Language Arts: 1984 Lesson 3

Learning Objectives:
Students will examine the use of figurative language (simile) and how it can be used to make a piece of text more powerful for its reader. Students will increase their ability to analyze and inquire about a piece of text. Students will answer questions by citing textual evidence.

Essential Questions:
What purpose does the use of simile serve for its writer? How about its reader? How can infringing on the privacy of citizens increase the power of a government? Can limiting a persons use of language infringe on their personal rights?

Enduring Understanding:
Students will use text to understand how literary devices and the English language can be used to drive themes of dehumanization, isolation, repression, loneliness, social class disparity, and abuse of power.
Vocabulary:
Big Brother doublethink thought crime Newspeak memory hole Orwellian Vile Truncheon Venomous Dissemble Sanguine Nebulous Specious Inscrutable Sordid Defiler Compendium Vaporized Ramifications Inexorably Sanctioned Superfluous Amalgam Archaic Euphemism Ambiguities Inimical Euphony Panegyric Utopia

This book can be found at http://www.george-orwell.org/1984/0.html or download it for your Kindle at http://www.openculture.com/free_ebooks

Materials:
The Way We Live Now: Little Brother Is Watching Anticipatory Discussion Guide The Way We Live Now: Little Brother Is Watching article the 1984 vs. Today graphic organizer 1984 (Chapter I: Sections III-V) Comprehension and Vocabulary Building

Agenda:
Bell Ringer Students will independently review the literary device of the simile. Background Knowledge Building Students will analyze and discuss how George Orwell Whole Group Instruction Students will use the reading from the night before to
used simile to describe Oceania and its citizens. Simile-the comparison of two seemingly unlike things using a connecting word such as like or as. participate in a Socratic Seminar. Socratic Seminars encourage us to think critically about a text and to consider not only our own ideas and feelings toward a text, but the responses and feelings of others. is "astonished" by the "open jeering hatred...(and) the coarseness of her language" when she speaks about the Party. She seems "unable to mention the Party, and especially the Inner Party, without using the kind of words that you (see) chalked up in dripping alleyways". At first taken aback, Winston soon realizes that her coarse remarks are "merely one symptom of her revolt against the Party and all its ways, and somehow it seem(s) natural and healthy, like the sneeze of a horse that smells bad hay. novel 1984. Complete the comprehension and vocabulary building assignment as well as two pages of Cornell Notes.

Sources:
http://www.nytimes.com/2010/10/17/magazi ne/17FOB-WWLN-t.html http://www.alemany.org/ourpages/auto/201 0/4/26/65031492/1984worksheet.pdf http://smago.coe.uga.edu/VirtualLibrary/FSU /FSU2010_SarahBrown_ThePowerofGovernm ent.pdf http://www.us.penguingroup.com/static/pdf/ teachersguides/1984.pdf

Independent Practice Journal 3: When Winston first begins his relationship with Julia, he

Extended Practice - Homework: Read Chapter 1: Sections VI-VIII of George Orwell's

1984 Journal 3
When Winston first begins his relationship with Julia, he is "astonished" by the "open jeering hatred...(and) the coarseness of her language" when she speaks about the Party. She seems "unable to mention the Party, and especially the Inner Party, without using the kind of words that you (see) chalked up in dripping alleyways". At first taken aback, Winston soon realizes that her coarse remarks are "merely one symptom of her revolt against the Party and all its ways, and somehow it seem(s) natural and healthy, like the sneeze of a horse that smells bad hay". Julia's coarse comments are a natural expression of the hatred she holds for the Inner Party; just as a horse sneezes as an automatic reaction to something that smells bad, Julia automatically swears when thinking about the monstrous organization she despises

1984 (Chapter I: Section VI-VIII) Comprehension and Vocabulary Building