ministry of Love?

12. Was the Party successful in “getting inside” Winston?

13. How do Winston and Julia now feel about one another?

14. How does Winston ultimately feel about Big Brother?

15. What “victory over himself” has Winston won?  Do you think it’s a real victory?

16. What do you think the major theme of 1984 is?  Why?

Chapters 5 and 6

1)  Who has vanished?
2)  Describe the preparations for Hate Week?  In what ways does the Inner Party excel in building spirit?
3) Julia and Winston have some differences?  Explain them.
4) What finally convinces Winston that O'Brien is a member of the Brotherhood?


5) Begin to outline a comparison between 1984 and another dystopia novel that you have read by either themes, characters, slogans or symbols.

1984 Reading Schedule

4/17 - Review Study Questions and pages 150-160
4/18 and 4/19 School Testing, work on catching up on study questions

4/20 and 4/21 160-182
4/24  and 4/25 Part 2 Chapters 9 & 10

4/26 QUIZ on Parts 1 & 2

4/27 pages 231-246
4/28 pages 246-269

5/1 pages 269 - 284
5/2 pages 284 - 297
5/3 Finish BOOK
5/4 QUIZ on Part 3
5/5 Essay Question

5/8 - 5/11 BOOK PROJECT
5/12 Review
5/15 Review
5/16 FINAL

1984 Book 2

Book Two, Chapter 3

How and where do Julia and Winston meet?
What is Julia’s job?
What is her background?
What is her attitude toward the Party?
Describe the quote “ With Julia, everything came back to her own sexuality. As soon as this was touched upon in any way she was capable of great acuteness”. What does Winston think about Julia?
Why does the Party think the sexual impulse as well as the familial love dangerous?

Book Two, Chapter 4

How does Winston react to the singing Prole woman?
What pleasures of the senses are mentioned in this chapter? What is Orwell’s point in mentioning them?
What is Winston’s reaction to rats? Julia’s reaction?
Winston is interested in the church bells that once played in the city even though he is not religious. What do church bells mean to him?
Winston sees the coral paperweight as a symbol of what?

BOOK 2

Today we need to read chapters 1 and 2 of 1984.  Here are the study questions.  I will post your final reading schedule tomorrow.  

1984


Book Two, Chapter 1

How does Winston react to the note from Julia before he reads it?
How does Winston react to the note after he reads it?
Where do they manage to talk for the first time?
Where do they plan to meet?
What do Winston and Julia do before they part?

Book Two, Chapter 2

Why is Winston ill at ease once he is alone with Julia?
What does Julia bring with her that she has obtained on the black market?
What are Julia’s ideas about the Party?
What familiar sign does Winston find?
What is the significance of the thrush music?
What does Winston mean when he says that he loves Julia all the more because she has had scores of sexual encounters?

MLA Format

If you are having problems: https://owl.english.purdue.edu/owl/resource/747/12/

Class Work 4/3 - 4/11: 1984 part 1

Reading Schedule:

