Secondary

Lesson Plan Use this lesson plan format and include supplementary materials (e.g. activities, handouts, lecture notes). Title: Animal Farm 2/5/13 Description (1-2 sentences): Students will learn about Communism, Capitalism, and Socialism. Students will be introduced to a game in which they will be active participants in. Subject: AP Language Arts Instruction time: 50 minutes Students level by grade: 8th Grade Standard(s) to be addressed: Enduring Understandings/Essential Questions targeted in this lesson (for units created using the Understanding by Design framework only): Learning Objectives for this lesson (Written using verbs from Blooms Taxonomy): Students will be able to identify different types of government or economic systems: Communism, Socialism, and Capitalism. Identified student needs and plans for differentiation: Specific resources needed for this lesson: Starburst candy. Transparency or whiteboard will be fine. Instructional method(s) used in this lesson: Lesson Sequence: Hook (How will you get students excited about learning/Introduce students to your objectives?) Direct instruction/Modeling: Begin passing out pieces of starburst candy. Possibly inform a student to do it Ask the student (or you will do it) to hand out everyone one piece of candy, but three people will receive 5 pieces of candy. If the students do not complain, ask the students if they had recognized anything different. Ask the students: Why was this not fair? When the students respond with varying answersoffer the students a deal. Tell the students: I will give you all an opportunity to win back the candy. Everyone with will have an opportunity to play rock, paper, scissors to win back the candy. If you lose, you will have to give some candy away. Let the students play for some time. Experiment and see what the students end up with.

 Stop and then ask the students: asked the students several questions regarding their experiences: How did you feel at the start of the game? How did you feel when you ran out of candy and had to sit down? What tactics could you have used to get back into the game? (Steal, bargain, buy someone off, lie) Was the game fair? What could the teacher have done to make it fair and should he do it? As a class, discuss the communist theory of Karl Marx, aided by a flow chart that shows side- by-side the key points of capitalism, class struggle, workers revolt, socialism, and communism with the events of our Rock, Paper, Scissors game. For example, the box for capitalism had three points: private ownership of industry (students started with their own candy), freedom of competition (students played rock, paper, scissors), and results in unequal economic classes (some students won, most lost). The class struggle was played out in the students complaints and the workers revolt through their responses about how they could have gotten back into the game, and arguments about the games fairness. Ask the students how they felt once their candy was redistributed? Proceed to socialism: government ownership of industry (teacher collected candy), goal is to bring economic equality (teacher redistributed candy equally), and aims for a classless society (students now all have the same amount of candy). Ask the class if they wish to play again. This lead to the final box, communism: goal of classless society achieved (students would refuse to play game again and choose to share candy) and no government needed (teacher would no longer need to supervise). Guided practice: Give Handout that students can take notes on relating to Communism, Capitalism, and Socialism Independent practice: AOI environment question: How does George Orwells environment play a role in his literature? Knowing what we know about his experiences with poor proletariat working classes, do you think that this would influence him to promote change? Check(s) for understanding and scaffolding of student learning: Handout given Assessment of/for learning: Pick up students handout. Closure of the lesson Bridge to next lesson: Inform students that they will learn about ethos, pathos, and logos.