StudySync Lesson Plan
Animal Farm
Objectives
1.
Engage students in the ideas and language of Animal Farm, George Orwell’s classic
allegorical novel, so that they are prepared to discuss and write in-depth responses about
the excerpt in question.
2. Practice and reinforce the following Grades 9 – 10 ELA Common Core Standards for
reading literature, writing, and speaking and listening:
•
READING: LITERATURE – RL.9-10.1-7, 10
•
WRITING - W.9-10.1-10
•
SPEAKING AND LISTENING – SL.9-10.1-6
Time
140 minutes (with up to an additional 250 minutes of extension possibilities)
Materials
SyncTV Premium Lesson on George Orwell’s Animal Farm
Overview
In his 1946 essay “Why I Write,” George Orwell declared in no uncertain terms that his intentions
as a writer were “to fuse political purpose and artistic purpose into one whole.” This goal is
perhaps most evident in Animal Farm, a thinly-veiled retelling of events that transpired in Russia
from 1917 to 1945 (when the book was written), from the Bolshevik Revolution to Joseph Stalin’s
infamous reign as dictator. Orwell’s Animal Farm is one of the most famous literary examples of
allegory, as he re-envisions the history of Soviet Russia on a farm in the English countryside,
where the animals of Manor Farm rebel against their human owners and struggle for direction
and leadership in the years that follow. Close examination of this excerpt will offer students the
opportunity to read a classic work of artistic and political purpose, to explore how Orwell uses
allegory to convey meaning, and to write thoughtful and textually-rooted responses consistent
with the ELA Common Core Standards for grades 9-10.
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Lesson Plan: Animal Farm
Background (10 minutes)
1.
Watch the Preview (SL.9-10.1-2). As a group, watch the video preview of the premium
lesson. After viewing, use the following questions to spur a discussion:
a. What does “utopia” mean? Based on the preview, what do you think Old Major’s
“vision of utopia” entails? How might a utopian vision be connected to political
revolution or upheaval?
b. The contradiction of the two credos “all animals are created equal” and “some
animals are more equal than others” is a crucial element of Animal Farm. Discuss
this contradiction between the two statements. What might Orwell be trying to say
about politics and society using this contradiction?
c. The preview introduces us to two terms that are essential to the understanding of
Animal Farm: satire and allegory. What do these terms mean?
Extension (additional 75 minutes)
d. Context (W.9-10.7-8 and SL.9-10.1-4). Before reading this excerpt from Animal
Farm, students might find it helpful to read about the life of Leon Trotsky, since
one of the primary characters in this excerpt, Snowball, is an allegorical
representation of this famous Bolshevik leader. Have students read the short
essay at http://www.history.com/this-day-in-history/stalin-banishes-trotsky and
discuss, as a class, Trotsky’s relevance as a historical figure.
e. Watch and Discuss (SL.9-10.1-4). For further contextual information, watch this
short video about the power struggle between Trotsky and Stalin that followed
Lenin’s death: http://www.youtube.com/watch?v=8RrGWLf3_34. Once finished,
bring the class together and discuss: How did Trotsky and Stalin differ? How
might the history of the Soviet Union have been different if Trotsky had assumed
power, as Lenin wished?
f. Research (RL.9-10.1-2 and W.9-10.7, 9). If students need or desire extra context
and familiarity, have them go to
http://aussgworldpolitics.wordpress.com/opinions/animal-farm-reviewed-bychristopher-hitchens/ and read author Christopher Hitchens’ foreword to Animal
Farm. This should give them a better understanding of the plot events that led up
to this excerpt from Chapter 5, and a better sense of the novel’s intent.
g. Discuss (SL.9-10.1-4). As practice for the discussion to come, speculate on the
following issues: Can any society’s utopian dreams ever truly be realized? What
stands in the way of utopia? Are the obstacles to utopia a part of ‘human nature’,
or are they a product of certain kinds of societies and governments?
Engaging the Text (130 minutes)
1. Read the Text (30 minutes)
a. Read and Annotate (RL.9-10.1-6). Have students read and annotate the excerpt,
writing comments and responses to the action in the excerpt. If your classroom
has a projector, consider modeling annotating skills to the class using the first
paragraph. Have them write at least ten comments on the excerpt using the
annotation tool — these comments will be visible to you after the students submit
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Lesson Plan: Animal Farm
their writing assignments or beforehand if you use the “Mimic” function to access
the students’ accounts.
b. Discuss (SL.9-10.1, 3-4). Have students get into small groups or pairs and briefly
discuss the questions and inferences they had while reading. As a class, discuss
the following: As discussed in the preview, George Orwell’s Animal Farm is a
satirical and allegorical novel. Having now read the excerpt, what do you think is
being satirized? What is being signified in the allegory here? What might all of
these animals and situations in the excerpt represent?
Extension (additional 20 minutes)
c. Listen and Discuss (SL.9-10.1-2). As a class, listen to the audio reading of the text.
Ask students to share how their understanding of the text changed after listening.
What additional images came to mind? What words did the author use to develop
the setting?
d. Comprehend (RL.9-10.1-6). Have students complete the multiple-choice questions.
