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Mann 1 Adina Mann Hilarie Welsh CI 402 19 April 2012 Unit Plan: George Orwells 1984 Class description:

The class consists of a diverse group of advanced eighth graders in a suburban school setting. There are a variety of students, some of them with English as a first language, some with Spanish. Yet, all the students are familiar with the English language so that there are no major reading barriers. However, sometimes students write in less formal English (some write in slang) and we will focus on writing in standard formal English to prepare for high school. There are a number of students with learning and behavior disorders. There is no classroom aid, but there is a counselor that the students see on a regular basis, and if there are any major issues we will have the counselor come work with the student or speak with them after class. There are about 20-25 students per class. Students are active in participating and have a high level of comprehension. The students work well when they connect to the text and become engaged in the text and issues relating to it. Sometimes the students are apprehensive to participate, but using methods such as pulling popsicle sticks with their names entices the students into participating on a regular basis. Each class is a 50 minute class period Monday through Friday. We have computer resources available in the library and have SMART Board technology in the classroom. The class is evenly split between male and female students.

Mann 2 Rationale: I chose to use the novel 1984 for the unit because it was my favorite book when I read it in school, in part because for the first time it made me evaluate authority and question what is right and wrong. The novel deals with a number of important themes, such as dehumanization isolation, repression, fear, loneliness, social class disparity, abuse of power, and more that all provide interesting correlations to students lives. In an age where critical thinking is replaced with standardized testing, this novel sparks exciting discussions and allows for engaging and meaningful activities. The novel challenges students to evaluate the control factor in their own lives. The students come from a diverse background, and this novel showcases a place with a lack of diversity. Similarly, in Oceania, language is regulated just as the students often struggle with having their own language regulated to Standard English. This novel gives students the opportunity to question whether these actions are an act of government dominance or simply practical regulation. The novel also allows for students to evaluate the freedoms they hold in their lives and the opportunity to think critically and for themselves, as compared to the citizens of Oceania who have even their thinking regulated. Throughout the unit, different exercises will be used to engage students in the text in a number of ways. The use of unit-long discussion questions, student-led discussions, creative activities, such as creating a newspeak dictionary, watching The Hunger Games, reading V for Vendetta, the graphic novel, as well as a number of other activities explore the topic of a dystopian society in a number of different ways. The discussion packet is a way for the students to answer simple, comprehension questions from the text to ensure they are reading on a daily basis. As the text sparks a lot of interesting topics, I envision that the classroom will be extremely discussion oriented, having frequent class discussions about themes and controversies

Mann 3 related to the text. The Hunger Games and V for Vendetta are outside and alternative texts to use that also showcase dystopian societies. Though there are many similarities, there are also differences in time and execution and having the students relate to these has potential to be an interesting and engaging experience. Similarly, I will also use the song Every Breath You Take (Ill be watching you) to relate the text to music and an Apple Macintosh advertisement relating to 1984. I have a very specific way for organizing the unit plan as I did. I begin with the red/green pen activity, which happens to be an activity my teacher did when teaching this novel. This exercise shows governmental dominance and the compliance by a large group of people, and one students decision to defy the government or be forced into compliance. We will then go through a prediction discussion and brief history lesson, to gain a further understanding of the text. We will have some days with in-class reading to practice engaging reading and questioning the text throughout reading. There will be many days where we have current event articles, and read an article or watch a news piece and relate the topic to the novel. Similarly, we will also have frequent quick writes to practice writing and critically thinking about the novel. Each day, students will lead discussions by preparing critical thinking questions for the days that they are assigned. There will be short-answer quizzes each week mainly to make sure the students are following along and understanding key concepts and themes. Big assignments include the paper, due on the last day of the unit, and throughout the unit I have deadlines to ensure the students will plan ahead. There is also the movie assignment, where students will pick a scene to portray and create a movie poster. These will be presented to other classes in the library on a grade-wide presentation day. The students will have to provide a reflection explaining why they chose the scene and portrayed the poster in the way that they did.

