MFR

 Mickey the Pickey's Wiki! 1984 Lesson Plans

Lesson Plan #1

Title of Lesson: Could the Party be a part of our society?

What the students understand when they finish your lesson with you:

a) Students will fully understand the different aspects of the Party and how it relates to Winston Smith’s life.

b) Students will be able to recognize certain attributes of the Party in today’s world and throughout history.

c) Students will enhance their understanding of Microsoft Powerpoint.

Main Standard you are achieving (the number and full description): 3.1 H. Inquiry and Research

1. Select appropriate electronic media for research and evaluate the quality of the information received. 2. Develop materials for a portfolio that reflect a specific career choice. 3. Develop increased ability to critically select works to support a research topic. 4. Read and critically analyze a variety of works, including books and other print materials (e.g., periodicals, journals, manuals), about one issue or topic, or books by a single author or in one genre, and produce evidence of reading. 5. Apply information gained from several sources or books on a single topic or by a single author to foster an argument, draw conclusions, or advance a position. 6. Critique the validity and logic of arguments advanced in public documents, their appeal to various audiences, and the extent to which they anticipate and address reader concerns.



Materials Needed and Technology Used:

a) Laptop with Powerpoint

b) Online Questia Research Database

c) Instructions for Powerpoint on WikiSpace

d) Project for student presentations and writing prompt

Opening Activity Description (What the students and you are doing):

The Lesson Plan will begin with a writing prompt. Students will focus on their individual styles of writing and syntax. The photograph can be found by clicking on the following link: http://tbn2.google.com/images?q=tbn:VzK-mcj3EMIwjM:http://pro.corbis.com/images/CHA061.jpg%3Fsize%3D572%26uid%3D%257B0F834055-B8D0-43F9-A041-2D9FAF552C8F%257D.

Middle/Main Activity Description (What the students and you are doing): After a brief lesson on the Thought Police and Newspeak, students will research examples of the Thought Police and Newspeak in today’s society. If students are struggling, I will lead them towards the Alien and Sedition Acts of 1798 (http://www.earlyamerica.com/earlyamerica/milestones/sedition/). Other programs that can relate to the Party include totalitarianism (i.e. Facism in Italy, Nazi Germany, or Stalin in the Soviet Union) See this website: http://www.fresno.k12.ca.us/divdept/sscience/history/totalitarianism.htm. Students will then use the Proquest Full-Text National Newspapers Database to find archived newspaper or journal articles that relate to the historical event that they would like to compare to a certain aspect or program of the Party. Click this link to see an example of a newspaper article that discusses political parties view’s on civil liberty http://proquest.umi.com/pqdweb?index=0&did=1148871071&SrchMode=1&sid=1&Fmt=3&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1231774477&clientId=33870. Students will then create a PowerPoint showing this comparison.

Closing Activity Description (What the students and you are doing): Students will present Power Points to fellow classmates in hope of determining the most accurate comparison of a historical event to the Party.

Lesson Plan #2

1. Listen to "Sly Fox" by Nas [|Click here] to follow along with the lyrics!

What kind of emotions does this song evoke in you? Has Nas resisted the conformity of the rap world? Pick a specific part of the song and compare it to 1984. Is Nas a modern-day Winston? How does the media compare to the restrictions and oppressions of Oceania?

2. Dystopia n. An imaginary place or state in which the condition of life is extremely bad, as from deprivation, oppression, or terror.  Characteristics of a Dystopia
 * Dystopian society’s dreams of improvement are overshadowed by stimulating fears of the “ugly consequences of present-day behavior"
 * Impose severe social restriction's on character's lives
 * Social Class is strictly defined and enforced
 * Pressure to conform is greater than pressure to excel
 * Total absence of any social groups besides those regulated by the government
 * Society isolates the characters from contact with the outside world
 * Government has nearly total power over citizens
 * Government is in control of economy of country

Search the internet to find other aspects of a dystopian society. After completing this research, describe several characteristics of the novel 1984 that directly prove Oceania is a dystopian society.

Begin researching examples of dystopian societies as portrayed by the media (i.e. movies, comic books, etc.) Generate a PowerPoint, iMovie, or iPhoto explaining why the society you have found is a dystopian society. Use photographs to show these societies. After finding three to five examples, create a movie trailor, movie poster, or short comic book that depicts a made-up utopian society. Here are some photos below to help you get started:

 Title of Lesson: Are we living in a dystopia?

