Download Animal Farm

Becky Frangella
ENG 409.05
Animal Farm Unit Plan
Estimated Length: 25 Days
Theoretical Justification/Rationale
With the purpose of facilitating an understanding of the circumstances that provoked the
writing of Animal Farm, students must be presented with the historical context, themes,
and guiding questions that they will encounter in the novel. The primary guiding
question for this novel is Does power always corrupt? To assist students in recognizing
the occasion that compelled George Orwell to write Animal Farm, they will be asked to
complete a series of pre-reading activities that provoke the questions and thoughts that
sparked Orwell’s writing about the 1940s when Joseph Stalin ruled the Soviet Union.
According to Andrea Lunsford, "Rhetoric is the art, practice, and study of human
communication." In order for students to understand the ways in which the characters in
the novel communicate with each other, they must be able to comprehend the key
concepts they will encounter throughout the novel. These essential terms form the basis
by which all of the characters interact with each other. The key concepts that the students
will need to investigate throughout the novel include: democratic, dictator, inequality,
injustice, and revolution. In order to build students’ background knowledge on these
concepts, it is necessary to provide an introduction to these key terms that will play such
a significant role in their ability to grasp the importance of the message in the novel.
One of the most prominent themes in Animal Farm is the way in which people’s opinions
can be altered through the use of rhetorical appeals and propaganda techniques.
Throughout the course of the novel, students should recognize that propaganda and
rhetorical appeals are closely related persuasion techniques; both are ways in which a
speaker petitions to a specific audience in an attempt to convince them to believe/buy
something. In the novel, propaganda is the medium through which the pigs exercise
control and dominion over the other animals living on Manor Farm. Napoleon, the pig
who assumes the role as the leader of the farm, persuades the other animals to do as he
“suggests” by using political rhetoric and propaganda to captivate and control his
audience. Initially, the reason Napoleon is so successful in manipulating his audience is
because he appeals to their emotions. He uses pathos to appeal to them; he reminds the
animals of the misery they suffered when Jones was in charge of the farm and typically
uses their fear to control them. Throughout this unit, students will be asked to examine
the rhetorical appeal of propaganda as well as the techniques being used to maintain
command over the other animals on the farm.
In order for students to appreciate the satirical writing of George Orwell, they must
recognize his overarching rhetorical purpose in writing Animal Farm —to caution readers
of the power of corruption. According to Kenneth Burke, “The basic function of rhetoric
[is] the use of words by human agents to form attitudes or to induce actions in other
human agents.” Orwell is using his manuscript to serve his own political agenda—he
wants to inform and persuade readers to prevent dictatorships by all means possible. The
primary characters and events that occur in his novel parallel the harsh regime of Joseph
Stalin over the Soviet Union during the early half of the twentieth century. Each animal
in the novel serves a political purpose in Orwell’s argument of the effects of power;
students will be responsible for identifying their functions in his argument as they read.
Throughout their reading of the novel, students will also be asked to consider the logos
presented and Orwell’s persuasion tactics. At the end of the novel, they will re-address
the guiding question and see how the message in Animal Farm has affected their opinion
on corruption.
In addition, students will be reading Animal Farm with the purpose of understanding
Orwell’s intent in writing his novel and recognizing the way in which he uses ethos,
logos, and pathos through the characters to appeal to his audience. Ethos, pathos, and
logos are the three types of rhetorical appeals that a speaker uses to persuade an audience.
Ethos is an appeal based on the character of the speaker, pathos appeals to the emotions,
and logos appeals to the logic of the argument. As previously mentioned, the students
will be asked to determine whether the rhetorical argument presented by Orwell is one
that they would like to assimilate into their own system of beliefs. One of the
culminating activities for the novel will engage the students in an active discussion
referred to as The Exchange. The Exchange is a graded discussion in which all students
are required to participate, and it will incorporate several questions relating to the core
themes of the novel. The primary question will be the same guiding question that has
driven the students’ reading since the beginning of the novel: Does power always
corrupt?
As students continue along in the novel, they will be asked to identify the pathos in the
song that soon becomes a favorite among the animals on Manor Farm, “The Beasts of
England.” It is imperative that students recognize this song as a form of persuasive
propaganda and note its effect on the intended audience, the animals residing on Manor
Farm. Erika Lindemann states, "Rhetoric is a form of reasoning about probabilities,
based on assumptions people share as members of a community." On Manor Farm, the
members of the community are united in the idea of taking a stand against Jones. Old
Major recognizes this sense of accordance, and thus decides to appeal to his audience
using pathos to further commit them to his idea. This type of blatant bandwagon
propaganda is extremely successful; Old Major achieves his intended goal of getting the
other animals on board with his proposed plan.
Throughout the reading of Animal Farm, students will continually look for evidence that
supports Orwell’s rhetorical argument that absolute power and corruption are inseparable.
Class time will be dedicated towards furthering student-led investigations into this issue.
Students will be responsible for responding to journal prompts that ask them to consider
the pathos, ethos, and logos used by Napoleon and Squealer in order to maintain control
over the other animals residing on Animal Farm. Students will also be asked to explore
ways in which the tyrannical ruling of Napoleon in Animal Farm parallels historical or
current events in history. In bridging this connection between the novel and the real
world context, they will be able to assess Orwell’s argument as to determine whether or
not it is plausible and can be integrated into their own moral principles.
After completing the reading of Animal Farm, students will engage in The Exchange
Discussion. Through this activity, students will be given the opportunity to present their
own arguments either in support of or against Orwell’s contention that absolute power is
always corrupt. Doug Brent states that “The way we believe or disbelieve certain texts
clearly varies from one individual to the next. The task of a rhetoric of reading is to
explain systematically how these differences arise—how people are persuaded differently
by texts” (18). The participants/audience for this graded discussion (i.e., the students’
same-age peers who have read Animal Farm) will be expected to integrate the rhetoric of
reading and recognize Orwell’s use of ethos, logos, and pathos to persuade his readers to
incorporate his ideas into their own system of beliefs. Consequently, each student must
consider his or her own assumptions and decide whether or not to accept Orwell’s
supposition as true. The Exchange Discussion will require students to formally state the
effect Orwell’s argument had on them as teenagers living in a democratic society.
