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La - Literature - 1984 Lesson 5
La - Literature - 1984 Lesson 5
Learning Objectives:
Essential Questions:
Can limiting a persons use of language infringe on their personal rights? What impacts can language have on your daily life? How can infringing on the privacy of citizens increase the power of a government?
Students will understand the role that a government plays on its citizens Students will question the role of an individual in society Students will debate the text Students will use alternate texts to relate to the main text 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
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 Importance of Language article Interpreting the Importance of Language sheet Post-its
Agenda:
Bell Ringer Students will read the Importance of Language article and interpret the importance language both in our day-to-day life and in the novel
1984.
Whole Group Instruction Students will use the reading from the night before to 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. Share-out Session The teacher will place four post-its in a bag. Labeling them 1,2,3, and four. The students will randomly select one of the four postits and share the journal entry that corresponds with that number. They will stand in front of the class and present orally.
Sources:
http://www.pearsonschoolsandfecolleges.co. uk/Secondary/Drama/1416/NewWindmillsFiction/Resources/KO/1984_OCR.pdf 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
The C vocabulary. The C vocabulary consisted only of scientific and technical terms almost never used in everyday speech. Newspeak was a central way of controlling the minds of Party members and making Thoughtcrime (thinking thoughts against the Party) impossible. The Partys aim, after all, was to keep power for ever.
http://www.pearsonschoolsandfecolleges.co.uk/Secondary/Drama/14-16/NewWindmillsFiction/Resources/K-O/1984_OCR.pdf
3. You have just returned to your classroom after taking part in the Two Minutes Hate. Write a short letter, in Newspeak, to a friend describing your feelings.
1984 Journal 5
WAR IS PEACE FREEDOM IS SLAVERY IGNORANCE IS STRENGTH Describe what these three statements mean and their contradictions. How would you rationalize these statements?