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Section 4 (Chapters 6-10)

In section 4, students read Chapters 6-10 of Animal Farm by George Orwell. Students will continue to analyze the development of the characters and how incidents in the text reveal whether or not the characters’ intentions are or are not for the greater good. Additionally, students will determine how persuasion and propaganda has led to many negative consequences for the characters in the novel.

Section Diagnostic

In four paragraphs (including an introduction, two body paragraphs, and a conclusion), take a position on the following prompt and provide logical arguments supported by evidence as to why your position is correct: Some may claim that the characters of Napoleon and Squealer believe their use of persuasion and propaganda is for the greater good. Do you agree or disagree with this claim? Why or why not? Be sure to discuss the positive and/or negative impacts of Napoleon and Squealer’s actions and use of persuasion/propaganda in Chapters 6-.10

2/3

#1 In this lesson, students will read Chapter 6 of Animal Farm. Students will analyze the significance of the windmill project, including how its construction symbolizes the animals’ hopes and the pigs’ manipulation and corruption.

Objectives:

Can students analyze the irony and symbolism that exists in Chapter 6 of Animal Farm?
Can students cite relevant evidence and provide sufficient reasoning to express their understanding of symbolism?

TLW Listen to and follow along with the read aloud of Chapter 6 from Animal Farm.

Reading focus:

What are the challenges and proposed solutions to life on Animal Farm in this section. (59-64)

analyze what is revealed about the characters in the first ½ of the chapter. What is IRONIC about this? The animals are grateful for their perceived freedom from humans and so they are willing to put in an extreme amount of work. The irony is that their leaders, the pigs, are not willing to do the same. Also, their being referred to figuratively as slaves is ironic given their perceived freedom.
Analyze how Napoleon employs logos, pathos, ethos in explaining his decision to trade with neighboring farms. He uses logos as he explains that logically, as they are in need of resources, they have no choice but to engage in trade. He employs ethos by claiming to take on the burden of meeting with humans all himself and presents this as a great sacrifice. He employs pathos by invoking fear among the pigs who would question him through the use of his dogs.
TLW use context clues to define unknown words in the chapter

TLW finish reading the chapter

What are the conflicting viewpoints of the animals and the humans towards the farm? How has this shifted since the rebellion?

TLW identify propaganda/persuasive techniques used by the characters and how they either benefited or harmed characters in this chapter.

TLW will respond to the prompt: Analyze the significance of the windmill project. How does its construction symbolize the animals’ hopes and the pigs’ manipulation and corruption?

TTW pull small groups for GAME and others will work on IReady and Language Live

2/4

#2 In this lesson, students read Chapter 7 of Animal Farm. Students will analyze the tactics used by Napoleon to incite fear in the animals and determine the points of view of the animals on the farm based on their circumstances.

Lesson objectives:

Can students analyze the persuasive techniques used by Napoleon and the impact on the animals’ points of view?
Can students use relevant evidence and valid reasoning to analyze persuasion and point of view in a text through discussion?

TLW Listen to and follow along with the read aloud of Chapter 7 from Animal Farm. Read from the beginning of Chapter 7 through page 77.

Reading focus: How does Napoleon continue to exert control?

TLW define unknown words using context clues and connotations to gain meaning.
Why is Boxer a motivating figure? How does his impact on the animals differ from Napoleon’s? The text states, “Squealer made excellent speeches on the joy of service and the dignity of labour, but the other animals found more inspiration in Boxer’s strength and his never-failing cry of ‘I will work harder!’” The animals find Boxer a motivating figure because he leads by example while giving all he has to the farm without expecting praise or unequal treatment. This is more motivating than Squealer or Napoleon whose only contributions come in words that do not seem to be backed up by any action.
What is the outcome of the hens’ rebellion? How do persuasion and propaganda play a role in this?The hens’ rebellion ends when several hens mysteriously die and Napoleon starves them until they give in. Persuasion and propaganda play a role through appeals to fear, as no one is allowed to help the hens under threat of violence, and propaganda as lies are spread as to why some of the hens have died.