Mann 4 The unit directly reflects my educational philosophy, which is to provide meaningful and engaging activities to students and excite them about a book that has the potential to incite interesting and critically active discussions. My philosophy revolves around having a dedicated teacher spend ample time and effort creating meaningful, engaging, and effectively executed lessons in order to promote a positive image of reading and the study of English. Every single assignment should be meaningful and relate back to the overall goal of the unit. I also believe in relating the assignment to the community and society at present as often as possible to have students relating the novel to their lives. Additionally, promoting frequent opportunities to write reflections on the topic is an idea that is extremely important to promoting a classroom focused on critical thinking and challenging the text. Goals: Challenge and reflect on their lives in a meaningful way regarding the text Relate this older text to modern media, including music and movies, to engage students in a creative manner Improve reading and writing comprehension and ability Present a dystopian society in a number of different ways Relate living in a dystopian society to students own lives Students will bring in outside materials and relate them to the text

Assessment: There will be a unit long study guide/ packet with discussion questions for each reading assignment. These discussion questions will help fuel classroom discussions on the reading and are a way for students to reflect as they read (50 points) There will be 3 quizzes over each section, and then a final test over the entire novel, with discussion questions for the students to answer as well as passage identification and a small essay portion (30 points) Movie project: choose a scene from 1984 and describe how you would portray this scene in a movie or for extra credit actually make a short movie of the scene (100 points) A paper will be assigned with specific prompts and opportunities for students to create their own prompts to write about (100 points) Quick Writes 4 at 5 points each (20 points)

Mann 5 Participation in class discussions: (20 points) o Movie Guide (10 points) o Cumulative 330 points

Final Reflection: Upon the completion of the unit plan on 1984, I feel confident that I have provided the students with various different activities to make reading this book interesting and engaging. Activities such as the newspeak dictionary assignment allow for students to use the text and analyze it in a personal way. Similarly, there are a lot of opportunities for students to write and reflect their sentiments on the novel throughout the unit. I found it most difficult to narrow down the ideas and engaging activities and trying to squeeze them into a short period of time. It is also hard to imagine the trajectory of reading and be able to plan ahead, when in reality the pacing of the reading could be totally different. Overall, it took quite a long time make the calendar, which was essentially the center of the unit plan, and once that was solidified everything else fell into place. Strengths of the unit plan include the fact that there are a number of different activities and that there are a lot of different uses of media. For example, we have the novel, the graphic novel, a film, news articles and stories, a song, etc. All of these media sources provide a different insight into dystopian societies in some way. The end of the unit project where the students create a movie poster and perform a scene from the novel provides an interactive way for the students to bring the text to life and interact with other students in their grade through the gradewide performances, getting the students out of the classroom and interacting with the text and each other. I think there are a lot of opportunities where students work can be evaluated in a more meaningful way than a test or formal evaluation.

Mann 6 I like the comparison between 1984 and The Hunger Games film, which presents a very modern version of the novel. Ideally, I would like to have the students read The Hunger Games in class rather than simply view the movie, but I feel that having two novels in one unit would be too much reading. In my practicum experience, the students read The Hunger Games and there were so many opportunities for engaging discussions related to a popular novel. The students in the class also took a field trip to see the movie as a reward, and this would be an interesting, fun, and relevant incentive for the students. However, for the sake of time, having the students watch the movie gives a similar effect, but in much less time. I also think relating the novel to current events on a number of occasions is an effective way to teach the lesson and keep the relevance to their lives throughout the unit. Weaknesses of the unit plan include a sentiment of rushing through the unit and different exercises. There are so many activities that I have planned, and sometimes the unit plan feels like it could be a little bit too rushed, and that I am not spending enough time covering the key themes or other literary devices. Additionally, my idea to have the discussion packet be the center of class discussions as a guide seems to be a little repetitive, and varying class discussions would be more effective on some days. At the end of the unit, there are a number of lab days and presentation days, and very few instruction days. I think I could have varied this a little bit so that there would be more formal instruction on certain days as to direct the students a little bit more. There is also very little diversity or alternative language opportunity in the text, which I turned into one of the writing assignment prompts, but having more discussions and activities regarding the lack of culture presented in these dystopian societies could prove extremely worthwhile.

