Brief Summary of Unit (including curricular context and unit goals):

Students will learn MLA format, comparison, and connecting a novel to the real world. The
Goal of the unit is for students to come up with their own definition of a dystopian novel and
a dystopian world by connecting it to the real world. This will segue into research paper
writing unit so the students can begin to build their writing portfolio.

Unit Title: 1984

Grade Level(s): 12

Subject/Content & Topic Area(s): English

Key Words: dystopia
Designed By: Caitlin Callaghan

Time Frame: 9-10 weeks

School District: MISD

School: Arts Academy in the

Woods

Understanding by Design
Final Design Template
Title: 1984
Topic: Dystopian Literature
Designer(s): Caitlin Callaghan

Subject/Course: English
Grade: 12

Stage 1Desired Results

Established Goal(s): Content Standards & Benchmarks (written out or paraphrased)
CCSS.ELA-LITERACY.RL.11-12.1
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.
CCSS.ELA-LITERACY.RL.11-12.2
Determine two or more themes or central ideas of a text and analyze their development over the course of the text,
including how they interact and build on one another to produce a complex account; provide an objective summary of the
text.
CCSS.ELA-LITERACY.RL.11-12.3
Analyze the impact of the author's choices regarding how to develop and relate elements of a story or drama

Enduring Understanding(s): Big Ideas

Essential Question(s):

Students will understand that

People in control often get to make the rules fair or
unfair.
Future events can be predicted.

-Why do we imagine what the future will be like?

-How does this affect the world we live in?
-What can we do to change things in our world?

(Knowledge)

(Skills)

Students will know

Students will be able to

-Create a close reading analysis paper
-Discuss the ideas the author presents and argue for or
against them in an argumentative essay
-Research other dystopian novels for similarities and
come up with a thesis for a research paper.

-George Orwells life

-The main ideas of 1984
-Ways to compare the world of 1984 with the
world today and find similarities.

Stage 2-Determine Acceptable Evidence

Performance Task(s)* (2-3 tasks):

-Literature Circles
Students participate in literature circles they have different roles they are responsible for
and they analyze and discuss the chapter in their groups
-Current Events Presentation
Students find a current event that relates to the readings in 1984. They compare the current
event in a one page paper to the events of the novel and then present it in small groups. The
other groups watch, take notes, and give them feedback. Students write a reflection on the
experience.

AssessmentsClose Reading Paper

Argumentative Essay

Other Evidence (quizzes, tests, prompts, observations, dialogues, work samples):

See last page.

Student Self- Assessment and Reflections:

For the current events article presentation, the students will give each other feedback on how they did by filling
out a short check list for presentations. Then they will write a one paragraph reflection on their experience with
the activity.
For the Literature Circles, students will be working closely together to lead their small group discussions. They
will be filling out a form of what they discussed in their groups so the teacher can assess how they did. This
serves as a self-assessment for the students as well.

Performance Task Blueprints-Provide a blueprint for at least one task.

What understandings and goals will be assessed though this task? What essential questions
will be uncovered in this performance task?
Students will understand that

The events of a fiction Dystopian universe can

take place in the modern day.

Essential Questions:

How can we connect the events of a fictional

novel to our own lives and the world today?
Through what authentic performance task will students demonstrate understanding? Describe
task(s) in detail so students clearly understand the expectations. (Optional use of GRASPS here)

Students will do research and find a recent news article that relates to an event or occurrence or theme in the
novel 1984. Students will conference with the teacher to make sure they are on the right track with their article.
Students will then write a one to two page paper on their chosen article and describe exactly how it relates to the
novel using specific quotes and details from both the article and the novel using MLA format.
Students will have 4 days to work on this in class using the computer lab. On the fifth day, students will meet in
their literature circles to present their article to their group members. The group members will evaluate their
presentation. The teacher will evaluate their paper using the same rubric as their Close Reading paper from
earlier in the unit.
Finally all students will write a brief reflection on the experience on a loose leaf piece of paper and turn in at the
end of the hour.

What student products and/or performances will provide evidence of desired

understandings?

Presentations, article, and short article paper.

By what criteria will student products and performances be evaluated? Provide

standards or rubrics by which the task will be judged.

See Attached rubric for paper and presentation

Close Reading

Teacher Name: Ms. Callaghan

Student Name: ________________ ________________________
CATEGORY
Evidence and
Examples

Support for P osition

Transitions

Grammar & Spelling

2-ApproachingStand
4-AboveStandards 3-MeetsStandards
ards
1-BelowStandards
All of the evidence and Most of the evidence At least one of the
Evidence and
examples are specific, and examples are
pieces of evidence and examples are NOT
relevant and
specific, relevant and examples is relevant relevant AND/OR are
explanations are given explanations are given and has an explanation not explained.
that show how each
that show how each
that shows how that
piece of evidence
piece of evidence
piece of evidence
supports 3
the
supports 3
the
supports 2
the
Includes
or more
Includes
or more
Includes
pieces of
Includes 1 or fewer
author\\\\\\\'s
position. pieces
author\\\\\\\'s
position. evidence
author\\\\\\\'s
position. pieces of evidence
pieces
of evidence
of evidence
(facts,
(facts, statistics,
(facts, statistics,
statistics, examples,
(facts, statistics,
examples, real-life
examples, real-life
real-life experiences) examples, real-life
experiences) that
experiences) that
that support the
experiences).
support the position
support the position
position statement.
statement.
writer Transitions
statement. show how Some transitions work The transitions
A
variety ofThe
thoughtful
anticipatesare
theused.
transitions
ideas are connected, well, but some
between ideas are
reader\\\\\\\'s
concerns,
They
clearly show
how but there is little variety connections between unclear OR
biasesare
or arguments
ideas
connected
ideas are fuzzy.
nonexistent.
and has provided at
least 1 counterargument.
Author makes no errors Author makes 1-2
Author makes 3-4
Author makes more
in grammar or spelling errors in grammar or
that distract the reader spelling that distract
from the content.
the reader from the
content.

errors in grammar or
spelling that distract
the reader from the
content.

than 4 errors in
grammar or spelling
that distract the reader
from the content.

