Lesson Plan: Decoding the Dystopian Characteristics of Macintosh’s “1984” Commercial
English Language Arts,
Grade: 9,
Duration: Three 50-minute sessions,
Author: Junius Wright
http://www.readwritethink.org/classroom-resources/lesson-plans/decoding-dystopian-characteristics-macintosh-933.html?tab=4#tabs
Gustavo A Vasquez
9-10.RI.1. – Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
9-10.RI.2. – Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
9-10.RI.4. – Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper).
9-10.RI.5. – Analyze in detail how an author's ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).
9-10.RI.8. – Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.
9-10.W.10. – Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
9-10.SL.2. – Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.
9-10.L.4.a. – Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word's position or function in a sentence) as a clue to the meaning of a word or phrase.
Media:
Listening/watching commercial:
Students will view the "1984" Macintosh commercial on YouTube and be able to understand the ideas and images being portrayed in the commercial.
Group discussion
Student-centered (handout):
Students (small groups or individually) will identify concrete dystopian examples from the commercial. Then will provide of evidence of their interpretation with details from the example. The students will have will have a scene-by-scene summary of the "1984" Macintosh commercial for reference.
Technology:
Students will use computers, laptops, tablets, or phones to view the "1984" Macintosh commercial. Thus, students will not need a scene-by-scene summary to remember the commercial. They will have the direct source and describe scenes in more detail.
Technology:
The teacher will use the Aurasma app to create an Aura for the "1984" Macintosh commercial. Students will be given the trigger image and use the app to instantly have access to the commercial.
Group Discussion:
Student-centered (Analysis of commercial)
The class will discuss how the director of the "1984" Macintosh commercial portrays the characteristics of a dystopian society.
Technology:
A projector for students to be able to watch the video on a screen.
Lecture:
Student-centered (Socratic pedagogy):
The teacher will ask students to share their immediate reactions to the voiceover text, determine the meaning of the words in the text, and the language pattern.
The teacher will jot down the
students reactions and ideas on the board or on chart paper.
Group discussion
Student-centered:
The teacher will read the voiceover text from the "1984" Macintosh commercial and afterwards ask students to identify the main idea.
Technology:
The teacher can upload all documents into Google Drive. Students can view the documents and work directly on the documents on the computer or tablet.
Technology:
The teacher will read and show the students the voiceover through a projector. Students will follow along on the overhead.
Technology:
The entire class can use Coogle on their laptops and computers instead of going to the board or chart. Every student will be able to simultaneously post their reaction and ideas regarding a word or phrase
Allow students to independently research the characteristics of utopian and dystopian societies.
The teacher will give students a handout that describes the characteristics about a dystopian society.
Technology:
Students will need a computer, laptop, or tablet, with an internet connection to conduct research.
Group Discussion:
Student centered:
Students will evaluate the claims being made in the voiceover text of the commercial
Student-centered:
Writing Workshop:
Students will write about the significance and implications of the "1984" Macintosh commercial.
Technology:
Students will be provided with computers or laptops.
Students will use Coogle or Bubbl.us to create an outline of their papers
Students will write their paper in Google Docs and share with the teacher. Therefore, the teacher will be able to see where the students stand in the writing process and leave a comment or suggestion.
Class discussion:
Student-centered:
Students will use the context of the commercial to understand the voiceover text from "1984" Macintosh commercial
Technology:
The teacher will create short answer questions on Socrative 2.0 for students to respond. Students will explain the meaning of a selected word from the voiceover text and provide evidence from the context of that sentence that supports their claim.
9-10.RI.8. – Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.
Group Discussion:
Student centered:
Students will evaluate the claims being made in the voiceover text of the commercial
Group Discussion:
Student centered:
Students will evaluate the claims being made in the voiceover text of the commercial
Present to students the "Pure Blonde Utopia" commercial on YouTube.
Compare and Contrast:
Students will compare and contrast the commercials. Also, provide students with a passage of Thomas More's "Utopia" to juxtapose Macintosh's commercial.
The teacher will discuss
the origin of the word utopia.