After completing The Exchange, students will communicate the information, ideas, and
concepts necessary for understanding the central argument in Animal Farm through the
completion of a Unit Exam. This assessment asks students to respond in writing to one
of two writing prompts: interpret the vision of Animal Farm through the perspective of
Old Major in comparison to the vision of Napoleon or identify of propaganda that is used
by Napoleon to control an audience. Students will be asked to create a rhetorical
argument for whichever writing prompt they choose and demonstrate their own sense of
ethos through the creation of this argument. They will also be asked to identify essential
themes, events, and issues in the novel through the multiple choice component of the
exam.
The concluding project for the unit requires students to create two rhetorical arguments
through the use of the RAFT Assignment. The acronym RAFT stands for role, audience,
focus, and topic—these components provide the structure for the assignment. The RAFT
Assignment asks students to select two pre-determined options and create an authentic
argument for each. They will have to select one written and one illustrated option from
the list of possible choices. Students are expected to capture the perspective of a specific
person/animal and deliver an argument to an explicit audience using a combination of the
three rhetorical appeals (ethos, pathos, and logos) and a predetermined format. The
primary purpose of this activity is to evaluate the students’ ability to put themselves into
the mindset of someone else and attempt to persuade a specific audience using events and
descriptions from the text. They have completed the reading of Animal Farm and
recognize that Orwell is presenting an argument that his audience must evaluate. Now,
the students themselves are being called upon to perform a similar task—they must
impart a persuasive appeal and allow the audience to interpret their argument and draw
their own conclusions. According to Wayne Booth, modern authors, including Orwell,
clearly dissociate from the speakers in their stories. The reader is left to make their own
evaluations of the characters in the text without the explicit guidance of the author. In the
same way, students must present an argument that does not coerce the audience, but
presents a logical, emotional, and ethical argument that the audience elects to absorb into
their own set of moral principles.
At the end of the Animal Farm Unit, students should be able to identify ethos, pathos, and
logos in a persuasive appeal and recognize the importance of audience when creating
rhetorical arguments. They should realize that an author can assert an argument through
the use of characters without directly stating his beliefs. As Wayne Booth states, “…we
must never forget that though the author can to some extent choose his disguises, he can
never choose to disappear” (20). George Orwell was inherently present in his writing; he
used the rhetorical context of the farm and significant traits of the animals to perpetuate
his argument.
National Learning Standards
Standard 1: Students read a wide range of print and non-print texts to build an
understanding of texts, of themselves, and of the cultures of the United States and the
world; to acquire new information; to respond to the needs and demands of society and
the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction,
classic and contemporary works.
Standard 3: Students apply a wide range of strategies to comprehend, interpret, evaluate,
and appreciate texts. They draw on their prior experience, their interactions with other
readers and writers, their knowledge of word meaning and of other texts, their word
identification strategies, and their understanding of textual features (e.g., sound-letter
correspondence, sentence structure, context, graphics).
Standard 4: Students adjust their use of spoken, written, and visual language (e.g.,
conventions, style, vocabulary) to communicate effectively with a variety of audiences
and for different purposes.
Standard 5: Students employ a wide range of strategies as they write and use different
writing process elements appropriately to communicate with different audiences for a
variety of purposes.
Standard 6: Students apply knowledge of language structure, language conventions
(e.g., spelling and punctuation), media techniques, figurative language, and genre to
create, critique, and discuss print and non-print texts.
Standard 7: Students conduct research on issues and interests by generating ideas and
questions, and by posing problems. They gather, evaluate, and synthesize data from a
variety of sources (e.g., print and non-print texts, artifacts, people) to communicate their
discoveries in ways that suit their purpose and audience.
Standard 11: Students participate as knowledgeable, reflective, creative, and critical
members of a variety of literacy communities.
Standard 12: Students use spoken, written, and visual language to accomplish their own
purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information).
Day 1: Introduction to Animal Farm themes, author, and historical context
Context
This is the preliminary lesson to the Animal Farm Unit. Throughout this lesson, students
will be introduced to the primary themes and issues in the novel through an anticipation
guide. They will build their background knowledge on these themes and issues by
responding to a journal prompt that presents the issues of in novel through a present day
framework. This lesson will also establish the context needed to understand the historical
characters being satirized by the text as well as provide background information on the
novel’s author, George Orwell.
Required Materials
 Animal Farm Anticipation Guide and Animal Farm Student Journal
 Animal Farm Background Reading and Questions
 George Orwell Reading
 Animal Farm Student Texts
Student Activities
1. Pass out Animal Farm Anticipation Guide to students. Have them complete the
true/false questions and respond to the paragraph questions at the bottom. Discuss
responses when finished.
2. Journal Entry #1: Pass out Animal Farm Pre-reading questions in the Student Journal
packet (page 2) to students. Have them respond to the questions thoughtfully and
completely. Discuss responses as a class.
3. Have students read the Introduction to Animal Farm independently (hand-out). Then,
have students respond to the reading by answering the questions on page 3 of their
Student Journal packets.
4. Read about the Author: Pass out the George Orwell article to students. Read aloud
the information about the author to the class. Discuss the article orally.
Handouts
 Animal Farm Anticipation Guide and Animal Farm Student Journal Packet
 Animal Farm Background Reading and Questions
 George Orwell Reading
Homework
Students will be asked to finish any incomplete class work for homework.
Assessment
The students will be asked to complete the same anticipation guide at the end of the novel
to see if their opinions have changed due to their reading. Also, they will be asked to
return to their journal response after completing the novel and reflect on their initial
response.
Day 2: Identify Key Concepts in Animal Farm
Context
Students will demonstrate their ability to recognize the key concepts of the novel Animal
Farm by successfully completing a Unit Exam and written RAFT Assessment. In order
to focus their understanding, they will use graphic organizers to explain the definition and
characteristics of each key concept, in addition to providing examples as well as an
illustration of it. They will also build their background knowledge about revolutions and
the types of characters they will encounter in the novel through the use of an additional
anticipation guide.