Mann 7 In general, I feel confident about taking a novel and finding meaningful and engaging exercises to work with to make the unit plan more interesting. However, finding the time and method of managing the unit plan is a lot more difficult, and takes a lot of time and effort. Though planning ahead is rather difficult and takes time and effort, I think the result is creating an effective and well-thought out unit that truly centers around a goal for why this unit is worth teaching. In high school, I remember thinking on a number of occasions how boring and pointless certain assignments seemed. There should never be busy work or assignments with no point in the classroom. If there is a well-thought out lesson packed with meaning and relevance, students will want to pay attention and do the activities related to the text not because they have to, but because they will want to join in on the meaningful and engaging learning experience.

Mann 8 Lesson Plan: September 2, 2013 Objectives: By the end of class today, students will: Be able to critically think about the role of authority in their lives Be able to construct predictions about the novel from the activity Be able to develop a familiarity with dystopian novels Be familiar with expectations for the unit

Materials Needed: Red pen and green pen Unit-long discussion packets History and prediction worksheet Unit schedule handout and calendar 1984 novel (for class)

Activities: Red/Green pen activity (20 mins) o Send student to the library to get books for the class o While he/she is there, explain to the class the exercise (convince this student that red is green to show control/authority/power) o Have the class do the activity to show how authority and power of numbers affects society o Students will write a short reflection paper on what the purpose of this activity was and their perception/emotion Predictions (10 mins) o Distribute prediction worksheet o Discuss the differences between predictions and inferences o Based on the activity and cover, predict what will happen in the novel, what major themes could be o Write predictions on Smartboard to save and check throughout reading Brief History Lesson (10 mins) o Distribute history fill-in-the-blank worksheet o History of 1984 informational powerpoint Introduce schedule (5 mins) o Distribute reading schedule with presentation days and due dates Reading (any remaining time) o Begin reading the novel with frequent discussion questions while reading

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Assessment: Assess students critical thinking on the role of authority in their lives: Following the red/green pen activity, read the students reflection papers and grade for critical thinking on the subject and for completion. Assess students predictions: Go around the room and check off each students prediction log and make sure during the discussion that students are coming up with meaningful predictions. Assess students participation during history lesson: Make sure students are on task by collecting and checking off the fill-in-the-blank worksheet corresponding to the history powerpoint. Have students write a short connection regarding a correlation to their predictions and newfound knowledge of dystopian societies.

Standards: NCTE: o Students read a wide range of print and non-print texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works. ISBE: o 1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain

Mann 10 Lesson plan: 9/4/2013 Objectives: By the end of class today, students will: Materials: Activities: Current events on speech (10 mins) o View Youtube clip of Apple Macintosh 1984 advertisement o Small class discussion and interpretation of the advertisement and explain how the advertisement relates to 1984 Go over discussion questions (20 mins) o Have students take out their discussion packets o Check the questions due for the corresponding chapter (up to page 104) for completion o Discussion leaders go through their prepared critical thinking questions (about 5) o Facilitate discussion on motto WAR IS PEACE, FREEDOM IS SLAVERY, IGNORANCE IS STRENGTH (end of Chapter 1 in novel) o Relate discussion to the advertisement about governmental control and authority Introduce Newspeak Dictionary Assignment (20 mins) o Distribute newspeak dictionary assignment prompt and go over. Ask if there are any questions or concerns. o Students will look through the novel and find newspeak words, define at least 5 words, include the sentence where it is found in the novel, use it in a contemporary sentence, and explain why it is a significant word to the text. o Students should provide a rationale about the role of language in the novel and their lives (especially for students speaking another language: should language be regulated and should there be a standard for language?) o Have students begin the assignment o Walk around room to help struggling students and answer questions Current events: Youtube clip of 1984 Macintosh advertisement Discussion packet Newspeak dictionary assignment Relate the novel to their lives through media and speech Gain familiarity in the perception and challenging of government authority Use critical thinking to analyze novel vocabulary