What the students understand when they finish your lesson with you:

a) Students will fully understand what makes up a dystopia.

b) Students will be able to identify examples of dystopia’s as portrayed by the media.

c) Students will enhance their understanding of Microsoft Powerpoint, iPhoto, or iMovie.

Main Standard you are achieving (the number and full description): 3.2 H. D. Writing Forms, Audiences, and Purposes (exploring a variety of forms)

1. Employ the most effective writing formats and strategies for the purpose and audience. 2. Demonstrate command of a variety of writing genres, such as: 3. Evaluate the impact of an author’s decisions regarding tone, word choice, style, content, point of view, literary elements, and literary merit, and produce an interpretation of overall effectiveness. 4. Apply all copyright laws to information used in written work. 5. When writing, employ structures to support the reader, such as transition words, chronology, hierarchy or sequence, and forms, such as headings and subtitles. 6. Compile and synthesize information for everyday and workplace purposes, such as job applications, resumes, business letters, and college applications. 7. Demonstrate personal style and voice effectively to support the purpose and engage the audience of a piece of writing. 8. Select pieces of writing from a literacy folder for a presentation portfolio that reflects performance in a variety of genres.
 * Persuasive essay
 * Personal narrative
 * Research report
 * Literary research paper
 * Descriptive essay
 * Critique
 * Response to literature
 * Parody of a particular narrative style (fable, myth, short story)
 * Poetry

Materials Needed and Technology Used:

a) Laptop with Powerpoint

b) Ability to access Wikispace

c) Microsoft Office and iMovie and iPhoto

d) Pencil, Paper, and crayons

Opening Activity Description (What the students and you are doing):

Students will listen to the song “Sly Fox” by Nas while following along with the lyrics. Students will write a short paragraphing discussing the emotions this song evoked and how the song relates to 1984 and Big Brother.

Middle/Main Activity Description (What the students and you are doing): A brief lesson discussing the attributes of a dystopia will be taught to students. Students will then discuss why Oceania is a dystopia? Students will then research further information about dystopias to further their knowledge. After gathering a complete understanding of a dystopia, students will begin researching examples of media examples of dystopias. Students will gather several images of a media examples of dystopias and generate a PowerPoint or imovie. If time permits, students will then design a movie poster or trailer to a film or comic that takes place in a dystopia.

Closing Activity Description (What the students and you are doing): Students will present PowerPoints or iMovies to students and conclude how Oceania is similar or different to the dystopias portrayed by the media and the dystopia they created on their own.

Lesson Plan #3 Title of Lesson: The Secret Life of Sex

What the students understand when they finish your lesson with you:

a) Students will fully understand the secret sex relationship of Winston and Julia.

b) Students will analyze secret sex relationships through out history.

c) Students will learn about different styles of poetry.



Main Standard you are achieving (the number and full description): D. Writing Forms, Audiences, and Purposes (exploring a variety of forms)

1. Employ the most effective writing formats and strategies for the purpose and audience. 2. Demonstrate command of a variety of writing genres, such as: 3. Evaluate the impact of an author’s decisions regarding tone, word choice, style, content, point of view, literary elements, and literary merit, and produce an interpretation of overall effectiveness. 4. Apply all copyright laws to information used in written work. 5. When writing, employ structures to support the reader, such as transition words, chronology, hierarchy or sequence, and forms, such as headings and subtitles. 6. Compile and synthesize information for everyday and workplace purposes, such as job applications, resumes, business letters, and college applications. 7. Demonstrate personal style and voice effectively to support the purpose and engage the audience of a piece of writing. 8. Select pieces of writing from a literacy folder for a presentation portfolio that reflects performance in a variety of genres.
 * Persuasive essay
 * Personal narrative
 * Research report
 * Literary research paper
 * Descriptive essay
 * Critique
 * Response to literature
 * Parody of a particular narrative style (fable, myth, short story)
 * Poetry

Materials Needed and Technology Used:

a) Laptop with Microsoft Word and Internet

b) 1984

c) Pencil and Paper

Opening Activity Description (What the students and you are doing):

The Lesson Plan will begin with a writing prompt. Students will focus on their individual styles of writing and syntax. Students will read this NBC.com article “Scientists Discover Secret Sex Nerve” and respond. http://www.msnbc.msn.com/id/23781652/

Middle/Main Activity Description (What the students and you are doing): Students will be taught a brief lesson on secret sexual relationships and what comprises these types of relationship. Students will analyze Winston and Julia’s secret relationship and why it was flawed. Here are some websites that can inform one about secret relationships: http://healing.about.com/od/relationships/a/secretrelations.htm http://www.webmd.com/sex-relationships/news/20070101/secret-relationships-falter-fast

Students will then be taught about several different styles of poetic writing: haiku, sonnet, and free verse. Students will have the choice of choosing one of these three styles of poetry and writing a poem about a secret lover.

