Task P1.5.1
Lesson Plan
Joslyn Eccles-Hood
Lesson Plan Title:
Unit:
Subject:
Grade Level:
Amount of time for
the entire lesson:
(approximately)
Apple’s 1984 Macintosh commercial and the influence of media reflected in
George Orwell’s 1984
Technology, Media and Society – How far are we really from 1984? (An
exploration of 1984 by George Orwell)
English II
9-10
1 50min class period
The impact of technology and the media on society is evident in today’s
information technology age. The science fiction novel 1984 by George Orwell
speaks to an extremely intrusive and controlling technological influence. But are
we really that far away from the themes presented by 1984? As we become more
and more technologically advanced one might argue that these influences are just
as dangerous but much more subtle. The Apple commercial for the introduction of
Topic/Concept/Skill:
the Macintosh computers in 1984 displays many of the concepts approached in the
novel, but what commentary was that commercial making of society in 1984?
Does that commentary hold true today? How does media and advertising influence
our thoughts today? As an ‘end-of unit’ lesson we will further explore the themes
in Orwell’s 1984 through the Apple commercial of 1984 and both their relevance
today as well as the influence of present day’s media.
The students will be able to…
recognize and describe dystopian symbolism in a television commercial to
80% mastery.
define and discuss utopia and dystopia as literary terms to 80% mastery.
Lesson Objectives:
discuss several key elements of dystopian literature and its
(specific, observable
and measurable)
comments/criticisms of society (issues, norms, political systems, etc.) to
80% mastery.
create an original project presenting dystopian propaganda in the form of a
commercial advertisement to 80% mastery.
LA.910.2.1; LA.910.2.1.2; LA.910.2.1.4; LA.910.2.1.5; LA.910.2.1.8;
Sunshine State
Standards:
LA.910.5.2.1; LA.910.5.2.2; LA.910.5.2.3; LA.910.5.2.4; LA.910.5.2.5
Hard copy of 1984 by George Orwell; Elmo (if available); LCD projector; Apple
1984 Ad Analysis Worksheet; 1984 Signet Classic Edition Teacher’s Guide; Links
Materials and
to use in class: Macintosh Commercial Interactive Tool, 1984 Definition
equipment needed:
Characteristics, Apple 1984 Ad Background Information, Apple 1984 Ad
(include technology
Summary, Apple 1984 Ad Voiceover Text, Apple’s 1984 Commercial, 1984
needs if appropriate)
Apple Commercial: The Making of a Legend, Some Cool (Mostly Apple Related)
Movies, Steve Jobs Demos Macintosh 1984
Set up computer, overhead projector, video projector, sound and screen. Have
images ready in the order needed. Make sure links are viable and can run easily.
Teacher
Have handouts ready to distribute. Pre-order student groups of three for discussion
Preparation:
and project.
Instructional
Strategies Used:
Direct instruction; group work; discussion
Alternative Certification 09-10
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Task P1.5.1
Introduction:
Anticipatory set, hook,
attention grabber, etc.
Journal Prompt: Magazine advertisements (on overhead projector or computer)
Teacher will introduce a journal prompt to the class: Students will view various
magazine images in succession. As students view the images they will describe
what each ad is selling, who is the target audience, how each image sells the
product in the ad.
 Teacher will ask students what kinds of media they are accustomed to:
How many students watch television/cable/satellite, read
magazine/newspapers/books, use the Internet, watch podcasts, listen to
music/radio, etc.
 Teacher will ask students to discuss in groups:
1. How do you obtain information?
2. How do you decide what to buy? Where to buy? What movie to
see? Where to eat? What to eat?
3. Do you think media influences any of those choices?
4. What is the difference between a commercial advertisement and a
5.
6.
7.
8.
Lesson Procedures:
(include activities)


