Animal farm reading schedule



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Animal Farm



English Language Arts_CP &H

Name: ___________________________________



ANIMAL FARM READING SCHEDULE

Date

In Class

Homework

November 19, 2015

Introduction





November 20, 2015

Intro. Vocabulary.com

Chapter 1 (with class)



Read Chapter #2 and complete LC role

November 23, 2015

Chapter 2 (with LC group)

Read Chapter #3 and complete LC role

November 24, 2015

Chapter 3 (with LC group)

Chapter 4 (with class)




Finish Chapter 4 and answer questions

Study for QUIZ chapters #1-5 tomorrow!



November 25, 2015

Review Chapter 4


Read Chapter #5 and complete LC role

November 30, 2015

Chapter 5 (with LC group)

Complete Ch 1-5 Quiz Review




Study for Quiz Ch 1-5 tomorrow

December 1, 2015

Animal Farm Quiz

(Part 1: Ch 1-5)

Chapter 6 (with class)




Read Chapter #7 and complete LC Roles

December 2, 2015

Chapter 7 (with LC group)

Chapter 8 (with class)



Read Chapter #9 and complete LC Roles

December 3, 2015

Chapter 9 (with LC group)

Read Chapter 10 and answer questions

December 4, 2015

Chapter 10 Review (with class)

Complete Quiz #2 Review Sheet



Study for QUIZ chapters #6-10 tomorrow

AF Vocabulary.com due tomorrow



December 7, 2015

Animal Farm Quiz

(Part 2: Ch 6-10)

Vocabulary.com Vocab. Due




These dates are tentative and may change.
Animal Farm Background Notes

Quick Facts:



  • Animal Farm is a novel

  • Author: George Orwell, British

  • First published in August 1945

  • Written as a Fable and Allegory

Who is George Orwell?




  • Born _____________ and Died _____________




  • Orwell was a _____________ writer

What motivates Orwell to write?



  • Orwell fought in the ______________________________ for the _______________________



  • Orwell realized that both ____________________ and ___________________ were evil



  • He saw the _________________________ as evil because it hurts the common workers

Why did Orwell write Animal Farm?




  • He wanted to tell a ____________ and use ______________ to explain his views on the ____________________ in a creative way




  • A Fable is a short story that ______________________ as characters and teaches a ___________________



  • An Allegory is a story in which the characters and events are understood as ______________________________ and symbolically expressing a deeper meaning

The Mirror of Allegory





ß
Reflects and represents


à

Animal Farm



Animalism



Mr. Jones



Old Major



Snowball



Napoleon


Animal Farm Literary and Government Terms

Allegory:

A work of literature in which characters and events symbolize abstract qualities, such as greed, or real people and events. Allegories are written to entertain and teach a lesson.



Satire:

Literary form in which human vice or folly is ridiculed. Usually implies moral judgment and corrective purpose.



  • folly: a foolish action, practice, idea, etc.; absurdity: the folly of performing without a rehearsal

  • vice: an immoral or evil habit or practice; a fault, defect, or shortcoming.

Fable:

Literary form in which animals are used to teach a lesson about humans.



Communism:

A system of government in which the state plans and controls the economy and a single, often authoritarian party holds power, claiming to make progress toward a higher social order in which all goods are equally shared by the people.



Socialism:

An economic system in which the production and distribution of goods are controlled substantially by the government rather than by private enterprise, and in which cooperation rather than competition guides economic activity.

There are many varieties of socialism. Some socialists tolerate capitalism, as long as the government maintains the dominant influence over the economy; others insist on an abolition of private enterprise. All communists are socialists, but not all socialists are communists.

Totalitarianism:

All power is concentrated in the hands of the state, individual liberties are suppressed, and every aspect of people’s lives is controlled through coercion.



Often used synonymously: Despotism, Dictatorship, Tyranny, or Fascism.

Animal Farm Comparison of Characters to Russian Revolution

Animal Farm

Russian Revolution

Mr. Jones

  • irresponsible to his animals

  • sometimes cruel-beats them with whip

  • sometimes kind-mixes milk in animals mash

  • promotion

Czar Nicholas II

  • a poor leader at best, compared to western kings

  • cruel-sometimes brutal with opponents

  • sometimes kind-hired students as spies to make $

  • more incompetent than evil

Old Major

  • taught Animalism

  • workers do the work, rich keep the $, animals revolt

  • dies before revolution

Karl Marx

  • invented Communism

  • “workers of the world unit”, take over government

  • Dies before Russian Revolution

Animalism

  • No owners, no rich, but no poor

  • Workers get a better life, all animals equal

  • Everyone owns the farm

Communism

  • Same

  • All people equal

  • Gov’t owns everything, people own gov’t

Snowball

  • Young, smart, good speaker, idealistic

  • Really wants to make life better for all

  • One of the leaders of revolution

  • Chased away into exile

Leon Trotsky

  • Other leaders of “October Revolution”

