Grade Level/Course Title: English 12 A Unit: Animal Farm Timeline of Study: Week 1 Week 6 (of 12 weeks in the trimester)

Theme for the Unit: Conformity and Freedom Theme & Essential Questions CCSS + Essential Skill Vocab Assessment Teaching Strategies/Best Practice Instructional Resources

Power and Corruption Lies and Deceit Rules and Order Rebellion Fear and control What causes people to rise up and rebel? What is the nature of power and how do people get it, take and use or abuse it? What qualities make a leader good or bad? What power do citizens and individuals have in society?

Reading Literature 11-12 1, 2, 3, 4, 5, 9, 10 Writing 11-12 2, 3, 4, 5, 9, 10

Textual evidence Analyze Inference Explicit Theme Central idea Complex account Summary Objective Figurative language Literal language Denotative meaning Connotative meaning Text structure Aesthetic Foundational works Reading strategy Comprehension Organizational structure Formatting structure Domain-specific vocabulary Syntax Narrative Point of view Coherent Writing style Task Purpose Audience Revision strategy Edit Purpose Audience Reflection Research Writing format Writing style Task

Group discussions Formative Chapter Questions Formative quizzes Formative Quick Writes Formative Rewriting Assignments (Ex. Make your own rules, Beasts of England song) Pair Share Quick writes Language analysis Historical connection discussion

Animal Farm Animal Farm movie Reading Packet Pre-reading Anticipation Guide Character Map Articles about power and control Satirical articles and videos

Reading Literature 11-12 1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. 2. Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text. 3. Analyze the impact of the authors choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed) 4. Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.) 5. Analyze how an authors choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact. 9. Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics. 10. By the end of grade 11, read and comprehend literature, including stories, dramas, and poems, in the grades 11CCR text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 12, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 11CCR text complexity band independently and proficiently. Writing 11-12 2. Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. 3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequence. 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Gradespecific expectations for writing types are defined in standards 13 above.)

5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 13 up to and including grades 1112 on page 54.) 6. Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information. 8. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation. 9. Draw evidence from literary or informational texts to support analysis, reflection, and research. 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 tasks, purposes, and audiences. I Can Statements RL.11-12.1 I can cite strong and thorough textual evidence that supports my inferences and analysis of the text. I can determine where a text leaves matters uncertain. RL.11-12.2 I can determine two or more themes of a text. I can analyze the development of the theme throughout a text, including how they interact or build upon each other. I can give an objective summary of a text. RL.11-12.3 I can analyze the impact of the authors choice on how he/she develops and relates elements of the story (plot, characters, setting, etc.). RL.11-12.4 I can determine the figurative and connotative meaning of words and phrases based on how they are used in a text. I can analyze the impact word choice on the meaning or tone of a text. RL.11-12.5 I can analyze how an authors choices about the structure of specific parts of a text relate to the overall structure and meaning. RL.11-12.9 I can demonstrate knowledge of 18th, 19th, and 20th century American literature by comparing how two or more texts from the same period treat similar themes/topics. RL.11-12.10

I can read and comprehend literature at the eleven-twelve grade span; reading literature appropriate to my grade level and skill. W.11-12.2 - Informational I can write an informative piece, which examines and presents complex ideas/information through organization and analysis. I can introduce a topic, organize complex ideas to make connections. I can include formatting, graphics, and multimedia when useful. I can use relevant facts, definitions, and quotations, or other examples to develop the topic. I can use appropriate transitions and syntax to create cohesion and clarify relationships between ideas. I can use precise language and vocabulary (metaphor, simile, analogy) to discuss the topic. I can establish and maintain a formal style and objective tone thats appropriate for informative writing. I can provide a concluding statement or section that supports the information presented. W.11-12.3- Narrative I can write a narrative to develop real or imagined events, using effective technique, details, and good structure. I can set out a problem or situation, establish point of view, introduce a narrator and/or characters, and create a smooth progression of events, I can use dialogue, descriptions, pacing, reflection, and multiple plot lines to develop events, experiences, and characters, I can build events on one another, create a coherent whole and build toward a particular tone and outcome. I can use sensory details and language to present a picture of experiences, events, settings, or characters. I can provide a conclusion that follows the form and reflects on the narrated events. W.11-12.4 I can produce clear, coherent writing in which the development, organization, and style are appropriate for eleventh and twelfth grade tasks, purposes, and audiences. W.11-12.5 I can develop and strengthen my writing by planning, revising, editing, and/or trying new approaches. I can focus on addressing the most specific needs for a purpose and audience. W.11-12.6 I can use technology to produce, publish, and update my own work, and shared writing projects. W.11-12.8 I can gather information from multiple sources (print and digital) and assess strengths and limitations of each source in terms of the task, purpose, and audience. I can integrate information into a text while maintaining flow of ideas and avoiding plagiarism. W.11-12.9 I can follow a standard format for citation in my work. I can use evidence from literature to support analysis, reflection, and research in my writing. I can use evidence from informational text to support analysis, reflection, and research in my writing. W.11-12.10 I can write for a range of time, tasks, purposes, and audiences.
Assessment Examples

This is the Literary Analysis paper the students will write after reading the book.

Animal Farm Assessments: Animal Farm Essay Choose one of the following topics and talk about how it is represented in the book. You must use at least 6 pieces of textual evidence to support your findings. Power Corruption Equality/Inequality Class in society