L1+Villeneuve,Benjamin+Joseph


 * UNIVERSITY OF MAINE AT FARMINGTON**
 * COLLEGE OF EDUCATION, HEALTH AND REHABILITATION**
 * LESSON PLAN FORMAT**


 * Teacher’s Name:** Ben Villeneuve **Date of Lesson:** 1. Perspective
 * Grade Level:** 11 **Topic:** Themes in //1984//

__**Objectives**__
Student will understand that fictional stories can be used to say things about the real world. Student will know how Orwell uses motifs (Such as "doublethink" and various symbols) and themes (such as psychological control and the threats of totalitarianism), as well as how to create a podcast using basic sound editing. Student will be able to analyze themes present in //1984//. (Perspective) Product: Podcast. 2 days. (Organize)

__**Maine Learning Results Alignment**__

 * Maine Learning Results: English Language Arts - A. Reading**
 * A2 Literary Texts**
 * Grades 9 - Diploma** (//1984//)
 * Students read text, within a grade appropriate span of text complexity, and present analyses of fiction, nonfiction, drama, and poetry using excerpts from the text to defend their assertions.**
 * Rationale:** Students will do this because analyzing themes from one text will enrich their readings of many other texts.

__**Assessment**__
Before we start reading the novel, we will have a discussion about what the students know and how they feel about //1984.// A Think-Pair-Share activity will help students to go over their understandings of the early readings, and give them a good basic structure for further readings. There will also be a four-column chart when we have started to read where they can go over what they see as potential symbols, and what they think those symbols might represent. We will go over the themes in //1984// before they commit them to podcast form. Students will have regular assigned blog entries. These will involve prompts, and I will check them often to ensure students are understanding the material. If they aren't understanding the material, at this point (early on in the unit) is the ideal time to get them on track. Blog prompts at this point will focus on predicting what the rest of //1984// might be like: What do you think might happen to Winston? Do you recognize aspects of the government that Orwell may have pulled from his own life experience?
 * Formative (Assessment for Learning)**

While we're reading the novel, during the discussions in class, we will talk about the definitions of literary devices and terms used in //1984.// Students will gain an understanding of these terms, and will collaborate in groups on a podcast describing the term. Students will also describe several instances where it has come up in the novel. Much of this content will come from our discussions in class. I feel students will appreciate the opportunity to assess their own learning against the learning of their peers. This assignment will be assessed by a rubric, and the products will be uploaded to a central location. Students will have access to this, and they will be able to use the podcasts as a resource for later on in the novel, if they need a refresher on a certain literary concept.
 * Summative (Assessment of Learning)**

__**Integration**__

 * Technology:** Students will use Garage Band to produce the podcasts, which will be uploaded to a central location for later access by the whole class. Use of Garage Band will allow students to more creatively arrange audio clips; they will be encouraged to //produce// the podcasts rather than simply recording them, by using such techniques as interviews and sound clips. Students will be able to do research on the Internet to help along their understandings of themes. I will use YouTube to show the commercial at the beginning of the lesson.
 * Social Studies:** At the beginning of the lesson, we will be discussing a commercial that depicts a moment in history. Also, the historical context of //1984// is tremendously important, and we will be discussing that heavily.

__Groupings__
Students will do a Think-Pair-Share to establish what they know and what they want to know before we start reading or going deeper into //1984.// First, they will think individually about what they know and want to know; then they will get into pairs (With a couple of trios, to make the grouping process easy and quick), and will discuss how their knows and want-to-knows are similar or different; and, finally, we will segue from that into the full class discussion.

In addition, students will work in groups on their podcasts. They will be grouped according to choice of literary term. I'll walk around the classroom with cards, each delineating a certain term (Including symbolism, point of view, tone, satire, and science fiction). Students will pick a card from me at random, and, depending on the number of students in the class, each term will have one or two teams of 3-4 students each. After students have turned this project in (It shouldn't take very long), they will fill out a peer analysis, detailing their contributions as well as how well the team worked together.

__**Differentiated Instruction**__
[|Verbal-Linguistic] Students will learn from the discussion about themes in //1984.// [|Logical/Mathematical] Students will learn by filling out graphic organizer, organizing thoughts about symbols and themes in a logical way. [|Visual/Spatial] Students will learn by seeing the information about themes laid out in the graphic organizer in a visual way. [|Bodily/Kinesthetic] [|Musical/Rhythmic] [|Intrapersonal] Students will be able to do personal reflection while filling out the graphic organizer about symbols and themes. [|Interpersonal] Students will learn by working with each other in Think-Pair-Share groups, discussing the themes. [|Naturalist] Students will learn by discussing the lack of natural imagery in the advertisement.
 * Strategies**

//**I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations.**// If a student misses any part of this lesson, they will be expected to come to me to get caught up. I will give them a graphic organizer to fill out, I will talk to them about themes and symbols and give them a short primer on the main points we hit in the discussion, and I will help give them a basis for the podcast they will work on.
 * Modifications/Accommodations**

Students will use Garage Band to produce the podcasts, which will be uploaded to a central location for later access by the whole class. Students will be able to use the Internet to help along their understandings of themes.
 * Extensions**

__**Materials, Resources and Technology**__
-Projector -Internet access -Copies of //1984// -Computer access for students -Rubrics -Copies of graphic organizer -[|Tutorial for Garage Band]

__Source for Lesson Plan and Research__
This lesson came from my own prior experience reading //1984,// and my ideas about what's important in the text.

