LDC Module Template
Government’s Control and Dystopian Literature as seen in 1984
Information Sheet for Argumentation Module
Module title:
Government Control and Dystopian Literature as seen in 1984
Module description
(overview):
In this unit students will study the beauty and craftsmanship of selected works of literature with a focus on the anchor text 1984 by George Orwell.
Through readings of dystopian literature such as 1984, students consider the problems inherent in the fashioning of a perfect society. At the same
time, they will also consider the, rise, fall and endurance in the twentieth century of political regimes and how too much government control affects a
society.
Template task
(include number,
type, level):
Task 6: [Insert question] After reading __________ (literature or informal texts), write a/an _______________ (essay or substitute) that discusses
____________ content and evaluates ___________ (content). Be sure and support your position with evidence from the texts.
(Argumentation/Evaluation).
Teaching task:
Is it ever appropriate for a government to secretly invade the privacy of its citizens? After reading 1984 and various non-fiction articles, write an
essay that discusses dystopian societies and totalitarian governments and evaluates how government control or invasion of privacy affects
people. D1. Be sure to acknowledge competing views. D2. Give 3 examples from past or current events to illustrate and clarify your
position. D3. What conclusions or implications can you draw about the appropriateness of government invasion of citizens' privacy?
Grade(s)/Level:
10th
Discipline: (e.g.,
ELA, science,
history, other?)
ELA
Course:
Pre-AP English 10
English 10
Author(s):
Angela Brown
Sherry Williams
Contact
information:
browna@greenbrierschools.org
williamss@greenbrierschools.org
Section 1: What Task?
TEACHING TASK
Teaching task:
Is it ever appropriate for a government to secretly invade the privacy of its citizens? After reading 1984 and various non-fiction articles, write an essay that
discusses dystopian societies and totalitarian governments and evaluates how government control or invasion of privacy affects people. D1. Be sure to
acknowledge competing views. D2. Give 3 examples from past or current events to illustrate and clarify your position. D3. What conclusions or
implications can you draw about the appropriateness of government invasion of citizens' privacy?
Reading
texts:
1984 by George Orwell
Big Brother vs. Little Brother: Updating Orwell’s ’1984’ By Amanda Kristy Brown and OCTOBER 21, 2010, 3:36 PM
OCTOBER 21, 2010, 3:36 PM http://www.nytimes.com/2010/10/17/magazine/17FOB-WWLN-t.html?_r=0
“Little Brother is Watching”
Propaganda websites:
http://www.cbsnews.com/8301-202_162-57567675/in-propaganda-video-n-korea-bombs-the-u.s/
http://www.bbc.co.uk/news/magazine-20500030
http://mason.gmu.edu/~amcdonal/Rise%20of%20Modern%20Propaganda.html
http://www.goodreads.com/quotes/tag/propagandahttp://www.goodreads.com/quotes/tag/
propaganda
http://www.classroomtools.com/WhatIsPropaganda.pdf
http://www.classroomtools.com/proppage.htm
“Why I Write” - essay by George Orwell, http://www.netcharles.com/orwell/essays/why-i-write.htm
Orwell, George. (1949). Nineteen-Eighty-Four. London: Secker & Warburg.
* Aubrey, Crispin & Chilton, Paul (Eds). (1983). Nineteen-Eighty-Four in 1984: Autonomy, Control & Communication.
London: Comedia.
* Hillegas, Mark R. (1967). The Future As Nightmare: H.G. Wells and the Anti-Utopians. Southern Illinois University Press.
* Howe, Irving (Ed.). (1983). 1984 Revisited: Totalitarianism In Our Century. New York: Harper Row.
* Shelden, Michael. (1991). Orwell — The Authorised Biography. London: Heinemann.
* Smith, David & Mosher, Michael. (1984). Orwell for Beginners. London: Writers and Readers Publishing Cooperative.
Background to
share with
students:
Extension
(optional):
CONTENT STANDARDS FROM STATE OR DISTRICT
Standards
source:
NUMBER
CONTENT STANDARDS
RL 9-10.6
Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide
reading of world literature.
RI 9-10.1
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RI 9-10.2
Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and
refined by specific details; provide an objective summary of the
text.
RI 9-10.4
Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze
the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a
newspaper).
RI 910.10.
By the end of grade 9, read and comprehend literary nonfiction in the grades 9–10 text complexity band proficiently, with scaffolding as
needed at the high end of the range.
By the end of grade 10, read and comprehend literary nonfiction at the high end of the grades 9–10 text complexity band independently and
proficiently.
W 9-10.1
Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
W 9-10.1a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create and organization that establishes
clear relationships among claim(s), counterclaims, reasons, and evidence.
W 9-10.1b
Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner
that anticipates the audience’s knowledge level and concerns.
