Curriculum / ELA / 8th Grade / Unit 3: Abusing Power: Animal Farm and Wicked History / Lesson 30
ELA
Unit 3
8th Grade
Lesson 30 of 32
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Outline and draft introduction and conclusion paragraphs.
Book: Animal Farm by George Orwell pp. 6 – 13
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Submit an introduction and conclusion paragraph.
An example response to the Target Task at the level of detail expected of the students.
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W.8.1 — Write arguments to support claims with clear reasons and relevant evidence.
W.8.1.a — Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.
W.8.1.e — Provide a concluding statement or section that follows from and supports the argument presented.
Standards that are practiced daily but are not priority standards of the unit
L.8.1 — Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L.8.2 — Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
L.8.3 — Use knowledge of language and its conventions when writing, speaking, reading, or listening.
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.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.8.1.b — Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.
W.8.1.c — Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence.
W.8.1.d — Establish and maintain a formal style.
W.8.4 — Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
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.
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.8.9 — Draw evidence from literary or informational texts to support analysis, reflection, and research.
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 29
Lesson 31
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
Unpack a narrative writing prompt, study a Mentor Text, and begin to outline their "rewrites."
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
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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