Curriculum / ELA / 8th Grade / Unit 3: Abusing Power: Animal Farm and Wicked History / Lesson 26

Abusing Power: Animal Farm and Wicked History

Lesson 26: Day 2 - Planning / Drafting

ELA

Unit 3

8th Grade

Lesson 26 of 27

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Lesson Map

Define and articulate the differences between capitalism and communism.

“Capitalism vs. Communism: Systems that Shape Our World (G8, U3)”

Standards

RI.8.2

Determine a central idea about Joseph Stalin and explain how the author uses supporting details to develop this idea.

Joseph Stalin (A Wicked History) pp. 1–31 — Prologue and Chapters 1–3

Standards

RI.8.2RI.8.3

Identify the causes that led to the Russian Revolution, and explain Stalin's role in the establishment of a new communist society and government.

Joseph Stalin (A Wicked History) pp. 32–49 — Chapters 4–6

Standards

RI.8.2RI.8.3

Identify an author's perspective in a nonfiction text and explain the various techniques authors use to establish their perspectives.

Joseph Stalin (A Wicked History) — Chapters 1–6
“Excerpts from The Stalin Era” — (excerpt from Chapter 1)

Standards

RI.8.4RI.8.6

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Explain how the author develops central ideas about Stalin's policies and their impact on the people of the Soviet Union.

Joseph Stalin (A Wicked History) pp. 52–67 — Chapters 7–9

Standards

RI.8.2

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Determine the article's central idea about propaganda and analyze how the author develops that idea using key details and examples.

“Propaganda”

Standards

RI.8.2

Write an explanatory paragraph to inform peers about a propaganda technique.

Day 1 - Planning

Gather relevant definitions and examples about a specific propaganda technique.

Informational Brainstorming Page (G8, U3, L7)

Standards

W.8.2W.8.2.aW.8.7W.8.8

Day 2 - Planning / Drafting

Outline and draft a logically structured explanatory paragraph that develops well-chosen details while maintaining a formal style.

Single Paragraph Outline

Standards

W.8.2.bW.8.2.e

Day 3 - Drafting / Revising / Language

Revise informational paragraphs to ensure accuracy, concision, cohesion, and comprehensibility.

Standards

L.8.2.aW.8.2.d

Identify examples of propaganda and explain how Stalin used them to control the people of the Soviet Union.

Joseph Stalin (A Wicked History) pp. 68–83 — Chapters 10–12

Standards

RI.8.2RI.8.3

Explain how the author's purpose for writing contributes to how he develops and supports the central ideas of the text.

Joseph Stalin (A Wicked History) — Chapters 1–12

Standards

RI.8.2RI.8.6

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Analyze fables to apply their morals to various contexts, including historical situations.

Joseph Stalin (A Wicked History) — Chapters 1–12
“Selected Fables by Aesop”

Standards

RL.8.2

Explain how the author develops old Major's perspective and makes connections to real-world economic systems.

Animal Farm pp. 3–14 — Chapter 1

Standards

RL.8.2RL.8.4

Identify specific events and lines of dialogue that reveal character perspectives, and explain the impact of events on the plot of Animal Farm.

Animal Farm pp. 15–26 — Chapter 2

Standards

RL.8.3RL.8.6

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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.

Animal Farm pp. 27–44 — Chapters 3–4

Standards

RL.8.3

Explain how the author has interpreted individuals and events from the Russian Revolution and Stalin's regime and portrayed them in the allegorical text, Animal Farm.

Animal Farm pp. 45–58 — Chapter 5
Joseph Stalin (A Wicked History) — pp. 44–49 (Chapter 6) and pp. 52–56 (Chapter 7)

Standards

RI.8.1RI.8.2RL.8.1RL.8.2

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Explain how the pigs use propaganda techniques to manipulate the other animals and how the author reveals this to the reader.

Animal Farm pp. 59–71 — Chapter 6

Standards

RL.8.6

Explain how the author portrays the events of the Russian Revolution and Stalin's regime in the allegorical text, Animal Farm.

Animal Farm pp. 73–89 — Chapter 7
Joseph Stalin (A Wicked History) pp. 52–83 — Chapters 7–12

Standards

RI.8.1RI.8.2RL.8.1RL.8.2

Explain how the relationship between the pigs and the principles of Animal Farm has changed, and how the author uses dramatic irony to convey this change.

Animal Farm pp. 91–109 — Chapter 8

Standards

RL.8.2RL.8.4RL.8.6

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Explain how the pigs use language and propaganda techniques to continue manipulating the other animals, and analyze the effect of this manipulation on both the characters and the reader.

Animal Farm pp. 111–126 — Chapter 9

Standards

RL.8.4RL.8.6

Analyze the significance of specific lines and plot events in Animal Farm and explain how they develop a theme of the text.

Animal Farm pp. 127–141 — Chapter 10

Standards

RL.8.2RL.8.4

Utilize historical context and analysis of characters and themes to draw conclusions about Orwell's purpose for writing Animal Farm.

Animal Farm

Standards

RI.8.6RL.8.2

Identify places where the film version of Animal Farm differs from the original novel and evaluate the choices made by the directors.

Animal Farm pp. 3–26 — Chapters 1–2
Animal Farm — (0:35–23:30)

Standards

RL.8.7

Unpack a narrative writing prompt, study a Mentor Text, and begin to outline their "rewrites."

Animal Farm

Standards

RL.8.2W.8.3W.8.5

Write an alternate ending for a scene in Animal Farm.

Day 1 - Planning

Plan a rewrite of a scene from Animal Farm by completing a graphic organizer.

Narrative Brainstorming Page (G8, U3, L23)

Standards

W.8.3W.8.9

Day 2 - Planning / Drafting

Draft an alternate ending to a scene from Animal Farm that reimagines what might have occurred if characters acted differently.

Standards

W.8.3.bW.8.3.e

Day 3 - Drafting / Revising / Language

Revise alternate ending narratives to further develop characters, plot, and/or tone.

Standards

L.8.2.aW.8.3.d

Engage in peer feedback with a partner and present narratives to the class.

Animal Farm

Standards

SL.8.4W.8.3W.8.5

Socratic Seminar

Identify places where the film version of Animal Farm differs from the original text and evaluate the choices made by the filmmakers.

Animal Farm pp. 73–141 — Chapter 7–end
Animal Farm — 44:47–end

Standards

RL.8.7

progress
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Write a multi-paragraph argumentative essay that supports a claim with strong textual evidence and analysis.

Day 1 - Planning

Gather and evaluate evidence to complete a graphic organizer in preparation for writing an argumentative essay.

Argumentative Brainstorming Page (G8, U3, L26)

Standards

W.8.1W.8.9

Day 2 - Planning / Drafting

Outline body paragraphs by selecting evidence and synthesizing claims, then begin drafting by analyzing evidence.

Argumentative Brainstorming Page (G8, U3, L26)
Argumentative Multi-Paragraph Outline (G6–8)

Standards

W.8.1.bW.8.1.c

Standards

Standards

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