Digital Unit Plan Template

Unit Title: 1984 by George Orwell Name: Malia Santiago

Content Area: English Grade Level: 11-12
CA Content Standard(s)/Common Core Standard(s):
CCSS.ELA-LITERACY.W.11-12.2
Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately
through the effective selection, organization, and analysis of content.

CCSS.ELA-LITERACY.RL.11-12.2
Determine two or more themes or 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 produce a complex account; provide an objective summary of the
text.

CCSS.ELA-LITERACY.RL.11-12.5
Analyze how an author's choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or
end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as
its aesthetic impact.

Big Ideas/Unit Goals:

1. How do historical events from when the novel was written influence the work
2. What factors can lead a person to choose conformity over individuality
3. Can people believe two conflicting ideas at once

Unit Summary:

In this unit, students will read George Orwell’s novel, 1984, and examine how this book, written in the 1940’s, is or is not relatable to the word today. Students will meet
common core standards by completing a series of activities that focus on structure, themes, and written explanation with evidence. Students will read non-fiction texts to
relate current events to the novel and examine how the historical events from when the novel was written influenced the work. Students will also think about the ways
people choose to conform over keeping their individual ideas by examining the way the novel is structured to create change. Finally, students will think about how people can
believe two conflicting ideas at once by pulling examples from the text. Students will complete both informal and formal assessments all leading towards the completion of a
short essay and final exam. Students will work individually, in groups, and as a class to complete unit activities. Technology will be incorporated into this unit using digital
presentations, video clips, images, IPad activities, internet search, and a typed essay.
Assessment Plan:
Entry-Level: Formative: Summative:
Quick-write on privacy Concept Map: connect historical themes Essay: analyze more or more important themes from
Quiz: chapters 1-7 the text
Timeline: show progression of character change from Exam: check for reading and comprehension
individual to conforming
Questions: answer questions while citing from the
novel

Lesson 1 (Teacher Lecture)

Student Learning Objective:
Students will be able to
identify the different themes
that are presented in the text
and how they intertwine with
one another.
Acceptable Evidence
(Assessments):
Students will complete their
introductory quick-write
activity that gets them
thinking about how the novel
can be relevant today, even
though it was written in the
1940’s. Students will also
complete their guided notes
as the introductory lecture is
given, and include their
responses to the activities
presented in the lecture.
Lesson Activities:
Students will be given an introductory lesson in the form of a teacher-led lecture in which background
information on the novel is given. Students will be given an outline of the lecture so that they can follow along and
write down their thoughts, ideas and what they have learned. There are several points in the lecture that students
will complete activities such as: watching and responding to a video on surveillance, providing examples of
language used in the novel, and make predictions regarding some of our big ideas. This lesson will get students
thinking about the way history influences a novel and the big themes that will be introduced during the reading.
Students will complete a quick-write that focuses on their thoughts on privacy, what they know about 1894, and
government control. Students will also participate in a discussion during the lecture on their thoughts on privacy
after watching the video: ‘Okay, Google: Are you Listening?’. Students will come up with new words after watching
an introductory video on Newspeak. Students will also write down their pre-reading thoughts on the big idea
questions: How do historical events from when a text was written influence the work? What factors can lead a
person to choose conformity over individuality? Can people believe two conflicting ideas at once?
As a class students and led by the teacher, students will complete a concept map on the board to show the
connection of historical themes that will be present in the text.

Lesson 2 (Webercise/ iPad Lesson)

Student Learning Objective:
Students will examine the
choices the author makes in
structuring the text and relate
these choices to the text’s
overall impact.
Acceptable Evidence:
Students will follow
directions in creating their
propaganda portfolios by
using information they have
learned from the text to show
how language, images, and
repetition can persuade
people to adopt certain
beliefs. During this stage of
reading students will also link
Lesson Activities:
Students will continue thinking about the big ideas during their progression of reading the novel by completing
an IPad lesson. During this lesson students will use the IPad app, Canva, to create three visual representations of
propaganda for the ruling Party. Students will use the knowledge they have learned about Big Brother and the
Party to create their unique representations. Before students begin, they will research examples of propaganda
using the links that were provided. While completing this project, students will also answer questions informally
in their notebooks about the structure of the novel that shows the main character’s slow progression towards
conformity.
Students will complete many formative assessments during their reading of the novel. Students will take a short
quiz multiple choice quiz after reading chapters 1-7, create a timeline that shows the progression of a chosen
character and how they are changing with society, and answer questions by citing information from the novel.
 themes together using a
concept map and create a
timeline to show character
change.

Lesson 3 (Graphic Organizer)

Student Learning Objective:
Students will synthesize the
information they have
received from the text and
organize it into a well-
structured essay that cites
supporting evidence from the
text.
Acceptable Evidence: Lesson Activities:
Students will complete their After the completion of the novel, students will organize big ideas from the reading into a sequencing chart.
sequencing chart according to Students will be given the opportunity to work with a partner to brainstorm what they five most important
directions and the grading events from the novel lead to the main character’s change in attitude towards Big Brother. Students will then
rubric. This assignment is a work on their own sequencing chart to organize their events into a timeline with proper quotes from the novel
graphic organizer that and explanations of why they chose that event. This activity is a way to organize thoughts and collect important
prepares them to write their quotes before students write their final essay.
final essay that will be a take
home assessment. Students
will also show their
comprehension and
completion of the text by
taking a final exam in class.

Unit Resources:

Lesson1: Lecture
Prezi, Notes/ Webpage: http://santiagoliteraturelessons.weebly.com/lesson-1.html
Introductory Prezi on 1984: https://prezi.com/view/gJsXaw0ueTmokdrWL7Eb/

Lesson 2: IPad Lesson

Directions/ Webpage: http://santiagoliteraturelessons.weebly.com/lesson-2.html
Propaganda websites
https://www.canva.com/learn/examples-of-propaganda/
https://news.nationalgeographic.com/2016/12/world-war-2-propaganda-history-books/
https://www.history.com/topics/world-war-ii/world-war-ii-history/pictures/world-war-ii-posters/recruitment-poster-by-tom-woodburn

Lesson 3: Graphic Organizer

Directions, Example, Scoring Guide/ Webpage: http://santiagoliteraturelessons.weebly.com/lesson-3.html

Assessments:
Webpage: http://santiagoliteraturelessons.weebly.com/assessments.html
Quiz: https://www.proprofs.com/quiz-school/story.php?title=how-good-is-your-geography-knowledge_295tv
Final Essay Rubric: https://www.quickrubric.com/r#/qr/malia/1984-essay

Useful Websites:
Background on the novel:
https://www.biography.com/people/george-orwell-9429833
https://www.encyclopedia.com/social-sciences-and-law/political-science-and-government/political-science-terms-and-concepts-93
Articles on Surveillance and Today :
http://www.newsweek.com/government-surveillance-likely-americans-believe-672201
https://www.usatoday.com/story/tech/columnist/komando/2017/09/29/how-stop-your-devices-listening-and-saving-what-you-say/715129001/
https://www.youtube.com/watch?time_continue=1&v=FrxDrpi1XNU
Videos:
https://www.youtube.com/watch?v=H9ipRaLa4Jw
https://www.youtube.com/watch?v=GQxOKXEff4I
https://www.youtube.com/watch?time_continue=4&v=HV9q3PXqGPY
https://www.youtube.com/watch?v=qiKsBd55aEk
Common Core Standards:
http://www.corestandards.org/
Unit Website:
http://santiagoliteraturelessons.weebly.com/
Class website:
http://msantiagoenglish.weebly.com/