4/3  pages 1-20

4/4  pages 21-30

4/5  pages 30-49

4/6  pages 49-65

4/7  pages 65-84

4/10  pages 84-106

4/11 Work on Study questions and/or catch up on reading

Study Questions - BOOK 1

Book One, Chapters 1-2

1. What bothers Winston?

2. What is wrong with his society?

3. What are the three slogans of the Inner Party?

4. What are the four ministries?

5. What items are written in italics?

6. How does the Two Minute Hate work?

7. What happens to Winston during the chant?

8. What happens between O’Brien and Winston?

9. During the film (p. 11), how did the audience react?

10. What is "thoughtcrime"?

11. What are the Thought Police?

12. Who are the Parsons and what do they represent?

13. How do the Parsons’ children behave?

14. What is Winston's dream about O’Brien?

15. What is announced on the news?  

Book One, Chapters 3-4

1. What is Winston’s dream about his mother? How does he feel about himself in that dream?

2. What is his dream about the "Golden Country"?

3. What does he remember about the big events of the past? Bombs? Past Wars?

4. Explain the Party slogan, "Who controls the past controls the future; who controls the present controls the past."

5. What does he know about the legends concerning Big Brother?

6. Describe Winston’s job.

7. How is the past controlled?

8. What special literature, music, and entertainment is produced for the proletariat (proles)?

9. How does Winston feel about his work? What sort of "creativity" is involved?

10. What is the significance of Comrade Ogilvy?

Book One, Chapters 5-7

1. What is the problem with obtaining razor blades?

2. What is revealed about Inner Party philosophy in the discussion between Winston and Syme?

3. Why does Winston feel that Syme will be vaporized?

4. Parsons brags about his children for doing what?

5. What is the significance of the telescreen announcement?

6. What are Winston’s feelings about the present time after he hears the cheerful announcement on the telescreen?

7. Winston predicts that certain people will be vaporized and that certain people will never be vaporized. Who? Why?

8. What is the purpose of marriage in the state?

9. What do Winston’s memories about visiting a prostitute reveal about his attitudes towards sex in Oceania?

10. How does Winston view the proles?

11. How are the proles controlled (prole control)?

12. What lies/half-truths does the Party teach about history?

13. Winston suspects that the Party lies about progress made since the war. What Party claims does he doubt?

14. What is the story of Aaronson, Jones and Rutherford?

15. Why is this story so meaningful for Winston?

16. What is Winston’s unanswered question?

Book One, Chapter 8

1. Why does Winston go off on his own? What activities is he missing out on?

2. What is life like in the proles’ end of London?

3. What does Winston think about after his conversation with the old man in the pub?

4. What does Winston discover at Mr. Charrington’s shop?

5. What is Mr. Charrington like?

6. What does Winston think when he sees the dark-haired girl outside Mr. Charrington’s shop?

7. How does one’s own body betray a person?

8. Why does Winston wonder about church bells ringing in London?

OBJECTIVES:

At the end of this book students will be able to

1) Define Negative Utopia and discuss how 1984 fits the definition.
2) Define motif, give 3-5 examples of motifs in the book and be able to explain their significance (a few motifs to think about include rebellion, songs, slogans, sex, rebellion)
3) Be able to explain the significance of the following themes:  The meaning of freedom; The responsibility of the Individual in Society, Dehumanization as a method of control, isolation, social class disparity, and the abuse of power
4) Define dystopia and apply it to the novel
5) Keep a list of ironies (at least ten found in the book)
6) Make a list of all the characters with description and discussion of the meaning behind their names
7) Examine the following symbols: Big Brother, The Party Slogans, The Four Ministries, the paperweight, the golden country, Emmanuel Goldstein, James, Aaronson, Rutherford, Chestnut Tree Café, Doublethink, Newspeak Dictionary, Winston’s Diary, Junkshop, songs, Proles
8) Explain the purpose of Newspeak
9) Describe how Big Brother controls its citizens
10) Describe the setting
11) Name the four ministries and what they control
12) Compare/Contrast Winston and Julia
13) Research current privacy-related issues and debates affection society and connect with 1984.
14) Keep a list of Newspeak Words
15) Discuss the meaning of room 101.
16) List the ideas in Goldstein’s book.
17) Outline the plot according to the six elements of plot
18) Discuss the three movements in the book and summarize what happens in each.
19) List the types of conflict involved in the novel.
20) Discuss the meaning of various quotes discussed in class.
21) List five to ten examples of foreshadow.
22) Answer study questions are you read.

 

Unit Learning goal

Students will demonstrate an understanding of one or more themes from 1984 by creating a video/performance (readers theater or dramatic interpretation) overview of the novel, which focuses on how that theme works; the video/performance will also include a discussion of why the theme is important. 

Scale/Rubric relating to learning goal:

4 – The student can create a video/performance on more than one theme and connect them using scenes from the novel and including a discussion on why the themes are important both to the novel and to society.

3 – The student can create a video/performance (readers theatre or dramatic interpretation) overview of the novel, which focuses on how that theme works and include a discussion of why the theme is important. 

2 – With help from the instructor the student is able to create a video/performance (readers theatre or dramatic interpretation) overview of the novel, which focuses on how that theme works and include a discussion of why the theme is important. 

1 – Even with help from the instructor the student is unable to create a video/performance (readers theatre or dramatic interpretation) overview of the novel, which focuses on how that theme works and include a discussion of why the theme is important. 

Friday

Learning Objective: Write arguments to support claims in analysis of a substantive topic using valid reasoning and relevant and sufficient evidence.

In other words: Students will be able to write a persuasive essay with arguments supported by valid reasoning and sufficient evidence while using the six elements of the writing process and working on proper organization and developing individual voice.

