Backward Design TemplateCourse: AP Language and Composition Grade Level: 11Unit Topic: 1984STAGE 1- Desired Results- What should students know, understand, and be able to do?(V) Values:Igniting excitement and passion about the subject, and giving students a complete education of many aspects of literature (background info, historical context, etc).

(G) Goals:My goal is to help you make connections between the themes of Lord of the Flies and 1984 so you will further understand the theme of control in dystopian societies and how this relates to our modern world.

(St) Standards:

TEKS for English III: Reading/Comprehension of Literary Text/Fiction. Students understand, make inferences and draw conclusions about the structure and elements of fiction and provide evidence from text to support their understanding. Students are expected to; (B) analyze how authors develop complex yet believable characters in works of fiction through a range of literary devices, including character foils; (C) analyze the way in which a work of fiction is shaped by the narrator's point of view (Bl) Blooms:

The TEKS require the students to make inferences, to analyze, and to demonstrate their abilities, which may be categorized as application. (U) Understandings: (Q) Essential Questions:

Dystopias can be disguised as utopias. What is a dystopian fiction?

The darkness inside human beings is a themerepeated throughout literature. How do the themes of control relate

to our modern world?

(K) Knowledge:

Students will know….Key terms: dystopia, utopia, thoughtcrime, English Socialism

Types of thought control in Lord of the Flies and 1984What issues in our modern world link back to concerns in 1984 and Lord of the Flies

(S) Skills

Students will be able to…Identify the similarities between the dystopian worlds of 1984 and The Lord of the FliesConstruct a rationale for why dystopian thought control is immoralExplain why Newspeak is thought control and explain the consequences of such a thing.

STAGE 2- Assessment Evidence- How will I know if students have achieved the desired results?

(FA) Formative Assessments:

Talk It Out- students pair up and debate the discussion question. Then, one “ambassador” will share their findings with the larger group. Guiding questions: “What would a party member say to a prole?” “How are 1984 and Lord of the Flies similar?” “What makes a dystopian novel?”

Journal entry- students write what they learned and anything they found particularly interesting in a short journal entry at the end of class. “What new thing did you learn today?” “Do you agree that all dystopias are failed utopias?” “What are the consequences of Newspeak?”

Informal check-up- discussions will include calling on students to participate, and their answers can be evaluated for current knowledge. “How does the Party control the Proles with technology?” “What does Jack represent?” “How does Big Brother keep the Proles in line?”

(T) Performance Tasks

Newspeak- Students group together and create Newspeak words, then they explain the consequences of Newspeak. “Analyze what uncold means?” “Infer the consequences of Newspeak?” “Conclue why they created Newspeak?”

Roleplay- Students pair up and role play a character and debate their sides. “Infer what would a party member think about control?” “Create what would a prole think about the party members?” “Infer would they get along or argue?”

(OE) Other Evidences:

Final work sample: Letter to/from a party member or prole will be taken up and graded.

Observations: I can observe how students are interacting with each other in their pairs.

(SA) Self-Assessments:The “L” in KWL: What did I learn about 1984 today?

Journal- What new things did I learn?

Reflect at the end of class on how 1984 is relevant in today’s world.

(S) Summative Assessment:

Letter writing: After they’ve paired up and verbally tossed around ideas, students will write a letter either as a party member or a prole addressed to someone in the opposite class, explaining what they think and why the opposing member is wrong.

Rubric:

Did the student:

Use 3 specific citations from the book in their argument? No- 0 Almost- 3 Yes-5Clearly state their side in the argument? No- 0 Almost- 3 Yes- 5Refute 2 beliefs of the opposite side and provide textual support for both? No- 0 Almost- 3 Yes- 5

Add up the points: 0 is a 0, 9 is a 60, and 15 is a 100

STAGE 3- Instructional Plan- What experiences produce student evidence of desired results?

Day 1: the day before my ACTUAL lesson plan. Wrap up of Lord of the flies.

13min- Anticipatory Set- Watch video from LOTF movieBecause the students have hypothetically just taken a summative assessment over

a LOTF unit, we can start with a movie of the book they've been reading.15 min- lesson type- Socratic discussion

I can ask them what they agree with and disagree with in the movie portrayal and if they think the movie got certain things right13 min- activity- pair/share

Students get a partner and each argue a side: “The movie captures the essense of the book well.” Then each group shares the winning side.7 min- closure- journal

The ticket out of the classroom is for students to write a short journal entry on final thoughts about LOTF. They can include favorite parts and difficult parts, as well as new things they learned.

Day 2: the day of the lesson I’m teaching. Introduce 1984 and relate to prior knowledge: LOTF

8 min- Anticipatory Set- “KW” of “KWL”I want to gauge how much the students know about the book, so I’ll ask them to

write down and share how much they know and what they want to know.5 min- class type is a blend of Socratic discussion and group work- discussion

I’ll begin with questions about LOTF which bring to mind familiar issues and prior knowledge, then link them to 1984. I’ll ask the class how the two societies are alike and different.10 min- group work

Students get into groups of 3 and come up with all the ways that Big Brother and IngSoc control the population, and how this is similar to Jack’s rule. Also, how are the two different?5 min- brief from group work

Ambassadors from each group share their findings. Take the time to discuss what a dystopia and utopia are, and if the people in charge believe in the dystopia.7 min- part 2 of Socratic discussion

Now I set up the NewSpeak activity. What is Newspeak? Explain how it works and examples. 10 min- group work

Students get into groups again, and I give each group a list of words, such as “sad angry depressed frustrated” or “love like attracted to fond of”. Students must turn each group of words into a Newspeak word, then discuss what would happen if there were only one word for all those feelings.5 min- closure- share final thoughts

For closure, each group shares their findings, and we discuss the implications of deleting words from a language.

Day 3: Day of first summative assessment over 1984

13 min- Anticipatory Set – link to modern dayI can link 1984 to issues like Edward Snowden to show relevance in today’s

society.10 min- class type is a mix between roleplay and writing the summative assessment- ROLEPLAY

Students pair up, and one takes the role of a party member, and the other takes the role of a pole. They have a dialogue in which they argue their sides to the other, in character.

25 min- no closure- summative assessmentNo closure because the rest of class is set aside for the summative assessment

writing assignment. Students must write a letter as their character to the other character arguing their case, and they must make specific references to the text to support their answer.