Required Materials
 Animal Farm Student Journal Packet
 Library Materials—Encyclopedias and Internet Access
 Front Load the Words Worksheets
 Before You Read Chapters 1-4 Packet
 Markers, crayons, colored pencils
Student Activities
1. Pass out Animal Farm Student Journal packets to students. Have them turn to
page 4 in their packets and preview the key concepts for Animal Farm.
2. Pass out Front-Load vocabulary activity. Have students work in pairs to complete
a 4-square Front-Load Card for each new concept. Students will present cards to
the class when finished; then collect them and hang them around the room.
Front-Load Card (sample)
(word)
(Definition)
(Key Characteristics)
(Examples)
(Pictures)
3. Have students work in their same pairs to complete the Before You Read
Activities in the Animal Farm Chapters 1-4 packet. They need to complete the
following activities:
a. Focus Activity—prior knowledge about revolutions/compare different
revolutions—goals, successes, etc./set purpose for reading Ch 1-4
b. Build Background—Read Did You Know? and Character Types
descriptions
c. Vocabulary Preview—previewing upcoming Ch.1-4 vocabulary terms
Handouts
 Animal Farm Student Journal Packet
 Front Load the Words Worksheets
 Before You Read Chapters 1-4 Packet
Homework
Complete any unfinished class work.
Assessment
The understanding of the key concepts and their connection to the text will be
demonstrated through the exam and the final essay given at the end of the novel.
Days 3 and 4: Identifying Propaganda Techniques
Context
This lesson will occur prior to reading Animal Farm in order to ensure that students are
aware of the multitude of propaganda techniques that are used to persuade an audience
and that they are able to recognize propaganda when they see it in Animal Farm. To
practice identifying the different forms of propaganda, students will spend two days
examining commercials and advertisements that use different propaganda techniques in
order to persuade their viewers to take interest in the products being marketed. They will
even be asked to create their own commercial used an assigned propaganda technique.
Required Materials
 Propaganda Definitions Worksheet
 Television and VCR
 Taped commercials demonstrating different examples of propaganda
 Commercials worksheet
 Magazines, poster boards, glue, scissors
 Computers with printer and internet access
 Identifying Propaganda Worksheet
 Propaganda in Commercials Worksheet
 Commercial Feedback Forms
Student Activities
1. Pass out Animal Farm Propaganda student worksheet. Read through the different
types of examples of propaganda with students. Present bandwagon, testimonial,
transfer, repetition, and emotional words as the techniques used most often in
advertisements and commercials. Ask for student examples of each type of
propaganda.
2. Play video of pre-taped commercials for students. Assign students to identify the
type of propaganda used in each commercial and to justify their reasoning using the
Commercials Worksheet. Afterwards, have students work in groups to discuss their
responses on the Commercials Worksheets. Remind them to refer to their rationales
whenever their answers are not in accordance. Follow group discussion with a whole
class discussion.
3. Using old magazines, students will work in pairs to create propaganda techniques
collages. Each pair will be assigned a propaganda technique and they will need to
find examples of it using magazine ads/internet ads. They will also need to create an
original “commercial” for a randomly selected product that uses the propaganda
technique that has been assigned to them. Each pair will present their commercial and
collage to the class when finished. The remaining students will be asked to define
which propaganda technique the presenting group used to persuade their audience.
The audience will respond to the effectiveness of the commercials using anonymous
feedback forms.
Handouts
 Propaganda Definitions Worksheet
 Commercials worksheet
 Identifying Propaganda Worksheet
 Propaganda in Commercials Worksheet
 Commercial Feedback Forms
Homework
The homework for both nights will be to watch TV—and pay attention to the
commercials. Students will need to complete the Identifying Propaganda Worksheet for
two commercials each night.
Assessment
Students will be assessed on their ability to correctly identify examples the different types
of propaganda techniques used by popular media in each of the above activities.
Day 5: Identifying Purpose: What is Orwell’s purpose for writing Animal Farm and
what is the purpose of each of the novel’s characters?
Context
This lesson contains the final pre-reading activities prior to the reading of Chapter 1 of
Animal Farm. It presents the guiding question that will steer the reading of the novel:
Does power always corrupt? Why or why not? As students prepare to read, they will be
introduced to this question and be asked to use their critical thinking skills to contemplate
and respond to the guiding question in their journals before and after their reading of the
novel. The question will be restated and addressed during the reading of Animal Farm as
well. Students will also be expected to identify the main characters in Animal Farm who
are described in the four opening chapters and log each animal’s purpose in the novel
throughout the reading.
Required Materials
 Student copies of Animal Farm
 Active Reading Worksheet
 Animal Farm Character Log Packet
 Chapter 1 Worksheet: Chapter Questions
Student Activities
1. Have students open Animal Farm texts and identify the Exchange Question on the
first page. Read aloud the exchange question: Does power always corrupt? Why or
why not? Explain that this is the guiding question for the novel, and that this question
must be in the back of the students’ heads as they read. Allow the students several
minutes to respond to the guiding question in their journals. Ask them to provide
examples that demonstrate their opinion. Have volunteers share their journals orally.
Then explain that Orwell is using rhetorical appeals—ethos, logos, and pathos—and
presenting ideas in Animal Farm in a satirical way in order to persuade his readers to
recognize that power does indeed corrupt. At the end of the novel, the students will
be accountable for evaluating Orwell’s argument and responding to this question
through a class discussion/essay. They will have to decide if Orwell’s argument was
convincing enough to influence their opinion.
2. Pass out the Active Reading Worksheet for Chapters 1-4. Explain that the students
will be responsible for logging the names of the characters as well as the purpose they
serve in facilitating Orwell’s argument that power is always corrupt. Students will
also be responsible for completing the Animal Farm Character Logs packet
throughout their reading of the novel in order to help them better understand the
purpose and significance of each character in Animal Farm.
3. Pass out copies of Animal Farm to students and log the textbooks. Aide students in
familiarizing themselves with the text. Peruse the first chapter; have students note the
bold-faced words at the bottom of the page and explain that these are definitions for
challenging words that appear in the text. Point out the Before You Move On
Questions at the end of the Chapter (page 23). Explain that the students will be
responsible for these and other questions about the Chapter they are assigned to read.
