● 12.5A Generate and respond logically to literal, inferential, evaluative, synthesizing, and critical thinking questions before, during, and after reading texts

● 12.5F Draw conclusions and make inferences on explicit and implied information using textual evidence

● 12.6C Clarify and defend a position with precise and relevant evidence

● I can identify the principal characters of a story and determine their internal and external conflicts. (At least 70% of the class)

● I can determine what causes the characters in a story to change over the course of the story, and discuss how their changes affect their perspectives. (At least 70% of the class)

● I will use the English 12 guided reading bookmark to annotate the first two chapters of George Orwell’s 1984.

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While you are reading your novel, be sure to annotate the novel using the provided guided reading bookmark, which consists of the following points:

● What are the main characters, and what are their internal and external conflicts?

● Who is/are the narrator(s) of the story? What words or details reveal the narrator(s)’(s) point of view on the main issues present in the story?

● Identify and describe what specific textual details reveal who the characters are as people, their perspective on the story, and their motives.

● What causes the characters to change over the course of the story? How do their changes affect their points of view?

● How do specific character conflicts affect other characters and the settings of the story?● Identify two contrasting points of view. How do these contrasting ideas affect the characters who hold these

beliefs? How does it affect character interactions? ● What is a repeated image in the text? Does the image change in meaning or is its meaning constant? How do at

least two characters respond to the image?● What actions and choices made by the characters reveal their complexities? What are their complexities?● In what order do events unfold in the novel? Is the story told in linear fashion or modular fashion? How does

the design of the narrative create irony and reveal character?● Are there instances of symbolism in the text? What do the symbols represent? What is/are the function(s) of

the symbol(s)?● What is the tone in each paragraph or major section of the text? If the tone shifts, what word, phrase,

punctuation, or image signals the shift? What is the new tone? What words, images, phrases, or punctuation marks support your understanding of the new tone?

● Are there any comparisons (metaphors or similes) in the story? What is being contrasted? What do you learn about the text from the comparison? How does the comparison relate to the text’s theme, tone, and mood?

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● 12.5A Generate and respond logically to literal, inferential, evaluative, synthesizing, and critical thinking questions before, during, and after reading texts

● 12.5F Draw conclusions and make inferences on explicit and implied information using textual evidence

● 12.6C Clarify and defend a position with precise and relevant evidence

● I can identify the principal characters in a story and based off of dialogue, descriptions, and setting, determine each character’s internal and external conflict. (At least 70% of the class)

● Using words and details, I can determine who the narrator is in a story and their point of view on the main issues present in the story. (At least 70% of the class)

● I will complete a jigsaw activity in which I pick a character from chapters one through three of 1984 and identify and discuss both their internal and external conflicts, all before I meet with the other members of my group and exchange notes.

● I will participate in a class think aloud focused on analyzing the speaker/narrator of the story and their point of view on the current crises occurring in chapters one through three of 1984.

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● Published in 1949 as World War II was coming to an end● George Orwell is one of many postwar writers, who

struggled to come to terms with the changed world● Post-WWII to today is known as the Postmodern

era—an era in which the style of writing that focuses on taking modernism to a logical—though extreme—conclusion, dismantling literature entirely to examine its inner workings. In short, writers today tend to use a minimal writing style, focusing on the bare bones of society and how they point to conclusions that are often influenced by violence or war

● Orwell was born in Bengal, where he later joined the Indian Imperial Police and then left for Burma, a small British-operated territory. He hated how Britain was controlling the territory from a far. (Britain was the O.G “Big Brother”)

● Orwell thought it was wrong how both the Axis and Allied Forces used propaganda to persuade broken or weak nations to join their sides—Two Big Brothers fighting over bodies and control

● 1984 makes direct references to the Communist Manifesto● The novel is based on the idea of what would the world be

like if the Nazi’s and communist party defeated the Allied Forces and conquered the world

● Winston Smith - A minor member of the ruling Party in near-future London, Winston Smith is a thin, frail, contemplative, intellectual, and fatalistic thirty-nine-year-old. Winston hates the totalitarian control and enforced repression that are characteristic of his government. He harbors revolutionary dreams.

● Julia - Winston’s lover, a beautiful dark-haired girl working in the Fiction Department at the Ministry of Truth. Julia enjoys sex, and claims to have had affairs with many Party members. Julia is pragmatic and optimistic. Her rebellion against the Party is small and personal, for her own enjoyment, in contrast to Winston’s ideological motivation.

● O’Brien - A mysterious, powerful, and sophisticated member of the Inner Party whom Winston believes is also a member of the Brotherhood, the legendary group of anti-Party rebels.