Mann 11 Assessment: Grade the Newspeak dictionary assignment which is due that Friday Participation counts as a grade: Each student must participate at least once in class discussion in both current events and about the novel itself

Standards: NCTE: o 3. Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound letter correspondence, sentence structure, context, graphics). o 4. Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes o 6. Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and non-print texts. ICBE: o CC.8.R.L.2 Key Ideas and Details: Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text. o CC.8.R.L.4 Craft and Structure: Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts

Mann 12 Lesson plan: 9/10/2013 Objectives: By the end of class today, students will: Understand the concept of authority through fear Relate novel to larger contextual events such as control in schools and government More effectively and efficiently write an outline

Materials: Discussion packets Novel Current events article: Naperville eyes enhanced school security on officials phones How to Write an Outline presentation Outline Practice worksheet

Activities: Introduce current events (10 mins) o Surveillance in schools controlling through dominance relates text to school o Discussion topic: The article too radical? The book too radical? Thoughts on this. Discussion (20 mins) o Have discussion leaders ask 2-3 critical thinking questions to spark a student-led discussion about the text o Relate text discussion about surveillance in schools to the telescreen in 1984 Outline Practice (10 mins) o Paper writing outline PowerPoint with corresponding worksheet o Have students write a sample outline Short writing assignment (10 mins) o Give students prompt related to discussion: Do you feel that schools should be able to monitor students at all times from their Smartphones? Do you feel that it promotes safety or if it too authoritative? o Have the students create an outline as if they were to write a paper on this topic

Assessment: Grade on participation on in-class discussions Check for completion of discussion packet questions (up to pg 239) Grade outline assignment for competition

Standards: NCTE:

Mann 13 o 2. Students read a wide range of literature from many periods in many genres to build an understanding of the many dimensions (e.g., philosophical, ethical, aesthetic) of human experience. o 11. Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities. ISBE: o CC.6-8.W.HST.5 Production and Distribution of Writing: With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed o CC.7.W.1.a Text Types and Purposes: Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically.

Mann 14 Lesson plan: 9/11/2013 Objectives: By the end of class today, students will be able to: Relate different reading material other than a novel or news article to the text Compare popular media to novel in regards to governmental authority (music and comic) Improve their reading technique through the use of alternative texts

Materials: Ill be Watching You song and lyrics V for Vendetta graphic novel (pgs 37-45) Discussion packets Novel Quiz 2 sheet Highlighters Prediction worksheet

Activities: Quiz 2 o Distribute quiz and have students silently fill out the questions o Have students turn over on the desk when they have completed the quiz Ill be Watching You song (5 mins) o Distribute lyric sheets and highlighters to class o Play the song and have students highlight similarities to the novel control, surveillance, authority, etc. o Discuss control and the creepiness of the popular song/constant surveillance Discussion on novel (15 mins) o Have discussion leaders ask critical thinking questions about the text o Distribute prediction worksheet: predict the ending of the book. o Record predictions on worksheet and discuss as a class Introduce graphic novel (20 mins) o Show the V for Vendetta movie trailer o Short synopsis of V for Vendetta graphic novel o Have students practice reading aloud and stopping for questions as we read o Discuss throughout similarities and differences to 1984 War is Peacemotto to Strength through Unity

Assessment: Grade quiz on novel comprehension: Short answer questions and a short essay question

Mann 15 Participation Grade using the paper clip assignment, where students take a paper clip once they have contributed, alerting whether the student has or has not participated.