  • Pure communist, followed Marx

  • Wanted to improve life for all in Russia

  • Chased away by Lennon’s KGB (secret police)

Napoleon

  • Not good speaker, not clever like Snowball

  • Cruel, brutal, selfish, devious, corrupt

  • His ambition is for power, kills opponents

  • Uses dogs, Moses and Squealer to control animals

Joseph Stalin

  • Not good speaker, not educated like Trotsky

  • Didn’t follow Marx’s ideas

  • Cared for power, killed all the opposed him

  • Used KGB, allowed church, and used propaganda

Squealer

  • Big mouth, talks a lot

  • Convinces animals to believe and follow Napoleon

  • Changes and manipulates “history” and the commandments

Propaganda Department

  • Worked for Stalin to support his image

  • Used any lie to convince the people to follow Stalin

  • Benefited from the fact that education was controlled

Mr. Frederick

  • Treats animals on his farm horribly

  • Does not like Napoleon

  • Swindles Napoleon when they make a deal



Hitler

  • Responsible for mass genocide of the Jews

  • Did not like Stalin (disagreed on politics)

  • Went back on their pact and attacked Russia

Animal Farm

Russian Revolution

Moses the Raven

  • Tells animals about sugar candy mountain

  • Animals go there if they work hard

  • Snowball and Major were against him because they thought his message was a lie

  • Napoleon let him stay because he taught animals to work hard and not complain

Religion

  • Marx said “Opiate of the people” believed it to be a lie

  • Religion was tolerate in Russia because people would work and Stalin knew it would stop violent revolutions

Mollie

  • Was vain- loved her beauty and self

  • Didn’t think about animal farm

  • Went with anyone who gave her what she wanted

Vain, selfish people in Russia and the world

  • Some people didn’t care about revolution and only thought of themselves

  • They went to other countries that offered more

Boxer

  • Strong, hard working horse, believes in animal farm

  • “Napoleon is always right”; “I will work harder”

  • Gives his all, but is betrayed by Napoleon

Dedicated, but tricked communist supporters

  • People believed Stalin because he was a “communist”

  • Many stayed loyal even after it was obvious that Stalin was a tyrant

  • Betrayed by Stalin who ignored and killed them

Benjamin

  • Old, wise donkey who is suspicious of revolution

  • Thinks “nothing ever changes” and is correct

  • His suspicions about what happened to Boxer are correct

  • He is as smart as the pigs, but decides to sit back and do nothing

Skeptical/smart people in Russia

  • Weren’t sure revolution would change anything

  • Realized that a crazy leader can call himself a communist

  • Knew that communism wouldn’t work with power

  • Knew what was going on, but sat by and did nothing

Overall details about revolution

  • It was supposed to make life better for all, but life was worse in the end

  • Leaders become the same as, or worse than, the humans they rebelled against

Overall details about Russian Revolution

  • Supposed to fix problems from Czar, but life was even worse after revolution

  • Stalin made the Czar look like a nice guy


Persuasive Devices

  1. Logos:

  • Logical Appeal—Using facts. Statistics, numbers, charts and graphs in order to persuade

  1. Ethos:

  • Credibility appeal—Citing where one’s information came from in order to establish reliability or using experts to persuade one’s audience

  1. Pathos:

  • Emotional appeal—Persuading by evoking an emotional response

  1. Rhetorical Questions

  • A question asked for effect, but not necessarily needing to be answer

EX: Are we going to put up with being hassled by police?

  1. Exaggeration

  • Trying to impress or influence by overstating a viewpoint, statement or idea

EX: Millions of students all over the world rush home to do their homework every day.

  1. Use of Personal pronouns

  • Allows speaker to address the audience directly

  • Excluding the audience or others

EX: They think it is a good idea to build a Walmart, but they are wrong.

  • Including the audience: to get the audience on the side of the speaker

EX: We don’t want the Walmart to move into our town.

  1. Emotional Language

  • Choosing words that are pact with emotions and can influence an audience to be against the ideas of others or to side with the speaker

  • Words with negative connotations:

EX: The dank and dreary afternoon sky loomed above us wherever we walked.

  • Words with Positive Connotations:

EX: Imagine a tranquil calm sea- this is how you feel when you drink “Yogi” tea.

