Curriculum / ELA / 8th Grade / Unit 3: Abusing Power: Animal Farm and Wicked History / Lesson 19
ELA
Unit 3
8th Grade
Lesson 19 of 32
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Utilize historical context and analysis of propaganda to draw conclusions about Orwell's purpose for writing Animal Farm.
Book: Animal Farm by George Orwell pp. 6 – 11
Book: Joseph Stalin (A Wicked History) by Sean McCollum — p. 27; pp. 70–72
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Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved.
What is Orwell's purpose for writing Animal Farm? How well does Orwell convey his purpose and point of view to readers? Utilize historical context and examples from the text to support your thinking.
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Questions about the text that will help guide the students understanding
Reread Old Major's speech on pages 6–11 of Animal Farm. What connections can be drawn between it and the real-life events discussed on page 27 of Joseph Stalin (A Wicked History)? How does Orwell use analogy and irony to reveal his purpose for writing? (Joseph Stalin (A Wicked History) & Animal Farm)
Reread pages 70–72 of Joseph Stalin (A Wicked History), regarding Stalin's use of propaganda. How are McCollum's and Orwell's perspectives regarding the impact of propaganda similar? How do they convey their perspectives to the reader? (Joseph Stalin (A Wicked History) & Animal Farm)
What theme does Orwell develop in Animal Farm around the impact of propaganda and persuasive language? What does this theme reveal about Orwell's purpose for writing? (Animal Farm)
Reading and/or task to be completed at home in preparation for the next lesson.
Lesson 20 is a synthesis lesson where students will begin watching the film adaptation of Animal Farm. If needed, review notes and annotations from Lesson 10 and Lesson 11.
While reading, answer the following questions.
What are the key events in Chapter 1? Summarize the chapter.
What are the key events in Chapter 2? Summarize the chapter.
Why does Old Major gather all of the animals?
Who does Old Major think is the biggest enemy of the animals?
What does Old Major think that animals must do in order to achieve rich, free lives?
What event finally sparks the rebellion?
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RI.8.6 — Determine an author's point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints.
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.8.6 — 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.
RI.8.10 — By the end of the year, read and comprehend literary nonfiction at the high end of the grades 6—8 text complexity band independently and proficiently.
RL.7.9 — Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history.
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.8.10 — 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
Identify places where the film version of Animal Farm differs from the original text and evaluate the choices made by the filmmakers.
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
Identify the actions that various animals take to develop, support, and defend Animal Farm, and explain what these actions reveal about their characters.
RL.8.3RL.8.6
Explain how George Orwell has interpreted individuals and events from the Russian Revolution and portrayed them in his allegorical text, Animal Farm.
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
RI.8.6RL.8.2RL.8.6
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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