Standards: NCTE: o 3. Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics). o 1. Students read a wide range of print and non-print texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works. ISBE: o CC.8.W.8 Research to Build and Present Knowledge: Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation. o CC.8.W.9.a Research to Build and Present Knowledge: Apply grade 8 Reading standards to literature (e.g., Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works such as the Bible, including describing how the material is rendered new). o CC.8.SL.2 Comprehension and Collaboration: Analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitatively, orally) and evaluate the motives (e.g., social, commercial, political) behind its presentation

Mann 16 Lesson plan: 9/20/2013 Objectives: By the end of today, students will be able to: Relate The Hunger Games to 1984 in theme and plot Recognize the major themes of dystopian societies Consider new writing techniques to improve writing

Materials: Quick Write prompt Writing workshop worksheet Group project prompts Movie guide Popsicle sticks

Activities: Quick Write (15 mins) o Distribute prompt: How does the movie relate to 1984? Either in theme, plot, characterization, etc. o Have students share their opinions with the class Writing workshop (10 mins) o Writing to the point exercise o As a class, go through an example of a strong response and a less strong response o Discuss what makes a strong work and how to improve writing o Have students trade and grade each others quick write and give constructive criticism on how to make writing stronger Discussion (10 mins) o Use popsicle stick method to choose names for students to respond to questions o Discuss the relationship between the three dystopian societies (V, 1984, Hunger Games) o Have students discuss which story they would most rather take place in and why? Review group project and work day (25 mins) o Go over group project prompt to clear up any questions o Have students work in groups preparing for their presentation o Have students make a movie or act out a scene from 1984 o Students may choose their own groups, but if there are any problems they will be assigned by seating o Students will create a movie poster for 1984 that represents a major theme o Students must write a two page reflection paper that states the reasoning for their poster design and why they chose/acted out that particular scene

Mann 17 Assessment: Have students turn in their movie guide to grade for completion Grade for completion for the peer edit on the quick write assignment, assessing the parallel between The Hunger Games and 1984

Standards: NCTE: o 4. Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes. o 11. Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities o 12. Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information). ISBE: o CC.8.W.5 Production and Distribution of Writing: With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. (Editing for conventions should demonstrate command of Language standards 13 up to and including grade 8 on page 53.) o CC.8.W.2.a Text Types and Purposes: Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension o CC.8.R.I.3 Key Ideas and Details: Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories).

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PREDICTIONS George orwells 1984

Prediction: Answered by the end of the story. Inference: May or may not be answered by the end. Directions: Make predictions based on the red pen activity and 1984 book cover on what you think the book will be about! 1. What do you think the novel will be about? Explain your prediction. ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ 2. What do you think the title symbolizes? (why is it titled 1984?) ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ 3. What time period do you think the novel will take place in and why did you choose this period? ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________
4. Write a short response on what the perfect government would be. Give

specific examples of how they would elect leaders, what rules would they follow, etc. ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________

Mann 19 Cultural Context of 1984 5. Nineteen Eighty-Four is at one universal and highly topical. The following details from the 1930s and 1940s provide useful background. 6. The 1930s were a decade of economic depression, following the Wall Street crash of 1929. Over one million people were unemployed in Britain; poverty was widespread. 7. The 1930s also witnessed the rise of fascism under Adolf Hitler (1889-1945) in Germany and Benito Mussolini (1883-1945) in Italy. In Russia, Joseph Stalin (18791953) was consolidating his totalitarian regime. 8. All three dictators emphasized authoritarian, repressive values and loyalty to the ruler, using what historians have come to call the cult of personality to maintain their control. 9. These totalitarian rulers suspended civil liberties and persecuted various groups in order to create ordered, highly centralized states. Stalin eliminated all opposition to the brutal purge trials of the 1930s that resulted in the execution of high-ranking Soviet officials. Hitler set up an elaborate bureaucracy to have Jews and other civilians interned and killed en masse. 10. Science and technology played a major role in WWII (1939-1945). Hitler and Stalin, especially, used modern technology to develop new methods for propaganda, surveillance, and terror to achieve their ends. Technology contributed a frighteningly powerful weapon to modern warfare: the atomic bomb. 11. The war resulted in a shift in global power. In 1946 Winston Churchill announced that an iron curtain had fallen between East and West in Europe, marking the beginning of the Cold War. Countries east of the iron curtain were considered under communist authority and those west of it under the protection of the United States. In 1949 Chinese communists established the Peoples Republic of China, marking the third division of global power. 12. Postwar England faced unprecedented shortages of money, housing and even food. In response, the government imposed restrictions on daily life that were more austere and far-reaching than ever before.