TLW listen to and follow along with the read aloud of Chapter 7 from Animal Farm. Read from the page 77-84.

Reading Focus: How do the pigs continue to use their intelligence to their advantage? How do they continue to use Snowball to their advantage? How does Napoleon use fear in this section?

TLW answer the questions:

Questions:

How are the pigs using their intelligence to their advantage?
How do they continue to use Snowball to their advantage?
To what do the animals confess? Are they telling the truth? Why or why not?

Several animals give confessions:

Pigs: “they confessed that they had been secretly in touch with Snowball ever since his expulsion, that they had collaborated with him in destroying the windmill, and that they had entered into an agreement with him to hand over Animal Farm to Mr. Frederick.”
Hens: “The three hens who had been the ringleaders in the attempted rebellion over the eggs now came forward and stated that Snowball had appeared to them in a dream and incited them to disobey Napoleon’s orders. They, too, were slaughtered. Goose: “Then a goose came forward and confessed to having secreted six ears of corn during the last year’s harvest and eaten them in the night.
Sheep: “Then a sheep confessed to having urinated in the drinking pool — urged to do this, so she said, by Snowball — and two other sheep confessed to having murdered an old ram, an especially devoted follower of Napoleon, by chasing him round and round a bonfire when he was suffering from a cough.”

The animals are likely lying, having been coerced by Napoleon to confess. Napoleon has shown that he will do anything to maintain his power on the farm. Forcing animals into false confessions and executing them would continue to aid him in keeping control of the animals on the farm through fear.

TLW listen to and follow along with the read aloud of Chapter 7 from Animal Farm. Read from the page 84-end.

Reading Focus: What is the point of view of the animals about their current situation versus when Jones ran the farm? Is this perspective legitimate?

What is the point of view of the animals about their current situation versus when Jones ran the farm? Is this perspective legitimate? Why or why not? The animals feel as if the situation on the farm is possibly worse than when Jones ran the farm. This is due to the fact that when animals were harmed before, it was at the hands of the cruel humans. Now, the animals are killing one another.
Reread the words of the song Beast of England and think about its descriptions versus the farm’s reality. Why does Napoleon decree that the song can no longer be sung? Napoleon’s reason for the song’s banishment is because the goals of the song are achieved. His actual reason is more likely that the realities of the farm and the goals the song describes are so far apart.

TLW respond to the prompt: Write two paragraphs to explain the various ways the pigs are using propaganda pertaining to Snowball to their advantage. Use evidence from the text to support your claim.

TTW pull small groups for GAME and others will work on IReady and Language Live

2/5

#3 In this lesson, students will read Chapter 8 of Animal Farm. Students will analyze the various ways in the chapter the animals are persuaded to ignore the pigs’ corruption and why these methods are effective on the animals.

Lesson objectives:

Can students analyze the effectiveness of persuasion on the animals on the farm?
Can students produce organized writing that displays an understanding of persuasive techniques in a novel?

TLW listen to and follow along with the read aloud of Chapter 8 from Animal Farm. Read from the page 91-95.

Reading Focus: How does the song Comrade Napoleon compare to Napoleon’s behaviors in the novel?

What continues to happen to the commandments?As the pigs’ behavior becomes more violent or human-like, the commandments continue to be altered to allow for their behavior.
What do Napoleon’s behaviors imply? He continues to separate himself and become the subject of more celebrations. This implies that he is more and more important than the others on the farm.
What words and phrases are used to describe Napoleon in the song Comrade Napoleon? “Friend of fatherless! Fountain of happiness! Thou are the giver of All that thy creatures love”
How do the song’s lyrics compare with reality?The song’s lyrics are in contrast with the reality that Napoleon is violent, instills fear in the animals, and treats them as lower creatures.
What purpose does the song hold?The song is a propaganda technique to manipulate the animals into believing Napoleon has good intentions when all of his actions show the contrary.

