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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