Your Federal Quarterly Tax Payments are due April 15th Get Help Now >>

lit_final by ashrafp

VIEWS: 17 PAGES: 7

									Unit: Animal Farm by George Orwell
Time Frame: 3 months
Language Arts: Jennifer Barbrack
World Cultures: Gina Ricciardi

Rationale
Animal Farm by George Orwell is part of the required reading for
mainstream Language Arts/World Cultures in the eighth grade. It is a
difficult novel therefore we have chosen to modify the lessons and
requirements for the special needs students in our classes. It covers an
important event in history and ties in many relevant social issues that still
impact society today. It also utilizes various literary concepts which
students at this age should be familiar with. In order to reach all our
students, we have created a hands-on, differentiated unit, which addresses
many different learning styles.

Goals
    Students will gain understanding of the Russian Revolution.
    Students will be able to compare events in the novel, Animal Farm, to
      specific historical events.
    Students will be able to demonstrate the themes in the novel such as
      utopia, propaganda, and exploitation.

Core Curriculum Standards
Langauge Arts Literacy
Standard 3.1 (Reading): All students will understand and apply the knowledge
of sounds, letters, and words in written English to become independent and
fluent readers, and will read a variety of materials and texts with fluency
and comprehension.
Standard 3.2 (Writing): All students will write in clear, concise, organized
language that varies in content and form for different audiences and
purposes.
Standard 3.3 (Speaking): All students will speak in clear, concise, organized
language that varies in content and form for different audiences and
purposes.
Standard 3.4 (Listening): All students will listen actively to information from
a variety of sources in a variety of situations.
Standard 3.5 (Viewing and Media Literacy): All students will access, view,
evaluate, and respond to print, nonprint, and electronic texts and resources.
Social Studies
Standard 6.5 (K-12): All students will acquire historical understanding of
varying cultures throughout the history of New Jersey, the United States,
and the world.
Standard 6.7 (k-12): All students will acquire geographical understanding by
studying the world in spatial terms.
Technology Literacy
Standard 8.1 (Computer and Information Literacy): All students will use
computer applications to gather and organize information and to solve
problems.
Standard 8.2 (Technology Education): All students will develop an
understanding of the nature and impact of technology, engineering,
technological design, and the designed world as they relate to the individual,
society, and the environment.

Objectives
   Students will be able to demonstrate understanding of relevant
     vocabulary.
   Students will be able to answer comprehension questions.
   Students will complete various Language Arts and World Cultures
     activities and projects related to Animal Farm.

                              Language Arts

A. Propaganda

      Students will define and identify various forms of propaganda
       techniques.
      Students will demonstrate appropriate use of persuasive writing skills.

   1. Students will complete Literary Skills worksheets pages 25-27 in
      Portals to Literature published by Perfection Learning Corporation.
      This will reinforce propaganda techniques and give students practice
      identifying and using each.
   2. Students will write a speech that demonstrates propaganda
      techniques. (see attached worksheet)
   3. Student will critique a speech made by one of the main characters
      from the novel. Identify propaganda techniques or persuasive
      methods that were used.

B. Utopia

           Students will define and identify components of a utopian society.
           Students will read Harrison Bergeron and will complete
            comprehension questions.
           Students will compare individual ideas of a utopia to the novel’s
            portrayal.
           Students will watch movie; Pay It Forward and make comparisons to
            utopian societies.

   1. Students will read and discuss the story Harrison Bergeron.

C. Fables

          Students will read various Aesop’s fables and identify components of a
           fable.
          Students will identify figurative language.
          Students will write an original fable.

   1. Allegory and personification
   2. Students will complete character sketches for the main characters of
      the novel. Students may use worksheets provided or utilize
      Inspiration templates on the computer. They will also identify animal
      traits which are attributed to humans such as “sly as a fox” and
      “stubborn as a mule.” They will identify other characteristics usually
      attributed to pigs, horses, sheep and chickens. Students will write a
      persuasive paragraph stating their opinion for the following question:
      “Do you think the personalities of these characters are consistent
      with the stereotypes associated with these types of animals?”
   3. In small groups, students will complete story framework and will write
      and illustrate an original fable.