  1. Repetition

  • Speakers often repeat words and phrases to emphasize a point and make it memorable in the mind of the listener

  1. Listing

  • Sometimes speakers list in order to emphasize their points


The characters in Animal Farm will use other techniques to motivate and intimidate the other animals. These could include…

  1. Fear!!—Trying to scare the animals into submission

  2. Lying—or revising the truth to fit what is best for the speaker

  3. Intimidation


Don’t forget the other persuasive techniques discussed in our media literacy unit

Literature Circle

What is a Literature Circle?

Literature Circles provides you with an opportunity to reflect upon what you have read, as well as to contribute to the overall meaning of the text. Furthermore, the literature circle encourages you to narrow your focus, as each group member is responsible for one specific role.

Literature Circles afford each group member the occasion to “try out a new role,” i.e. one session you might fulfill the role of summarizer, whereas at another session you would assume the title of motif hunter, etc. Groups will continue to cycle through the roles indicated below until each has moved full “circle.”

Your notes will be collected and graded. In every set of notes I expect:


  • Neatly written or typed notes that are organized. This means MLA heading, assigned role and chapter

Literature Circle Roles and Descriptions:

1. Discussion Director

2. Propaganda Watch Dog

3. Theme Connector

4. Character Analyzer

5. Connector/Commentator



Discussion Director

What do I do?

1. Write at least 5 thought provoking questions for discussion. These should be questions which cannot be answered with “yes or no”. You are encouraged to write more questions if you like. Consider:



  • Character development

  • Plot development

  • Compare characters

  • Make outside the text connections

  • Ask for opinions/evaluations

2. Select one quote from the story, copy it, and cite the page number. Also, write a brief paragraph explaining why you chose the quote.

What do I do when my group meets?

Pose your questions, one at a time, to your group and try to get them to discuss the topic. Make sure:



  • Everyone has a chance to respond

  • The same student does not respond each time

  • Students SUPPORT THEIR ANSWERS with evidence from the text and explanation. Ask them why?

  • Take notes based on others’ roles

Propaganda Watch Dog

What do I do?

1. Take notes on the passages you select from the reading, which are examples of propaganda. Refer to our class handout about this if needed. Cite page numbers



  • Identify: who is spreading the propaganda; what is their message? What persuasive techniques have they used to get their message across

2. Select one quote from the story, copy it, and cite the page number. Also, write a brief paragraph explaining why you chose it.

What do I do when I meet with my group?

  • Share the passages you identified and read these passages to the group, as they follow along in their books.

  • Discuss the following:

  1. Who is spreading the propaganda? What is their message?

  2. What is your opinion of this example?

  3. Do you agree with the message?

  4. Compare this example to others you have discussed previously

  • Take notes based on others’ roles

Theme Connector

What do I do?

1. Take notes on passages/events that represent any of our theme indicators (at least 2). You should copy quotes and provide page numbers.



  • Theme Indicators: revolution, hypocrisy, absolute power, the role of citizens, blind following, leadership, corruption

2. Select one quote from the story, copy it, and cite the page number. Also, write a brief paragraph explaining why you chose it.

What do I do when I meet in my group?

  • Share the passages you identified and read these passages to the group. As they follow along in their books.

  • Discuss the development of the theme thus far in the novel-how has it grown? Are you getting a clear picture of what the theme statement might be?

  • Take notes based on others’ roles

Character Analyzer

What do I do?

1. Provide a description of any new character(s) introduced within the assigned chapter(s). And describe any new information about characters we already know or describe how a character changes. You should quotes and include page numbers. Consider the following items when classifying each character:



  • physical description

  • personality traits

  • relation to other characters

  • role within the story,

  • noticeable change/evolution and any memorable event in which the character is involved.

  • If no new character is introduced, focus on a character not previously highlighted. Special attention should be paid to character development (change over time).

2. Select one quote from the story, copy it, and cite the page number. Also, write a brief paragraph explaining why you chose it.

What do I do when I meet in my group?

  • Share the passages you identified and read these passages to the group. As they follow along in their books.

  • Discuss the development of the characters thus far in the novel- Why are they important? What is their role within the story? How have they changed/developed?

  • Take notes based on others’ roles

Connector / Commentator

What do I do?

1. Take notes on passages/events that represent a comparison between what is happening in the book and something outside the text. You should copy quotes and provide page numbers.



  • This connection may be to a current or historical event, another story you have read, or movie/TV show you have seen. In addition, you might personally connect with a scene and/or character, in which case you can describe how you are like that specific character (i.e. endured a similar hardship, etc.).

2. Write a brief paragraph in which you make an evaluative comment on the plot, character(s), motif(s), or theme(s)

What do I do when I meet in my group?

  • Share the passages you identified and read these passages to the group. As they follow along in their books.

  • Discuss the connections you made. Encourage each group member to share one connection too.

  • Share your evaluative comment on the plot. Allow each group member to share one evaluative comment too.

  • Take notes based on others’ roles



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