PSA?
What is propaganda?
How do we know when something is propaganda? Give examples.
How does advertising influence the way we live? Buy? Vote? The
decisions we make every day?
What other media influences what we know about society and
politics?
9. What are your favorite TV programs? Why?
10. If choices are limited to just a few things is it true choice?
Teacher will ask students about what they know of current political and
social issues.
Teacher will show examples of political and social ads.
11. Students will discuss what they know and don’t know about each
issue and why they think they know/don’t know pertinent
information: Do these ads make you want to learn more or do you
feel you’ve learned enough from these ads?
12. How has the media influenced your knowledge of political and


social issues?
13. How do commercial ads influence political/social issues and
society’s response?
Students will read and discuss the voiceover monologue from the Apple
1984 advertisement: What do you believe the text means? What is your
reaction?
Students will read and discuss the background information about the Apple
1984 ad: Has this information influenced your understanding of the
Alternative Certification 09-10
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Task P1.5.1
commercial?


Assistive
Technologies:
(as needed)
Teacher will show the Apple 1984 commercial.
Students will revisit their initial reactions to the voiceover and discuss
whether their feelings have changed since they’ve seen the commercial in
its entirety.
 Teacher will briefly review dystopia vs. utopia as well as the definition &
characteristics of a dystopia.
 Teacher will lead a class discussion on the commercial, its meaning and
impact.
14. Describe the workers in the ad. Describe the runner. Compare
them.
15. What are the dystopian characteristics displayed in the commercial?
The dystopian controls displayed?
16. Describe the situation of the protagonist in this commercial. What
is the protagonist’s conflict? How is the setting used to show the
protagonist’s situation?
17. What is some of the symbolism in the Apple commercial? (e.g. riot
gear; circular tunnels; black and white vs. color images; gray
uniforms vs. athletic gear; shaved heads; large screen; disembodied
“talking” head; hammer; white light from screen; the Apple
computer logo; etc.) What do they mean? What does the
protagonist’s actions symbolize?
18. What is the comment or criticism of society in the year 1984
displayed in this commercial? How does this relate to George
Orwell’s 1984? How does it relate to society now?
 Teacher will play the Apple commercial again.
 Teacher will introduce the “1984” Macintosh Commercial Analysis Tool to
the class (displayed on LCD projector for the class)
 Students will complete the “1984” Macintosh Commercial Analysis Tool
in their groups.
 Teacher will give project assignment and criteria: Students will work in
groups of three to create their own advertisement/propaganda. Students
may create a video, podcast, print ad or radio ad. Students must use visual
aids and/or PowerPoint for their presentations. Students will have two
weeks to complete the assignment. Presentations must be no less than five
minutes and no more than seven minutes long. Students will be expected to
ask (audience)/answer (presenters) questions and discuss at the end of each
presentation.
Computer access modification software/applications for hearing impaired, visually
impaired, learning disabled and ESOL students.
Visual aids (i.e. digital pictures/video, closed captioning) for the hearing impaired
and/or the learning disabled.
Audio versions of written material (i.e. mp3, link to audio text, text-tospeech/voice recognition device or software) for the visually impaired and/or
learning disabled.
Graphic organizer programs (i.e. Inspiration) for learning disabled students and
ESOL students.
Alternative Certification 09-10
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Task P1.5.1
Assessment:
(based on objectives)
Evaluate and Revise
Observation of class/group discussions of utopia and dystopia as literary terms and
several key elements of dystopian literature and its comments/criticisms of society
(issues, norms, political systems, etc.).
Observation of class/group deconstruction of a commercial to recognize and
describe symbolism.
Group project presenting dystopian propaganda in the form of a commercial
advertisement.
The best way to evaluate much of the students’ work is through informal
assessment by observing the students as they work through the information and
discuss with their classmates. The project provides a great way to evaluate the
students’ use of technology. One possible revision would be to the time allotted to
the lesson – it may need a second class period to further delve into and fully
comprehend some of the ideas involved. Since this is an ‘end-of-unit’ lesson,
many of the terms and concepts would have been discussed earlier and would
therefore make the class/group discussions and project a good way to assess
comprehension of the novel 1984.
Alternative Certification 09-10
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