Objective: Today we will look at valid types of evidence and work on the introductory paragraph.  

Thesis Statement, Ideas, Defining your argument, backing up your argument with proof	Ideas are fresh and original.  Thesis is narrow and manageable. Order of development clear and precise and helps development one clear main idea.  Hook and thesis connect.   Clear important details for support	Ideas are clear but might be overused.  Topic/ Thesis is fairly board.  Order of develop may ramble and may not back up thesis.  Hook is present but may not connect with thesis.  Support is attempted but not quite fulfilled with specifics.	Paper lacks a central idea or purpose.  Ideas are not developed or seem to go in several directions.  Information is limited or unclear.  Details are missing.	Not Evident
Organization	Original title. Transitions connect main ideas. Effective opening and ending.  Easy to follow.  Important ideas stand out.  Clear beginning, middle and end.  Details fit where placed.	Appropriate title.  Transitions connect sentence to sentence but not necessary idea to idea.  Good beginning.  Attempted ending.  Logical sequencing.  Key ideas are beginning to surface.  Readable.	Paper is hard to follow because transitions are weak or absent.  There is no clear beginning or ending.  Ideas may not fit together or ramble.  Paragraph structure might not be evident.	Not Evident
Voice	Point of view is evident Clear sense of audience Enthusiastic about topic.  Says more than is expected.  Words elicit both ideas and emotions.  Work is engaging and persuades	Personal treatment of standard topic.  Perspective becomes evident.  Some sense of audience.  Conveys ideas to reader.  The writer likes the topic, but is not passionate about it.  Writing persuades in some places	Paper is lifeless, mechanic, stilted.  Predictable treatment of topic.  Energy lacking.  Audience could be anyone.  Writer is indifferent to the topic.  Does not persuade at all.	Not evident
Word Choice	Precise, fresh, original words.  Vivid images.  Avoids repetitions, clichés, vagueness.  Use of figurative language.  Everyday words are used well.	Uses favorite words correctly.  Experiments with new words.  Attempts to use descriptive words to create images.	Ordinary and recognizable words.  Language is generic or cliché.  Uses repetitions or relies on slang.  Overuse of “to be” verbs.	Not Evident
Sentence Fluency	Consistent use of sentence variety.  Sentence structure is correct and creative.  Varied beginnings, varied structures, and varied lengths.  Natural flow and rhythm.  Writing is not wordy.	Sentences are usually correct, but some may not flow smoothly.  Simple and compound sentences are present.  Varied beginning.  Sections have rhythm and flow.  Writing could be cut to avoid wordiness.	Sentences are choppy, incomplete, rambling or awkward.  Meanings are not always clear.  Words are strung together.  Sentences could be extremely wordy.	Not Evident
Mechanics	There may be occasional errors in mechanics (spelling, fragments, run-ons, punctuation, capitalization, usage, etc.).  However, it is hard to find errors.	Errors in writing mechanics are noticeable but do not impair readability.	Numerous errors in usage, grammar, spelling, capitalization, and/or punctuation distract reader and impair readability.	Not Evident
Uses of Persuasive Tools	Uses 4 or more tools: expert testimony, quality of reasoning, points out flaws in opposing views, appeal to audience self-interests, radically different topics or new twists on old topics	Uses 2-3 tools.	Relies heavily on one tool.	Not Evident
References and Sources	More than five sources.  All sources of information are noted in correct in-text citation (MLA format) and correct Works Cited page.	Three to five sources. Some sources of information are noted incorrectly or not in MLA format.  Minor problems with Works Cited page.	Less than three sources.  Most information noted incorrectly.  MLA format completely missing.  Many problems with Works Cited page.	Not Evident

Persuasive Essays

Today - I want you to share your thesis statements. 

We'll will talk about hooks, and then I want you to watch a persuasive speech and write down the six things a person needs for a successful persuasive essay.

Monday

Unit Learning goal: Students will be able to research, write and perform an original persuasive essay that takes a side on an issue and successfully argues for that side.    

Scale/Rubric relating to learning goal:

4 – The student can write and perform an original persuasive speech that that takes a side on an issue and successfully argues for that side using all six elements of persuasion.  The writing and performance are both exemplarily effective. 