Mann 20 Study Packet Book One, Chapters 1-2 1. What is revealed immediately about this society in the setting? (1) 2. Youll notice new terminology in this chapter. Define thought police and what they do. (3) 3. What are the three slogans of the Inner Party? (4) 4. What are the four ministries and, briefly, their functions? (4) 5. What is the risk of writing in a diary? Why isnt it illegal? (6) 6. What does Winstons diary entry reveal about people in this society? (9) 7. How does the Two Minutes of Hate work: Who is Goldstein? How do the people behave while Goldstein is speaking? (13-14) Who does Winston hate? (14) 8. How does Winston feel during the chant? (17) 9. What happens between OBrien and Winston? (17) 10. What is "thoughtcrime"? (19) 11. What are the Thought Police? What happens to a person who is arrested by them? (19) 12. How do Winstons neighbors the Parsons children behave? What are they like? (23) 13. What role do kids have with the Party? (24) 14. Winston dreams about OBrien what might be foreshadowed here? (25) 15. What are the sacred principles of INSOC? (26) Book One, Chapters 3-4 1. Winstons dream about his mother: (30)

Mann 21 What does he see/remember? What does he realize about himself? 2. Who is in his dream about the "Golden Country and how does he react to her in the dream? (31) What might this foreshadow? 3. What do we learn about history and the past in Oceania? (32-36) 4. Explain the Party slogan, "Who controls the past controls the future; who controls the present controls the past." (35) 5. Why cant Winston know when the Party and Big Brother came to be? (36) 6. Describe Winstons job. What is he meant to do? (38-39) 7. How is the past controlled? (40) 8. What special literature, music, and entertainment is produced for the proletariat (proles) and what does it contain? (43) 9. Winston tells a story of Comrade Ogilvy as part of his job, he must write about him often. What is the truth about Ogilvys identity (46) and what does this reveal about propaganda during any wartime? (46-48) Book One, Chapters 5-7 1. What is the problem with obtaining razor blades? (48-49) 2. Name three things revealed about the purpose of Newspeak in the discussion between Winston and Syme? What are the Partys objectives? (51-53) 3. Why does Winston feel that Syme will be vaporized? (53) *Two symbolic references are made: duckspeak and Chestnut Tree Caf. Write a question you have after reading 54 and 55 regarding these two ideas. 4. Parsons brags about his children for doing what? (57) 5. The telescreen announcement says Chocolate rations have been increased. What does Winston realize that know one else seems to catch? What is the

Mann 22 significance of the telescreen announcement? (p. 58-59) 6. What are Winstons feelings about the present time after he hears the cheerful announcement on the telescreen? (59-60) 7. Winston predicts that certain people will be vaporized and that certain people will never be vaporized. Who? Why? (61) 8. What do Winstons memories about visiting a prostitute reveal about his attitudes towards sex in Oceania? (63-65) 9. What is the purpose of marriage? (65) 10. What does Winston decide about the proles (lower income mass population group)? (69) 11. How are the proles controlled (prole control)? (71-72) 12. What lies/half-truths does the Party teach about history? (74) 13. Winston suspects that the Party lies about progress made since the war. What Party claims does he doubt? (74-78) 14. What is the story of Aaronson, Jones and Rutherford? (We will discuss in class) (75-78) 15. Why is this story so meaningful for Winston? (78) 16. Explain/analyze what Winston means in his diary entry about Freedom (80-81) Book One, Chapter 8 1. Explain what ownlife means. (82) 2. What is life like in the proles end of London? Setting (82) Dangers (83-84) Proles, continued. Economy (85-86)

Mann 23 Recollections (87) 3. 4. What does Winston think after his talk with the old man in the pub? (79-92) What does Winston discover at Mr. Charringtons shop? Why is it unusual?