4. Have students complete the vocabulary section of the Chapter 1 Worksheet prior to
reading. Then, review the questions on the worksheet. Have students spend the
remainder of the period reading Animal Farm and answering the questions.
Handouts
 Active Reading Worksheet
 Animal Farm Character Log Packet
 Chapter 1 Worksheet: Chapter Questions
Homework
Read through page 15 in the text and respond to questions 1-4. Students will continue
reading Animal Farm in class tomorrow.
Assessment
Students will be assessed informally about the purpose of the characters as well as the
guiding question throughout the reading of the novel. At the end of the novel, they will
be asked to formulate their opinion to the novel’s guiding question and express it during
the class Exchange Discussion. Students will also submit their Character Logs packets at
the end of the novel for grading.
Day 6: Continuation of Chapter 1—Identify the Purpose of the Animal Farm
Characters in Relation to Orwell’s Argument that Corruption Accompanies
Absolute Power
Context
The students will continue reading Chapter 1 with the purpose of understanding Orwell’s
intent for each of the characters and their connection to his view on power and
corruption. They will continue contemplating the guiding question: Does power always
corrupt? Why or why not?
Required Materials
 Student copies of Animal Farm
 Active Reading Worksheet
 Animal Farm Character Log Packet
 Chapter 1 Worksheet: Chapter Questions
Student Activities
1. Have students take out their Chapters 1-4 packets and discuss any unclear concepts or
questions. Answer miscellaneous questions; then have students continue reading
Chapter 1 of Animal Farm. Begin by reading pages 15-18 orally; then have students
continue reading silently. Preview the questions before reading and have students
make notes or write down questions as they read. Remind students of their reading
purpose and guiding question:
a. Purpose: find out about the animals who decide that revolution is the
necessary course
b. Guiding Question: Does power always corrupt? Why or why not?
2. Have students spend the remainder of the period reading Animal Farm, answering the
Chapter 1 questions, and recording information about each of the characters in the
Character Logs Packet and on their Active Reading Worksheets.
Handouts
 Active Reading Worksheet
 Animal Farm Character Log Packet
 Chapter 1 Worksheet: Chapter Questions
Homework
Complete the reading and questions for Chapter 1 of Animal Farm—be ready for a quiz
tomorrow!
Assessment
Students understanding of the key concepts in Chapter 1 will be assessed formally
through a reading quiz. They will also be asked to make inferences about the reading
through a journal entry that required them to analyze the pathos of the “Beasts of
England” song. Students will also submit their Character Logs packets at the end of the
novel for grading. They will use the information from their Character Logs Packet to
complete a RAFT Assignment at the end of the novel.
Day 7: Chapter 1 Synopsis and the Identification of Pathos in “The Beasts of
England”
Context
The students will identify the pathos in “The Beasts of England” song that is quickly
learned by all of the animals on Manor Farm. This will lead into a discussion on
propaganda and audience. Students will also complete a reading quiz to assess that they
have been completing the reading assignment; then they will continue with the reading of
Chapter 2. Again, they will continue to read with the purpose of recognizing the critical
role each of characters plays in developing Orwell’s persuasive tale of the relationship
between power and corruption.
Required Materials
 Chapter 1 Quiz
 Chapter 1 Journal Prompt
 Animal Farm Character Log Packet
 Chapter 2 Worksheet: Chapter Questions
Student Activities
1. Have students take out their Chapter 1 questions and discuss any unclear concepts
from the Chapter. Answer miscellaneous inquiries and collect questions; then
administer Chapter 1 Quiz.
3. Pass out Animal Farm Chapter 1 Quiz to students. Read through the questions and
have students complete the quiz independently. Collect quizzes when students are
finished; review correct answers orally.
4. Have students respond to the following journal prompt: “Why do the animals like the
song “Beasts of England” so much that they memorize it on the spot? To what
emotions and needs does it appeal?” Have students spend about 7 minutes
responding; then discuss responses.
5. Pass out Chapter 2 reading questions and Chapter packet to students. Go through the
packet with students prior to completing the reading. Have students note the boldfaced words at the bottom of the page and explain that these are definitions for terms
in the novel. Point out the Before You Move On Questions at the end of the Chapter
(page 36). Remind students that they will be responsible for these and other
questions about the Chapter.
6. Have students complete the vocabulary section of the worksheet prior to reading.
Then, review the questions on the worksheet. Have students spend the remainder of
the period reading Animal Farm and answering the questions.
Handouts
 Chapter 1 Quiz
 Chapter 1 Journal Prompt
 Animal Farm Character Log Packet
 Chapter 2 Worksheet: Chapter Questions
Homework
Complete the vocabulary for Chapter 2!
Assessment
Students’ understanding of the key concepts in Chapter 1 will be assessed formally
through a reading quiz. They will also be asked to make inferences about the reading
through the journal entry that required them to analyze the pathos of the “Beasts of
England” song. Students will also submit their Character Logs packets at the end of the
novel for grading. They will use the information from their Character Logs Packet to
complete a RAFT Assignment at the end of the novel.
Days 8-19: Identifying and Responding to the Ethos, Logos, and Pathos in Orwell’s
Rhetorical Argument
Context
These lessons contain reading activities for Chapters 2-10 of the novel, Animal Farm.
The activities require students to use critical thinking skills to analyze and interpret both
the literal and subtext of the story. They will continue to contemplate the purpose of each
of the characters in Animal Farm in relation to each other as well as in relation to
promoting Orwell’s theory that power and corruption are undividable entities.
Furthermore, students will use the guiding question: Does power always corrupt? to
direct their reading of the entire novel. These classroom activities will aid in preparing
students for the assessment activities at the end of the unit, which include The Exchange
Discussion and the RAFT Final Writing Project.
