Unit Plan 1

Dr. Miller

T.E 432/5432

Unit Plan

Name: Alexander Fick School Name: Ruskin High School

Type of Class: 12th Grade EnglishClass Duration: 47 minutes

  1. Title of Unit:

Animal Farm by George Orwell

2. Goals of unit:

  1. Students will have an understanding of allegories in literature and the features that make it up.
  2. Students will learn about dystopian literature and the features that make up a dystopia.
  3. Students will be able to make connections between Animal Farm and the history of communism in Europe
  4. Students will have a firm understanding of what propaganda is and the impacts that it has on society. Students will be able to analyze and examine propaganda in their lives.
  1. Common Core Standards
  • CCSS.ELA-Literacy.L.11-12.1Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
  • CCSS.ELA-Literacy.L.11-12.2Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
  • CCSS.ELA-Literacy.L.11-12.3Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.
  • CCSS.ELA-Literacy.L.11-12.4Determine or clarify the meaning of unknown and multiple-meaning words and phrases based ongrades 11–12 reading and content, choosing flexibly from a range of strategies.
  • CCSS.ELA-Literacy.L.11-12.4aUse context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.
  • CCSS.ELA-Literacy.L.11-12.5Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
  • CCSS.ELA-Literacy.RL.11-12.1Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
  • CCSS.ELA-Literacy.RL.11-12.2Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.
  • CCSS.ELA-Literacy.RL.11-12.3Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).
  • CCSS.ELA-Literacy.RL.11-12.4Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful.
  • CCSS.ELA-Literacy.RL.11-12.6Analyze a case in which grasping a point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement).
  • CCSS.ELA-Literacy.RL.11-12.7Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text.
  • CCSS.ELA-Literacy.W.11-12.1Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
  • CCSS.ELA-Literacy.W.11-12.2Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.
  • CCSS.ELA-Literacy.W.11-12.7Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
  • CCSS.ELA-Literacy.W.11-12.9Draw evidence from literary or informational texts to support analysis, reflection, and research.
  • CCSS.ELA-Literacy.SL.11-12.1Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
  • CCSS.ELA-Literacy.SL.11-12.3Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used.

4. Objectives

For Goal 1:

  • As a result of this unit students will be able to discuss and analyze allegories as well as knowing what makes up allegorical literature. Assessment will be gathered through classroom discussion using Socratic circles and through a quiz over Animal Farm.
  • As a result of this unit students will be able to understand the nature of allegories and fables and their uses in the modern day by writing their own short fable in small groups. Assessment will be over the completion of the fable and whether or not the students’ story meets the definition of a fable.

For Goal 2:

  • As a result of this unit students will be able to write their own narrative with a dystopian theme. Students will be assessed on their understanding and inclusion of dystopian themes and concepts.

For Goal 3:

  • By the end of the unit students will have an understanding of the connection between the history of communism in Europe (specifically Russia) and Animal Farm. Students will be able to show this understanding by taking a test at the end of the novel and through classroom discussion.

For Goal 4:

  • As a result of this unit students will have a firm understanding of what propaganda is and the impacts that it has on society. This will be assessed through Socratic circles and through journal writing on propaganda. This will also be assessed in the Animal Farm quiz.
  • As a result of this unit students will be able to analyze and examine propaganda in their lives. Students will be assessed for this objective through classroom discussion and by writing an argumentative essay on modern day propaganda.