W 9-10.1c
Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and
reasons, between reasons and evidence, and between
claim(s) and counterclaims.
W 9-10.1d.
Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are
writing
W 9-10.1e
Provide a concluding statement or section that follows from and supports the argument presented
W 9-10.2a.
Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting
(e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension
W 9-10.2b.
Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information
and examples appropriate to the audience’s knowledge
of the topic.
W 9-10.2c
Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex
ideas and concepts.
W 9-10.2d
Use precise language and domain-specific vocabulary to manage the complexity of the topic.
W 9-10.2e
Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are
writing.
W 9-10.5
Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is
most significant for a specific purpose and audience.
W 9-10.10.
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or
two) for a range of tasks, purposes, and audiences.
SL 9-10.1.
Initiate and participate effectively in a range of collaborative discussions (one-on-one and in groups)
SL 9-10.1a.
Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence
from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.
SL 9-10.1b.
Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation
of alternate views), clear goals and deadlines, and individual roles as needed.
SL 9-10.1.c
Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively
incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.
SL 9-10.1d.
Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify
their own views and understanding and make new connections in light of the evidence and reasoning presented.
SL 9-10.2.
Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility
and accuracy of each source.
SL 9-10.3.
Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or
distorted evidence.
SL 9-10.4
Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and
the organization, development, substance, and style are appropriate to purpose, audience, and task.
SL 9-10.5.
Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance
understanding of findings, reasoning, and evidence and to add
interest
SL 9-10.6
Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.
L 9-10.1.
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L 9-10.1b.
Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and clauses (independent, dependent;
noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations.
L 9-10.2
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
L 9-10.2a.
Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses.
L 9-10.2b.
Use a colon to introduce a list or quotation.
L 9-10.2c.
Spell correctly.
L 9-10.3
Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style,
and to comprehend more fully when reading or listening. Instructional Focus: Knowledge of Language
L 9-10.3a.
Write and edit work so that it conforms to the guidelines in a style manual (e.g., MLA Handbook, Turabian’s Manual for Writers) appropriate
for the discipline and writing type.
L 9-10.4.
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9–10 reading and content, choosing
flexibly from a range of strategies.
L 9-10.4a
Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning
of a word or phrase.
L 9-10.4b
Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., analyze, analysis, analytical;
advocate, advocacy).
L 9-10.4d.
Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a
dictionary).
L 9-10.4d.
Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a
dictionary).
L 9-10.5.
Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
L 9-10.5b
. Analyze nuances in the meaning of words with similar denotations.
L 9-10.6.
Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening
at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase
important to comprehension or expression
L 9-10.5a
Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text.
\
COMMON CORE STATE STANDARDS
NUMBER
ANCHOR STANDARDS FOR READING
1
Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to
support conclusions drawn from the text.
2
Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
4
Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific
word choices shape meaning or tone.
10
Read and comprehend complex literary and informational texts independently and proficiently.
NUMBER
ANCHOR STANDARDS FOR WRITING
1
Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
4
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
5
Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
9
Draw evidence from literary or informational texts to support analysis, reflection, and research.
10
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range
of tasks, purposes, and audience.
Argumentation Teaching Task Rubric for Template Task Collection Version 2.0
Scoring
Elements
Focus
Controlling
Idea
Reading/
Research
Development
Not Yet
1
Attempts to address prompt,
but lacks focus or is off-task.
Attempts to establish a claim,
but lacks a clear purpose.
Attempts to reference reading
materials to develop response,
but lacks connections or
relevance to the purpose of the
prompt.
Attempts to provide details in
response to the prompt, but
lacks sufficient development or
relevance to the purpose of the
prompt.
1.5
Approaches Expectations
2
2.5
Meets Expectations
3
Addresses prompt appropriately
and establishes a position, but
focus is uneven. D. Addresses
additional demands
superficially.
Addresses prompt appropriately and
maintains a clear, steady focus.
Provides a generally convincing
position. D: Addresses additional
demands sufficiently
Establishes a claim.
Establishes a credible claim.
Presents information from
reading materials relevant to
the purpose of the prompt with
minor lapses in accuracy or
completeness.
Presents appropriate details to
support and develop the focus,
controlling idea, or claim, with
minor lapses in the reasoning,
examples, or explanations.
3.5
Advanced
4
Addresses all aspects of prompt
appropriately with a consistently strong
focus and convincing position. D:
Addresses additional demands with
thoroughness and makes a connection to
claim.
Establishes and maintains a substantive
and credible claim or proposal.
Accurately presents details from
reading materials relevant to the
purpose of the prompt to develop
argument or claim.
Accurately and effectively presents
important details from reading materials
to develop argument or claim.
Presents appropriate and sufficient
details to support and develop the
focus, controlling idea, or claim.
