Day One

SWBAT:
Identify certain
characteristics and
thematic elements in
dystopian literature of
both the past and
present
Materials:
- 1984
- Paper & Pen
Activities:
- Teacher-led
discussion of
chapter 1s
material.
- Follow on with a
brief history of
George Orwell,
and 1984s
literary
significance.
Assessment:
Discussion
participation.
HW:
Independent reading of
Chapters 2-4 in 1984.

Day Two
SWBAT:
Engage in small writing
prompts, as tickets in
the door, regarding the
readings at least two
times a week.
Materials:
- 1984
- Paper & Pen
Activities:
- Ticket in the
door.
- Group reading
of 1984 chapter
5.
- Check for
understanding as
going around the
room during
group reading to
maintain task.
Assessment:
Entry Ticket Why is
Winston so afraid of the
Junior Spies who live
next door?
HW:
Independent reading of
chapter 6-8 in 1984.
Two paragraphs, with
the Party controlling
history, how are they
controlling the present?

Day Three
SWBAT:
Read text with a critical
eye for comparison and
analysis.
Materials:
- 1984
- Paper & Pen
Activities:
- Begin Book 2,
Chapter 1, of
1984 in paired
reading.
- Class discussion
regarding the
HW.
Assessment:
HW Turn-in.
Class participation.
HW:
Independent reading of
1984 chapters 2-3.

Day Four
SWBAT:
Engage in small writing
prompts, as tickets in
the door, regarding the
readings at least two
times a week.
Materials:
- 1984
- Paper & Pen
Activities:
- Ticket out the
door.
- Silent sustained
reading, Book 2,
chapter 4.
- Class discussion
prompts tickets
out the door.
Assessment:
Exit Ticket What does
the rat represent in
chapter 4? Is it just
Winstons fear, or
something else?
HW:
Independent reading of
chapters 5-6 in 1984.

Day Five
SWBAT:
Use quotations as
supporting evidence of
character, theme, and
critical analysis in both
verbal discussions and
written prompts.
Materials:
- 1984
- Participation
Activities:
- Fishbowl
discussion
regarding the
readings thus far
in 1984 and how
they relate to
other books,
and/or films they
have read/seen.
- Reiterate
comparative
analysis
importance. Get
gears turning.
Assessment:
Individual participation
HW:
Independent reading
chapter 7-10 in 1984.

Day Six

Day Seven

Day Eigh

Day Nine

Day Ten

SWBAT:
Utilize technology to
create word documents
of their comparative
analyses.
Materials:
- 1984
- Positive attitude
- Participation
Activities:
- Go over rules in
computer lab.
- Go to computer
lab for day 1 of
drafting.
Assessment:
Individual participation.
HW:
Independent reading of
1984 Book 3s chapters
1-3.

SWBAT:
Utilize technology to
create word documents
of their comparative
analyses.
Materials:
- 1984
- Positive attitude
- Participation
Activities:
- Back to
computer lab for
day 2 of
drafting.
Assessment:
Rough draft at least
75% completed by the
end of class.
HW:
Independent reading to
finish 1984 last 3
chapters.

SWBAT:
Engage in Socratic
Seminars regarding the
works read both in and
out of class.
Materials:
- 3 questions
- 1984
- Paper & Pen
Activities:
- Socratic Seminar
utilizing the best
and/or most
recurring
questions chosen
by the teacher.
Assessment:
HW turn-in.
Quiz on comprehension
of 1984 as a whole.
HW:
Independent Reading of
1984s chapter 1.

SWBAT:
Peer review one
anothers work in an
organized and
professional manner.
Materials:
- Rough Draft of
comparative
analysis
- Paper & Red
Pen
Activities:
- Peer Review of
rough draft with
plenty of
recommendation
s and appraisal,
positive and
negative.
Assessment:
Individual participation
HW:
Complete final drafts
finishing touches before
Fridays turn-in.

SWBAT:
Utilize the themes and
critical thinking analysis
to put together coherent
essays comparing and
contrasting two
dystopian novels
discussed in class.
Materials:
- Final draft of
comparative
analysis
Activities:
- Turn in final
draft.
- Class discussion
regarding the
works we have
finished reading
in class in
comparison to
film and other
literature. How
has dystopian
literature
influenced other
arts?
Assessment:
Final draft of
comparative analysis
essay turn-in.
HW:
None. End of unit.