Sie sind auf Seite 1von 7

APU Student: Ann Elizabeth Williams Lesson Date and Time: Teachers name:

School/Grade Level: 8 Holy Rosary Academy

Animal Farm Lesson V: History Seminar Objective (s): Common Core Standards for History/ Social Studies grade 8: CCSS.ELA-Literacy.RH.6-8.1 Cite specific textual evidence to support analysis of primary and secondary sources. CCSS.ELA-Literacy.RH.6-8.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions. CCSS.ELA-Literacy.RH.6-8.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies. CCSS.ELA-Literacy.RH.6-8.5 Describe how a text presents information (e.g., sequentially, comparatively, causally). CCSS.ELA-Literacy.RH.6-8.6 Identify aspects of a text that reveal an authors point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts). CCSS.ELA-Literacy.RH.6-8.8 Distinguish among fact, opinion, and reasoned judgment in a text. CCSS.ELA-Literacy.RH.6-8.10 By the end of grade 8, read and comprehend history/social studies texts in the grades 68 text complexity band independently and proficiently. GLE(s): Alaska History/ Social Studies Standards 1. Cite specific textual evidence to support analysis of primary and secondary sources. 2. Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions. 3. Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies. 4. Describe how a text presents information (e.g., sequentially, comparatively, causally) 5. Identify aspects of a text that reveal an authors point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts). 6. Distinguish among fact, opinion, and reasoned judgment in a text.

Lesson Objective: 1. Students will conduct a seminar discussion to review and synthesize previous lesson on the Communist Manifesto, and to make their own judgments on the text. 2. Students will be mentored through the discussion with the senior class 3. Cite textual evidence and read from the primary source The Communist Manifesto. 4. Determine central ideas from text, distinct from previous conceptions. 5. Comprehend vocabulary specific to the Communist Manifesto and political theory. 6. Analyze how text presents information. 7. Evaluate how prose is written in a persuasive manner; distinguish fact, opinion and judgment in the text. Was it written sequentially? Causally? Comparatively? 8. Discuss elements that reveal the authors point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts). 9. Make judgments about what is fact, opinion and reasoned arguments in the text. 10. Students will discuss in Seminar essential questions on government for the unit. Materials: Animal Farm, Communist Manifesto Essential Questions for Seminar, Handouts for Projects.
C onversation: Seminar protocols. H elp: Raise hand to ask for help, during seminar, verbal commentary asking for clarification. A ctivity: Seminar, then class discussion. M ovement: Move into seminar circle, back for classroom meeting when discuss projects. P articipation: All students are requested to participate in seminar. Respectful and active listening is desired as well.

Assessment: 1. Students will demonstrate understanding of the theme or central ideas of the text through a project chosen by student interest. Rubric and project list to follow. 2. Oral assessment to take place during seminar discussions, students will show understanding through citing textual evidence that supports an explicit analysis of the text, as well as being able to draw inferences from the text.

Background Knowledge: Students will need to know how to participate in seminar, and will have completed reading Animal Farm. Vocabulary may need to be reviewed prior to class.

Procedure(s) Anticipatory Set: Word wall has been changed the only writing to appear on the wall says: All Animals are equal, some more than others.

Teaching/Instructional Process: 1. Prepare students for seminar with text and notes. 2. Remind students of format for seminar, set expectations for our seminar. 3. Have each students designated to lead discussion on different essential questions. If key points are not discussed ask probing questions until the main points are brought forward. Essential Questions attached. 4. Review key Themes in the unit and in the novel. 5. Discuss overarching Understandings: a. How ideas may be a catalyst for change. b. The relationship between freedom and responsibility; coercion and power, government structures and personal freedom. c. Impact of critical thinking and how it affects our lives. 6. Prepare students for the final project/ product. 7. Discuss how the project is based on student choice, and interest. The list is only suggestions, students may decide on their own independent project. 8. Explain that the project is to demonstrate understanding of theme of Animal Farm which we just discussed in Seminar. 9. Model how a theme might be demonstrated in one of the suggested topics. 10. Discuss rubric and assessment criteria. 11. Check for understanding to ensure students understand assessment criteria. Verbal or thumbs up? Guided practice and monitoring: Observe and guide student discussion throughout the seminar. Pass out plan for project due dates: include guided practice instruction throughout. Closure: Summarize the final chapter of Animal Farm, reviewing the major themes and discussions of the unit. Close the class discussion with the same question that we started with, Why did George Orwell write Animal Farm as an allegory? Was it a more effective way for you as a student to learn about the Stalinist era of Russia? Was it an effective way to learn about, consider and ponder different forms of government? Discuss how powerful are ideas? Can they really change peoples lives? Did reading this story change your life?

Independent Practice: Prepare final project, meet guidelines provided.