(95-96) 5. What is Mr. Charrington like? (98-100) 6. Analyze why you think the rhyme/song about the Bells of St. Clements is

significant to Winston? 6. How does Winston react when he sees the dark-haired girl outside Mr. Charringtons shop? What does he believe she is doing? (101) 7. What is the best defense if one may be or is arrested for thoughtcrime? (102-103)

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Naperville eyes enhanced school security on officials' phones

District 203 administrators will get live camera feeds on their phones

(Tribune illustration)

April 04, 2012|By Melissa Jenco, Chicago Tribune reporter

Administrators at some Naperville schools soon will be able to keep an eye on things whether they're across the building or across the country. Naperville Unit District 203 plans to allow administrators access to live security camera images from mobile devices such as iPads and smartphones. The program also will give police the ability to log into the camera feeds in the event of an emergency. Chief Information Officer Roger Brunelle said the goal is to "enable us to respond quicker in a crisis mode." The district currently has 65 security cameras at Naperville Central High School and about 25 at Naperville North. The cameras are in common areas such as lobbies, hallways, cafeterias and stairways, and are primarily used to review what happened after an incident occurs. To gain access, an administrator must be on a laptop with the right software and logged onto the district's network, according to Chris Kunzer, who manages telecommunications for District 203. The new program, LexRay from Lextech Labs in Lisle, would allow access through an app on a mobile device. The app would be available to selected personnel such as principals, deans, campus security officers and building managers. Brunelle stressed the potential value for police to see live images in an emergency. "If by some turn of events there was something like a shooter walking the halls, we could hit a button and they could access cameras and find out what hall they were in, where they were headed," he said. School Board President Mike Jaensch called the system "well worthwhile" and board member Terry Fielden, who helped pilot the program, said he finds comfort in the instant access for administrators and police. "It's unfortunate you have to feel that way these days, but it seems like almost every day on the news there's more reason why you need it," Fielden said. The district plans to use $80,000 in this year's budget to replace the 25 current cameras at North to make them compatible with the new system. In next year's budget, which begins July 1, they will spend $100,000 to add about 40 more cameras at North and 10 at junior high schools as a pilot program. Those cameras should all be installed by the start of the school year.

Mann 25 V for Vendetta Graphic Novel Excerpt

Chapter Five Adam Susans Ode to Fascism and Fate (pp. 3739) Adam Susan: My name is Adam Susan. I am the leader. Leader of the lost, ruler of the ruins. I am a man, like any other man. I lead the country that I love out of the wilderness of the twentieth century. I believe in survival. In the destiny of the Nordic race. I believe in fascism. Oh yes, I am a fascist. What of it? Fascisma word. A word whose meaning has been lost in the bleatings of the weak and the treacherous. The Romans invented fascism. A bundle of bound twigs was its symbol. One twig could be broken. A bundle would prevail. Fascismstrength in unity. I believe in strength. I believe in unity. And if that strength, that unity of purpose, demands a uniformity of thought, word and deed then so be it. I will not hear talk of freedom. I will not hear talk of individual liberty. They are luxuries. I do not believe in luxuries. The war put paid to luxury. The war put paid to freedom. The only freedom left to my people is the freedom to starve. The freedom to die, the freedom to live in a world of chaos. Should I allow them that freedom? I think not. I think not. Do I deserve for myself the freedom I deny to others? I do not. I sit here within my cage and I am but a servant. I, who am master of all that I see I see desolation. I see ashes. I have so very much. I have so very little. I am not loved, I know that. Not in soul or body. I have never known the soft whisper of endearment. Never known the peace that lies between the thighs of woman.

Mann 26 But I am respected. I am feared. And that will sufce. Because I love. I, who am not loved in return. I have a love that is far deeper than the empty gasps and convulsions of brutish coupling. Shall I speak of her? Shall I speak of my bride? She has no eyes to irt or promise. But she sees all. Sees and understands with a wisdom that is Godlike in its scale. I stand at the gates of her intellect and I am blinded by the light within. How stupid I must seem to her. How childlike and uncomprehending. Her soul is clean, untainted by the snares and ambiguities of emotion. She does not hate. She does not yearn. She is untouched by joy or sorrow. I worship her though I am not worthy. I cherish the purity of her disdain. She does not respect me. She does not fear me. She does not love me. They think she is hard and cold, those who do not know her. They think she is lifeless and without passion. They do not know her. She has not touched them. She touches me, and I am touched by God, by Destiny. The whole of existence courses through her. I worship her. I am her slave. No freedom ever was so sweet. My love, I would stay with you forever, would spend my life within you. I would wait upon your every utterance and never ask the merest splinter of affection. Fate Fate I love you.