TLW continue reading through the end of the chapter

Reading Focus: What are the outcomes of The Battle of the Windmill? How do the various animals react during and after the battle?

TLW answer: What are the various ways in the chapter that animals are persuaded to ignore the pigs' corruption? Why are these methods effective on the animals? Use evidence from the text to support your answer.

TTW pull small groups for GAME and others will work on IReady and Language Live

2/6

#4 In this lesson, students will read Chapter 9 of Animal Farm. Students will analyze the fate of Boxer and how this reflects the evolution of the animals’ rebellion as a whole.

Lesson objectives:

Can students analyze how Boxer’s fate symbolizes the evolution of the farm’s priorities?
Can students discuss how incidents in a text reveal aspects of the characters and build conflict?

TTW begin by introducing

TLW listen to and follow along with the read aloud of Chapter 8 from Animal Farm. Read from the page 111-116.

TLW define unknown words using context clues and connotations to gain meaning as we read.

TLW ask and answer questions as we read.

Reading Focus: Why do the pigs continue adding more “celebrations” to farm life?

TLW answer: What is Squealer’s purpose in using the precise word choice of “readjustment”? Squealer manipulates the animals into ignoring the fact that their rations continue to be less and less. He continually speaks of the time when Jones ruled the farm as dreadful, so the animals believe that these “readjustments” cannot be so bad as their lives under Jones.

TLW analyze propaganda used by Squealer and why they are effective.

TLW continue reading through the end of chapter 9.

TLW discuss what the purpose of the additional celebrations are.

Reading Focus: Why is Boxer’s betrayal so significant?

TTW lead the students in discussion pertaining to Boxer.

Who/what does Boxer symbolize? What is some evidence of this in the text (prove his loyaltly/work ethic)? Why is his betrayal so significant? What is the conflict and how does his death escalate it? What theme is Orwell developing in this chapter?

The students will write 2 paragraphs to respond to the prompt: What does Boxer represent in the story and why does this make Boxer's betrayal so significant? How does his death escalate the conflict in the story? Use evidence from the text to support your response.

EXEMPLAR:

Boxer represents the loyal, hard working subservient, who is often exploited by those in power. His strong work ethic and unwavering dedication to the farm's principles are evident when he adopts the personal motto, “I will work harder.” This motto symbolizes his commitment to the collective effort of the animals and the farm. However, Boxer's betrayal becomes significant when he is sold to the knacker after he is injured, demonstrating the ultimate betrayal of the very ideals he fought for. His fate illustrates the harsh reality that those who are most loyal and hard-working are often the first to be discarded by the ruling class when they are no longer useful.

Boxer's death escalates the conflict in the story as it reveals the corruption of the pigs and their betrayal of the original revolutionary ideals. The animals are devastated by Boxer's departure, which they believed was a departure to a better life. Instead, it serves as a wake-up call to the other animals about the pigs' true nature. They realize that their sacrifices were for nothing, as the pigs have become indistinguishable from the humans they initially overthrew. This betrayal fuels their disillusionment and anger, leading to a deeper conflict within the community and highlighting the themes of power and exploitation in the story.

TTW pull small groups for GAME to work on completing the writing assignment and others will work independently to finish theirs. Students will complete IREADY, LanguageLive, and AR when done.

2/10

#5 In this lesson, students finish the novel by reading Chapter 10 of Animal Farm. Students analyze Orwell’s use of irony to create suspense and determine what Orwell ultimately conveys in the allegory through the use of literary and persuasive techniques.

Lesson objectives:

Can students analyze Orwell’s use of irony and determine his themes in Animal Farm?
Can students discuss their interpretations of irony and theme using relevant evidence and sufficient reasoning?

TLW read page 127-130

TLW define unknown words using context clues and connotations to gain meaning.

Reading Focus: How does Squealer describe what the pigs’ role on the farm is?