Presents thorough and detailed
information to effectively support and
develop the focus, controlling idea, or
claim.
Organization
Attempts to organize ideas, but
lacks control of structure.
Uses an appropriate
organizational structure for
development of reasoning and
logic, with minor lapses in
structure and/or coherence.
Maintains an appropriate
organizational structure to address
specific requirements of the prompt.
Structure reveals the reasoning and
logic of the argument.
Conventions
Attempts to demonstrate
standard English conventions,
but lacks cohesion and control
of grammar, usage, and
mechanics. Sources are used
without citation.
Demonstrates an uneven
command of standard English
conventions and cohesion.
Uses language and tone with
some inaccurate, inappropriate,
or uneven features.
Inconsistently cites sources.
Demonstrates a command of standard
English conventions and cohesion,
with few errors. Response includes
language and tone appropriate to the
audience, purpose, and specific
requirements of the prompt. Cites
sources using appropriate format with
only minor errors.
Content
Understanding
Attempts to include disciplinary
content in argument, but
understanding of content is
weak; content is irrelevant,
inappropriate, or inaccurate.
Briefly notes disciplinary
content relevant to the prompt;
shows basic or uneven
understanding of content; minor
errors in explanation.
Accurately presents disciplinary
content relevant to the prompt with
sufficient explanations that
demonstrate understanding.
Maintains an organizational structure
that intentionally and effectively
enhances the presentation of
information as required by the specific
prompt. Structure enhances
development of the reasoning and logic
of the argument.
Demonstrates and maintains a welldeveloped command of standard English
conventions and cohesion, with few
errors. Response includes language and
tone consistently appropriate to the
audience, purpose, and specific
requirements of the prompt.
Consistently cites sources using
appropriate format.
Integrates relevant and accurate
disciplinary content with thorough
explanations that demonstrate in-depth
understanding.
Section 2: What Skills?
SKILL
DEFINITION
SKILLS CLUSTER 1: PREPARING FOR THE TASK
1. Task engagement
Ability to connect the task and new content to existing knowledge, skills, experiences, interests, and concerns.
2. Task analysis
Ability to understand and explain the task’s prompt and rubric.
3. Project planning
Ability to plan so that the task is accomplished on time
CLUSTER 2
Reading Process
1. Active reading
Ability to select appropriate texts and understand necessary reading strategies needed for the task.
2. Essential Vocabulary
Ability to identify and master terms essential to understanding of a text.
3. Note-taking
Ability to read purposefully and select relevant information; to summarize and/or paraphrase.
4. Organizing
Ability to prioritize and narrow supporting information.
5. Academic integrity
Ability to use and credit sources appropriately.
CLUSTER 3
Transition to Writing
1. Bridging
Ability to move smoothly from reading to writing.
2. Organizing Thinking
Ability to organize notes for writing
3. Understanding the
Reading
Ability to demonstrate analysis of reading
CLUSTER 4
Writing Process
1. Prewriting
Ability to organize ideas in logical format including creating a controlling idea and focus for the writing
2. Drafting
Ability to put thoughts on paper in cohesive, organized fashion
3. Revising
Ability to add revisions and corrections to improve a paper by using the rubric to ensure the quality of the written product
4. Editing
Ability to evaluate other student writing and make suggestions for improvements
Content...
Concepts
Ability to identify, define and apply major content concepts
Vocabulary
Ability to identify and use content vocabulary
Application
Ability to apply learned skills to further knowledge of content
Create
Ability to create original works in the content
Section 3: What Instruction?
PACING
SKILL AND DEFINITION
PRODUCT AND PROMPT
SCORING (PRODUCT “MEETS
EXPECTATIONS” IF IT…)
INSTRUCTIONAL STRATEGIES
Students will write a paragraph in
their bell ringer notebook
●
expressing their concerns about
●
invasion of privacy.
Teacher will:
Model response for anticipation guide
Give example questions and answers for exit slip
SKILLS CLUSTER 1: PREPARING FOR THE TASK
Day 1-2
1. Task engagement
Ability to connect the task
and new content to
existing knowledge,
skills, experiences,
interests, and concerns.
View You Tube “Pizza Planet” as an
anticipation activity.
Complete anticipation guide
View documentary film of 1984 and
George Orwell to gain knowledge of
the novel and author.
Students will receive 10
participation points for
completing the anticipation guide
*See Appendix A
Exit slip: students must create a
five question and answer quiz
based on the documentary.
Day-2-3
2. Task analysis
Ability to understand and
explain the task’s prompt
and rubric.
Read the task prompt, and in your own
words, paraphrase or summarize the
task prompt in writer’s notebook.
Students will paraphrase and
reword task prompt in bell ringer
notebook
Teacher checks student’s bell ringer notebook
Read and analyze the scoring guide
(rubric) in small groups. In your own
words, describe the important features
of an effective response to this prompt.