Collect papers or discuss answers as a class.
2. Watch SyncTV (40 minutes)
a. Watch. Either watch the SyncTV discussion as a class or ask students to watch it
on their individual computers.
b. Focus (SL.9-10.1-3 and RL.9-10.5). Have students pay close attention to the portion
of the episode from 1:10 – 2:15 as the SyncTV students discuss the concept of
allegory, and why Orwell chooses allegory as a framework for telling his story.
c. Focus (SL.9-10.1-3 and RL.9-10.3). From 3:49 – 5:11, model how the SyncTV
students compare and contrast Snowball and Napoleon and their respective
virtues, and how these students support their points by using direct quotes from
the text.
d. Focus (SL.9-10.1-3 and RL.9-10.2). Finally, have students consider the discussion
from 6:58 – 8:05, as the SyncTV students use what they’ve discussed so far to
extrapolate the deeper meaning of the text, including what Orwell’s message to
the reader might be.
e. Discuss (SL.9-10.1-4 and RL.9-10.1-6, 10). After watching the model discussion,
have a conversation with the class about the ideas discussed in the SyncTV
episode. What new thoughts do they have after hearing the students' discussion?
Next, divide students into small groups (3-4 students). Move around the room
monitoring groups as students follow the SyncTV episode as a model to discuss
some of the following questions:
i. How are Snowball and Napoleon characterized in the excerpt? Think of
words and phrases that would describe these two leaders. Which one is
more likable? Which one is more intelligent? Why?
ii. How does Orwell characterize the animals in attendance? What are some
of the differences that distinguish the different kinds of animals in the
room? What are some of their similarities? Think about how Orwell
characterizes the animals sometimes as individuals and other times as a
group.
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Lesson Plan: Animal Farm
iii. Based on these characterizations, what do you think Orwell might be
saying about the nature of leaders? What might he be saying about the
nature of the common people and their willingness to be led?
iv. Come up with a list of different reasons why Orwell might have chosen to
tell Animal Farm as “a fairy story” rather than a realistic, real-life account of
Soviet history. (Don’t forget to consider the time period in which the story
was written!)
v. In your opinion, what is the role and significance of Squealer in this
excerpt? In allegorical terms, what might he represent? What does he
exemplify about both leadership and those being led?
vi. In this excerpt we are presented with an allegorical society containing a
range of different characters, complete with different values and
characteristics. Which of the animals in this excerpt do you empathize with
the most? Whose role do you find most representative of your own?
Extension (additional 75 minutes)
f.
Write Creatively (W.9-10.3, 9 and SL.9-10.1). In small groups, have students turn
this excerpt from Animal Farm into a play, assigning a different “section” of the
excerpt to each group. When finished, combine the sections into one complete
script.
g. Activity (SL.9-10.4-6). Hold auditions for each of the roles in the play and choose
actors to perform the different parts, including Snowball, Napoleon, Boxer,
Benjamin, Squealer and other animals in the excerpt. Once cast, have students
perform the play! Allow students to dress up and “get into character” as best as
possible. Film the performance and post the video to a social networking site for
everyone to view (e.g. YouTube, a class Facebook page) or, if preferable, share it
privately.
3. Think (10 minutes)
a. Respond (W.9-10.1, 4). Ask students to read the “Think” questions, watch the
corresponding video clips, and respond to the questions, either in class or for
homework.
4. Write (50 minutes)
a. Discuss (SL.9-10.1). Read the prompt you have chosen for students, and then
solicit questions regarding the prompt or the assignment expectations. Whichever
prompt you have chosen, make sure you are clear about the assignment
expectations and the rubric by which you and the other students will be evaluating
them.
b. Organize (RL.9-10.1-6, 10 and W.9-10.1-2, 5). Ask students to go back and annotate
the text with the prompt in mind. They should be organizing their thoughts and the
points they’ll address in their writing as they make annotations. If you’ve worked
on outlining or other organizational tools for writing, this is a good place to apply
them.
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Lesson Plan: Animal Farm
c. Write (W.9-10.1-2, 4-6, 8-10). Have students go through the writing process of
planning, revising, editing, and publishing their writing responses.
d. Review (W.9-10.4-6). Use the StudySync “Review” feature to have students
complete one to two evaluations of their peers’ work based on your chosen
review rubric. Have the students look at and reflect upon the peer evaluations of
their own writing: What might you do differently in a revision? How might you
strengthen the writing and the ideas?
Extension (additional 80 minutes)
e. Write (W.9-10.1-2, 4-6, 8-10). For homework, have students write an essay using
one of the prompts you did not choose to do in class. Students should publish
their responses online.
f.
Write Argumentatively (W.9-10.1, 4, 9). In a persuasive written response
containing a clear thesis statement and citing supporting examples from the
excerpt, ask students to respond to one of the following questions in an essay of
at least 300 words:
i. Are the ideas and messages we take away from Animal Farm universal, or are
they only specific to certain countries and certain situations?
ii. Based on your understanding of this excerpt from Animal Farm, do you think
George Orwell’s world view is cynical, or true-to-life?