● Big Brother - Though he never appears in the novel, and though he may not actually exist, Big Brother, the perceived ruler of Oceania, is an extremely important figure. Everywhere Winston looks he sees posters of Big Brother’s face bearing the message “BIG BROTHER IS WATCHING YOU.” Big Brother’s image is stamped on coins and broadcast on the unavoidable telescreens; it haunts Winston’s life and fills him with hatred and fascination.

● Mr. Charrington - An old man who runs a secondhand store in the prole district. Kindly and encouraging, Mr. Charrington seems to share Winston’s interest in the past. He also seems to support Winston’s rebellion against the Party and his relationship with Julia, since he rents Winston a room without a telescreen in which to carry out his affair. But Mr. Charrington is not as he seems. He is a member of the Thought Police.

● Syme - An intelligent, outgoing man who works with Winston at the Ministry of Truth. Syme specializes in language. As the novel opens, he is working on a new edition of the Newspeak dictionary. Winston believes Syme is too intelligent to stay in the Party’s favor.

● Parsons - A fat, obnoxious, and dull Party member who lives near Winston and works at the Ministry of Truth. He has a dull wife and a group of suspicious, ill-mannered children who are members of the Junior Spies.

● Emmanuel Goldstein - Another figure who exerts an influence on the novel without ever appearing in it. According to the Party, Goldstein is the legendary leader of the Brotherhood. He seems to have been a Party leader who fell out of favor with the regime. In any case, the Party describes him as the most dangerous and treacherous man in Oceania.

● You and your group mates pick a different character who appears in chapters 1-3 of 1984

● Identify and discuss the character’s internal and external conflicts

● After the instructor calls time, exchange notes with your group mates

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● 12.5A Generate and respond logically to literal, inferential, evaluative, synthesizing, and critical thinking questions before, during, and after reading texts

● 12.5F Draw conclusions and make inferences on explicit and implied information using textual evidence

● 12.6C Clarify and defend a position with precise and relevant evidence

● I can identify and describe what specific textual details reveal about a character, that character’s perspective, and that character’s motives. (At least 70% of the class)

● I can explain the function of a character changing or remaining unchanged over the course of a scene or chapter. (At least 70% of the class)

● I will complete a journal entry in which I divide chapters one through six of 1984 into six short sections—Winston writes in his diary for the first time, Winston stopping by to help Mrs. Parson and her children, Winston thinking about the past and the Party’s lies (chapter three), Winston finding articles from the Times that contradict current Party decrees, ideas, and writings, Winston having lunch with Syme and talking about the hanging and Newspeak, Winston dreaming of his time with his wife Katherine—and then explain how each section of the story reveals additional information about Winston.

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● Big Brother● Doublethink● Thoughtcrime● Newspeak● Memory hold● Orwellian

Using the novel, define the following words. The words you cannot define, consider the following:

● What do you know about the various parts of each word?

● Are there any connotations (images, shapes, colors, faces) that come to mind with each part of the word?

If you are still struggling to define the word, look it up using Google. After creating a definition for each word, write a short paragraph in your notebook on whether you have heard any of these terms in school, at home, among friends or in the media, and in what context.

In your notebooks, respond to the following questions:

● Why are [dystopian terms] still part our current vocabulary?

● What does it say about contemporary society that we use terms from a dystopian novel to describe aspects of society?

● In what way have these words taken on new meanings over time with the advent of new technologies?

● What do these words suggest about us and about our uses of technology?

● How do these words used as references to concerns over freedom and privacy?

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● How does Winston’s experience in the novel compare to our experiences with technology and the government’s ability to monitor our search and communication activity?

● How would you have responded to Winston’s situation? How does your reaction contrast with the way Winston responds?

● How does your perspective on technology and our current government compare to Winston’s outlook on the Party and technology like the telescreen?

● Log into Google Classroom● Access the unit six folder● Complete the following task: Divide chapters one through six of 1984 into six short

sections—Winston writes in his diary for the first time, Winston stopping by to help Mrs. Parson and her children, Winston thinking about the past and the Party’s lies (chapter three), Winston finding articles from the Times that contradict current Party decrees, ideas, and writings, Winston having lunch with Syme and talking about the hanging and Newspeak, Winston dreaming of his time with his wife Katherine—and then explain how each section of the story reveals additional information about Winston.