Students write in their writer’s
notebook
SKILLS CLUSTER 2: READING PROCESS
Day 4
1. Active Reading
Students read, discuss and analyze nonfiction research articles pertaining to
dystopian societies, and current issues
Students read Non-fiction New York
Times article “Little Brother is
Watching”
Model close reading: 1) cold read 2) highlight 3)
annotate 4) answer essential questions
Model possible examples for article annotation and
surrounding government control and
surveillance such as NSA spying
controversy in the United States,
provided by the teacher.
By Amanda Kristy Brown
Students turn in evidence of their
close reading with annotation and
source evaluations.
Students use date clocks for
developing partners for close
reading and annotating of articles.
Student annotation and evaluations
will be graded in grade book.
Students answer discussion
questions from close reading.
possible model answers for essential questions
(day 7-8) Students will actively read
and complete dialectical notes for
chapters I-III (part I) of 1984.
(day 7-8) Students complete
dialectical notes to analyze the plot
and style. * See appendix D
Model quotes and quote analysis for dialectical
notes.
(day 9-10) Class discussion and lesson
for chapters I-III. Actively read and
complete dialectical notes for chapters
IV-VI.
.(day 9-10) Students complete
dialectical notes to analyze the plot
and style
(day 11-12) Students turn in
dialectical notes -- scored in grade
book (32 pts per three chapters.
Students are encouraged to do further
research regarding current issues
surrounding government control and
surveillance such as NSA spying
controversy in the United States.
Day 7-18
2. Active reading
Ability to identify the
central point and main
supporting elements of a
text.
D2 Ability to identify
and analyze competing
arguments.
D3 Ability to make
clarifying connections
or provide examples.
(day 11-12 ) Class discussion for
chapters IV-VI. Actively read and
complete dialectical notes for chapters
VII-VII, which completes Part One.
(day 13) Socratic seminar for Part One
(day 14) Focus lesson on propaganda.
(day 13) Students use dialectical
notes for Socratic seminar. Students
develop essential answers to
essential questions in seminar for
part One.
.
(day14) Through propaganda focus
lesson, students learn to recognize
propaganda and how it is used to
manipulate people. In small groups
or partners, students create a
propaganda poster. On one side, they
locate and identify propaganda, plus
explain why and who created it. One
Teacher provides discussion and guides students
for key elements to be analyzed in dialectical notes
*see Appendix D
Teacher develops essential questions and assigns
student leader and reporter for Socratic seminar.
Teacher models example answers for essential
response answers from past seminars. Socratic
seminar is student lead.
(day 14) Teacher provides examples of
propaganda and explains how to recognize
propaganda. Teacher demonstrates how
propaganda is used to manipulate.
*See appendix C
the other side they develop their own
propaganda using traditional
advertising techniques such as
bandwagon or testimonial.
*See appendix C
(day 15) Actively read and complete
dialectical notes for part Two, chapters
I-V.
(day 16) Class discussion using fourcorners method to discuss assigned
reading.
(day 17-19) Actively read and complete
dialectical notes for part Two, chapters
V-X
(day 20) Socratic seminar for part
Two
(day 21) Focus lesson on symbol,
tone, mood and irony
(day 22-24) Actively read and
complete dialectical notes for part
Three, chapters I-III
(day 25) Analyze important plot
elements from assigned reading Part
Three, chapters I-III though cues and
questions method.
(day 26) Actively read and complete
dialectical notes for part Three,
chapters V-VI
(day 27) Socratic seminar for part
Two
(day 15) Students complete
dialectical notes for chapters I-V,
part Two
(day 16) Students complete fourcorners discussion method to
analyze important plot and style
elements from the assigned reading
of 1984.
(day 17-19) Students complete
dialectical notes for part Two,
chapters V-X. see appendix c
(day 20) Students use dialectical
notes for Socratic seminar. Students
develop essential answers to
essential question in the seminar.
(day 21) Students use the text to
discover and analyze symbol, tone,
mood and irony.
(day 22-24) Students complete
dialectical notes for part Three,
chapters I-III.
(day 25) Students answer important
questions about plot through cues
and questions method
(day 26) Students complete
dialectical notes for part Three,
chapters V-VI
(day 27) Students use dialectical
notes for Socratic seminar. Students
develop essential answers to
essential question in the seminar.
(day 15) Teacher models quotes and important plot
elements to be analyzed in dialectical notes
(day 16) Teacher models responses to essential
questions presented in four-corners method.
(day 17-19) Teacher models quotes and important
plot elements to be analyzed in dialectical notes
(day 20) Teacher develops essential questions and
assigns student leader and reporter for Socratic
seminar. Teacher models example answers for
essential response answers from past seminars.