Required Materials
 Student copies of Animal Farm
 Animal Farm Student Journal Packet
 Animal Farm Character Log Packet
 Chapters 2-10 Active Reading Worksheets
 Chapters 2-10 Questions: Chapter Questions
 Chapters 2-10 Journal Prompts
Student Activities
Day 8
Have students take out Chapter 2 reading questions and Chapter packet. Check that
Chapter 2 Vocabulary has been completed. Have students spend the remainder of the
period reading Animal Farm and answering the questions. For homework, students will
need to complete the reading and questions for Chapter 2.
Day 9
Have students take out their Chapter 2 questions and discuss any unclear concepts from
the Chapter. Share responses to the questions orally. Have students respond to the
following journal prompt: “How does the behavior of the pigs foreshadow their eventual
leadership positions?” Have students spend about 7 minutes responding; then discuss
responses. Pass out Chapter 3 reading questions and Chapter packet to students. Go
through the packet with students prior to completing the reading. Have students note the
bold-faced words at the bottom of the page and explain that these are definitions for
terms in the novel. Have students complete the vocabulary section of the worksheet prior
to reading. Then, review the questions on the worksheet. Have students spend the
remainder of the period reading Animal Farm and answering the questions. For
homework, complete the reading and worksheet for Chapter 3.
Day 10
Have students respond to the following journal prompt in their notes: “Give examples of
the ways Squealer use ethos, pathos, and logos to convince the other animals to accept
whatever decisions Napoleon makes.” Have students work in groups to establish the
hierarchy that has developed among the different classes of animals. Then have them
compare and contrast the roles of the pigs with the roles of the other animals. The final
task will be to make a prediction about what the future will be like for the animals on the
farm. Share predictions orally. Then preview Chapter 4’s Battle of Cowshed and the
new vocabulary with students. The homework will be to complete the reading of Chapter
four and the Before You Move On Questions and to continue recording information about
each character in the Character Log Packet.
Day 11
Students will review the key concepts and events from Chapters 1-4. They will work in
groups to complete pages 5-6 in their Student Journal Packets. These pages ask them to
relate the story to a personal experience, give an opinion, identify significant events in
the plot, and ask questions about the story. Students will also be asked to analyze the
three animals in leadership positions, Napoleon, Snowball, and Squealer. Students’
Character Log Packets will be checked while they are working. Responses will be
reviewed orally—students will be expected to review the events and characters in
Chapters 1-4 for a quiz tomorrow. The second half of class will be spent with students
working in pairs to create a special news report about the Battle of Cowshed. Students
will be assigned a specific audience to report to: ½ of the class will be reporters for news
stations that the people in England watched; the other ½ of the class will be reporting the
news for stations that animals watch. The students will work on their news reports for
the remainder of the period. They will also need to include a commercial in their report
that uses propaganda and solicits a product that their given audience would buy. They
will be presenting them during the second half of class tomorrow.
Day 12
Administer Chapters 1-4 quiz to students and allow them 10 minutes to complete it. Then
give them the next 15 minutes to prepare their newscast and commercial. Then spend the
remainder of the class period having pairs present their newscast and commercial. The
audience will evaluate the efficiency of the newscast on their intended audience as well
as the type of propaganda used in the commercial and the effectiveness of the
advertising. The homework will be to read Chapter 5, respond to the Ch. 5 questions,
and continue logging information about the animals in Animal Farm.
Day 13
Have students respond to the following journal prompt in their notes: “Explain the
windmill controversy from Snowball’s point of view. Then explain the windmill
controversy from Napoleon’s point of view. Note the differences between the two.” Share
responses orally. Then have students complete an in-class writing activity/mini-exchange
discussion. The prompt for this activity will be as follows: “Imagine how Snowball might
have run things if he had gotten rid of Napoleon. Would things have been any different?
Are there indications that Snowball’s ideas for running the farm would have proved more
beneficial to the animals? Or would things have turned out the same? Assume one side
or the other and write a persuasive composition using details from the first five chapters
to support your position.” Students will be assessed on their written response as well as
their participation in the class discussion. For homework, have students read Chapter 6
(pages 72-85) and complete the active reading questions. In addition, students will be
expected to continue recording information in their Character Log Packets.
Day 14
Have students complete the Chapter 6 Questions without their books as an impromptu
quiz. Then discuss the answers orally and answer any questions about Chapter 6. Begin
reading Chapter 7 orally: pages 86-90. Students will have the remainder of the class to
complete SSR for Chapter 7 (pages 91-103) and complete the active reading questions.
Students will be expected to continue recording information in their Character Log
Packets and complete the Chapter 7 Questions. The homework will be to complete the
reading and activities for Chapter 7.
Day 15
Have students respond to the following journal prompt: “Think about how the animals
react to the murders and how they gain some comfort by gathering together and singing
‘Beasts of England’. What will comfort them now that the song has been banned?”
Allow students several minutes to write; then have them share their responses in small
groups. Then, students will work in pairs to complete pages 7-8 in their Student Journal
Packets. These pages require students to make a personal connection to the text, locate
irony in the text, make an argument from the point of view of Clover, and generate
questions about the reading. In addition, they will create a cause and effect chart for
Chapters 5-7, after Napoleon has taken control over Animal Farm. Homework: review
Chapters 5-7 and vocabulary for a quiz tomorrow. Also, have students begin looking for
3 magazine/newspaper/internet advertisements that use figures or radical claims to
support their pitch. Show an example to ensure that students are on the right track.
These ads will be due in two days.
Day 16
Administer Chapters 5-7 reading quiz to students. Collect and review correct answers
orally. Have students read Chapter 8 (pages 104-124) and complete the Active Reading
Worksheets together in small groups. They should also continue recording information
about the characters in their Character Log Packets. The last 10-15 minutes of class will
be spent discussing tomorrow’s activity—the students will be responsible for creating a
propaganda bulletin board that includes the advertisements they have collected with
figures like Squealer uses. Students will spend the next several minutes brainstorming a
slogan for their bulletin board. For homework, they will need to complete the
reading/activities for Chapter 8 and bring their three advertisements to class.