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● 12.5A Generate and respond logically to literal, inferential, evaluative, synthesizing, and critical thinking questions before, during, and after reading texts

● 12.5C Analyze two or more texts addressing the same topic to identify author’s purpose and determine how authors reach similar or different conclusions

● 12.5F Draw conclusions and make inferences on explicit and implied information using textual evidence

● 12.6C Clarify and defend a position with precise and relevant evidence

● I can defend my understanding of a relationship between two characters by analyzing both characters’ ideas, beliefs, words, and action and determining where the characters see eye-to-eye and differ. (At least 70% of the class)

● I can explain how contrasting literary devices produce meaning (theme). (At least 70% of the class)

● I can use moments of conflict and character relationships to examine the evolution of a setting’s meaning and effect on the characters that travel through it. (At least 70% of the class)

● I will participate in a concentric circle activity, during which I will be either in the outer or inner circle, and if I am in the inner circle, I will discuss how Winston and Julia are foil characters and how their perspectives give meaning in the novel; however, if I am in the outer circle, I will write down questions and responses based on the inner circle’s discussion.

● I will engage in a class think aloud that will require me to evaluate several images in 1984 that represent irony, paradox, and metaphor, and then place said images in a graphic organizer based on the three devices, all before discussing with my classmates the effect of the irony, paradox, and metaphor on the subject and theme of the novel.

● I can write a journal entry examining how the meaning and effect of a specific setting on a character changes over the course of 1984 because of the selected character’s actions.

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● Form a concentric circle● Move to either the inner or outer circle (instructor

will advise)● Inner circle: Discuss how Julia and Winston are foil

characters and how their perspectives give meaning in the novel (connect to theme, effect the settings of the novel, effect other characters)

● Outer circle: Write down questions and responses based on the inner circle’s discussion

● Winston’s clerical office/cubicle in the Ministry of Truth--Here, Winston, despite being surrounded by other Proles, is very isolated from humanity. His job is to review past articles and ensure that they coincide with current Party political views and events--the Party cannot be made to look wrong, weak, or like liars. His cubicle is a place of anger, confinement, and it reminds him that he does not have a grip on history because it is constantly being rewritten. It is also where Winston’s anger for the Party escalades--his job helps him recognize the corruption that is the Party.

● Mr. Charringston antique shop--Full of painting and items belonging to a time before the Party. Winston acquires his glass paperweight from the store and rents out the top floor of the shop that contains paintings of old London prior to the Party taking over London. It is here that Winston begins to get a grip on history and see the holes in the Party’s stories and mission.

● Winston’s home--The ultimate symbol of oppression. Here, Winston is in complete solitude and isolation from the world. He is surrounded by Party propaganda and a telescreen broadcasting the image of Big Brother and the latest Party events and announcements. Winston often resorts to drinking while at home, a relief from the pain and anger caused by his residency.

● Julia’s getaway--Julia takes Winston to a place outside of telescreen view where nature is an abundance, green, and growing. The landscape represents the polar opposite of the plan laid out in the Communist Manifesto, which is all about the expansion of industry and the advancement of technology. This beautiful landscape is also where Winston is sexually liberated, able to experience emotions and physical contact with another person without the fear of being persecuted or watched.

● Using a computer or smartphone, go to the New York Times TimesMachine● Explore articles written during the 1930s and 40s● Consider the following questions about the headlines, articles, and pictures you see:

1.) What would it have been like to be reading the daily newspaper as the world was at war?

2.) What “sinister symptoms” that “bring totalitarianism nearer” as Orwell phrased it in his letter, are hinted at in the headlines?

3.) Which headlines from the era are especially resonant in light of things happening in 2020?

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● Have a great day!● Homework: Complete journal entry three in Google Classroom● Remember tutoring is available after school on Mondays and

Wednesdays from 2:15PM-3:30PM.

● 12.5A Generate and respond logically to literal, inferential, evaluative, synthesizing, and critical thinking questions before, during, and after reading texts

● 12.5F Draw conclusions and make inferences on explicit and implied information using textual evidence

● 12.6C Clarify and defend a position with precise and relevant evidence

● I can defend my understanding of a relationship between two characters by analyzing both characters’ ideas, beliefs, words, and action and determining where the characters see eye-to-eye and differ. (At least 70% of the class)

● I can explain how contrasting literary devices produce meaning (theme). (At least 70% of the class)

● I can use moments of conflict and character relationships to examine the evolution of a setting’s meaning and effect on the characters that travel through it. (At least 70% of the class)

● I will engage in a all write round robin during which I will focus on part one and chapters one and two of part two of 1984, specifically pondering on why the narrator is constantly bringing up images of Winston desiring to be with a woman. While pondering on this idea, I will arrange a list of several images in chronological order, before arranging them in the order in which they appear in the novel, and then finally explaining how the nonlinear plot structure affected their experience and contributes to the meaning of the novel.