Socratic seminar is student lead.
(day 21) Teacher models possible answers and
examples from the text that can be used to
complete this assignment.
(day 22-24) Teacher models quotes, plot and style
elements to analyze in dialectical notes
(day 25) Teacher leads discussion for cues and
questions methods for assigned reading.
(day 26) Teacher models quotes, plot and style
elements to analyze in dialectical notes
(day 27) Teacher develops essential questions and
assigns student leader and reporter for Socratic
seminar. Teacher models example answers for
essential response answers from past seminars.
Socratic seminar is student lead.
Throughout
3. Essential vocabulary
Ability to identify and
master terms essential to
understanding a text.
4. Academic integrity
Ability to use and credit
sources appropriately.
Throughout
5. Note-taking
Ability to select important
facts and passages for use
in one’s own writing.
Students save work in their bellringer notebook for cumulative
grade.
Teach Marzano’s four-square fold method for
learning vocabulary
Define plagiarism and list ways to
avoid it
Provides accurate definition of
plagiarism. Share appropriate
strategies to avoid plagiarism.
Share examples of paraphrasing
summarizing and quoting.
Using Purdue Owl website model appropriate
citing and formatting (MLA)
From the anchor text and support nonfiction texts, create a list of most
important elements for answering the
prompt. Select main ideas, literary
support elements, and critical
information from the texts
Identify relevant elements from
videos and texts including
evidence that supports.
Demonstrates citations used
correctly.
Model note taking, paraphrasing and
summarizing.
Using notes and novel, write an
introductory paragraph that includes a
thesis (topic) statement and essential
elements for strong introductory
paragraph. The intro paragraph must
include the sequence key points.
Review task analysis.
Teacher provides word or phrases
essential to the text.
Students define words and phrases;
define words in their own words;
illustrate word; use word in a
Teacher models how to define words and phrases;
define words in their own words; illustrate word;
use word in a sentence
10 pts in grade book
SKILLS CLUSTER 3: TRANSITION TO WRITING
(day 27)
1. Bridging
Ability to begin linking
reading results to writing
task.
Participate in small group
discussion.
Write an introduction that
establishes a central idea and
claim in the thesis
Teach focus lesson on thesis statement writing and
introduction paragraph writing.
Provide examples of well-written thesis (topic)
statements and introductory paragraphs.
Introduction with thesis is scored
in grade book.
SKILLS CLUSTER 4: WRITING PROCESS
(day 2829)
1. Claim
1. Thesis/Topic statement
Review task analysis.
Ability to establish a
Ability to establish a claim and
Participate in small group
Teach focus lesson on thesis (topic) statement
writing and introduction paragraph writing.
claim and consolidate
information relevant to
task.
consolidate information relevant to
task.
discussion.
Write an introduction that
establishes a central idea and
claim in the thesis
Provide examples of well-written thesis (topic)
statements and introductory paragraphs.
Introduction with thesis
is scored in grade book.
(day 2829)
2. Planning
Ability to develop a line of
thought and text structure
appropriate to an
argumentation task.
Use an outline as a guide for the
argumentative essay based on reading
and notes
Sequence the main support evidence
Students use assignment sheet,
outline guide and model thesis
to write their essay

See appendix E
Teach informative essay style using assignment
sheet, thesis statement guide and outline guide to
help students write essay. Model how to write
thesis statement and include quotes from articles
and novel as support for essay.

(day 30)
3. Development
Ability to construct an
initial draft with an
emerging line of thought
and structure.
D2 Ability to analyze
competing arguments.
Write a first draft that includes and
opening paragraph with thesis
statement; support paragraphs with
evidence including direct quotes
using in-text parenthetical citations;
and a concluding paragraph. Paper
following MLA format guidelines.
Students complete first draft
with all components and
citations.
Twenty points for first draft
See appendix E
Teacher conduct student conferences to insure
students are on task. Monitor as students write
(must be handwritten)
D3 Ability to make
clarifying connections
and/or provide
examples.
4. Revision
Ability to refine text,
including line of thought,
language usage, and tone
as appropriate to
audience and purpose.
Refine the first draft. Check for textual
evidence
Students peer edit and revise
classmates first drafts in small
groups
Teacher demonstrates how to complete peer
evaluation sheets
5. Editing
Ability to proofread and
format a piece to make it
more effective.
6. Completion
Ability to submit final
piece that meets
expectations.