Day 17
Students will spend the first 2/3 of the period creating a bulletin board display of the
advertisements they collected for homework that use figures in a manner similar to
Squealer. The pre-determined slogan for the bulletin board will also be part of the
display. The final part of class will be spent reading Chapter 9—students will listen and
follow along as I read aloud the Chapter to them. For homework, they will need to
complete the reading and questions for Chapter 9 and add information to their Active
Reading Worksheet and Character Logs packet.
Day 18
Students will be given the following journal prompt: “In Animal Farm, the animals need
hope for a better life and look forward to the promises of Sugarcandy Mountain. Write
about what you look forward to in life, including those things that will make your life
better and more enjoyable.” After writing down their responses, students will be asked to
write one idea they stated on a post-it note, which will be collected and presented on the
board. A class discussion will pursue; and a parallel between Sugarcandy Mountain and
heaven should emerge from the discussion. Students will then work in literature circles
to discuss the events from Chapter 9 and respond to questions about the chapter.
Responses will be shared orally. The students will spend the remainder of the period in
SSR for Chapter 10, the final chapter in the book. The homework will be to finish the
reading of the book as well as the Active Reading Worksheet. The completed Character
Log Packets will be due on Day 20.
Day 19
Students will complete the final reading activities for Animal Farm. They will be asked to
write a journal response to the following prompt: “All seven commands are erased.
What is the new commandment and how has it been true from the beginning? Give
specific examples to support your argument.” Responses to the journal prompt will be
discussed orally. Students will then complete a Chapter 8-10 reading quiz to ensure
understanding and completion of the novel. They will then spend the remainder of the
period working independently to complete pages 9-10 in their Student Journal Packets.
These pages ask students to make a personal connection to the themes of the novel, draw
conclusions, and identify Orwell’s purpose for writing the story. They will also create a
t-chart comparing the ways in which the dogs and Squealer helped boost Napoleon’s
power among the other animals. These activities will aid the students in preparing for
The Exchange Discussion that will take place in class tomorrow. For homework,
students will be asked to complete the following assignments for tomorrow:
1. Student Journal Packet
2. Character Log Packet
3. Preview The Exchange Questions for tomorrow’s graded discussion
Handouts
 Animal Farm Student Journal Packet
 Animal Farm Character Log Packet
 Chapters 2-10 Active Reading Worksheets
 Chapters 2-10 Questions: Chapter Questions
 Chapters 2-10 Journal Prompts
Homework (Days 8-19)
Each night, students will be asked to read 10-15 pages of Animal Farm independently
and to complete the Chapter Questions, Active Reading Worksheets, and Character Log
Packets.
Assessment (Days 8-19)
Class time will be spent assessing the reading from the previous night. Students will be
assessed informally through the use of journal prompts but will also be given formal
assessments, including Chapter and Vocabulary Quizzes and Short Writing Assignments
that demonstrate not only that they have been completing the reading, but also that they
are using the guiding question to direct their reading. At the end of the novel, they will
be asked to formulate their opinion to the novel’s guiding question and express it during
the class Exchange Discussion. Students will also use their Character Logs packets at the
end of the novel to assist them in the completion of the RAFT Writing Assignment.
Day 20: The Exchange Discussion
Context
After completing the reading of Animal Farm, students will be given the opportunity to
reflect on the themes of the novel and their impact on the students by completing the
same Anticipation Guide they filled out prior to reading the novel. After completing the
Anticipation Guide, they will reflect on any differences in their responses to the questions
asked. They will spend the remainder of the period participating in The Exchange
Discussion, which will demonstrate their understanding and reflections about the novel.
The goal of the discussion is to identify how Orwell’s argument in the text has affected
the way they view the relationship between power and corruption. They will also be
asked to recognize the critical role the animals played in developing Orwell’s persuasive
tale and identify with one of the animals in the story. This will be the final activity prior
to the Animal Farm Exam, which will be given tomorrow.
Required Materials
 Anticipation Guide





Animal Farm Student Journal Packets (completed)
Animal Farm Character Logs Packet (completed)
The Exchange Questions
Grading Rubric for The Exchange Discussion
Animal Farm Test Study Guide
Student Activities
1. Pass out Animal Farm Anticipation Guide to students. Have them complete the
true/false questions and respond to the paragraph questions at the bottom. Then have
them look at their responses to the Anticipation Guide they completed before the
reading of the novel and write a paragraph explaining why their responses have/have
not changed since reading Animal Farm. Check students’ Character Logs and
Student Journals for completion while they work.
2. Have students put away all materials with the exception of their Character Log
Packets, Student Journal Packets, their copy of Animal Farm, and today’s
Anticipation Guide responses. Have students reread The Exchange Questions on the
back inside cover of their text and spend about 5 minutes silently reviewing their
materials in order to prepare for the graded discussion.
3. The remainder of the period will be spent with students orally participating in The
Exchange Discussion. The discussion prompts include:
Exchange Ideas
 Tell the group why you would recommend or not recommend this book.
 Compare this book to something it reminded you of, such as another book, a
movie, a TV show, or a personal experience.
 Has this book changed or confirmed the way in which you think about
something in your life? Explain.
The Question: Does power always corrupt?
 Was everyone in this book corrupted by power? Explain.
 Tell about a time when you had to decide if you should keep quiet or revolt
against something you felt was wrong.
 The animals all react differently to Napoleon and his dictatorship. Which
animal do you feel best represents what you would do under these injustices?
Explain your reasons.
Summarize (this part will be written and completed for homework)
 Summarize your Exchange. How did this book change the way you see
something? What questions do you still have? How will you answer them?
Students will be expected to participate in the discussion and will be assessed on their
responses using the Discussion Rubric. They will also be expected to incorporate the
Key Concepts (democratic, dictator, inequality, injustice, revolution) for Animal
Farm into their discussion.
4. Have students submit their Character Logs packets at the end of class for grading.
Handouts
 Anticipation Guide
 Grading Rubric for The Exchange Discussion
 Animal Farm Test Study Guide
Homework
Use study guide, Student Journal, and chapter questions to review for tomorrow’s Animal
Farm Exam!