TLW reread: “Somehow it seemed as though the farm had grown richer without making the animals themselves any richer -except, of course, for the pigs and the dogs” and reread Old Major’s speech from the beginning.

TLW answer: What is ironic about these two excerpts? The original speech by Old Major condemned all human behaviors and goals as evil. However, in Chapter 10, Squealer describes the pigs’ work with “files,” “reports,” “minutes,” and “memoranda” which sounds incredibly human-like and none of the other farm animals understand the purpose. Additionally, the other animals notice, “But still, neither pigs nor dogs produced any food by their own labour; and there were very many of them, and their appetites were always good.” Old Major condemned the humans for only taking and not producing, what seemingly the powerful pigs and dogs have come to also do.

TLW read page 130-132

Reading Focus: What are the animals’ perceptions of their lives on the farm?

How does the animals’ perceptions of their lives on the farm compare with the reality of their lives that Orwell portrays?The animals’ lack of memory of what farm life was like when Jones ruled and their lack of literacy which restricts them from having any sort of written record, causes them to be apathetic to their current situation. They remember neither if life is better or worse than ever before. However, Orwell’s portrayal would make it seem as though it is worse and that it is only through the animal’s ignorance and Squealer’s propaganda that they do not realize this.

TLW read page 132 to the end of Chapter 10

Reading Focus: How does Orwell create irony with the ending of Animal Farm?

Questions:

How do the pigs change their behavior even further? They morph even further into human-like behavior, walking on their hind legs and wearing clothing.
What happens to the 7 commandments? How is this an example of propaganda? The 7 commandments are distilled down into only one: “ALL ANIMALS ARE EQUAL BUT SOME ANIMALS ARE MORE EQUAL THAN OTHERS.” This is propaganda because it generalizes what once were complex concepts that guided the behaviors of the animals on the farm, and it is also rooted in lies and bias. The second part of the commandment directly contradicts the first part, permitting the pigs to put themselves above the other animals.
How do the pigs' and farmers’ points of view contrast with the other animals? How does this create suspense? How does this create suspense? The pigs and farmers believe that Animal Farm is a model of how farms should be run with little to no care for the comfort of most of the animals. This creates suspense as to how the farm will continue to prey upon the faithful animals who live there.
Reread the following paragraphs from Chapter 10 beginning with “It was a source of great satisfaction to him…,” “He had only one criticism, he said…,” and “Twelve voices were shouting in anger…” How does Orwell create irony within each of these sections? The first paragraph creates irony because not only are the pigs associating with humans, but the humans now want to replicate the pigs' strategies on their own farm, creating worse conditions for animals everywhere. The second section shows irony when Napoleon insists on changing the name of the farm back to Manor Farm. He is taking on not only human behaviors, which originally were the cause of the rebellion but wants to honor the name of the farm as it was under Jones, who they had driven out to begin with. The third section shows irony through imagery. The pigs, who once claimed to hate humans and ban any human-like behavior, have now become indistinguishable from the humans.

TLW read page 132 to the end of Chapter 10

TLW Respond to the prompt: Animal farm can be classified as an allegory and a satire. What theme does Orwell convey best with Animal Farm and what are the most powerful tools he uses as a writer to convey this meaning?

Claim-

In Animal Farm, Orwell sends a message that ignorance can be easily exploited by those who seek power and use persuasive techniques to their advantage. Throughout the novel, Orwell illustrates how persuasive techniques such as rhetorical appeals (ethos, pathos, logos), propaganda, and the manipulation of language are used to control and exploit the animals, leading to the corruption and failure of the revolution.

