1. Honors Senior British Literature and Language Arts
Good morning

2. Entry Task You will have 10 minutes to prepare for the timed write.
1984 Writing Prompts
Prompt #1: O’Brien also argues that the Party has control over external reality because nothing exists outside the mind, although he admits that for certain purposes this is not true. Those instances can be taken care of by doublethink. He asks Winston how one man asserts power over another. Winston answers, “By making him suffer.” O’Brien agrees. Winston responds that it would be impossible to found a civilization on fear and hatred and cruelty and that such a society could never endure because “It would have no vitality. It would disintegrate. It would commit suicide.” (Reread this portion of the novel.)
Who is right, Winston or O’Brien? In a well-organized essay, discuss whether or not a society based on hate and suffering such as O’Brien describes could exist for very long. Would the intoxication of power and the thrill of victory be enough motivation for people to continue living without friendship or love? Could you live in such a society? Why or why not? In supporting your arguments, use evidence from the novel, other texts, and your own experience.
Prompt #2: 1984 provides a cautionary tale about the potential of surveillance technology to allow an authoritarian government to control the population government to control the population.
In a well-organized essay, discuss how close our current society is to the potential of Big Brother and In order to do this, you will need to describe the surveillance technology used by Big Brother, including its capabilities and limitations, and compare it to the capabilities of current technology. You will also need to discuss who uses the technology and the purposes for which it is used. Finally, if Big Brother really might be watching us, what can we do to stop it?
Note: You may decide that in order to support your arguments effectively, you need to do some further research beyond the novel and the two additional articles.

3. Learning Goals (Unit)
Students will understand the shift from early Victorian era to later Victorian era in regards to Views of gender roles Decorum Materialism and superficiality Students will understand the impact of the growth of the British empire Diversity of literature Diversity of perspective

4. Victorian Era
Growing industrialization and increased population in cities had both positive and negative results.
The reform movement led to changes in the role of women, working conditions and labor laws, voting rights, and education and literacy.
Progress is a paradox – both good and bad come from scientific and technological advances.
Victorians questioned progress – is it positive or negative.
Colonization expanded the British empire in terms of ideas and lifestyle

5. Victorian Writers Embraced and questioned tradition
Sought new ways to understand love, grief, nature, God and the human condition
Were skeptical of an infinite power
Were critical of society’s reverence for stability and decorum
Thought it was possible to find order in a bleak and chaotic world
Disapproved of a materialistic, shallow, and secular society

6. Learning Targets
Students will engage in sustained reading inside and outside of the classroom to foster meaningful conversation and thought. Students will demonstrate their ability to take notes for understanding

7. Independent Novel Assignment
PURPOSE: The purpose of this unit is to engage you in sustained reading outside the classroom that exposes you to quality literature of the British literary tradition. You will be asked to think critically about the major themes in the novel, as well as the context of the literary period in which it was written.
TASK: Choose a British novel of at least 200 pages in length. A list of pre-approved British novels currently available in the SKHS bookroom is listed on your assignment sheet. You may propose a British novel that is not listed; all novels must be approved by me. You will be responsible for obtaining a copy of any novel that is not chosen from the pre-approved list below.
PROPOSAL: By the date indicated on the reading schedule, you will write a brief proposal stating which British novel you have chosen, the author’s, the number of pages, and your reason for selecting this novel. Due 4/20 (A) 4/21(B)
ASSIGNMENTS: Periodically, you will be asked to complete class activities pertaining to your reading.
ASSESSMENTS: You will have two written assessments for the novel: at mid-point of the novel and at the conclusion of the novel, per the reading schedule. Both assessments will be timed. These assessments will be based on your understanding of the plot, the development of the major characters, the key themes, and the novel’s relationship to the period in which it was written. For both assessments, you will need to cite sufficient, relevant textual evidence to support your claims. You must determine the reading strategy you will employ to engage with the novel and collect textual evidence for the assessments. Suggested reading strategies include annotating the text, double entry reading journals, etc.

8. 1984 – Essay Prompt Two choices: Can a society based on hate survive?
Is our technology taking us closer to the world of Big Brother?
*You will have 50 minutes to write your essay next class [4/20 (A) 4/21(B)]
Articles: While we are reading the article take notes on a piece of notebook paper. I do not have enough copies to give you an article to keep but you can go to my website and reread the articles or print a copy for your use.

9. Victorians – Alfred, Lord Tennyson
[928 – 929] Read the background for Alfred, Lord Tennyson and write down three significant things about his life. Workbook page 314 – 320 Read and mark up the text – do all of the side bar questions/reflections

10. For Next Class
H/W
Read the “Lady of Shalott” in your workbooks and respond to reflections/questions in the grey/blue side margins (if not finished in class)
Read Robert Browning’s “My Last Duchess” in your workbooks and respond to the reflections/questions

11. Exit Task:
Reflect on the learning targets for today. Do you feel you met the targets?
Students will be exposed to other cultures and time periods, quality literature and effective/varied writing styles
Students will begin to understand key facts that influenced and developed literature
Students will write effectively in expository mode to examine/analysis a complex idea
1. What is one thing that you completed or learned today that you found interesting?
2. What is one thing that you feel you can improve in future classes?