Beacon Lesson Plan Library

Sense or Ship?

Nicole Thomas

Description

Students will be required to review, evaluate, and synthesize information through individual and group projects after reading Orwell's [1984].

Objectives

The student writes fluently for a variety of occasions, audiences, and purposes, making appropriate choices regarding style, tone, level of detail, and organization.

Materials

-Copies of novel: Orwell, George. [1984]. New York: New American Library, 1961.
-Large white sheet from a pad (for brainstorming)
-Marker
-Copies of Assessment Checklist (see Associated File), one per student

Preparations

1. Read [1984].
2. Prepare timeline for reading, one-page reports, group essays, flyer creation, individual essays, and assessment.
3. Prepare flyer topics (topics pertaining to theme of [1984] should be derived from class discussions).

Procedures

1. Open class with a discussion of constitutional freedoms and rights of privacy.

2. Introduce class reading and a timeline for completion and evaluation.

3. Class begins reading according to timeline.

4. Discuss reading with students to uncover themes as they arise. Assign the writing of one-page reports on elements of propaganda (or another appropriate theme from the text) as discussed. Review the Assessment Checklist (see Associated File) with students.

5. Students submit their one-page reports. Formatively assess students’ reports using the Assessment Checklist and return to students.

6. When book reading is complete, students break into groups of four.

7. Each group is charged to discuss the pros/cons of a specific idea from the book. Assign group essays intended to summarize the groups’ discussions. Review the Assessment Checklist (see Associated File) with students.

8. Once group essays are complete, assess group set-up to make sure there is equal contribution. Formatively assess groups’ essays using the Assessment Checklist and return to students.

9. Model the creation of a promotional flyer. Review the Assessment Checklist (see Associated File) with students.

10. New/Revised groups create a promotional correspondence/flyer for dissenting political ideas -- assign topics. Charge students to argue the benefits of their assigned topic.

11. Collect groups' flyers by date on timeline.

12. Evaluate using the Assessment Checklist (see Associated File) and return the flyers.

13. Charge students to write a comparative essay, examining the ideas of their group alongside Orwell's. Review the Assessment Checklist (see Associated File) with students. This is an individual project.

14. Formatively evaluate using the Assessment Checklist (see Associated File) and return essays.

Assessments

Assess the individual reports, group essays, group flyers and individual essays using the Assessment Checklist (see Associated File).

Attached Files

Assessment Checklist.     File Extension: pdf

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