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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Determine what Orwell wants the reader to understand about the Russian Revolution and human nature more broadly, and explain how he develops these ideas in Animal Farm.
Book: Animal Farm by George Orwell — Whole Text
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Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved
What theme does Orwell develop about the way human beings are impacted by propaganda and persuasive language? Where in the text does he explore this theme? Provide at least two different places in the text where this theme is developed.
An example response to the Target Task at the level of detail expected of the students.
Questions about the text that will help guide the students understanding
What does Orwell want the reader to understand about Stalin and the Russian Revolution?
Literary terms, text-based vocabulary, idioms and word parts to be taught with the text
theme
n.
the author’s message in the text about the way the world works or what it means to be human. Generally applied to literary texts (fiction, poetry, dramatic works).
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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.
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.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.
Lesson 18
Lesson 20
Define and articulate the differences between capitalism and communism.
RI.8.2 RI.8.3
Explain the events, ideas, and social conditions that began to shape Stalin’s behavior and beliefs about the world.
Identify the 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.
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.8.2 RI.8.5
Writing
Define propaganda and gather evidence about a specific propaganda technique in preparation for creating an informational poster.
RI.8.2 W.8.2 W.8.9
Draft a paragraph and create a poster that informs classmates about a propaganda technique.
W.8.2 W.8.2.a W.8.2.b W.8.5
Identify ways that Stalin used propaganda 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 develops and supports these ideas.
RI.8.2
Define the literary genres of satire and allegory, and explain their purposes.
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.8.2 RL.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
Explain the impact of different propaganda techniques the pigs use in Animal Farm.
RL.8.3 RL.8.4
Explain how George Orwell has interpreted individuals and events from the Russian Revolution and portrayed them in his allegorical text, Animal Farm.
Explain how the pigs use propaganda techniques to manipulate the other animals, and how the author uses this manipulation to develop dramatic irony.
RL.8.4 RL.8.6
Explain how George Orwell has interpreted events of the Russian Revolution and portrayed them in his allegorical text Animal Farm.
Explain how the pigs have betrayed the original principles of Animal Farm, and how their betrayal and manipulation of the other animals creates dramatic irony.
RL.8.3 RL.8.6
Explain how Squealer uses language and propaganda techniques to manipulate the other animals, and how the author uses this manipulation to develop dramatic irony.
RL.8.3 RL.8.4 RL.8.6
Explain the significance of specific lines and events in Animal Farm and what they reveal about characters and the plot.
RL.8.2
Identify places where the film version of Animal Farm differs from the original text and evaluate the choices that the director made.
RL.8.7
Unpack a narrative writing prompt, study a Mentor Text, and begin to outline their "rewrites."
RL.8.2 W.8.3 W.8.5
Complete a full draft of narrative "rewrites."
W.8.3 W.8.3.a W.8.3.d W.8.3.e
Engage in peer feedback with a partner and present narratives to the class.
SL.8.4 W.8.3 W.8.5
Socratic Seminar
Engage in a Socratic Seminar with peers, demonstrating a deep understanding of the text and topic by posing and responding to questions and providing evidence to support ideas.
SL.8.1 SL.8.1.a SL.8.1.c SL.8.4
Unpack a Writing Prompt and begin to gather evidence for a literary analysis essay.
W.8.1 W.8.9
Draft a claim statement and create an outline for a four-paragraph literary analysis essay.
W.8.1 W.8.1.a W.8.1.b
Draft two strong body paragraphs and revise them to contextualize and introduce evidence.
W.8.1 W.8.1.c W.8.1.d
Outline and draft introduction and conclusion paragraphs.
W.8.1 W.8.1.a W.8.1.e
Revise essay for linking words and tone, and experiment with verb moods.
L.8.1 L.8.1.c W.8.1 W.8.1.c W.8.1.d
Assessment – 2 days
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