Topic: Animal Farm Language Arts Students: 15-30 Teacher: Ann E.

Williams Grade Level: 8th grade Objectives: 1. Analyze how aspects of dialogue reveal Character. 2. Analyze how differences in the points of view of the characters and the audience or reader (e.g., created through the use of dramatic irony) create such effects as suspense or humor. 3. Draw inferences from the text to explain why the author uses the figures of the animals to illustrate some of the themes of the text.

Standards: Common Core Standards and Alaska English/ Language Arts State Standards CCSS.ELA-Literacy.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. CCSS.ELA-Literacy.RL.8.3 Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision. CCSS.ELA-Literacy.RL.8.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts. CCSS.ELA-Literacy.RL.8.6 Analyze how differences in the points of view of the characters and the audience or reader (e.g., created through the use of dramatic irony) create such effects as suspense or humor. Materials: Animal Farm text by George Orwell Props for skit if desired Audio Equipment (Tape Recorder) Graphic Organizer Student Journals (if needed) Statistics from Text
C onversation: Students will be able to converse at a level II Dialogue during initial instruction. Level III during Small group activities (quiet- moderate level voices) H elp: During Initial instruction raise hands for questions; small groups ask fellow student or instructor A ctivity: Break into small groups according to student interest. M ovement: Students will be seated in initial instruction, then move into small groups, return to desk@ summary. Participation: Full group for initial instruction, small group by choice, full group summary

Assessment: Student will complete a character analysis using multiple intelligence preference to explicate the significance and meaning of each character portrayed and discussed. Rubric to be designed by each group to align with each type of assessments students must demonstrate in rubric 1) Dialogue from text which verifies characters portrayal. 2) Analyze Point of View of Character 3)Draw inferences from text to explain how character relates to overall theme of text. Back ground knowledge: Students will need to have read the text to understand majority of characters relationship to the text. Students will need to understand characterization within a plot. Students will need to understand Point of View and Theme. Procedure(s) Anticipatory Set: Have Characterizations or drawings of main Characters displayed as students enter. Ask students if the portrayal fits with their imagined view of the Character in the novel. Why or Why not? Teaching/Instructional Process: Input: 1. Using references from the text ask students to discuss each of the characters portrayed so far in the text particular attention in this chapter is paid to Napoleon, Snowball, Squeeler, Boxer, Clover and Mollie, the Raven and the Sheep. Also Characterize Farmer Jones, Farmer Pilkington, Farmer Frederick,and the various animal groups. 2. Discuss how the mechanics of characterization was achieved, largely through dialogue and actions of the characters. 3. Define the point of view that the novel was written in and how the narrator is not omniscient but simply states events as they transpire. (Narrator does not correct misperceptions purposely perpetrated by Squealer, he simply states them as fact). 4. Define Point of View as it relates to individual characters 5. Evaluate how dramatic irony is heightened by this use of point of view and characterization.( anticipate but dont reveal last scene as Clover looks into window) Modeling: 6. Have students assume one of the animals to characterize, and which multiple intelligence they would like to use to express the character. 7. As a large group discusses which traits/persona the student will need to adapt to adequately portray the characters, Brainstorm how each MI group might approach their characterization.: Examples a. Linguistic group might write a poem to describe the animal character like Squeeler uses poetry to describe Napoloen. b. Kinesthetic Group could perform Skit, c. Visual Group may do a Graphic Organizer, d. Auditory Group could read aloud or record a Readers Theater e. Intrapersonal group may write a journal entry for Character being portrayed f. Logical Analytical group may look at how Squeeler manages statistics g. Naturalist group may look at how animals characteristics are portrayed 8. Model one or two of the types of Characterizations briefly or have students model after initial demonstration.

9. Discuss how each group will provide a rubric with establish criteria to demonstrate understanding of objectives. 10. State Objectives and write on board, provide a sample rubric on board. Check for Understanding: 11. Ask questions to ensure that student understand group requirements and requirements for group rubric. Guided Practice: 12. Have the students break into groups, write Rubric so they clearly understand objectives first, then begin animal character portrayals using MI preferences. 13. Monitor students as they are preparing the skits, Poems, journal entries, graphic organizers, audios, or statistics, so that they stay on task but also to ensure that the characterizations refer back to the text. Closure: 14. After students groups complete Characterizations have student performances/ demonstration before whole group. 15. Final Analysis: Discuss why animals were originally portrayed as Fairy tale like characters in the story. Did this make them easier or harder to portray? 16. Discuss Point of View, what was the point of view of the characters? 17. Make inferences about the themes of the text through the Characterizations. 18. Review Topical Essential Questions: How was the use of allegory, humor and satire portrayed through characters?

Independent Practice: Allow students to write and perfect their Characterizations if time does not allow for the projects to be completed in one class session. .
Reflection: (possibly use a Graphic Organizer/Character chart skit earlier in Unit, students may fill in as they read)