3 – The student is able to write an original and perform an original persuasive essay that takes a side on an issue and successfully argues for that side.   

2 – With some direction/help from the teacher the student is able to write and perform an original persuasive essay that takes a side on an issue and/or successfully argues for that side.   

 1 – Even with help from the teacher the student is unable to write and/or perform an original persuasive essay that takes a side on an issue and successfully argues for that side.    

Objectives (smaller chunks of overall goal) and suggested time periods

OBJECTIVES:  By the end of this unit students will be able to

1)    Define the following terms: Logos, Ethos, Pathos, Thesis Statement, Order of Development, Conclusion, Transition, Audience, Hook, Purpose, Evidence

2)    List the six traits of writing and the six steps in the writing process.

3)    Properly outline the constructive for a debate and rebut opponents points/arguments

4)    Participate in Spar and Forum debate

5)    Watch a national debate and evaluate and explain who won by keeping a flow chart of arguments and rebuttals

6)    Choose a topic about a controversial issues and take one side of argument

7)    List the Do’s and Don’ts of persuasive argument

8)    Write a clear and precise thesis statement with an order of development

9)    Properly cite sources both in-text and on a works cited page

10) Find evidence from a variety of different sources including Print Sources, Internet Sources, Media Sources, and Personal Sources

11) Use the Internet to properly to conduct research 

12) Create at least 10 Bibliography citations and 10 research entries

13) Use research notes to cite passages from sources

14) Use evidence to back up your position

15) Use your order of development as an organizational tool

16) Use transitions to connect points of argument

17) Use Standard Edited American English

18) Use Proper College Composition Format

19) Use the six steps of the writing process to draft and revise a paper

20) Write three drafts of a persuasive essay using at least three sources of evidence

21) Present the final draft of your essay as an oration to class

Monday

Today we need to discuss Friday's test and then look at and discuss the Unit Goal. 

Unit Learning goal: Students will demonstrate an understanding of Hamlet by choosing a prompt from below, developing a thesis statement out of it, and answering the thesis statement by analyzing and using direct evidence from the text.  

QUESTIONS TO DEVELOP THESIS STATEMENTS ABOUT AND ANSWER

1. Polonius is sometimes played as a senile old fool, sometimes as a shrewd and worldly old man.  Which interpretation do you agree with and why?
2. Pick one character who could, at some point, have changed the whole chain of events.  Discuss.
3. Analyze the three appearances of the ghost seen in the play.  Where did he appear; to whom did he appear?  How does the third appearance differ from the first two?  What is the significance of this?
4. Discuss the reasons for Hamlet’s apparent delay in seeking revenge for his father.  What is your opinion regarding his procrastination?
5. Compare and contrast Hamlet, Laertes, and Fortinbras as avengers.
6. What is Hamlet’s attitude towards life and people?  How does it affect his actions?
7. Apply the following quote to Hamlet: “A man who wishes to make a profession of goodness in everything must necessarily come to grief among so many who are not good.  Therefore, it is necessary for a prince, who wishes to maintain himself, to learn how to not to be good, and to use this knowledge and not use it, according to the necessity of the case.”  -- THE PRINCE, Machiavelli
8. Examine the reoccurring pun on sun and son.  How does this symbol work in the overall meaning of the play.
9. Was Ophelia pregnant with Hamlet’s child?
10. Did Hamlet slip into madness?
11. It is Hamlet who causes the downfall of Denmark.
12. What is the meaning of the pirates?
13. Is Hamlet Jesus Christ?  How is Horatio either John the Baptist or an apostle.
14. Why or how is Denmark the Garden of Eden?
15. Gertrude knows about the murder?
16. The meaning of prostitution in Hamlet?
17. Can Hamlet be compared to our current society?  If so, how?
18. Perhaps others—as we read or when we finish
    

    
    Scale/Rubric relating to learning goal:

    
    4 – The student is able to combine more than one question into a thesis statement, and answer it by evaluating the text and using specifics to back up his/her position.

    3 – The student can choose a question, develop it into a thesis statement, and analyze the text using specific evidence to back up their position.

    2 – With some direction/help from the teacher the student can choose a question, develop it into a thesis statement, and analyze the text using specific evidence to back up their position.

    1 – Even with help from the teacher the student is unable to choose a question, or develop it into a thesis statement, and analyze the text using specific evidence to back up their position.