Students will get in groups to edit and
peer edit first draft
Students peer edit and revise
classmates first drafts in small
groups
Teacher demonstrates how to complete peer
evaluation sheets
Turn in final draft, first draft and
outline
Students type final drafts
Teacher models how students should turn in
essays
MATERIALS, REFERENCES, AND SUPPORTS
FOR TEACHERS
Propaganda websites:
http://www.cbsnews.com/8301-202_162-57567675/in-propagandavideo-n-korea-bombs-the-u.s/
http://www.bbc.co.uk/news/magazine-20500030
http://mason.gmu.edu/~amcdonal/Rise%20of%20Modern%20Propagan
da.html
http://www.goodreads.com/quotes/tag/propagandahttp://www.goodre
ads.com/quotes/tag/
propaganda
http://www.classroomtools.com/WhatIsPropaganda.pdf
http://www.classroomtools.com/proppage.htm
FOR STUDENTS
Section 4: What Results?
STUDENT WORK SAMPLES
[Include at least two samples of student work at each scoring level.]
CLASSROOM ASSESSMENT TASK (OPTIONAL: MAY BE USED AS PRE-TEST OR POST-TEST)
Classroom assessment
task
Multiple choice unit test over 1984. Argumentative/synthesis essays developed after reading of 1984 and nonfiction articles that are taught and presented throughout the unit. The articles focus on propaganda, government
control and surveillance issues (NSA)
Background to share
with students
(optional):
Reading texts:
1984
http://www.cbsnews.com/8301-202_162-57567675/in-propaganda-video-n-korea-bombs-the-u.s/
http://www.bbc.co.uk/news/magazine-20500030
http://mason.gmu.edu/~amcdonal/Rise%20of%20Modern%20Propaganda.html
http://www.goodreads.com/quotes/tag/propagandahttp://www.goodreads.com/quotes/tag/
propaganda
http://www.classroomtools.com/WhatIsPropaganda.pdf
http://www.classroomtools.com/proppage.htm
“Why I Write” - essay by George Orwell, http://www.netcharles.com/orwell/essays/why-i-write.htm
Orwell, George. (1949). Nineteen-Eighty-Four. London: Secker & Warburg.
* Aubrey, Crispin & Chilton, Paul (Eds). (1983). Nineteen-Eighty-Four in 1984: Autonomy, Control & Communication.
London: Comedia.
* Hillegas, Mark R. (1967). The Future As Nightmare: H.G. Wells and the Anti-Utopians. Southern Illinois University
Press.
* Howe, Irving (Ed.). (1983). 1984 Revisited: Totalitarianism In Our Century. New York: Harper Row.
* Shelden, Michael. (1991). Orwell — The Authorised Biography. London: Heinemann.
* Smith, David & Mosher, Michael. (1984). Orwell for Beginners. London: Writers and Readers Publishing
Cooperative.
Teacher Work Section
Here are added thoughts about teaching this module.
Propaganda websites:
http://www.cbsnews.com/8301-202_162-57567675/in-propaganda-video-n-korea-bombs-the-u.s/
http://www.bbc.co.uk/news/magazine-20500030
http://mason.gmu.edu/~amcdonal/Rise%20of%20Modern%20Propaganda.html
http://www.goodreads.com/quotes/tag/propagandahttp://www.goodreads.com/quotes/tag/
propaganda
http://www.classroomtools.com/WhatIsPropaganda.pdf
http://www.classroomtools.com/proppage.htm
“Why I Write” - essay by George Orwell, http://www.netcharles.com/orwell/essays/why-i-write.htm
Orwell, George. (1949). Nineteen-Eighty-Four. London: Secker & Warburg.
* Aubrey, Crispin & Chilton, Paul (Eds). (1983). Nineteen-Eighty-Four in 1984: Autonomy, Control & Communication. London: Comedia.
* Hillegas, Mark R. (1967). The Future As Nightmare: H.G. Wells and the Anti-Utopians. Southern Illinois University Press.
* Howe, Irving (Ed.). (1983). 1984 Revisited: Totalitarianism In Our Century. New York: Harper Row.
* Shelden, Michael. (1991). Orwell — The Authorised Biography. London: Heinemann.
* Smith, David & Mosher, Michael. (1984). Orwell for Beginners. London: Writers and Readers Publishing Cooperative.
Appendix A
1984 Anticipation Guide (Part I)
Strongly Agree
Agree
Disagree Strongly
Disagree
Anonymous “tip lines” allowing citizens to report suspicious behavior to the
government are a good idea.
Books with controversial content should be censored.
Citizens of the United States do not have to worry about abuse of government
power.
For an idea to exist, we must have words to express it.
Governments should use security cameras in public places to reduce crime.
If I know something to be true (2+2=4) no one could ever make me believe
otherwise.
If the government can prove you were thinking about committing a crime, they
should be able to arrest you.
It is appropriate for the government to listen in to my phone conversations – “If I’m
not doing anything wrong, I have nothing to worry about.”
It is appropriate to torture a political prisoner if it’s for the good of the country.
It is proper for the government to limit civil liberties at times of war.
