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| Introduction | Outcomes | Lesson One | Lessons Two - Seven |
| Lesson Eight | Lessons 9-11 | Lessons 12-14 |
Introduction
Key-Stage Outcomes: (from the APEF English Language Arts Curriculum, Department of Education, Government of Newfoundland and Labrador): These are the outcomes that this unit plan most obviously aims at, but there may be more.
Reading and Viewing
Writing and Other Ways of Representing
Specific Course Outcomes: (From the Course Description, Literary Heritage 2201, Department of Education, Government of Newfoundland and Labrador)
The course specifically helps students to:
Lesson 1: Introducing Animal Farm
Learning Objectives:
Lesson Structure:
Materials:
Lessons 2-7
Reading and Comprehending Animal Farm
Learning Objectives:
Lesson Structure:
Materials:
Evaluation:
Lesson 8:
Analyzing the Main Characters
Learning Objectives:
Lesson Structure:
Materials:
Evaluation:
Lessons 9-11 : Preparing for the Test
Learning Objectives:
Lesson Structure:
Materials:
Evaluation:
Learning Objectives:
Lesson Structure:
Materials:
Evaluation:
The following is a complete curriculum resource unit for teaching the novel Animal Farm, by George Orwell. The unit is designed to fit the curriculum for the course, Literary Heritage, 2201.
I have tried to incorporate various teaching and learning activities and instructional approaches, such as lectures, discussion, written assignments, student presentations, and co-operative learning. Through this unit plan students are given the opportunity to write in a test situation, write a paper outside of classroom time, work with a group, argue an individual point of view, evaluate their peers, and learn from each other. I believe that this unit will provide students with the opportunity to gain thorough knowledge of the novel Animal Farm, improve their writing and reading skills, enhance their critical thinking, and improve their team work skills.
These various approaches cover many of the specific course outcomes for Literary Heritage 2201, as well as covering many key-stage curricular outcomes as included in the APEF English Language Arts Curriculum guide.
Speaking and Listening
LI>See how literature reflects different and changing cultural values,historical change, linguistic change, changing writing styles and forms, literary references and illusions
(i) By understanding a work through its language and structure: the ways such elements as images, scenes, characters, and the ideas they embody work together to produce emotional effects and convey meaning
I. An entertaining animal story, fable, or fairy story suitable for children
II. An allegory and satire of Russian history from the October Revolution of 1917, to the uneasy relationship between Russia and the Western democracies as the Second World War came to a close.
III. A commentary on political revolutions in general. This level has little to do with the evolution of Communism, but is focused more on Orwell's view of human nature in general.
This will mostly be a lecture style lesson, presented in the order of the learning objectives stated above. First I will discuss the terms allegory and satire, writing definitions on the board and providing various examples of both. Then I will introduce the three levels the novel can be interpreted on, writing then on the board. Then I will pass out a sheet with the parallels between the characters in Animal Farm and the Russian Revolution, and explain the relevant details of the revolution. Then I will introduce the theme of absolute power corrupting absolutely and discuss it by providing historical examples of such situations.
These lessons will essentially be based on a system where the students read two chapters of the novel, and then answer the respective questions for those chapters from the work sheets they will be given. Each class, except for the first, will begin with a recap of the events of the previous chapters. We will then proceed to go through the questions. I will expect students to participate by offering answers. The questions are meant as launching points into discussion about the novel. There should be time left in each class for the students to begin and possibly finish the questions for the next class. I have planned to do two chapters per class, but this might prove to be too little or too much, so I will judge accordingly.
Each student will have to show that they have completed the questions. They will not receive a mark for their answers, but will simply be marked as having their work completed. This is for formative evaluation purposes.
I will briefly discuss the role of each major character, paying attention to their actions within the plot, and to their symbolic significance. Then I will give an assignment (see
appendix #3), which is to be worked on during that class and at home, and is to be passed in at a designated time.
Students will be evaluated using a holistic rubric.
I will pass out a handout of preparation questions (see
appendix #4) that the students will be able to work on for two lessons. I will go over each question, elaborating on possible perspectives and answers for each. After two classes of preparation I will hand out an essay question with space provided for the answer (see
appendix #5).
I will mark the tests using a holistic rubric
I will pass out the instructions for the debate (see
appendix #6) and also the list of group members. Then I will explain in detail the instructions given on the handout, and discuss how effective arguments are made, providing them with useful tips and answering any questions.
Evaluation will be done by peers. This is an opportunity for students to take an active role in evaluation. Every student will have to give each group member a mark out of twenty, and then the marks will be averaged out. There are four criteria by which to mark, each being worth five marks. They are as follows: participation in preparation, soundness of argument/s, effort, and participation in actual debate.
