DIRECTIONS: Find three examples of imagery in the scene where Julia and Winston meet for the last time. Choose imagery that helps to create the sense of bleak distance between the characters. Use this Google Form to submit your work to me. DUE by 8 a.m. Friday, Oct. 18.
Write with detail and thoughtfulness about the following:
What are the 3 most important concepts your group has decided to teach in this lesson? Why did you decide to teach it the way you did? What other alternatives did your group consider?
Melissa Wantz's insight:
Read your section of 1984's Chapter 9 and work in your team to list what should be conveyed and explained to the class. Draw a 2-minute, 2-board mini-lesson on your section using a class mini-whiteboard.Transfer this lesson into a digital whiteboard format using an iPad and Explain Everything. When you have time, one member of your group must complete this form, with group input, as a way to reflect on your own teaching decisions.
We re-read Chapter 10 and determined where the pivot takes place, from hope to fear.Learned about imagery and symbolism and annotated for both types of mood (hope and fear) to see the effects of the images and symbols Orwell used. We ran out of time to annotate the imagery of hope and fear together, so here is a mini-video lesson I created on Explain Everything. This might help with your homework or with next week’s writing. “How to annotate for imagery” (9-minute video)
Need to review what connotations are? Here's the slideshow from today's class. We discussed the imagery and symbols found in chapters 2-4, as well as what O’Brien wants from Winston.We learned that words have connotations and associations and these are what we need to find and explain to show our understanding of the author’s intentions.
Students worked in teams to explain a section from the very difficult Chapter 9 of 1984. After uploading their lessons, they watched them and interacted with their peers' work via a Google form (for homework). Here is an example of one of the lessons.
After watching all of the student lessons and summarizing them into a two-page expository essay. Groups decided what were three essential requirements (of the many portrayed in Chapter 9) to create an oppressive society. They drew one illustration on the iPad (Paper 53) to visually show these 3 things the government must do to oppress people. They presented to class from the iPad via AirServer as Mrs. Wantz made a list.
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