It is unpatriotic to question your government during times of war.
Our government is the best source of unbiased news.
Reporters should be required to have their stories approved by the government
before their articles are printed.
“The ends justify the means.”
“The enemy of my enemy is my friend.”
The government should be able to hold people without charge if they are
suspected of being a serious threat to the government.
The right to privacy is more important than our national security.
“They that can give up essential liberty to obtain a little temporary safety deserve
neither liberty nor safety.”
To assure our county’s freedom, the government should be able to spy on its
citizens.
Torture is an appropriate way to gather intelligence as long as the prisoner does
not die.
War is valid means of achieving peace.
Pick three statements you strongly agree or strongly disagree with. Write a paragraph explaining the reasoning behind your
stance.
Statement #1:
Your Stance:
Explanation:
Statement #2:
Explanation:
Your Stance:
Statement #3:
Explanation:
Your Stance:
Appendix B
The attached materials support teaching this module.
Symbol/Tone/Mood/Irony Assignment
Instructions: In this assignment you will be evaluating how Orwell uses symbols, tone, mood and Irony in 1984. You will need
one piece of paper for each term. In groups of 3 to 4,
1) Write the definition for the term at the top of the page
2) Locate a quote from the book that demonstrates Orwell’s use of the term or is an example of how he creates the term
3) Explain how: the quote shows this {tell how: “this quote demonstrates how Orwell develops irony because…}
4) Analyze: explain why Orwell uses this technique {the symbol is used because…};
5) Illustrate your example.
I.
Symbol: in general terms, anything that stands for something else. Obvious examples are flags, which symbolize a nation;
the cross is a symbol for Christianity; Uncle Sam a symbol for the United States. In literature, a symbol is expected to have
significance. Keats starts his ode with a real nightingale, but quickly it becomes a symbol, standing for a life of pure, unmixed joy;
then before the end of the poem it becomes only a bird again.
II.
Tone: the writer's attitude toward the material and/or readers. Tone may be playful, formal, intimate, angry, serious, ironic,
outraged, baffled, tender, serene, depressed, etc.
III.
Mood: The atmosphere that pervades a literary work with the intention of evoking a certain emotion or feeling from the
audience. In drama, mood may be created by sets and music as well as words; in poetry and prose, mood may be created by a
combination of such elements as SETTING, VOICE, TONE and THEME. The moods evoked by the more popular short stories of
Edgar Allen Poe, for example, tend to be gloomy, horrific, and desperate.
IV.
Irony: the discrepancy between what is said and what is meant, what is said and what is done, what is expected or intended and
what happens, what is meant or said and what others understand.
1. The average cost of rehabilitating a seal after the Exxon Valdez oil spill in Alaska was $80,000. At a special ceremony, two of the most
expensively saved animals were released back into the wild amid cheers and applause from onlookers. A minute later they were both eaten
by a killer whale.
2. Two animal rights activists were protesting the cruelty of sending pigs to a slaughterhouse in Bonn. Suddenly the pigs, all two thousand of
them, escaped through a broken fence and stampeded, trampling the two hapless protesters to death.
3. Iraqi terrorist Khay Rahnajet didn't pay enough postage on a letter bomb. It came back with "return to sender" stamped on it. Forgetting it
was the bomb, he opened it and was blown to bits.
Appendix C
Assignment for day 14
Propaganda Assignment
I. On the Front side of your group’s poster:
1. Define Propaganda: Propaganda is simply the use of media to influence attitudes or views. A lot of people think of posters when they hear the
word 'propaganda.' The 'Rosie the Riveter' poster of World War II may come to mind. Certainly World War I and World War II posters were a highly
visible form of propaganda, but propaganda is so much more than just posters with catchy slogans.
A song can be used as propaganda. So can a photograph, written text, a film and numerous other forms of art. In fact, the possibilities of propaganda
media are nearly endless. The important thing to remember is that propaganda is communication used to influence ideas (usually ideas of a political
nature). Art for the sake of art is not propaganda, but art used to change a person's political view is propaganda.
We have to understand, propaganda is not always necessarily evil or deceitful. Although it has had a negative connotation because of its use by the
Nazis in WWII, propaganda is simply using media to influence ideas.
2. Locate an example of propaganda: advertisement, poster, or art. Print it out and glue it on the poster. Identify (write down): 1. Who created it? 2.
Why? Is it effective?
II. On the back side of the poster:
1. Create a piece of propaganda: poster, song or advertisement. But it must follow the definition of propaganda. The poster, artwork, song or
advertisement must be created (designed, drawn and developed) by the group. It must have a slogan and at least 20 or more words of
persuasive writing displayed on the propaganda piece.
