Grade: 12th Grade British Literature
Materials Needed: Copies of the novel Animal Farm,
1954 film version of Animal Farm, 1999 TNT version of Animal Farm,
Internet Connection, Publishing Software such as PowerPoint, Paint, and
Inspiration
Preface:
Give students an overview of the novel as it was written: a
satire of Communism/Totalitarianism. Even though the novel has historical
significance, we will be studying it for its thematic and interpretive
qualities.
Objectives:
(Based on South Carolina English IV Language Arts
Standards)
Students will be demonstrate the ability to
Activities:
I.
Book-in-a-Day (or Two)
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The class will be divided into five groups. Each group will be
assigned two chapters from the novel Animal Farm to read. From their
reading, the groups will be responsible for the following:
(1) Summarize each chapter in no more than two paragraphs using Microsoft Word. Students will write the summary noting the five W’s: who, what, when, where, and why.
(2) Creating a visual of the main ideas of each chapter. Students may choose to create this visual on Word, Paint, Inspiration, or by hand.
(3) Present the information from each chapter sequentially. *The teacher will cut and paste the summary information and duplicate it so that each student will have a copy. Also, the teacher will display the visuals in order so that students will have an accessible visual representation of story ideas.
(4) Each group will view a copy of a published summary of the novel using an Internet site, which also includes references to Orwell’s symbolism used to represent elements of totalitarianism. They will discuss any differences between the class-made summary and the published summary and report to the class.
Book-in-a-Day
(or Two)
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SUMMARY |
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Who? What? When? Where? Why? |
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Grammar/Mechanics |
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VISUAL |
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Essential Information |
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Accuracy |
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Appeal |
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PARTICIPATION |
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II.
Novel to Film: Does It Matter?
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The teacher will reread the last scene of the novel to the
students beginning with the implementation of the single commandment by the
pigs: ALL ANIMALS ARE EQUAL BUT SOME ANIMALS ARE MORE EQUAL THAN OTHERS.
The teacher will ask the students
to free write about what they think Orwell is trying to show with his ending.
Afterward, the students will share their thoughts in discussion.
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The teacher will tell the students that they are going to view the
final scene of the 1954 film version of Animal Farm. Students will be
asked to make predictions about what they will see.
After viewing this scene, students will be asked to compare what they had said about Orwell’s ending and the one they saw in the film. This response will be in the form of a letter written by Orwell to the film director, Joy Batchelor. Since Orwell died before this film was released, this will give the students a chance to vicariously put themselves in the place of the author. Remind them to think about the preface information given to them about Orwell’s satirical intent.
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· The students will then be told that they will view the 1999 TNT version of Animal Farm. Because this film, unlike the 1954 version, changes many things in the novel, the students will be asked to brainstorm about what attributes they think could be areas for comparison/contrast as they view the film. Guide students to consider such things as narrator, characters, plot changes, etc. Have students keep a graphic organizer of these attributes as they view the film.
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Novel |
TNT
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Attribute
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Attribute
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Attribute
4 ____________ |
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After viewing the film, have students within their original groups compare the information they collected and discuss why they think these changes were made. Each group should then choose two reviews of the TNT movie to read in order to see what other people thought of the film. (I set up an account at www.mybookmarks.com for the students to be able to access and from which they are to choose their reviews. Because an objective of this unit is to examine the interpretive value, not research skills per se, I obviated the need for their searching for their own reviews. To view the bookmarks in the format the students will see, log on to the address above, type MulliganBHP for the login name and bears for the password.)
The following is a list of
reviews I used as bookmarks:
http://wsws.org/articles/1999/nov1999/anim-n12.shtml
http://www.flickfilosopher.com/flickfilos/archive/4q99/animalfarm.html
http://www.reel.com/movie.asp?MID=128753&PID=10081611&buy=closed&Tab=reviews&CID=18#tabs
http://apolloguide.com/mov_fullrev.asp?CID=1812&RID=1754
http://www.theonionavclub.com/review.php?review_id=758
http://www.pub.umich.edu/daily/1999/oct/10-04-99/arts/arts11.html
http://seattlepi.nwsource.com/tv/tv012.shtml
http://www.suite101.com/print_article.cfm/3629/26605
http://www.metroactive.com/papers/metro/09.30.99/animalfarm-9939.html
Complete URL’s are included in case there is some problem.
Groups should take notes and possibly print their reviews to use in the culminating activity for this unit.
· One of the major themes in the novel and both films is exploitation of the weak. To explore this idea as universal in nature, the groups should explore a site on propaganda and look at the different forms of propaganda and examples of how it is used today.
· After exploring this site, the groups should make a list of examples of propaganda and exploitation from the novel and/or the TNT version of the film. Furthermore, they should try to come up with other examples from our society and make a list of these.
IV.
Putting It Together
· In order to synthesize the information gained throughout the unit, the groups will complete a project in which they (a) address the endings of the novel, animated film, and TNT film; (b) evaluate author intent vs. film interpretations; and (c) draw conclusions about the novel’s thematic value in the twenty-first century. The project must be presented to the rest of the class.
· Students can choose whatever method they and the teacher deem appropriate as long as the criteria are included. The following ideas are suggestions:
1. Formulate a debate discussing whether or not films should be made from novels.
2. Prepare a PowerPoint presentation on Animal Farm in the twenty-first century.
3. Present a talk show in which the participants discuss relevant ideas of the story and their implications.
4. Hold a trial in which the other animals try to prosecute the pigs for their injustices. Other class members can be included in the presentation.
5. Create an Animal Farm game that includes relevant information showing knowledge of the material.
6. Rewrite a section or sections of the book as a play and present it to the class either live or on film. Selection(s) should make a point and should remain consistent with the characterizations and the language used in the book; nevertheless, additions can be made to ensure all project requirements are met.
7. Prepare a visual illustrating propaganda techniques used by the pigs and used in today’s society.
Animal Farm
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PROJECT |
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Endings |
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Intent/ Interpretation |
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Thematic Value |
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PRESENTATION |
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Organization |
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Clarity |
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Effect |
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PARTICIPATION |
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Cooperation |
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Contribution |
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