Grade 12 Politics and the English Language Orwell (1947) Standards

Lesson topic(s) and/or Essential Question(s)/Essential Understandings Critical Literacy: What does Orwell say is the relationship between language, politics, and power? CCSS.ELA-Literacy.RI.11-12.2 Determine two or more 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 provide a complex analysis; provide an objective summary of the text. (Day 1, 2) CCSS.ELA-Literacy.SL.11-12.1 Initiate and participate effectively in a range of collaborative discussions (one-onone, in groups, and teacher-led) with diverse partners on grades 1112 topics, texts, and issues, building on others ideas and expressing their own clearly and persuasively. CCSS.ELA-Literacy.SL.11-12.1a Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas. (Day 1, Day 2) CCSS.ELA-Literacy.RI.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. (Day 1, 2) Students will be able to cite textual evidence in order to determine theme. (day 1, day 2) Students will be able to analyze how Orwell develops that theme and defends his main points. (Day 2) SWBAT discuss, compare, and contrast their views about the pieces key ideas. (Day 2) Politics and the English Language Orwell (1947) writing utensils (students) chalkboard/whiteboard/markers John Stewart video Computer to projector hook-up or smart board. http://www.thedailyshow.com/watch/tue-february-52013/the-gop-whisperer

Objectives

Instructional Materials and Resources

Adapted from Brown University Teacher Education Lesson Plan Template (2008)

Learner Factors

Environmental Factors

The goal of this topic is to get students to discuss language use and how it could be tied to status. This discussion is important because students have different ways of speaking that are valued in some circles and not in others. As students prepare to go out into the world, they need to be aware of how they represent themselves and to whom. I dont think 12th graders really ever consider the relationship between language and power, and perhaps sharing with them one authors critical view of so-called high, academic , or authoritative style will make them aware of this fact. However, since the author critiques an academic style, I hope this lesson shows them that there are multiple forms of formal writing, not just one perfect style. By following Orwells arguments, students can also start to notice how politicians or other powerful people may in fact use language to manipulate or hide information. This lesson focuses on socially constructed knowledge and it accounts for students who learn by reading, students who learn by writing, and students who learn by collaborative discussion. Students have an opportunity to write out their thoughts in their journal, an opportunity to read the article using a reading strategy which they then debrief with a classmate, and its during these discussions, and the subsequent small group and whole group discussions that we create meaning from this text. For students who dont learn well from abstractions and want a concrete pop-culture example, we have a clip from the Daily Show. What student grouping will be used? What changes will you need to make in the classroom due to instruction, materials, safety, etc., if any? On day 1 we will first work in whole group for modeling. Then students will move to small groups for group practice. Finally, students will work individually in class to read the text and practice the strategy, and students will also work independently at home to finish the text using this strategy in order to analyze the main ideas. On day 2 students group with a neighbor, then groups of four. The small group discussions are meant to prepare students with something to say in the whole group

Adapted from Brown University Teacher Education Lesson Plan Template (2008)

discussion, and to ease anxiety about group discussion first in a small group instead of jumping directly into whole group discussion. I will group students based on proximity, and desks are arranged in vertical rows. Instructional Activities and Tasks What activities will you and your students do and how are they connected to the objectives? We will be working on text rendering (Smagorinsky, , which is one way students can begin using textual evidence to determine purpose, theme, and other key ideas in order to analyze and make statements or inferences about a text. Ill read the text and think-aloud with the students in order to model the text rendering. (Modeling) Students will read, mark, and discuss the text in groups. (Guided practice) Students finish reading and marking the text for homework. (Independent practice) Students will journal multiple times, tracking their thinking process about the article, which relates to the first standard listed, analyzing the development of ideas over the course of a text." Students will engage in collaborative discussions in different forms (one on one, small group, whole group), in order to arrive at a shared meaning from the text. Assessment Activities How will you determine what the students know and are able to do during and as a result of the lesson? I will receive immediate feedback when we work on textrendering all together on the board. That is to say, if students are selecting key words or phrases and telling me why they are important, then I will know that they understand this process, and if the key words are particularly rich, then I will know they are getting the gist of the article. (formative assessment). Also, I will walk around the room while students work and Ill look at their work, ask them about their work, or see if they have questions. At the end of day 1, I will

Adapted from Brown University Teacher Education Lesson Plan Template (2008)

collect students journals to see who identified the main arguments, and who had trouble. (formative assessment & summative) After the first day, students will take home the text so that they can continue to interact with the material, and this includes annotation. Ill look at students annotations the next day to make sure they 1) did the reading and to 2) assess how difficult it was for them and whether they gleaned any key ideas from it. (formative assessment) During whole class discussion I can assess who understood the text or at least thought about it. (form.)

Adapted from Brown University Teacher Education Lesson Plan Template (2008)