2. On a separate piece of paper, that will be turned in after the project is presented to the class, identify (write down): 1. What is the purpose
of the propaganda? 2. What (advertising technique did your group use to create the propaganda (refer to handout on the back of this
assignment sheet; i.e. bandwagon, card-stacking, glittering generalization etc.)? Why did your group use this technique? Why do you think
your propaganda piece is effective?
WINNER, WINNER CHICKEN DINNER:
The class will vote on the best propaganda piece and this will be displayed in the hall. The teachers in this building will then vote on the best piece of
propaganda and the winner will receive a prize and the knowledge of knowing they possess the power of persuasion, and therefore can manipulate the
masses.
Appendix D
Name ________________ Dialectical Notes
1.
2.
3.
Read through chapter ___ page 37 of 1984. The complete dialectical notes for those chapters. You must have a 100 word summary on the left side
Complete one, on-the-line (fact); one, between-the-line (inference); one, beyond-the-line (author’s message or theme or author’s style analysis) --three per
chapter for a total of.
Follow the instructions on the chart to analyze a passage or quote.
100-word summary
Questions , answers, pages numbers
Chapter _____
1. One –the- line (fact) question:
answer and pg#:
2.
Between-the –line (inference) question:
answer and pg#:
3.
Beyond-the-line (author’s message or analyze the author’s style
question:
answer and pg#:
Find and write down a meaningful
quote or passage from the assigned
chapter. Write the page number
Analyze or explain the importance of the quote. Some suggestions for
analyzing quotes and passages.
Types of analysis that you may include:
 Explain the imagery, foreshadowing, or symbolism in







the quote.
Identify other literary devices and explain their effect.
Make predictions about future plot twists based on the
quote.
Examine and comment on the syntax of sentences.
Identify and give evidence for the tone of the passage.
Identify with evidence and explain the effect of the
point of view.
Examine the differing perspectives of the characters.
Examine the effects of diction or language.
Appendix E
1984 Argumentative Research Essay
Due dates: first draft is due Thursday, Feb 20; final draft is due Monday, Feb 24.
Task: Is it ever appropriate for a government or others to secretly invade the privacy of citizens? After reading 1984 and various non-fiction articles, write
an essay that discusses dystopian societies and totalitarian governments and evaluates how government control or invasion of privacy affects people. D1.
Be sure to acknowledge competing views. D2. Give 3 examples from past or current events to illustrate and clarify your position. D3. What conclusions
or implications can you draw about the appropriateness of government invasion of citizens' privacy?
Prompt: Determine your position on the topics stated in the prompt above. Then write an argumentative research essay in which you support your
assertion.
Your argumentative research must:
1. Be in MLA format. See https://owl.english.purdue.edu/owl/resource/747/01/ for help with MLA formatting
2. State your position (assertion) in the thesis statement in the introductory paragraph.
3. State the novel’s title, 1984, and George Orwell’s name in the introductory paragraph. Briefly explain how the novel’s themes relate to your
position. Use no more than three sentences for this in the introductory paragraph. You will elaborate and support this in the paper.
4. Your essay must have a counterclaim and a rebuttal in which you refute or disprove the opinion of the counterclaim.
5. There must be a works cited page with at least four sources including the novel. You may use the article we read in class. Use
www.easybib.com .
6. Your essay must include at least four in-text, parenthetical citations from your sources. These will be direct quotes or paraphrases. Two of these
must be direct quotes.
7. There must be at least four or more fully developed, support body paragraphs.
8. Make sure you to restate your position in the concluding paragraph.
9. The essay must be written in third person. Do not use the pronouns: I, you or we
10. It must be at least two and a half typed (12 pt. New Times Roman font) but no longer than four pages long. Use MLA formatting style.
Suggested Sources (including the articles we read in class). You may and are encouraged to find additional sources. Don’t forget to use the databases
provided on our Library resource page at http://infotrac.galegroup.com/itweb/gre45151?db=OVIC
The password for this site is green

Big Brother vs. Little Brother: Updating Orwell’s ’1984’ By Amanda Kristy Brown and OCTOBER 21, 2010, 3:36 PMOCTOBER 21, 2010, 3:36 PM
http://www.nytimes.com/2010/10/17/magazine/17FOB-WWLN-t.html?_r=0
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http://www.cbsnews.com/8301-202_162-57567675/in-propaganda-video-n-korea-bombs-the-u.s/
http://epic.org/privacy/terrorism/fisa/crs_analysis.pdf
http://www.washingtonpost.com/wp-dyn/content/article/2006/01/20/AR2006012001799.html
http://www.smoothtransitionslawblog.com/2010/04/articles/social-networking/privacy-fights-who-owns-your-text-message/
http://www.washingtonpost.com/wp-dyn/content/article/2005/11/26/AR2005112600857.html