Curriculum / ELA / 8th Grade / Unit 3: Abusing Power: Animal Farm and Wicked History / Lesson 12
ELA
Unit 3
8th Grade
Lesson 12 of 32
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Identify the actions that various animals take to develop, support, and defend Animal Farm, and explain what these actions reveal about their characters.
Book: Animal Farm by George Orwell pp. 27 – 44 — Chapters 3–4
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Prior to the start of class, print out the quotes in the Hamlet Quote Card resource and glue/tape them to a notecard in order to be prepared for the opening activity. If possible, move the student desks/tables to the side of the room so that there is room for students to walk around. Alternatively, take students to a space outside the classroom where they will have more room to engage in the activity.
Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved.
Why are Boxer and Snowball awarded "Animal Hero, First Class" (p. 44) after the Battle of the Cowshed? What do their actions in battle reveal about their characters, especially in comparison to the actions of other animals like Mollie or Napoleon?
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Questions about the text that will help guide the students understanding
How are the pigs different from the other animals in their behavior, characteristics, and privileges? Provide examples from Chapter 3 and analyze their significance.
How does Squealer use the propaganda techniques of fear and transfer in his speech on pages 35–36, and what are their effects? Cite at least two pieces of evidence and explain how it demonstrates these techniques and their impact.
How has the establishment of Animal Farm impacted other animals around the countryside? How has it impacted humans? Provide examples from Chapter 4 to support your answer.
Assess student understanding and monitor progress toward this lesson's objective with an Exit Ticket.
Literary terms, text-based vocabulary, idioms and word parts to be taught with the text
toil
v.
(p. 27)
to work hard
manipulation
n.
(p. 34)
the act of controlling or influencing a person or situation, usually in a way that is unfair
Reading and/or task to be completed at home in preparation for the next lesson.
To ensure that students are prepared for the next lesson, have students complete the following reading for homework. Use guidance from the next lesson to identify any additional language or background support students may need while independently engaging with the text.
Book: Animal Farm by George Orwell pp. 45 – 58 — Chapter 5
While reading, answer the following questions.
What happens to Mollie?
How would you describe the relationship between Snowball and Napoleon?
What does Snowball want to build on Animal Farm?
How does Napoleon respond to Snowball's idea about what he wants to build?
What do Napoleon's dogs do to Snowball?
How do the animals respond to what Napoleon's dogs do to Snowball?
What does Napoleon claim was his idea originally?
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RL.8.3 — Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision.
RL.8.6 — Analyze how differences in the points of view of the characters and the audience or reader (e.g., created through the use of dramatic irony) create such effects as suspense or humor.
Standards that are practiced daily but are not priority standards of the unit
L.8.6 — Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.
RL.8.1 — Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
RL.8.2 — Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text.
RL.8.4 — Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.
RL.8.10 — By the end of the year, read and comprehend literature, including stories, dramas, and poems, at the high end of grades 6—8 text complexity band independently and proficiently.
SL.8.1 — Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others' ideas and expressing their own clearly.
SL.8.6 — Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.
W.8.1 — Write arguments to support claims with clear reasons and relevant evidence.
W.8.1.a — Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.
W.8.1.b — Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.
W.8.4 — Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
W.8.9 — Draw evidence from literary or informational texts to support analysis, reflection, and research.
W.8.9.a — Apply grade 8 Reading standards to literature (e.g., "Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works such as the Bible, including describing how the material is rendered new").
W.8.10 — 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 discipline-specific tasks, purposes, and audiences.
Next
Explain how George Orwell has interpreted individuals and events from the Russian Revolution and portrayed them in his allegorical text, Animal Farm.
Define and articulate the differences between capitalism and communism, including how they influence human behavior in society.
Standards
RI.8.1RI.8.3
Explain the events, ideas, and social conditions that began to shape Stalin's behavior and beliefs about the world.
RI.8.2RI.8.3
Identify the people, events, ideas, and social conditions that led to the Russian Revolution, and explain Stalin's role in the establishment of a new communist society and government.
Identify an author's perspective in a nonfiction text and explain the various techniques authors use to establish their perspectives.
RI.8.1RI.8.6
Explain the purpose of Stalin's Five-Year Plan, its impact on the people of the Soviet Union, and how author McCollum uses specific text features to develop key ideas about this time period.
RI.8.2RI.8.5
Define propaganda and gather evidence about a specific propaganda technique in preparation for creating an informational poster.
RI.8.2W.8.2W.8.9
Draft a paragraph and create a poster that informs classmates about a propaganda technique.
W.8.2W.8.2.aW.8.2.bW.8.5
Identify examples of propaganda and explain how Stalin used them to control the people of the Soviet Union.
Determine the central idea of individual chapters of Joseph Stalin (A Wicked History) and the text overall, and explain how the author’s purpose for writing contributes to how he develops and supports these ideas.
RI.8.2RI.8.6
Explain how Orwell uses descriptive language to develop Old Major's perspective and make connections between Old Major's speech and real-world economic systems.
RL.8.2RL.8.4
Identify specific events and lines of dialogue that reveal character traits, and explain the impact of events on the plot of Animal Farm.
RL.8.3
RL.8.3RL.8.6
RI.8.1RL.8.1RL.8.3
Explain how the pigs use propaganda techniques to manipulate the other animals and how Orwell reveals this to the reader.
RL.8.4RL.8.6
Explain how George Orwell interpreted the events of the Russian Revolution and Stalin's regime and portrayed them in the allegorical text, Animal Farm.
Explain how the relationship between the pigs and the principles of Animal Farm has changed, and how Orwell uses dramatic irony to convey this change.
Explain how the pigs use language and propaganda to continue manipulating the other animals, and analyze the effect of this manipulation on both the characters and the reader.
RL.8.3RL.8.4RL.8.6
Explain the significance of specific lines and events in Animal Farm and what they reveal about characters and the plot.
RL.8.3RL.8.4
Utilize historical context and analysis of propaganda to draw conclusions about Orwell's purpose for writing Animal Farm.
RI.8.6RL.8.2RL.8.6
Identify places where the film version of Animal Farm differs from the original text and evaluate the choices made by the filmmakers.
RL.8.7
Unpack a narrative writing prompt, study a Mentor Text, and begin to outline their "rewrites."
RL.8.2W.8.3W.8.5
Complete a full draft of narrative "rewrites."
W.8.3W.8.3.aW.8.3.dW.8.3.e
Engage in peer feedback with a partner and present narratives to the class.
SL.8.4W.8.3W.8.5
Demonstrate a deep understanding of the texts and topics in a Socratic Seminar by posing and responding to questions and providing evidence to support ideas.
SL.8.1SL.8.1.aSL.8.1.cSL.8.4
Unpack a Writing Prompt and begin to gather evidence for a literary analysis essay.
W.8.1W.8.9
Draft a claim statement and create an outline for a four-paragraph literary analysis essay.
W.8.1W.8.1.aW.8.1.b
Draft two strong body paragraphs and revise them to contextualize and introduce evidence.
W.8.1W.8.1.cW.8.1.d
Outline and draft introduction and conclusion paragraphs.
W.8.1W.8.1.aW.8.1.e
Revise essay for linking words and tone, and experiment with verb moods.
L.8.1L.8.1.cW.8.1W.8.1.cW.8.1.d
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