Quarter 4, Week 6 of 9

Independent Reading due by THIS FRIDAY, May 2 @ 2:15!

Reminder: All coursework must be completed by FRIDAY, MAY 9 @ 2:15!

Monday, April 28

Classwork
Learning Objective: L.11-12.6, Acquire and use new academic and domain-specific words and phrases.

1. Do Now: G Level Vocabulary Unit 14, Quiz B
2. After: Scan Section III
3. Then: Answer as many of the following questions as possible about Section III
• (Chapter 1) As Winston waits in the jail cell in the Ministry of Love, he meets the poet Ampleforth and his neighbor Parsons. What are they in for?
• (Chapter 2) Winston wonders why they are torturing him if they are just going to kill him anyway. What is O’Brien’s answer?
• (Chapter 3) According to O’Brien, who actually wrote The Theory and Practice of Oligarchical Collectivism? What does this mean, if true?
• (Chapter 4) Winston thinks he is making progress. He is learning to practice crimestop. What is he learning? What is he hoping for?
• (Chapter 5) What is waiting for Winston in Room 101? What does it make him do?
• (Chapter 6) Winston meets Julia. What happens? What finally causes Winston to think he loves Big Brother?
4. Next: Reminder about Major Project Due Date (May 9)

Target Practice: I can acquire and use words and phrases from the vocabulary list and George Orwell's 1984 to write effectively about the story. +/0/-

Homework

• Independent Reading DUE BY FRIDAY @ 2:15!
• Continue working 1984 Creative Activity (I still need proposals from several people.  Use this template, but understand you need to change Senior Project information. Ask a classmate.)

Tuesday, April 29 and Wednesday, April 30

Classwork
Learning Objective: RL.11-12.3, Analyze the impact of the author's choices regarding how to develop and relate elements of a story.

1. Do Now: Copy the learning objective and target practice.  Then, copy and respond to the following question in your journal:  Why does O’Brien want Winston to say that there are five fingers when he is only holding up four? Why isn’t he satisfied when Winston finally says five? What lesson is O’Brien trying to teach Winston?
2. After: Watch "Chain of Command: Part 2" and answer the following questions in your journal:
• Which character represents O'Brien?  Winston? 
• How do the policies of the Cardassian Military resemble those of The Party in 1984?
• What about the interrogation techniques are the same? Different? 
• Who do both reveal about a person's susceptibility to suggestion? 
• Does this frighten you? Why or why not?
3. Then: Discuss the various answers to the questions
4. Next: (time-permitting) continue answering questions from Monday

Target Practice: I can analyze and interpret similar themes in multiple stories. +/0/-

Homework

• Independent Reading DUE BY FRIDAY @ 2:15!
• Continue working 1984 Creative Activity

Thursday, May 1 and Friday, May 2

Classwork
Learning Objective: RL.11-12.4, Determine the meanings of words as they are used in the text.

1. Do Now: Copy the learning objective and target practice.  Then, copy and respond to the following prompt: Sketch the room where O'Brien interrogates Winston.  Pay special attention to include the devices described in the text, the lighting, and the position of the characters.
2. After: Discuss the responses.
3. Then: Complete any missing questions from Sections I, II, and III of the story.
4. Next: Workshop on writing portion of the 1984 Creative Activity

Learning Objective: I can convey connotative and figurative meanings of words and phrases that make the text particularly engaging. +/0/-

Homework

• Independent Reading DUE BY FRIDAY @ 2:15!
• Study for G Level Vocabulary Unit 15, Quiz A on Monday
• Continue working 1984 Creative Activity due by May 9 @ 2:15

Quarter 4, Week 5 of 9

Attention: May 9 is the last day to complete late work!

Monday, April 21
Classwork
Learning Objective: L.11-12.6, Acquire and use accurately general academic and domain specific words and phrases.

1. Do Now: G-Level Vocabulary Unit 14, Quiz A
2. After: Reading block with questions (Where's Waldo? search style)
• (Chapter IV) What is Winston's job at the Ministry of Truth? How does he feel about it? Why?
• (Chapter V) What is the purpose of Newspeak? Who are the Thought Police?
• (Chapter VI) What kind of marriage does Winston have? Why does he live alone?
• (Chapter VII) Who are the 'proles'? Why does Winston write, "If there is hope, it lies in the proles?"
• (Chapter VIII) Why is Winston scared of the girl from the fiction department?
3. Then: Quiz scoring
4. Next: Review weekly planning sheets

Target Practice: I can use new academic and 1984 specific language in my responses to clarifying questions about the story. +/0/-
Homework

• Print, sign, and submit a hard copy of your 1984 Creative Activity Proposal by THE END OF TODAY if you did not do it last week.
• Continue independent reading due in two weeks (May 2 by 2:15- HARD COPY ONLY)
• Continue 1984 Creative Activity parts 1 and 2 due by May 9 @ 2:15

Tuesday and Wednesday, April 22 and 23
Classwork
Learning Objective: RL.11-12.6, Analyze a case in which grasping a point of view requires distinguishing what is directly stated in a text from what is really meant.