4. Essential Questions

  • Do I realize there is an ongoing battle against the exploitation of the weak by the strong?
  • What are my responsibilities to do something about this exploitation?
  • What do the characters and events in Animal Farm symbolize?
  • How does George Orwell convey his ideas about government abuses in Animal Farm?
  • How can we identify examples of governmental abuses in our world?
  • Is liberty and justice for all attainable?
  • Should people sacrifice freedom in the interest of security?
  • When does government have the right to restrict the freedoms of people, and when is the restriction of freedom a good thing?
  • What is allegory and why is it a powerful way to express an idea?
  • How can an author’s personal experiences influence his/her work?
  • What are the positives and negatives of communism?
  • What is the cost of attaining utopia?
  1. List of Texts Consumed:
  • Animal Farm by George Orwell
  • A Brief History of Communism in Russia
  • Plato’s “Allegory of the Cave”
  • The Matrix (film)
  • “I Have a Dream Speech” by Martin Luther King
  • “The Stalin Epigram” by Osip Mandelstam
  • “Crow Song” by Margaret Atwood
  1. List of Texts Produced (Major Student Assignments):
  • 5 page argumentative essay on propaganda in our lives
  • Journal entries
  • Group-work fable
  • Propaganda poster
  1. Assessments:
  • 5 page argumentative essay on propaganda in our lives
  • Journal entries
  • Group-work fable
  • Propaganda poster
  • Halfway quiz over Animal Farm and unit
  • Animal Farm end of unit test

Week 1 Tentative Plan
Day: / M / T / W / Th / F
Goals: / Introduce Animal Farm by George Orwell / Read Animal Farm chapter 1-2

Cover background knowledge necessary for Animal Farm / / / Relate “I have a Dream” speech to beginning of Animal Farm
Procedures: / Do Now:
Journal entry over knowledge and thoughts on communism
Closure:
Class discussion on communism and communist Russia / Do Now:
Read A Brief History of Communism in Russia handout and then discuss
Closure:
Start reading Animal Farm as a class / Do Now:
Journal entry on thoughts on Animal Farm so far
Closure:
Socratic Discussion and then read aloud / Do Now:
Play video on George Orwell biography
Closure:
Socratic Discussion and then read aloud / Do Now:
Play and read
“I have a dream” speech by Martin Luther King, Jr.
Closure:
Socratic Discussion and then read aloud
Assessment: / Journal Entry completion / Participation in Socratic discussion / Journal Entry completion / Participation in Socratic discussion / Vocabulary handout due
Materials: /
  • Journal
  • Animal Farm
/
  • Journal
  • Animal Farm
  • History of Communism in Russia handout
/
  • Journal
  • Animal Farm
/
  • Animal Farm
  • Orwell biography video
/
  • Journal
  • Animal Farm
  • “I have a Dream” speech

Week 2 Tentative Plan
Day: / M / T / W / Th / F
Goals: / Read Animal Farm chapters 3-5 /
Introduce propaganda in the novel / /
Start to decipher what makes up propaganda / Draw connections between “The Stalin Epigram” and Animal Farm
Procedures:
Do Now:
Closure: / Do Now:
Journal entry on thoughts on what students think is going to happen in Animal Farm
Closure:
Socratic Discussion and then read aloud / Do Now:
Watch old propaganda clips from WWII
Closure:
Introduce propaganda and discuss / Do Now:
Journal entry on thoughts on Animal Farm so far
Closure:
Socratic Discussion and then read aloud / Do Now:
Listen to “Dogs” from Pink Floyd’s album Animals
Closure:
Propaganda Gallery Walk / Do Now:
Read “The Stalin Epigram”
Closure:
Vocabulary discussion and then read aloud
Assessment: / Journal Entry completion / Participation in Socratic discussion / Journal Entry completion / Participation in Socratic discussion / Participation in Socratic discussion
Vocabulary handout due
Materials: /
  • Journal
  • Animal Farm
/
  • Animal Farm
  • WWII Propaganda Clips
/
  • Journal
  • Animal Farm
/
  • Animal Farm
  • Pink Floyd’s Animals
  • Propaganda posters
/
  • “The Stalin Epigram” by Osip Mandelstam
  • Animal Farm

