Tag Archive for animal farm

The money for another case of whisky.


  • ELAGSE9-10RL3 Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.

Learning Target: I will analyze how complex characters such as Boxer and the pigs develop over the course of Animal Farm, considering how they advance the plot of the story and develop various themes (such as power corrupts, trust no one, etc.).

Opening Session: Animal Farm summary by Shmoop

Work Session: Today we are going to continue our reading! We are close to the end of the book now, but today we are reading one of the most pivotal chapters in the book. One of my favorite reading strategies for this is question-by-pages. For this reading strategy, you will read a page on a time (4-5 minutes) and when the timer goes off, you will have a new question on the board to answer. The questions are short, reading comprehension questions, just to keep you engaged and looking at the details. When we finish reading, I want to stop and ask you to think and write for a few minutes.

Closing Session: TOTD: How did you feel about the ending of this chapter? Did it make you angry? Sad? Some combination of both? The animals didn’t understand what’s going on. If you were there, on Animal Farm, how would you react to this situation and what would you say or do to the other animals? Remember, no humans allowed on Animal Farm, so you need to write it as though you are one of the animals (what animal would you be?).

Differentiation: Process – high level readers can read independently

Assessment: Paragraphs will be graded

…but some animals are more equal than others.


  • ELAGSE9-10RI2 Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

Learning Target: I will read an article examining false confessions and analyze the central idea of that text, and then continue reading Animal Farm.

Opening Session: 60 second recap!

Work Session: Welcome back! Today we’re going to continue Animal Farm, but first, we’re going to revisit what we discussed yesterday – why do innocent people confess to crimes they didn’t commit, knowing the punishment is death? We’re gonna read an article from the New York Times about this – Why Do Innocent People Confess? and we’re going to do a bit of margin marking on this. Here’s what you do:

  • Put a * next to anything you think would be worth discussing with the class. (3)
  • Put a ? next to anything that confuses you or that you have questions about. (2)
  • Put a ! next to any statement with which you strongly agree. (1)
  • Put a X next to any statement with which you strongly disagree.(1)

We are also going to be annotating the text. This means we’re going to be marking all over it while we read, which I’ll do on the document camera while you guys do it on your papers!

If you’re following along from home, here’s a printable version of the article: Why do innocent people confess?

After we finish that, we’re going to continue with Animal Farm with a partner reading strategy. I’m giving everyone a sticky note and you’ll be putting it next to interesting things in the book. Then we’ll do a timed-by-page strategy for chapter 9. Our goal is to get through chapter 9 today, but we’ll see how far we get after discussing our article.

Closing Session: And at the end of the day we have a little ticket out the door of course 🙂 Let’s make this one a 3-2-1. 3 things you’ve learned, 2 things you’re questioning, and 1 thing you found surprising.

Assessment: Formative – margin marking article; ticket out the door

Differentiation: Process – high level readers can read independently, highlighters given as needed.

All Animals Are Equal….


  • ELAGSE9-10RL6 Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature.

Learning Target: I will continue reading Animal Farm, analyzing the cultural experience of people who have lived in communist countries around the world and how it relates to the experiences of the animals on Animal Farm.

Opening Session: THUG NOTES! Animal Farm: 

Work Session: GOOOD morning everyone! Welcome back!

We’re going to start off today with a little real world example of communism (like what they have on Animal Farm) in action. This is a documentary on Netflix called Under the Sun, which is about a little girl named Zin-mi and her family, living a year in the life of a typical North Korean family. This particular scene shows Zin-mi in school. I want you to watch how her school day goes, and reflect on how that’s similar or different to your own school experiences. Do you think this might be similar to how the pigs and puppies are educated on Animal Farm?

Next, we will continue to read Animal Farm. I liked the reading strategy we used last week, where I read a paragraph and then you read one and then I read one and then you and so on. We’ll do that again today. We need to get through chapter 9 to completely catch up from getting a bit behind, but we won’t get there for sure, so we just need to continue reading as long as we can. We’ll stop about ten minutes before class is over and do a little ticket out the door.

