Curriculum / ELA / 8th Grade / Unit 3: Abusing Power: Animal Farm and Wicked History / Lesson 22
ELA
Unit 3
8th Grade
Lesson 22 of 32
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Unpack a narrative writing prompt, study a Mentor Text, and begin to outline their "rewrites."
Book: Animal Farm by George Orwell
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Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved
Create an outline in preparation for answering the following prompt:
A common experience for people reading Animal Farm is feeling frustrated with the animals not doing or understanding things that seem obvious to the reader. If only the animals would just think harder or speak out or fight back, maybe things could be different.
In this short narrative writing task, you will explore this idea. Rewrite one of the following scenes answering the following "what if…" questions:
Your "rewrite" should be at least three paragraphs long and include original dialogue and descriptive language. It should demonstrate an understanding of the text and the characters.
An example response to the Target Task at the level of detail expected of the students.
Reading and/or task to be completed at home in preparation for the next lesson.
Complete your outlines.
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RL.8.2 — Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text.
W.8.3 — Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.
W.8.5 — With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.
Standards that are practiced daily but are not priority standards of the unit
L.8.6 — Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.
RL.6.6 — Explain how an author develops the point of view of the narrator or speaker in a text.
RL.8.1 — Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
RL.8.10 — By the end of the year, read and comprehend literature, including stories, dramas, and poems, at the high end of grades 6—8 text complexity band independently and proficiently.
SL.8.1 — Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others' ideas and expressing their own clearly.
W.8.4 — Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
W.8.6 — Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others.
W.8.10 — Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Lesson 21
Lesson 23
Define and articulate the differences between capitalism and communism.
RI.8.2 RI.8.3
Explain the events, ideas, and social conditions that began to shape Stalin’s behavior and beliefs about the world.
Identify the events, ideas, and social conditions that led to the Russian Revolution, and explain Stalin’s role in the establishment of a new communist society and government.
Explain the purpose of Stalin’s Five-Year Plan, its impact on the people of the Soviet Union, and how author McCollum uses specific text features to develop key ideas about this time period.
RI.8.2 RI.8.5
Writing
Define propaganda and gather evidence about a specific propaganda technique in preparation for creating an informational poster.
RI.8.2 W.8.2 W.8.9
Draft a paragraph and create a poster that informs classmates about a propaganda technique.
W.8.2 W.8.2.a W.8.2.b W.8.5
Identify ways that Stalin used propaganda to control the people of the Soviet Union.
Determine the central idea of individual chapters of Joseph Stalin (A Wicked History) and the text overall, and explain how the author develops and supports these ideas.
RI.8.2
Define the literary genres of satire and allegory, and explain their purposes.
Explain how Orwell uses descriptive language to develop Old Major’s perspective and make connections between Old Major’s speech and real-world economic systems.
RL.8.2 RL.8.4
Identify specific events and lines of dialogue that reveal character traits, and explain the impact of events on the plot of Animal Farm.
RL.8.3
Explain the impact of different propaganda techniques the pigs use in Animal Farm.
RL.8.3 RL.8.4
Explain how George Orwell has interpreted individuals and events from the Russian Revolution and portrayed them in his allegorical text, Animal Farm.
Explain how the pigs use propaganda techniques to manipulate the other animals, and how the author uses this manipulation to develop dramatic irony.
RL.8.4 RL.8.6
Explain how George Orwell has interpreted events of the Russian Revolution and portrayed them in his allegorical text Animal Farm.
Explain how the pigs have betrayed the original principles of Animal Farm, and how their betrayal and manipulation of the other animals creates dramatic irony.
RL.8.3 RL.8.6
Explain how Squealer uses language and propaganda techniques to manipulate the other animals, and how the author uses this manipulation to develop dramatic irony.
RL.8.3 RL.8.4 RL.8.6
Explain the significance of specific lines and events in Animal Farm and what they reveal about characters and the plot.
Determine what Orwell wants the reader to understand about the Russian Revolution and human nature more broadly, and explain how he develops these ideas in Animal Farm.
RL.8.2
Identify places where the film version of Animal Farm differs from the original text and evaluate the choices that the director made.
RL.8.7
RL.8.2 W.8.3 W.8.5
Complete a full draft of narrative "rewrites."
W.8.3 W.8.3.a W.8.3.d W.8.3.e
Engage in peer feedback with a partner and present narratives to the class.
SL.8.4 W.8.3 W.8.5
Socratic Seminar
Engage in a Socratic Seminar with peers, demonstrating a deep understanding of the text and topic by posing and responding to questions and providing evidence to support ideas.
SL.8.1 SL.8.1.a SL.8.1.c SL.8.4
Unpack a Writing Prompt and begin to gather evidence for a literary analysis essay.
W.8.1 W.8.9
Draft a claim statement and create an outline for a four-paragraph literary analysis essay.
W.8.1 W.8.1.a W.8.1.b
Draft two strong body paragraphs and revise them to contextualize and introduce evidence.
W.8.1 W.8.1.c W.8.1.d
Outline and draft introduction and conclusion paragraphs.
W.8.1 W.8.1.a W.8.1.e
Revise essay for linking words and tone, and experiment with verb moods.
L.8.1 L.8.1.c W.8.1 W.8.1.c W.8.1.d
Assessment – 2 days
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