Additional Language Arts lessons:
   1. Choose a scene from Animal Farm and present it as a Reader’s
      Theater. In pairs, students will act out an important scene of the
      choice to present to the class.
   2. In pairs, the students will create an interview with a character from
      the story. One person will generate questions as the interviewer and
      the other will answer them from the point of view of the character as
      the interviewee.
   3. Students will draw a political cartoon that illustrates an important
      idea from Animal Farm.
   4. Students will generate animal stereotypes.
   5. Students will view the animated version of Animal Farm. They will
      compare and contrast the two and write a review that discusses
      whether they prefer the film or the novel and why.
   6. Write a final chapter that shows what life on Manor Farm is like five
      years after the novel ends.



                                  World Cultures

A. Russian Revolution

      Students will gain background information on the Russian Revolution.
      Students will compare Russian Revolution and Animal Farm.

   1. The students will watch a film on the Russian Revolution from United
      Streaming and answer guiding questions.
       Men of Our Time: Lenin
       It took Vladimir Lenin to make the theories of Karl Marx into reality. This program
       examines the persecution of Lenin’s family under the Tsarist regime, his political
       activity in college, and his leadership of the Bolshevik Revolution. Runtime: 40:04
   2. Then the students will take guided notes on the Russian Revolution.
   3. Throughout the reading of Animal Farm, the students will fill out a
      chart comparing the Russian Revolution to Animal Farm.

B. Character Comparison

      Students will compare the characters in Animal Farm and the
       historical figures of the Russian Revolution.
   1. Throughout the reading of Animal Farm, the students will complete a
      chart comparing characters in the novel.
   2. Then the students will complete Activity Worksheets 21
      (Characterization) and 22 (Finding Details) from Novel Ideas Classic
      published by Sundance after the novel is completed.
   3. After the students analyze each character, individually they will have
      to choose which character they believe would be the best leader and
      become their campaign manager.
   4. Then the students will create a character analysis web in Inspiration
      (Use template as guideline).
   5. Once the students have created this web, the will each have to create
      a campaign poster for the character they have chosen and explain on
      that poster why this character would make the best leader.
   6. The students have a checklist to follow, but are encouraged to be as
      creative as they wish.

C. Exploitation

      Students will define exploitation.
      Students will demonstrate an understanding of reasons for
       exploitation.

   1. The students will read and answer question to the article “Making
      Disney t-shirts”.
   2. The students will answer the last question in groups. The students
      are told that Disney has not listened to the protests of the American
      people. The students are then asked as a group of 3 or 4 “What
      action do you think could be taken as a possible solution to this
      problem?”
   3. The students will have to use what they have learned about problem
      solving in order for Disney to listen to their complaints. The students
      will have to present their solution as a group to the class. This
      solution must be feasible in order to be accomplished by the class.
      Students may use a variety of presentation techniques such as
      PowerPoint.
   4. The students must also use persuading techniques in their
      presentations. After all groups have presented their solutions, the
      class will come to a consensus on which group had the best solution
      and the class will do a follow up activity with that solution.

Additional World Cultures lessons:
  1. Animal Farm was published in 1945. Make a timeline of important
      events that occurred worldwide during that year. Hold a class
      discussion on whether the publication date helped or hurt Orwell’s
      message.
  2. Orwell was featured on the cover of Time magazine November 28,
      1983 issue. Design a magazine cover that shows Orwell’s relevance to
      today.
  3. Students will write a character sketch of Boxer or another animal who
      works on Animal Farm. Discuss the animals’ human traits and reactions
      to life on the farm.
  4. Students will research another company for example Gap, Tommy
      Hilfiger, or Sears that exploits their workers.
  5. The students will read the article “The cost of a pair of shoes” and
      answer comprehension questions in order to gain a sense of Nike’s
      exploitation of their workers.
  6. The students will look at one of the following rebellions: Boston Tea
      Party, sit-ins, Boxer Rebellion. Gather information about the elements
      that led to success or failure. Present your findings in an oral report.
  7. Students will answer questions on the theory of power corrupts. See
      attached worksheet.

Additional Novels:
Brave New World Aldous Huxley
The Chocolate War Robert Cormier
Fahrenheit 451 Ray Bradbury
The Giver Lois Lowry
Gulliver’s Travels Francis Bacon
The Hobbit J. R. R. Tolkien
Lord of the Flies William Golding
Lost Horizon James Hilton
A Modern Utopia H. G. Wells
Republic Plato
                        Evaluation and Assessment

Students will be evaluated and assessed using the following methods:
    Journal responses
    Quizzes/Tests
    Self-evaluation
    Rubrics
    Participation in class discussions
    Oral presentations

								
To top