1. Do Now: Copy the learning objective and target practice.  Then, copy and respond to the following questions in your journal: What is the effect of time-shifting/dream sequences on the reader? Does it help us engage in the story, or does it only confuse? Why does Orwell do it?
2. After: Discuss responses and the power of naming.
• Winston lives at "Victory Mansions," drinks "Victory Gin," and smokes "Victory Cigarettes." When he can find them, he probably uses "Victory" razor blades too. Why is everything called "Victory"? Does it make people feel more positive about the future? What are some examples of this kind of naming in our own society?
3. Then: 35 minute silent reading of Section 2 with predict strategy (When you think of it while your read, write three predictions about what will happen later in the story)
4. Next: Discuss euphemisms.  Many of the B-vocabulary words in The Principles of Newspeak are euphemisms.  Why would a government use them?

Target Practice: I can read and relate events of 1984 to the society in which I live today. +/0/-
Homework

• Continue independent reading due May 2 by 2:15- HARD COPY ONLY
• Continue 1984 Creative Activity parts 1 and 2 due by May 9 @ 2:15

Thursday and Friday, April 24 and 25
Classwork
Learning Objective: RI, RL.11-12.5, Analyze how an author's choices concerning how to structure specific parts of a text contribute to its overall structure, meaning, and impact.

1. Do Now: Copy the learning objective and target practice in your journal.  Then, Read Thomas Pyncheon's critique of 1984's appendix 'The Principles of Newspeak' and answer this question in your journal: What do you think of Pyncheon's argument about the appendix?
• Thomas Pynchon, author of The Crying of Lot 49 and Gravity’s Rainbow, wrote a forward to the centennial edition of 1984. Of the appendix, he says, 
• It is as dark an ending as can be imagined.
• But strangely, it is not quite the end. We turn the page to find appended what seems to be some kind of critical essay, “The Principles of Newspeak.” We remember that on page 4 we were given the option, by way of a footnote, to turn to the back of the book and read it. Some readers read it and some don’t—we might see it nowadays as an early example of hypertext. 
• Pynchon then notes that the Book of the Month Club tried to get Orwell to remove the appendix and the chapters from the Goldstein book, but Orwell refused, saying, “A book is built up as a balanced structure and one cannot simply remove large chunks here and there unless one is ready to recast the whole thing.” Three weeks later, the BOMC relented. 
• Pynchon continues, 
• Why end a novel as passionate, violent and dark as this one with what appears to be a scholarly appendix?
• The answer may lie in simple grammar. From the first sentence, “The Principles of Newspeak” is written consistently in the past tense, as if to suggest some later piece of history, post-1984, in which Newspeak has become literally a thing of the past—as if in some way the anonymous author of the piece is by now free to discuss, critically and objectively, the political system of which Newspeak was, in its time, the essence. Moreover, it is our own pre-Newspeak language that is being used to write the essay. Newspeak was supposed to have become general by 2050, and yet it appears that it did not last that long, let alone triumph, that the ancient humanistic ways of thinking inherent in standard English have persisted, survived, and ultimately prevailed, and that perhaps the social and moral order it speaks for has even, somehow, been restored.
2. After: Discuss the responses
3. Then: Silent reading of Section 2 with Where's Waldo? style questions (Q & A in journals):
• (Chapter I) Why is it so difficult for Winston to meet the girl?
• (Chapter II) Who is Julia? What are her strengths? Why is Winston attracted to her and she to him?
• (Chapter III) Why can't Winston and Julia just get married?
• (Chapter IV) Why is Winston surprised to see Julia wearing make-up?
• (Chapter V) When Winston explains that the past is being erased, Julia doesn't care. Why? Is she right?
• (Chapter VI) Why is the meeting with O'Brien important?
• (Chapter VII) What happened to Winston's mother?
• (Chapter VIII) How is the life of an inner-party member different from the life of an outer-party member? 
• (Chapters IX and X) If Oceana is is an oligarchy, then it doesn't have a dictator. Who or What is Big Brother?
4. Next: Share responses and answer questions about the creative activity

Target Practice:  I can use a questioning reading strategy to analyze an author's meaning in the story. +/0/-

Homework

• Study for G-Level Vocabulary Unit 14, Quiz B on Monday
• Continue independent reading due May 2 by 2:15- HARD COPY ONLY
• Continue 1984 Creative Activity parts 1 and 2 due by May 9 @ 2:15

Quarter 4, Week 4 of 9

Monday, April 14 and Tuesday, April 15

Classwork
Learning Objective: L.11-12.6, Acquire and use accurately new academic and domain-specific words and phrases.