__**Maine Standards for Initial Teacher Certification and Rationale**__
"Clipboard" learners will appreciate the structure of the four-column chart. "Microscope" learners will perform excellent close-readings of the text and will enjoy presenting their findings during the discussion. "Puppy" learners will contribute to the discussion environment by being good listeners and by helping to keep things civil.
 * //Standard 3 - Demonstrates a knowledge of the diverse ways in which students learn and develop by providing learning opportunities that support their intellectual, physical, emotional, social, and cultural development.//**
 * Rationale:** "Beach Ball" learners will enjoy the discussion, where they will be able to actively make connections.

Maine Learning Results: English Language Arts - A. Reading A2 Literary Texts Grades 9 - Diploma (//1984//) Students read text, within a grade appropriate span of text complexity, and present analyses of fiction, nonfiction, drama, and poetry using excerpts from the text to defend their assertions.
 * //Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//**
 * Rationale:** A variety of discussion questions are provided. There is a focus on the topics from the understandings (That is, characters, themes, and connections to the real political landscape). The lesson has been constructed to give students the perspective that will serve them well as they continue through the novel.
 * MLR**:
 * Facet:** Perspective.

[|Verbal-Linguistic] Students will learn from the discussion about themes in //1984.// [|Logical/Mathematical] Students will learn by filling out graphic organizer, organizing thoughts about symbols and themes in a logical way. [|Visual/Spatial] Students will learn by seeing the information about themes laid out in the graphic organizer in a visual way. [|Bodily/Kinesthetic] [|Musical/Rhythmic] [|Intrapersonal] Students will be able to do personal reflection while filling out the graphic organizer about symbols and themes. [|Interpersonal] Students will learn by working with each other in Think-Pair-Share groups, discussing the themes. [|Naturalist] Students will learn by discussing the lack of natural imagery in the advertisement.
 * //Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.//**
 * Rationale:**
 * Technology:** Students will create podcasts using technology, and will use the Internet to upload the podcasts to Podbean or a similar website. They will then be able to use that central location to get information on a variety of different literary devices.


 * //Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.//**
 * Rationale:**
 * Informal:** Students will receive active and immediate feedback during our class discussions on the novel. They will also receive feedback after discussions on how well they are participating in the discussions. They will receive feedback on their four-column chart as a way to gauge whether or not they are understanding the novel.
 * Formal:** Students will receive feedback on their podcast. They will be able to redo it as many times as they want, and the final grade will not take into account how many revisions they made. In addition, they will be expected to add to their podcast throughout the reading of //1984,// adding information as it comes up.

__Teaching and Learning Sequence__
My classroom will be arranged in a circle arrangement to engage students in the discussion. I will have students do a quick solo writing activity on their computers or on a sheet of paper. They will write about their reactions to the commercial, their thoughts on what they know about //1984,// and what they believe was the inspiration behind the commercial. (10 min.) Students will then turn to their neighbor and will have a quick discussion about what they wrote about. (10 min.) Finally, to complete the Think-Pair-Share, students will be asked to share out about what they wrote. (15 min.) This will lead into a short class discussion, where I hit on any other points I feel deserve to be discussed. (10 min.) I will hand out a four-column chart graphic organizer, and explain what students will be asked to do with it. (5 min.) At the end of this lesson, I will show students the basics of the podcast assignment. They will be introduced to Garage Band, and showed how to access a tutorial. (15 min.) The class will end with students knowing their homework (Which is to read the first four chapters of //1984//) and having an opportunity to ask any clarifying questions they have. Students will turn to their neighbors and will talk about their responses to the writing activity. (10 min.) We will segue from this into the discussion activity. Students will be asked to use their four-column chart during the discussion to address questions about each of the different choices of literary device. (25 min.) After the discussion, students will be allowed to work on their podcasts for the rest of class. I will be available for any questions they might have.
 * Day 1:** Students will enter the classroom. I will call their attention to the projected image of the commercial for the hook. They will watch the video. (5 min.)
 * Day 2:** Students will enter the classroom. I will have them do a quick writing activity about one of the characters from the first four chapters of //1984.// They will be asked to describe the character, and talk about how it seems that character is coping with the situation in the book. (10 min.)

