Curriculum / ELA / 8th Grade / Unit 3: Abusing Power: Animal Farm and Wicked History / Lesson 25
ELA
Unit 3
8th Grade
Lesson 25 of 32
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Identify places where the film version of Animal Farm differs from the original text and evaluate the choices made by the filmmakers.
Book: Animal Farm by George Orwell pp. 73 – 141 — Chapter 7–end
Movie: Animal Farm — 44:47–end
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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.
Though the film is Rated G, the film contains significant depictions of violence and animal cruelty that may be distressing for students. For example, Mr. Jones kicking the animals, throwing things at them, and shooting them. The film also contains depictions of excessive alcohol consumption. For further guidance, review the Parents' Guide to Animal Farm from Common Sense Media as a part of intellectual preparation.
Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved.
Consider the end of the text and film versions of Animal Farm. Where does the filmmaker diverge from the text and what is the impact of this decision? Provide examples from both the text and film versions to support your thinking.
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Questions about the text that will help guide the students understanding
Consider the scene where the hens rebel against the new rule about giving up their eggs (44:51–49:30). Where have the filmmakers stayed faithful to the original text (p. 76) and where have they deviated? What is the impact of any deviations from the original text? Provide examples from both the text and film versions. (Film: Animal Farm, 1954; Orwell)
Consider the scene where Squealer describes Boxer’s death (1:03:18–1:04:22). Where have the filmmakers stayed faithful to the original text (pp. 124–125) and where have they deviated? How do these choices impact the viewer's interpretation of the story? Provide examples from both the text and film versions.(Film: Animal Farm, 1954; Orwell)
Assess student understanding and monitor progress toward this lesson's objective with an Exit Ticket.
Reading and/or task to be completed at home in preparation for the next lesson.
Prepare for tomorrow's Socratic Seminar. Review the discussion questions and gather sufficient evidence.
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RL.8.7 — Analyze the extent to which a filmed or live production of a story or drama stays faithful to or departs from the text or script, evaluating the choices made by the director or actors.
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.8.10 — 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
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.
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
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
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
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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