Closing Session: Ticket out the door – when ***SPOILER*** died in chapter 9, how did you feel? Were you sad? Cynical? Resigned? Disappointed? Angry? Surprised? Choose a word and explain why. Honors: Write a full paragraph explaining yourself, considering why you feel that way. Are you sad he died, but did you kinda see it coming? Are you shocked, and angry? Why? What clues in the story did or didn’t show you what was going to happen? In retrospect, should you have seen it coming?

Assessment: Formative observations and discussions while reading, ticket out the door.

Differentiation: Process: High level readers will read independently, highlighters provided as needed.

♫♪Beasts of England, Beasts of Osborne…♫♪


  • ELAGSE9-10RL6 Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature.

Learning Target: I will read chapters 3-4 of Animal Farm aloud and reflect on the changes that have taken place at the farm.

Opening Session: Crash Course World History: Capitalism and Socialism

Work Session: Not much to say today :) We get an awesome video by John Green, then we’re diving back into Animal Farm! We’re going to finish reading chapters 2 and 3 today listening to the audio, then read 4 aloud (I will take volunteers to read today). If you’re following along from home (or ISS), check the post below this one for links to the story and the audiobook.

Closing Session: After we finish our reading today, I want you guys to take a moment to write a short reflection on what has happened so far in the book. Write a short paragraph for me that talks about these changes. What do you think went wrong on Animal Farm? Why did things change when they started out so well? What do you think will happen in the future?

Assessment: Reflections will be graded for completion as a formative assessment; students will discuss important points of the story as they occur.

Differentiation: Process: Audiobook for low readers, independent reading for high readers; Product: illustration option of reflection to visual learners.



  • ELAGSE9-10RL7 Analyze the representation of a subject or a key scene in two different artistic mediums (e.g., Auden’s poem “Musée de Beaux Arts” and Breughel’s painting Landscape with the Fall of Icarus), including what is emphasized or absent in each treatment.

Learning Target: I will examine Guernica by Pablo Picasso and begin reading our anchor text, Animal Farm.

Opening Session:  Pablo Picasso, an artist we are going to be looking at today, at work:

Work Session: First on the agenda for today, we’re going to view a really famous painting by Pablo Picasso. I’m not going to tell you anything about it. I just want you to look at it for thirty seconds and think…and then we’re going to write. I’m going to play a song while we write which has the same title as this painting, Guernica. I’ll give you until the song finishes to write your reaction to this picture.

  • What do you think this is a painting of?
  • Why do you think Picasso painted it?
  • What does this represent?
  • What does it mean to you?
  • What do you think this painting says about the time period when it was painted?
  • What do you think would be a good title for this painting?

There! Okay, here is the painting…

Now that you guys have written about the picture, we’re going to read an article about the bombing of Guernica. While we read this, we’re going to mark it up with a reading strategy called margin marking. Here’s the skinny:

  • Put a * next to anything you think would be worth discussing with the class. (3)
  • Put a ? next to anything that confuses you or that you have questions about. (2)
  • Put a ! next to any statement with which you strongly agree. (1)
  • Put a X next to any statement with which you strongly disagree.(1)

After we do our margin marking, we’re going to discuss what needs discussing and see where we all fall.

Once we finish talking about the painting, we’re going to start reading Animal Farm! Our goal today is to get through chapters 1-3. We’ll be listening to the audio version in class to start off easy 🙂

If you’re reading from home or ISS, here is the full story:

After we finish those chapters, if there’s time, I want you guys to write a short paragraph anticipating what will happen next. At this point in the story, the animals have rebelled and are starting to put their principles of Animalism to full effect.

Closing Session: Ticket out the door — answer these questions:

1. Why do the pigs get the milk and apples?

2. What happened to the puppies that were born right after the revolution started?

3. Do you think the farmhouse will be forever preserved as a museum, and if not, what will become of it?

Assessment: Formative assessment of Guernica brain-dump writing, ticket out the door collection.

Differentiation: Learning style – visual/auditory interpretations of Guernica; Process: annotated version of the article provided as needed; Process: listening to the audiobook, high level readers can read independently.