Assessment
Students’ understanding of the key concepts, events, and Orwell’s argument will be
assessed through the Animal Farm Exam. They will also use the information from their
Character Logs Packet, Student Journal Packets, and Chapter Questions to complete the
RAFT Writing Assignment.
Day 21: Animal Farm Exam
Context
The Animal Farm Exam will be given after the completion of the novel and the Exchange
Discussion. After completing the Exam, students will be asked to complete one final
project to reflect on what they have learned through the Animal Farm Unit. This final
project will be the Animal Farm RAFT Writing Assignment.
Required Materials
 Animal Farm Student Texts
 Animal Farm Exam
 Additional paper for writing
Student Activities
1. Pass out Animal Farm Closed Book Exams to students and explain the directions.
Have them submit the closed book exam when finished.
2. Administer Open Book Exam and review directions. Remind students that they must
use specific events from the text to support their answers to the writing prompts. The
test will be due at the end of the period.
3. Have students submit their Student Journal packets at the end of class for grading.
Handouts
 Animal Farm RAFT Assignment Description and Grading Rubric
Homework
Read through the RAFT Writing Assignment Description and think about the two options
they would like to use for their writing.
Assessment
Students’ understanding of the key concepts, events, and Orwell’s argument will be
assessed through the Animal Farm Exam. They will also use the information from their
Character Logs Packet, Student Journal Packets, and Chapter Questions to complete the
RAFT Writing Assignment.
Days 22-25: Animal Farm RAFT Assignment and Presentation
Context
The Animal Farm RAFT Assignment will be the final activity for the Animal Farm Unit.
Students will be expected to take the skills, themes, and essential understandings acquired
throughout the unit and apply them to other contexts.
Required Materials
 Animal Farm Student Texts
 Animal Farm RAFT Assignment Description and Grading Rubric
 Animal Farm Student Journal, Character Log Packet, and Chapter Questions
(completed packets)
 Library and computer access
Student Activities
1. Have students take out their RAFT Assignment Description and Grading Rubric.
Read through the description with the students and explain the directions. Remind
students that they must use specific events from the text to support their answers and
make a rhetorical appeal to their audience using ethos, pathos, and logos. They also
must select one shaded and one non-shaded assignment to complete.
2. Have each student brainstorm possible choices and then select two RAFT assignment
options and explain their rationale for their choices. After their choices have been
approved, have them use the period to begin drafting. Students will have two
additional in-class work days to complete their RAFT assignments, including one
library work day.
3. Students will be asked to present their RAFT Assignments to the class on Friday.
Assignments will be collected and assessed using the RAFT Assignment Grading
Rubric.
Handouts
 RAFT Assignment Description and Grading Rubric
Assessment
Students’ ability to create an argument through the use of a specific form and for a predetermined audience will be assessed through the Animal Farm RAFT Assignment.
Furthermore, they will be required to display a clear understanding of the key concepts,
events, and Orwell’s persuasive argument in the novel. They can use the information
from their Character Logs Packet, Student Journal Packets, and Chapter Questions to
complete the RAFT Writing Assignment.
Bibliography
“Animal Farm Chapter Questions.” 18 April 2007.
http://www.lasd.k12.pa.us/teachers/peglowja/AnimalFarmChapterQuestions.html
“Animal Farm Student Journal.” Hampton Brown. 18 April 2007.
http://www.hampton-brown.com/PDF/HSLL.T3.SJ.Animal.pdf
“Animal Farm Teacher’s Guide.” Hampton Brown. 18 April 2007.
http://www.hampton-brown.com/PDF/HSINZ.T3.TG.Animal.pdf
Booth, Wayne C. The Rhetoric of Fiction. Chicago, IL: University of Chicago, 1961.
Brent, Doug. ''Reading as Rhetorical Invention: Knowledge, Persuasion, and the
Teaching of Research-Based Writing''. Urbana, IL: NCTE, 1992.
“Character Analysis Logs.” 17 April 2007.
http://www.english-teaching.co.uk/sample/afcharacter.pdf
“Cold War Resource 7: Propaganda Student Handout.” 17 April 2007.
http://www.turnerlearning.com/cnn/coldwar/cw_prop2.html
Davis, Hazel K. “A Teacher’s Guide to the Signet Classic Edition of George Orwell’s
Animal Farm.” 15 April 2007.
http://us.penguingroup.com/static/pdf/teachersguides/animalfarm.pdf
“Scholarly Definitions of Rhetoric.” American Rhetoric. 14 April 2007.
http://www.americanrhetoric.com/rhetoricdefinitions.htm
“What is Rhetoric?” Rhetoric Society of America at UHH. 17 April 2007.
<http://www.uhh.hawaii.edu/~rsa/Rhetoric.html>
Animal Farm RAFT Writing Assignment: Final Project
Directions: Below are several options for assignments based on Animal Farm. Choose two (2) of the options below. You must pick a
shaded and a non-shaded option. Each assignment must include the following:





Specific, clear references to the novel
Accuracy to the novel
A fully developed, understandable central idea
Creativity in form and final product
A clear use of rhetorical appeal to the ethos, pathos, and logos of the intended audience
Role
Squealer
Format
Billboard Ad
Old Major
Audience
Farm animals on
surrounding farms
Self
Napoleon
Farmer Jones
Collage
Mrs. Frangella
High School
Students
E-mail
Historian
6th graders
Comic book
Journal
Topic
Why you should join the
Animal Farm revolution.
How did my message go
wrong?
Let’s compare our two
farms.
Why you need to read
Animal Farm. It’s
relevant to your life.
Explain the events in the
Revolution or Battle of
Cowshed.
Rhetorical Appeals
Ethos, Pathos, and
Logos
Ethos, Pathos, and
Logos
Ethos, Pathos, and
Logos
Ethos, Pathos, and
Logos
Ethos, Pathos, and
Logos
***Challenge Options: Choose one or both of the following options to replace one of the choices from side one.***
Role
Snowball
Audience
The pigs
George Orwell
To a Russian living
under Stalin
Format
Create and give sales
presentation
Letter
Topic
Here’s how you should
have run your revolution
My book isn’t in Russian,
but my main point is…
Rhetorical Appeal
Ethos, Pathos, and
Logos
Ethos, Pathos, and
Logos
Remember that you MUST choose two of the RAFT options, one shaded and one non-shaded!