Week 3 Tentative Plan
Day: / M / T / W / Th / F
Goals: / Read Animal Farm chapters 6-8 /
Assess students through quiz / /
Draw parallels between “Pigs” and Animal Farm / Draw parallels between “Crow Song” and Animal Farm
Procedures:
Do Now:
Closure: / Do Now:
Journal entry on thoughts on Animal Farm so far
Closure:
Socratic Discussion and then read aloud / Do Now:
Quiz Day
Closure:
Socratic Discussion and then read aloud / Do Now:
Journal entry on thoughts on Animal Farm so far
Closure:
Socratic Discussion and then read aloud / Do Now:
Listen to “Pigs” from Pink Floyd’s album Animals
Closure:
Socratic Discussion and then read aloud / Do Now:
Read “Crow Song” by Margaret Atwood
Closure:
Vocabulary discussion and then read aloud
Assessment: / Journal Entry completion
Participation in Socratic discussion / Quiz
Participation in Socratic discussion / Journal Entry completion
Participation in Socratic discussion / Participation in Socratic discussion / Vocabulary handout
Materials: /
  • Journal
  • Animal Farm
/
  • Animal Farm
  • Quiz
/
  • Journal
  • Animal Farm
/
  • Animal Farm
  • Pink Floyd’s Animals
/
  • “Crow Song” by Margaret Atwood
  • Animal Farm

Week 4 Tentative Plan
Day: / M / T / W / Th / F
Goals: / Read Animal Farm chapters 9-10
Create and understand fables and allegories / / /
Introduce propaganda assignment, go more in depth on propaganda / Understand theme of “Allegory of the Cave”
Procedures:
Do Now:
Closure: / Do Now:
Read one of Aesop’s fables
Closure:
Group work – create own fable / Do Now:
Journal entry on thoughts on favorite characters and why
Closure:
Group work – create own fable / Do Now:
Journal entry on thoughts on Animal Farm so far
Closure:
Socratic Discussion and then read aloud / Do Now:
Journal entry on thoughts on propaganda students have seen
Closure:
Create propaganda posters with a partner / Do Now:
Read Plato’s “Allegory of the Cave”
Closure:
Vocabulary and finish propaganda posters
Assessment: / Journal Entry completion
Fable group work / Fable / Journal Entry completion
Participation in Socratic discussion / Journal Entry Completion
Propaganda Poster / Finished Propaganda posters
Materials: /
  • Journal
  • Animal Farm
  • Aesop’s Fables
/
  • Journal
  • Animal Farm
/
  • Journal
  • Animal Farm
/
  • Journal
  • Animal Farm
/
  • Plato’s “Allegory of the Cave”
  • Animal Farm

Week 5 Tentative Plan
Day: / M / T / W / Th / F
Goals: / Identify key moments and themes in the book
Work on argumentative Essay /
Test Day / / / Identify shared themes of prior readings and The Matrix
Procedures:
Do Now:
Closure: / Do Now:
Journal entry on thoughts on the end of Animal Farm
Closure:
Go over essay / Do Now:
Test
Closure:
Socratic Discussion over end of book / Do Now:
Workshop on thesis statements
Closure:
Build a thesis statement as a class / Do Now:
Go over argumentative essays again
Closure:
In class writing time / Do Now:
Watch The Matrix
Closure:
Watch The Matrix
Assessment: / Journal Entry completion / Test / Thesis statement worksheet / Rough draft / Rough draft
Materials: /
  • Journal
  • Animal Farm
/
  • Animal Farm
  • Test
/
  • Thesis statement worksheet
/
  • The Matrix

Week 6 Tentative Plan
Day: / M / T / W / Th / F
Goals: / Work on argumentative Essay
Identify shared themes of prior readings and The Matrix / /
Students will understand peer editing /
Procedures:
Do Now:
Closure: / Do Now:
Watch The Matrix
Closure:
Watch The Matrix / Do Now:
Journal entry on The Matrix
Closure:
Finish The Matrix / Do Now:
Review peer editing
Closure:
Peer editing / Do Now:
Work on final drafts
Closure:
Work on final drafts / Do Now:
Share papers
Closure:
Class discussion on student reaction to papers
Assessment: / Journal Entry / Peer edited rough drafts / Final draft of essay / Final draft of essay
Materials: /
  • The Matrix
/
  • Journal
  • The Matrix