● I will write a discussion board in which I defend my understanding of one of four major symbols present in 1984 by using textual evidence from the novel.

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● Sex--Like most things, sex is regulated by the Party, who does not want anyone to experience sexual pleasure because doing so releases energy, makes someone weak and not willing/eager to obey commands and believe in false promises. Party wants people sexually frustrated to keep a grip on them. The only sex aloud by the Party is monitored sex: an act lacking pleasure with the sole goal to produce a child.

● Female oppression--The Party has a strict no sexual pleasure policy. Women are told to not look at their partners, not to love their partner, while also being told that their sole purpose in the party is to produce offspring that can be molded into the Party’s current vision. Women are the Party’s survival and abused more than any male, who does not have to work as much, gets paid more, and is more so respected during Party gatherings.

● Technology and privacy--Advancements in technology prevent the citizens of Oceania from having any privacy at all. Communication technology is meant to enforce totalitarianism, killing or repressing desires for privacy, self expression, and emotion.

● Rebellion and freedom--Winston believes in all forms of rebellion--reading, promoting science, studying art and architecture, even engaging in sexual desires. Julia does as well, but focuses primarily on rebelling from the gender norms put into place by the Party. Rebelling means self liberation, acquiring the strength to understand and express yourself without care of the Party.

● Reflects an apocalyptic narrative● The end of Mankind is foretold at the beginning. No escape. A foretold

future.● To give Winston’s struggle meaning, the narrator provides daily reports

about Winston’s life and thoughts, building sympathy and compassion for Winston.

● While gradually showing Winston rebelling from the Party, the narrator is constantly building suspense and tension by including details about the Thought Police, telescreens, Junior Anti-Sex Parties, and spies looming in the areas that Winston, and later Julia, reside in. If Big Brother sees everything, it would seem their fate is foretold.

● Narrator is an exile/outsider who is [mostly] attached to Winston, who has a moral stake in the world—our narrator wants to bring justice to London/Oceania by revealing the Party’s lies and corruption.

● There exists tensions between foreknowledge and human volition, between individual responsibility and communal destiny (common in all apocalyptic narrations)

● Constant focus on time—reader has to see that time is running out

Focus on part one up to chapter two of 1984, specifically pondering on why the narrator is constantly bringing up images of Winston thinking about women. While pondering on this idea, work with your groupmates to arrange the below images in chronological order, before arranging them in the order in which they appear in the novel, and then finally explaining how the nonlinear plot structure affected your experience and contributes to the meaning of the novel.

Images: Winston journaling about an unknown woman, Winston engaging in intercourse with Katherine, the first Two-Minutes of Hate meeting, Winston receiving the note from Julia, Julia and Winston in the private nature reserve

● Big brother—The symbolic face of the party, totalitarian governments and their dangers

● The Glass paperweight—Represents Winston’s failed attempts to connect to and understand the past. Unlike today, Winston and other Proles (lower class) do not have the Internet to look up facts about the past. The Party forces history to be written on the daily so that it aligns with current Party objectives and missions. Winston acquires this object at the antique shop and constantly wonders where was it made, when was it made.

● Telescreens—Symbol for not only government surveillance, but the manipulation of technology by the government in order to enforce totalitarianism.

● Mr. Charrington’s spare bedroom—Represents Winston’s connection to the past. In it are paintings of structures from long ago, before the Party controlled the world. Here, Winston keeps his glass paperweight and is able to observe works of art and structures that help him understand humanity before the Party, and how the party is currently controlling and lying to humanity about the past. This space is a source of inspiration for rebellion and liberation for Winston.

● The Place Where There is No Darkness—Throughout the novel Winston imagines meeting O’Brien in “the place where there is no darkness.” The words first come to him in a dream, and he ponders them for the rest of the novel. Eventually, Winston does meet O’Brien in the place where there is no darkness; instead of being the paradise Winston imagined, it is merely a prison cell in which the light is never turned off. The idea of “the place where there is no darkness” symbolizes Winston’s approach to the future: possibly because of his intense fatalism (he believes that he is doomed no matter what he does), he unwisely allows himself to trust O’Brien, even though inwardly he senses that O’Brien might be a Party operative.

● Have a great day!● Homework: Complete journal entry four in Google Classroom● Remember tutoring is available after school on Mondays and

Wednesdays from 2:15PM-3:30PM.