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Lesson Plan: Animal Farm
SUPPLEMENTARY MATERIALS
Key Vocabulary
1.
procure (v.) – To obtain something by action or effort
2. faction (n.) – A smaller group within a larger whole that is separated by its members’
distinct ideas or opinions
3. slogan (n.) – A short, memorable phrase that is used repeatedly by a particular group
4. restive (adj.) – Feeling restless or impatient while awaiting action or change
5. sordid (adj.) – Dirty (literal); dishonest (figurative)
6. maxim (n.) – A phrase that expresses a larger-known truth or a statement of purpose
7. articulate (adj.) – Able to express ideas clearly and thoughtfully in speaking or writing
8. eloquence (n.) – The ability or quality of being articulate
9. marshal (v.) – To organize or order something effectively
10. bleating (n.) – The sounds made by sheep or goats
Reading Comprehension Questions
1.
Snowball argues in favor of building the windmill because _____________.
a. he wants to stand in direct opposition to whatever Napoleon wants
b. he believes it would improve the animals’ living conditions later on
c. the animals want to build the windmill and he wants to earn their support
d. all of the above
2. Benjamin is best described as _____________.
a. pessimistic
b. idealistic
c. confused
d. intimidating
3. The animals in attendance at the meetings are ______________.
a. distrustful of Napoleon
b. distrustful of both Snowball and Napoleon
c. strongly opposed to working hard to build a windmill
d. generally easily persuaded by whomever
4. The high-pitched whimper Napoleon utters at the end of paragraph three is probably
______________.
a. a cry of frustration because he lost the debate
b. his signal for his dogs to attack
c. his way of rallying support from the animals in attendance
d. all of the above
5. Napoleon has Snowball chased off the farm because ______________.
a. he knows he can’t win a debate versus Snowball
b. he is afraid of the animals wanting Snowball to be their leader
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Lesson Plan: Animal Farm
c. Snowball is a threat to Napoleon’s desire for absolute power
d. all of the above
6. Napoleon’s true reason for ending the Sunday meeting is probably because
_______________.
a. most of the animals lack the intellect and rhetorical skills of the pigs
b. he wants to suppress any thought or dissent among the workers
c. the meetings are a waste of time since they are all on the same page
d. he doesn’t feel that anyone should have to work on Sunday
7. In allegorical terms, Squealer probably represents _______________.
a. a revolutionary leader
b. an artist
c. government-controlled media
d. a political commentator
8. The use of the term “comrades” by Squealer suggests that _______________.
a. Orwell as author is alluding to Soviet Russia
b. he wants to foster a sense of unity
c. he wants the animals to think the government is their friend
d. all of the above
9. Boxer probably believes that the most important thing in life is _______________.
a. hard work
b. the pursuit of truth
c. finding love
d. fighting persecution
10. The character of ‘Jones’ mentioned a few times in this excerpt is probably
________________.
a. another neighboring farm owner
b. the previous human owner of the animal farm
c. a pig the workers all disliked
d. a nickname given to Snowball
Answer Key
1. B
2. A
3. D
4. B
5. D
6. B
7. C
8. D
9. A
10. B
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Lesson Plan: Animal Farm
Further Assignments
1.
For a longer reading assignment, have students read the complete text of Animal Farm.
Expand on the themes and ideas discussed through this excerpt and examine how they
play out over the course of the whole work. Taken as a complete statement, ask students
to discuss and write about the meaning and purpose of Orwell’s classic novel. (RL.9-10.16, 10)
2. As a complement to the study of Animal Farm, assign students the StudySync premium
lesson on George Orwell’s other-most famous work, 1984. Have them complete the
activities and write about the excerpt from 1984. (RL.9-10.1-6, 10 and W.9-10.1-2, 9-10)
3. Ask students to try to think of other leaders — whether from something they’ve learned or
from their own observations/experiences — that resemble either Snowball or Napoleon? If
the class is comfortable discussing these topics, talk about it as a class. Or have students
write a short paragraph discussing whom they are reminded of when reading about
Snowball or Napoleon. (SL.9-10.1-4 and W.9-10.2-3, 9)
4. Have students generate a list of descriptive adjectives for each character in the Animal
Farm excerpt. Then encourage them to use their adjectives in complete oral sentences
about the characters or other situations or people in their experience. For example, one
word for Napoleon might be bossy; the sentence might be My brother is bossy when he
tells me to be quiet. (ELL)
5. Screen the animated film version of Animal Farm for the class, once they’ve read the
entirety of the text. Discuss how watching an animated film version of Orwell’s classic
story differs from reading the book. What are the different effects of the two mediums?
Did the filmmakers do an adequate job in translating Animal Farm from page to screen?
(SL.9-10.4 and RL.9-10.7)
6. Have students conduct a mock interview with Snowball, now living in exile after being run
off from the farm. Encourage creativity in their questions and responses. How did
Snowball respond to his exile? What is he doing now? Is he planning any sort of revenge
against Napoleon? (SL.9-10.5-6 and W.9-10.3, 9)
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Lesson Plan: Animal Farm