At the end of this lesson, students will begin to understand that fictional stories can be used to say things about the real world. They'll understand that we're studying this text in this way because Orwell's statements about governments are universal, and applicable to this very day, and because being able to dig out themes in this work will help students when they're reading other novels. Finally, they'll understand that the overarching reason they're learning this is so they will be able to read text, within a grade appropriate span of text complexity, and present analyses of fiction, nonfiction, drama, and poetry using excerpts from the text to defend their assertions. **Where, Why, What, Hook, Tailors: The hook will give visual and naturalist learners something to connect to, when we discuss the kinds of imagery used (and not used) in it. The idea of the thematic content in //1984// being able to express deeper meanings about the real world will appeal to linguistic learners.**

Students will need to know how Orwell uses various motifs and themes to get across his message. Most of this content will emerge through closely guided discussion; I will ask questions such as "What do you think that might mean?" if a student raises a point but I feel doesn't explore it quite deeply enough. If a student makes a claim but doesn't support it through textual evidence (Though this obviously won't apply to our initial discussion, as they won't have done any reading by that point), I will ask them to do so, without seeming pushy or confrontational. I will be careful to encourage all ideas, while also making it clear that it's possible for an idea to be good, but without textual evidence, that idea won't quite be applicable to the discussion. I will also encourage students to talk about how they feel about the material, and to bring up connections to their own lives. Personal political ideologies will certainly come into play while reading this novel, and that's important, but I'll make sure to keep the conversation civil and respectful. During the discussion, I will let students know that they are all expected to make at least three substantial contributions to the discussions. I will have a different student each class to keep track of who's making contributions. When it comes time to tell them about the podcast, I will also link them to a tutorial on how to use Garage Band, as well as offer my own assistance if needed. I'll pass out the graphic organizer at the beginning of the discussion, and encourage them to make notes on it about the themes and symbols of //1984.// They will be able to take it home, make revisions, and have it checked by me. If they seem to not be "getting" it, I'll put more focus on the subject and attempt to explain it more effectively. Students will be responsible for reading the first four chapters to prepare for the discussion on the second day of this lesson. The early chapters of //1984// lay out the details of Winston Smith's life; as he is the main character, he is meant to be a focal point for the audience, and as such is easy to empathize with. The early chapters also contain many details about the world Orwell envisioned; this will make for rich discussion. **Equip, Explore, Rethink, Revise, Tailors: Logical-Mathematical, Intrapersonal, Interpersonal**

Prior to beginning discussion, students will engage in a Think-Pair-Share, where they first think about the novel we're about to read or have just started reading, then they pair up and engage in a small discussion of it, and then they share their conclusions from the first two activities, eventually segueing into the discussion. By the end of the lesson, and throughout the lesson, students will be able to evaluate the themes apparent in the beginning of //1984,// such as personal freedoms, totalitarianism, the importance of history, and Winston Smith's yearning to be free. The Think-Pair-Share will be easy to group, as students will be in a circle and pairs should naturally emerge. When it comes time to get them into groups for the podcast, I will pass around a sheet of paper with the themes outlined above. Students will put their names on it, and will be grouped accordingly. Only a certain number of students will be allowed into each topic; none of them are any easier than the others, however, so there shouldn't be any conflict. In the process of creating their product, students will be able to consult with me to make sure their understandings of their chosen term are adequate. In addition, students will be encouraged to see their product as a living thing, which they can add to and change throughout our reading. The final grade will be based entirely on the final product. **Explore, Experience, Revise, Refine, Tailors: Intrapersonal, Interpersonal**

Students will be given the rubric I will be using to assess their podcasts. In addition, they'll be given a peer review rubric, which they will turn in to me at the end of the main part of the project, as a way of assessing their own contributions and the contributions of the team. I will provide timely feedback by listening to their podcasts, reading their graphic organizers, and keeping an eye out for any misconceptions. This connects integrally to future assignments, as a good basis in theme and symbolism is essential to understanding //1984.// **Evaluate, Refine, Tailors: Interpersonal, Intrapersonal**

Student will know how Orwell uses motifs (Such as "doublethink" and various symbols) and themes (such as psychological control and the threats of totalitarianism), as well as how to create a podcast using basic sound editing. Topics to bring up during the discussion, in addition to questions on the reading guide: Has anybody ever read //1984// before? Has anybody heard of //1984// before? Has anybody heard about (Current news story that connects with themes in //1984//; probably will involve surveillance, as that seems to be a hot current issue)?
 * Content Notes**
 * Day 1:**

What methods of surveillance do you see in this reading? //The telescreens are the major one. There's also an overshadowing feeling of dread. And children have been enlisted to help keep an eye out.// What direction do you see Winston's character going throughout the rest of the novel? //Up to student interpretation.// What kinds of physical control do you see exerted over people in these opening chapters? //People are made to exercise in the mornings. They are told what to put into and onto their bodies, and how to act.// What about emotional or psychological control? //I will use this question to establish a link between physical control and emotional control. Everything that is physical control can also be interpreted as emotional control. Put additional emphasis on Thoughtcrime.// How do you imagine the setting? //Up to student interpretation.// What significance do you see Winston's dream having? //Draws a parallel between Winston's mother and the woman Winston seems to be becoming obsessed with.// What do you think of the name of the Ministry of Truth? //This question will lead us to a discussion of the naming conventions of the government ministries.//
 * Day 2:**

Included graphic organizer, and a reading guide.
 * Handouts**