R.A.F.T. Assignment Assessment and Feedback Rubric
Assignment Traits
Grading Scale
Accuracy
How precise is your information? Is it fully
supported by the text?
5
Perspective
Do you stay in role? How effective are you
at performing your role and convincing your
audience?
5
Focus
Do you stick to the assigned format? Do you
fully satisfy the chosen topic with numerous
details and examples?
5
Rhetorical Appeal
Is your rhetorical appeal to the ethos, pathos,
and logos of your audience clear? Does it make
sense?
5
Mechanics
Does your writing contain a minimal amount
of mechanical or grammatical errors?
5
Benchmark
How is the overall quality of your work
compared with both past work and ever
increasing expectations of better work?
5
Grade: (based on levels attained for each criteria)
Scoring Key
30—27 = A
26—24 = B
23—21 = C
20—18 = D
17—below = F
4
3
2
1
3
2
1
3
2
1
3
2
1
3
2
1
3
2
1
Comments:
4
Comments:
4
Comments:
4
Comments:
4
Comments:
4
Comments:
Assessment Guide
5 = Exceptional
4 = Effective
3 = Developing
2 = Emerging
1 = Not
Name: ______________________________________ Date: ____________
Animal Farm: Chapter 1 Journal Entry
Directions: Respond to the following journal prompt on the lines below.
You may use your text to assist you. You will have 5-7 minutes to complete
this assignment.
“Why do the animals like the song “Beasts of England” so
much that they memorize it on the spot? To what emotions
and needs does it appeal?” (Also think about the propaganda
technique that the song uses.)
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
Identifying Propaganda Worksheet
Name: ________________________________ Date: _______________________
Directions: Identify an example of propaganda from a television commercial,
describing it as indicated below.
Medium: (ex: poster, magazine/newspaper ad, commercial, speech, etc.) _______________
What is your example trying to “sell” (a product or an idea)? ________________
_______________________________________________________________________
Briefly describe your example: (its appearance, message, tone, etc.)
__________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
Intended Audience: (ex: a specific group of people, a nation, etc.)
__________________
_____________________________________________________________
_____________________________________________________________
Technique Used: (ex: testimonial, plain-folks, band wagon, fear, etc.)
________________
What clues indicate technique used? __________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
Does this commercial appeal to your ethos, pathos or logos? _____________
Do you think the example of propaganda was effective (did it make you want to buy the
product or buy into the idea)?
Yes _______
No ________
Explain your reasoning for answering Yes or No:
_______________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
Name: ___________________________________ Date: _____________________
Commercials Worksheet: Identifying Propaganda
Directions: After watching each commercial, decide which type of propaganda is being used.
Justify your answer by writing down the reasons you believe the commercial is an example of the
type of propaganda you selected.
Commercial #1:
- Type of Propaganda used: ______________________________________________
- This is an example of ______________________ propaganda because: _________
_______________________________________________________________________
_______________________________________________________________________
- This product appeals to the audience through (circle one): ethos/logos/pathos.
Commercial #2:
- Type of Propaganda used: ______________________________________________
- This is an example of ______________________ propaganda because: _________
_______________________________________________________________________
_______________________________________________________________________
- This product appeals to the audience through (circle one): ethos/logos/pathos.
Commercial #3:
- Type of Propaganda used: ______________________________________________
- This is an example of ______________________ propaganda because: _________
_______________________________________________________________________
_______________________________________________________________________
- This product appeals to the audience through (circle one): ethos/logos/pathos.
Commercial #4:
- Type of Propaganda used: ______________________________________________
- This is an example of ______________________ propaganda because: _________
_______________________________________________________________________
_______________________________________________________________________
- This product appeals to the audience through (circle one): ethos/logos/pathos.
Commercial #5:
- Type of Propaganda used: ______________________________________________
- This is an example of ______________________ propaganda because:
___________________________________________________________________________
___________________________________________________________________________
- This product appeals to the audience through (circle one): ethos/logos/pathos.
Creating Propaganda Commercials
Group Members: ____________________________________________ Date: _____________
Directions: Use the questions on this worksheet to help you plan your television
commercial.
Propaganda Technique Used: (ex: testimonial, plain-folks, band wagon, fear, etc.)
________________________________________________________________________
Medium: (ex: poster, magazine/newspaper ad, commercial, speech, etc.) _______________
What are you trying to “sell” (a product or an idea)? _________________________
________________________________________________________________________
Intended Audience: (ex: a specific group of people, a nation, etc.)
__________________
_____________________________________________________________
Briefly describe your commercial: (its appearance, message, tone, etc.)
__________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
What clues indicate the propaganda technique you used? _____________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
Does your commercial use ethos, pathos or logos to appeal to your intended
audience? ____________________________________________________________
Commercial Assessments
Presenters: ________________________________________________________________________
Propaganda Technique Used: (ex: testimonial, plain-folks, band wagon, fear, etc.)
________________________________________________________________________
Do you think the use of propaganda was effective (did it make you want to buy the product
or buy into the idea)?
Yes _______
No ________
Explain your reasoning for answering Yes or No:
_______________________
_____________________________________________________________
_____________________________________________________________
Commercial Assessments
Presenters: ________________________________________________________________________
Propaganda Technique Used: (ex: testimonial, plain-folks, band wagon, fear, etc.)
________________________________________________________________________
Do you think the use of propaganda was effective (did it make you want to buy the product
or buy into the idea)?
Yes _______
No ________
Explain your reasoning for answering Yes or No:
_______________________
_____________________________________________________________
_____________________________________________________________
Commercial Assessments
Presenters: ________________________________________________________________________
Propaganda Technique Used: (ex: testimonial, plain-folks, band wagon, fear, etc.)
________________________________________________________________________
Do you think the use of propaganda was effective (did it make you want to buy the product
or buy into the idea)?
Yes _______
No ________
Explain your reasoning for answering Yes or No:
____________________
_____________________________________________________________
_____________________________________________________________