Evidence/Explanations:

The pigs (Snowball and Napoleon) symbolize different persuasive tactics that convince the animals that rebellion is necessary and achievable. The animals are convinced to overthrow Mr. Jones, leading to the establishment of Animal Farm.
The pigs, especially Snowball, use ethos and rhetoric to organize the animals and establish the Seven Commandments. The animals work together to run the farm, believing they are all equal and working for a common good.
Snowball uses rhetoric to gain support for the windmill project, while Napoleon uses force and the loyalty of the dogs. Snowball is exiled, and Napoleon takes control, marking the beginning of a more tyrannical regime.
Squealer uses propaganda to justify Napoleon’s actions and changes to the commandments. The animals begin to accept the pigs’ privileges and the increasing inequalities, believing Napoleon’s leadership is for the greater good.
Squealer manipulates the truth to blame Snowball for problems on the farm and uses fear to suppress dissent. The hens’ rebellion is crushed, and purges begin, consolidating Napoleon’s power through fear and manipulation.
Squealer’s propaganda convinces the animals that they are better off despite their hardships.
The animals remain loyal and hardworking, though their living conditions worsen, while the pigs indulge in luxury.
The pigs’ gradual changes and justifications lead the animals to accept their increasingly human-like behavior. The animals realize too late that the pigs have become indistinguishable from humans, symbolizing the complete betrayal of the rebellion’s original ideals.

TTW pull small groups for GAME to work on completing the writing assignment and others will work independently to finish theirs. Students will complete IREADY, LanguageLive, and AR when done.

2/11

#6 In this lesson (Sect 4 Lesson 4), students will write four paragraphs, taking a position on the following prompt and providing logical arguments supported by evidence as to why their position is correct: In a four-paragraph essay, including an introduction and conclusion, respond to the following: Some may claim that the characters of Napoleon and Squealer believe their use of persuasion and propaganda is for the greater good. Do you agree or disagree with this claim? Why or why not? Be sure to discuss the positive and/or negative impacts of Napoleon and Squealer’s actions and use of persuasion/propaganda in Chapters 6-8. Acknowledge a counterclaim in your response. This is the section diagnostic.

Lesson Look Fors:

Can students argue whether or not Napoleon and Squealer believe the intentions of their actions and manipulations are good?
Can students write arguments to support claims with clear reasons and relevant evidence and include counterclaims to strengthen their argument?

claim: The characters of Napoleon and Squealer continuously use persuasion and propaganda for no other reason than to selfishly gain power and resources for themselves and the other pigs.

Napoleon and Squealer use persuasion for only selfish reasons.
Napoleon and Squealer believe what they are doing is best for the farm.
Statement that distinguishes counterclaim from claim: Although some may claim that Napoleon believes he is doing what is best for the farm, it is clear that his intentions are only to boost his own power and lifestyle.

Intro:Historically, many people have claimed that actions most would consider shocking were done for some sort of greater good. However, in George Orwell’s Animal Farm, the actions of two of the main characters cannot be considered noble in any way. The characters of Napoleon and Squealer continuously use persuasion and propaganda for no other reason than to selfishly gain power and resources for themselves and the other pigs.

Body 1-Napoleon

Body 2 Squealer

Conclusion: Ultimately, Napoleon and Squealer’s use of persuasion and propaganda is purely for selfish reasons. They use a variety of tactics to persuade the other animals on the farm that life is better than it was when they were ruled by Jones. However, it is clear that power has corrupted them and life on the farm will continue to be less and less equal for all of the animals.

2/12

Lesson Look Fors:

Can students argue whether or not Napoleon and Squealer believe the intentions of their actions and manipulations are good?
Can students write arguments to support claims with clear reasons and relevant evidence and include counterclaims to strengthen their argument?

claim: The characters of Napoleon and Squealer continuously use persuasion and propaganda for no other reason than to selfishly gain power and resources for themselves and the other pigs.

Napoleon and Squealer use persuasion for only selfish reasons.
Napoleon and Squealer believe what they are doing is best for the farm.
Statement that distinguishes counterclaim from claim: Although some may claim that Napoleon believes he is doing what is best for the farm, it is clear that his intentions are only to boost his own power and lifestyle.

Body 1-Napoleon

Body 2 Squealer

2/13 FLEX DAY

This is a makeup day for students to complete their writing, tests, and any missing assignments for my class.