Reflection:

Animal Farm Project Ideas

Language Arts Creative Writing: write a fable/short story using allegory. Write a poem or ballad about aspects studied in the Unit. Prose Writing: Authors corner- write a biography about George Orwell Write a Stalinist era mock newspaper article

History/Social Studies Biography: Stalin, Trotsky, Research Paper: Rise of Communism, Great Terror of 1930, Poster Board and Presentation: Study of Secret Police under Stalin

Science /Technology Diagram graphs/ charts tables from the Stalinist era; possible economics or statistics Research report on beginning of Soviet use of Atomic weapons Research presentation on Stalin Era industry or weaponry and development of military.

Art/ Music/ Dance Soviet Art- demonstrate Stalinist era propaganda art, or contraband art. Soviet Music- demonstrate, play or present recording and discussion of Soviet Music or music that was outlawed. Example Prokokief was promoted for its nationalistic tendencies,American Jazz was prohibited. Soviet Dance- demonstrate or write a report on Dance in Stalinist era. ie Bolshoi Ballet

Religion Write a Research paper on purges and religious groups persecuted under Stalin. Interview Fr. Michael Shields who is a Pastor in Magadan, Russia to individuals who who were imprisoned in Concentration camps for practicing their religion. Read With God in Russia by Walter Ciszek, write a report on his experience. *You may propose and create your own project with approval these are suggestions

Name: _____________________________________ Period: _____ Date: _________________ Written report as presentation. Research Reports min. 2-3 pgs. Reference page with minimum 35 sources cited. Creative Writing Project will be a creative writing piece, with an additional 1 pg essay discussing relevance to unit theme. Reference page with sources cited. Creative Project will consist of the project with an additional 1 pg essay discussing relevance to unit theme. Reference page with minimum 3 sources cited.

(For example if you are playing a piano piece by Prokokief you would play the piece as your project, write a one page report discussing the significance of Prokokief to the Stalinist era. In your bibliography you would cite the piece, and reference two additional sources discussing relevance to Stalin era, and discuss the relevance to the overall theme of the novel.)

Due Dates: _____________ Topic selected (5 pts) _____________ Summary of project due. Abstract or Web diagram written in class with model demonstrated by teacher. Come prepared with information, skeleton structure of project.(5 pts) ______________Rehearsals, Rough Draft due. (15 pts) ______________ Peer Editing. Reference page due (5 pts) ______________ Final project due, with essay relative to theme, and reference page. (25 pts)

Animal Farm Project Rubric Below Basic (D) 4-3-2-1 points Organization Presentation is not sequential or logical and it may be hard for the audience to understand the purpose Overall quality of the work is below expectations. More attention to detail is needed. Basic (C) 6-5 points Presentation may not be sequential or logical but the audience understands the purpose The quality of the work is satisfactory, though attention to detail could be improved. Presentation is acceptable, but not high caliber. The project shows some connection of what was being asked in the unit questions and what was completed for submission. The document does not demonstrate adequate research, relies heavily on electronic resources, some of which may be unreliable and has been formatted ___format Good (B) 8-7 points Presentation is sequential, or logical and the audience can understand the purpose The quality of the work is good with a clear attention to detail. Excellent (A) 10-9 points Presentation is sequential, logical and effectively conveys the meaning and purpose to the audience The quality of the work is surpasses expectations with a strong, effective attention to details.

Craftsmanship and Finished Project

Thought and Understanding

Resource Page, Works Cited

The project shows little or no connection of what was being asked in the research questions and what was completed for submission. The document does not demonstrate adequate research, all resources are electronic, some of which may be unreliable and has not been formatted in ___ format.

The project shows clear thought and connection between objectives and research.

The project shows thorough consideration and connection to Unit objectives.

The document reflects adequate research (print and electronic) but relies heavily on electronic resources, some of which may be unreliable and has been formatted in ___ format

The document reflects wide ranging research (print and electronic), show use of reliable resources and has been formatted in ___format.

Essential and Topical Essential Questions: What is allegory and why is it a powerful way to express an idea? How do authors use the resources of language (rhetoric) to create meaning? How can an authors personal experiences influence his/her work? Particularly George Orwell? How does an authors use of allegory, satire and irony impact meaning? Why did Orwell write Animal Farm as a Fairytale How does differing perspectives impact change in a novel? What is freedom? Is freedom ever free? Evaluate All men are created equal. Is equality in government desirable? Attainable? Compare All animals are equal What are the distinctions? Evaluate how Authoritarian regimes come into power? Have dictatorships been elected in free elections? Does power corrupt? Does absolute power corrupt absolutely? How are words used to manipulate people? Why do authoritarian regimes use revisionist history? What is the cost of attaining utopia? Is there a correlation between idealism and violence What is the impetus for change? How is change related to conflict? Should people sacrifice freedom in the interest of security? When does government have the right to restrict the freedoms of people? When is the restriction of freedom a good thing? Discuss the use of propaganda in Animal Farm. Describe the use of Revisionist history to exercise control in authoritarian regimes/ Russia. What are the seeming positives of communism? What are the negatives? How does communism differ from Socialism? How is it similar? How is change related to conflict in Animal Farm? In Government structures? What does the Windmill symbolize in Animal farm? How have recent changes in economic structures affected our local economy? Discuss the use of statistics in Animal Farm/USSR. How do changes in Technology affect man? How do economic principles become political policies, which affect lives?