1. Do Now: G Level Vocabulary Unit 13, Quiz B
2. After: Fun With Doublethink Short reading/writing activity
3. Then: 35 minute SSR with questioning strategy
4. Next: Discuss creative project directions and begin proposal writing (using Senior Project Letter of Intent Template)

Target Practice: I can use new academic and 1984 specific vocabulary to write a proposal for my creative project. +/0/-
Homework

• Revise your proposal for submission during class on Thursday/Friday (this will be accepted in hard-copy or shared to wfisher@kkhs.k12.hi.us via your school Google Account)
• Continue Independent Reading due by May 2 @ 2:15 (hard-copy only)

Wednesday, April 16 and Thursday, April 17

Classwork
Learning Objective: RL.11-12.3, Analyze the impact of the author's choices in how the story is developed and parts are related. W.11-12.4, Produce clear and coherent writing in which organization, style, and development are appropriate to task and audience.

1. Do Now: Write the learning objective and target practice in your journal. Then, copy the following questions and respond in your journal: What is the “Two-minutes Hate”? What effect does it have on the people? Who is Emanuel Goldstein? Why is it important to hate him?
2. After: SSR with summarizing strategy (Goal is to be at Section 2, p.114, by the end of class)
3. Then: elbow partners discuss Creative Activity proposals (computers available for research if needed)
4. Next: Revise proposal and submit/print (using Senior Project Letter of Intent Template)

Target Practice: I can create an activity that shows my understanding of the book and how it is present in society today. +/0/-
Homework

• Study for  G Level Vocabulary Unit 14, Quiz A on Monday
• Begin working on 1984 creative project (click here for the instructions and rubric)
• Continue Independent Reading due by May 2 @ 2:15 (hard-copy only)

Reminder: if you would like to borrow a copy of George Orwell's 1984, please ask and one can be checked-out to you outside of class.  It is also available on iTunes, Android, Kindle, and most other electronic devices at little or no cost.  You may also get a digital or hard-copy from the Hawaii State Public Library System.

Quarter 4, Week 3 of 9

Monday, April 7
Classwork
Learning Objective: L.11-12.6, acquire and use accurately general academic and domain-specific words and phrases.

1. Do Now: G Level Vocabulary Unit 13, Quiz A
2. After: Reading about the concept of 'Orwellian' (key word identification)
3. Then: Responding to the question: On a separate sheet of paper write your own definition of what the word “Orwellian” means to you. Does the word apply to our society today? Why or why not?
4. Next: Self-score quiz and review weekly sheet

Target Practice: I can use newly acquired academic words and phrases in my writing. +/0/-

Homework

• Continue Independent Reading due by 2:15 on Friday, May 2

Tuesday, April 8 and Wednesday, April 9
Classwork
Learning Objective: RL.11-12.4, Determine the meanings of words and phrases as they are used in the text, as well as analyze the impact of word choice on meaning and tone.

1. Do Now: Copy the learning objective and target practice in your journal. After, read the provided 'Getting Ready to Read: The Sleazy Dirtbags' activity.  Answer the four questions in your journal before you begin reading the next section in George Orwell's 1984.
2. After: Review the activity and it's relevance to both today and the story
3. Then: 35 minute SSR with key word strategy in journals (4 column journal entry: word/page #/personal meaning/denotation)
4. Next: Discuss Major Activity options (open to class)

Target Practice: I can understand the language used in the story and make connections to the society in which I live today. +/0/-

Homework

• Continue Independent Reading due by 2:15 on Friday, May 2
• Bring Major Activity ideas to next class (we will decide on the two activities then)

Thursday, April 10 and Friday, April 11
Classwork
Learning Objective: L.11-12.6, acquire and use accurately general academic and domain-specific words and phrases.

1. Do Now: Copy the learning objective and target practice.  After, copy and answer the following question in your journal: What are the four government ministries that control the world of Big Brother? In our own society, we have departments in the federal government such as the Department of Defense and the Department of Education. Are these the same as the ministries in Oceania? How are they different?
2. After: Discuss answers to the questions
3. Then: 35 minute SSR with questioning strategy (at least one per page)
4. Next: Review the reading selection and decide on Major Activities (student provided)

Target Practice: I can understand the language used in the story and make connections to the society in which I live today. +/0/-

Homework

• Continue Independent Reading due by 2:15 on Friday, May 2