Score

Stage 3-Plan Learning Experiences and Instruction

Learning Experiences: Consider the WHERETO elements.
Students will learn through class-wide and teacher lead discussion as well as through small group
discussion and literature circles.
Students will be hooked by the Book Talks I do before reading the book to get them interested in what
is to come. I will also hook them with intriguing information from the text with opening questions like:
How would you feel if the government controlled every aspect of your life? Your food, your work, your
free-time, even your relationships? This will stimulate interest and discussion before we even begin
the novel.
Furthermore I will connect the text to modern day events, and present what the novel is about through
pre-reading activities. During reading activities will help check for understanding and after reading
activities will help to reflect upon what the students think about what they have read. Their thoughts
and ideas are valued and important in the classroom.
Diverse learners will be taken into account by adapting the readings and lessons to their needs by
working with the At-Risk team. For instance the deadlines are extended for those students and the
readings broken up into smaller more manageable chunks.
During the paper writing performance tasks, students will be required to engage in individual
conferences with the teacher to ensure they are on the right track.

Week One:
Day 1: Introduce 1984 with a prezi and book talk. Have students discuss what it would be like for the
government to control every aspect of their lives.
Day 2-5: Start reading and discussing the novel. Assign Chapter One questions and Literature Circle
forms.
Week Two:
Day 1-3: Start chapter 2-3 and assign chapter questions
Day 4-5: Discuss the chapters and complete a journal entry.
Week Three:
Day 1-2: Read Chapter 4-5
Day 3: Journal entry
Day 4-5: Read Chapter 6-7
Week Four:
Day 1-2: Read Chapter 8
Day 3: Journal entry
Day 4: Wrap up Book One. Start chapters 1-2 of Book 2
Day 5: Read chapters 3-4 of Book 2
Week Five
Day 1: Discussion of differences between book one and book two. Read Chapter 5-6. Assign Close

Reading Paper.
Day 2-5: Work on Paper
Week Six:
Day 1: Turn in Paper.
Day 2: Discuss. Read chapters 7-8
Day 3: Journal entry
Day 4-5: Discuss. Read chapters 9-10
Week 7:
Day 1: Start Book 3 of 1984. Read and discuss chapter one and the tonal differences
Day 2: Read chapter 2
Day 3: Journal
Day 4: Assign students to read Book 3 Chapters 3-6 and assign Final Four Chapters question packet.
Week 8:
Day 1: Final discussion of 1984. Literature circles. Discuss and turn in reflection paragraph on final
discussion.
Day 2: Assign article presentation
Day 3-5: Students work on article presentation.
Week 9:
Day 1: Students present their articles in small groups and then reflect on the experience.
Day 2: Read excerpt from Heroes and Villains, discuss points of view
Day 3: Journal
Day 4: Read excerpt from Brave New World. Discuss similarities and differences to 1984 and Heroes
and Villains. Fill out comparison chart.
Day 5: Introduction/segue into research paper writing unit.

Evidence:
English 12
Ms. Callaghan
Close Reading Assignment
For your project this quarter you are going to be completing a short close reading paper.
You will be picking out a passage from 1984 that interests you. Once you pick your
passage, you will sign up for a day this week to conference with me during class about
what passage you picked and what your ideas are. The paper will be 1-2 pages, only
about 2 paragraphs long. But substantial paragraphs.
You will be analyzing the language used in the passage, looking up any words you do not
know and explaining them. I want you to think about why Orwell is using these words,
how is he using the language to convey a particular tone, mood, emotion, etc. What
words does he use to set a scene or to get a point across in a conversation between
characters? Authors make conscious choices for the words they use in their writing, look
at these choices and determine what they mean and why? This will help you to learn to
be conscious of your own word choice in your own writing.
We will have two Fridays in the lab available for you to work on this at school. Use your
time wisely. After it is done you can send it to me directly on Schoology. No printing
needed.
If you need help we will be looking at the guidelines found on this website link:
http://writingcenter.fas.harvard.edu/pages/how-do-close-reading
Due Date: Friday, October 30.

English 12
Ms. Callaghan

1984 Book 1 Chapter 1

Questions

1. What do we learn about Winston in this chapter? What kind of man is he? List 3 traits

2. What is the society of Oceania like? Who are the Thought Police, Big Brother, Ministry of Truth,
Newspeak?

3. What does Winston do when he comes home on his break from work?

4. Describe the two minutes Hate.

5. Describe O'Brien and the dark-haired girl. How does Winston feel about each of them?

Journal Prompts Week #4:

What do you think will happen to Winston in the rest of the book? Do you think he will speak to the
Dark-haired girl? What would they talk about? Will he actually interact with OBrien?
If you could live anywhere you wanted, where would you live?
If you could have dinner with anyone currently alive, who would it be?
As an artist you have the luxury of maybe presenting an issue in a certain way, as opposed to
actually solving it.-Ezra Koenig
What do you think of the above quote? Is it true? Why or why not.