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1984 Paper Prompt

Directions: Throughout this unit, we have read the novel 1984, viewed The Hunger Games, and read through part of the graphic novel V for Vendetta. Please choose one of the following essay topics to write the final paper on. The paper should be 3-5 pages long with the outline for the paper attached, as well as a works cited page, citing sources used in writing the paper. Remember to add quotations from the text or film to the paper (at least 2 quotations per paragraph.) Due Dates: Paper Outline due Friday September 13 by the end of class after peer review session Rough draft due September 25 (lab day) Final draft due September 27 (with discussion packet and movie guide)

Essay topics: 1. Compare and contrast George Orwells novel 1984 to either The Hunger Games film (or book if you have read it) or the V for Vendetta graphic novel. Compare and contrast the texts in terms by choosing either a theme, characterization, plot, point of view, symbolism, etc, to focus on throughout the essay. Relate the novels to the situation in the world today. Are there any parallels between the governments these works of fiction to a government somewhere in the world, or even the United States? 2. Choosing two of the three texts, 1984, V for Vendetta, and The Hunger Games, write an essay exploring the role of authority and surveillance in the texts and film. Explain the role of authority and surveillance in each text and what the positive and negative aspects of this situation are. Compare and contrast the role of authority and surveillance in each text or film. 3. Describe the common symbols in 1984, V for Vendetta, and The Hunger Games and how they relate to the overall theme of the text or film. What does each symbol represent? Explain why these symbols are significant and how they contribute to the overall plot and theme. 4. In 1984, V for Vendetta, and The Hunger Games there is very little diversity. 1984 promotes uniformity, The Hunger Games separates districts by physical appearance and ability, and V for Vendetta has little diversity. What does this say about the message of the texts or film or about the time they were written or presented? How could diversity be added to the texts and film? Should these works be more diverse? 5. Write a paper as if it were a letter to the white house. Explain what the risks of having totalitarian government are and how the government should rule the country. Providing evidence from the 1984, The Hunger Games, and V for Vendetta, describe the evil of an overly dominant government.

Mann 28 Rubric for 1984 Paper Excellent Thesis and Content

The essay has a thesisa single, central point that is interesting, original, striking and substantial. The central idea is developed in the essay through wellchosen, appropriate, concrete details that show originality and freshness. Author shows rather than merely tells. Generalizations and assertions are defended. Answered the prompt.

Good Job

Almost There

Not Yet

The essay is organized and well structured (there is a beginning, a body, and a conclusion). The essay exhibits a clear strategy for persuasion and pattern of development (chronological order, spatial order, comparison/contrast, etc.). The organization works with the thesis so that the thesis and the organization contribute to serving the purpose of the essay. Essay does not digress from central point. Transitions help the paper flows smoothly. Introductory paragraph(s) is (are) interesting and appropriate. Concluding paragraph is satisfying.

Paragraphs are organized, unified and coherent. Each supporting paragraph has a controlling idea (which may be expressed in a topic sentence). In supporting paragraphs, topic idea helps further the thesis.

Sentences are mature and parallel. Writer avoids modifier problems. Sentences show variety of pattern and are rhetorically effective. The essay is written in a style and tone appropriate to the audience, topic and purpose. Words are appropriate and well chosen. Writer avoids jargon and sexist language. Writer seems to be speaking in an authentic voice. Paper is enjoyable and interesting.

Grammar, Spelling, Mechanics

Grading for errors in grammar (comma splices, fragments, fused sentences, agreement, etc.), spelling, and mechanics (margins, format, etc.).

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