● 12.5A Generate and respond logically to literal, inferential, evaluative, synthesizing, and critical thinking questions before, during, and after reading texts

● 12.5F Draw conclusions and make inferences on explicit and implied information using textual evidence

● 12.6C Clarify and defend a position with precise and relevant evidence

● I can identify specific words that contribute to the sensory details in an image. (At least 70% of the class)

● I can determine the commonality between a set of images and determine so that I can make and defend a claim about how the images work together to create meaning. (At least 70% of the class)

● I can determine two elements being compared in a passage (simile or metaphor). (At least 70% of the class)

● I can determine how a comparison contributes to the overall meaning of a text. (At least 70% of the class)

● I will create a book poster that focuses on how at least three images from 1984 help reveal the mindset or character of either Winston Smith, Julia, O’Brian, or Mr. Charrington.

● I will write a short journal entry in which I analyze the comparison between a character and an idea from 1984 and then discuss how the metaphor contributes to meaning in the novel.

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● Winston observing Hella at the first Two Hours of Hate viewing● Goldstein’s book● St. Clement’s ryhme (the complete version)● Winston’s personal journal/diary● Winston in Mr. Charrington’s private room with the book weight and the picture of

St. Clement● Julia commenting on Winston’s former wife and the expectations of women● Winston in the Thought Police holding center

Pick a character and one of the five ideas (sexual oppression, gender identity, classism, totalitarianism, and revolution) discussed and then write a journal entry that follows the following structure:

● States how the character is a metaphor for the chosen idea● Explains how character represents idea without using a quote from the text● Introduces the first scene from the novel that will help justify claim● Provide a short quote from the scene that proves the connection between the character and the

chosen idea● Explain how the quote justifies the connection between the character and the chosen idea● Introduces the second scene from the novel that will help justify claim● Provide a short quote from the scene that proves the connection between the character and the

chosen idea● Explain how the quote justifies the connection between the character and the chosen idea

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● Have a great day!● Homework: Finish your journal entry!● Homework: Finish and submit your book poster in discussion

board one under unit six● Remember tutoring is available after school on Mondays and

Wednesdays from 2:15PM-3:30PM.

● 12.5A Generate and respond logically to literal, inferential, evaluative, synthesizing, and critical thinking questions before, during, and after reading texts

● 12.5F Draw conclusions and make inferences on explicit and implied information using textual evidence

● 12.6C Clarify and defend a position with precise and relevant evidence

● I can justify my understanding of a text’s meaning by analyzing a character’s contradictory or inconsistent traits. (At least 70% of the class)

● I can evaluate a character’s choices, actions, and/or speech to determine if they are contradictory or inconsistent to who they claim themselves to be. (At least 70% of the class)

● I will create a graphic organizer to analyze and note Winston’s motivation (column one), how Winston wants larger society to see him (column two), reactions to and thoughts about Julia (column three), and reactions to and thoughts about O’Brian (column four).

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● Tone—author’s attitude toward a subject matter● Shifts—Shifts in tone or mood are signaled by

contrasting images, metaphors, and symbols, while also signaled by shifts in sentence style (long to short, short to long) and end punctuation

● Characterization—the development of a character through a character’s choices, actions, and speech.

● See most character development when a character’s choices, actions, and speech contradict the image of themselves that they established earlier in the text

● Flat character—two-dimensional characters in that they are relatively uncomplicated and do not change throughout the course of the work.

● Round character—complex characters that undergo development, sometimes sufficiently to surprise the reader. (FYI: Most characters are round)

● For today’s journal entry, you will need to create four columns in your Google Doc

● Your columns should be titled as followed and in this order: Winston’s motivation (column one), how Winston wants larger society to view him (column two), Winston’s reactions to and thoughts about Julia (column three), and Winston’s reactions to and thoughts about O’Brian (column four)

● When you are done with your columns, submit your work

● Have a great day!● Homework: Finish your journal entry!● Remember tutoring is available after school on Mondays and

Wednesdays from 2:15PM-3:30PM.

● 12.5A Generate and respond logically to literal, inferential, evaluative, synthesizing, and critical thinking questions before, during, and after reading texts

● 12.5F Draw conclusions and make inferences on explicit and implied information using textual evidence

● 12.6C Clarify and defend a position with precise and relevant evidence

● 12.6H Use computer technology to plan, draft, revise, edit, and publish writing

● I can create parallels between a work of literature and modern day events. (At least 70% of the class)

● I can produce a multi-media presentation consisting of images, videos, and texts. (At least 70% of the class)

● I will create a Prezi or Google Presentation on the events and political ideas presented in 1984 and how they speak to contemporary U.S events and politics.

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● Have a great day!● Homework: Finish your presentation!● Remember tutoring is available after school on Mondays and

Wednesdays from 2:15PM-3:30PM.