Closing Activity Description (What the students and you are doing): Students will present their poems to the class.

The following is an interview with Leo Tucker:

Leo Tucker peacefully slept on the couch as I approached him for this interview. His pruned eye-lids slowly opened, revealing glassy eyes that divulged deep into a lifetime of thoughts. One would never think that Leo Tucker-the gentlest and most compassionate a grandpa could be-was once trained to be a barbaric, killing machine. As he started to ramble about his war stories (like every Grandpa would) and I quickly shuffled together my pen and paper, a different side of Leo Tucker emerged. His optimistic voice quickly disappeared; the solemn, livid soldier Leo Tucker once was surfaced. The Korean War lasted three years; the draft for this war lasted many years after the war was over. Leo Tucker fell victim to a [|draft]- a mother’s worst nightmare. As the draft letter crashed onto a broken coffee table, Leo Tucker saw his mother’s big brown eyes turn glassy and full of fear. 

 “I lived in fear of being drafted for years. The government ruined my mother. She wasn’t the same knowing her only son’s future was uncertain. It was as if someone died in our house…grief, sorrow, anger.” Leo’s demeanor changed as his story progressed-my grandpa (who I know as a goofy, caring, gift-giving grandfather) turned extremely serious and looked differently than I had ever seen before. Army. Two years as a soldier. Life on the line every second of the day. Only child. [|Emotions] and thoughts rushed through Leo Tucker’s head as he evaluated the life decision he was quickly forced to make. Tucker, filled with pride, boldly said, “ No I never had the thought of the evading the draft.” Being an only child, Tucker exercised his option to join the [|National Guard rather than the Army]. “My safety was the most important thing to my mother. I didn’t want to become part of the Army for two years and highly increase my chances of dying so I enlisted in the National Guard. I went for 6 months of active duty and worked hard at home for five and half years protecting the state of New York.” The National Guard was drastically different at the time and much safer than joining the army; however one was committed to the National Guard for six years instead of two years in the Army. Both organizations were risky and the training was definitely no walk in the park. Tucker immediately recalled his drill sergeant during his rough[|basic training] in Texas. “A 7 foot tall black man weighing god knows how much lined up the company I was in. The beast said ‘All you New York hoodlums take three steps forward’. Five guys stepped forward, one of them being myself. I said to him ‘I’m from New York but I was born in Texas’. He told me to take three steps back. From then on out he always gave the New Yorkers a hard time but I always had a free pass through his crap.” Breaking the serious mood of this interview, Leo cracked a smile and actually started to laugh a little bit. While the company walked 20 miles to a different base in the Texas heat, Leo rode in a Jeep with the sergeant. When the sergeant made the New Yorkers dig holes in the desert sand for no reason, Leo was inside working as a phone operator. Leo’s exuberant passion filled his dark living room revealing emotions and intimacies that were breath taking. 

<span style="font-family: Arial,Helvetica,sans-serif;"> Leo Tucker’s laughter and joy quickly turned to anger as he was reminded of the underlying emotions that one would want to forget the day one’s service ended. “I was young and in love. My life was literally put on hold for the time I was put through training. I missed my family and especially my girlfriend (his future wife). We were close to getting married and I had to put off our love for a while.” In exchange for Tucker’s safety, he was forced to serve a long six years for the National Guard. Although the National Guard was not used often at the time and had very little [|responsibilities], soldiers were always nervous that they could be called into service. “I was always scared that my job, my family, my hard work-everything would be lost if I was called into service. It was a never ending fear and this fear heightened every time one company was called into service.” The up and down emotions of war is what can make war so difficult. Leo Tucker, despite never serving a day in service, was greatly effected by the Korean War. His historic war tales mimic stories of many grandparents who served in a war; however, elderly grandparents should be carefully listened to because their wealth of knowledge and historical intelligence will prevent our generation from suffering through the emotions and services during war-time.

Check out with this website with a [|radio broadcast] that was recorded during the Korean War!

Can your grandpa dance like this? media type="youtube" key="LkFo7dK0z0Y" height="344" width="425" Learn more about the Korean War through this educational video that shows the viewer what it was like in the 1950s. media type="youtube" key="zO4eyeWalMY" height="344" width="425"

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