Web viewThe characters in Animal Farm will use other techniques to motivate and intimidate the other animals. ... Propaganda techniques used in Animal Farm. Quote from page #

Animal Farm

1

English Language Arts_CP &HName: ___________________________________

ANIMAL FARM READING SCHEDULEDate In Class HomeworkNovember 19, 2015 Introduction

November 20, 2015 Intro. Vocabulary.comChapter 1 (with class)

Read Chapter #2 and complete LC role

November 23, 2015 Chapter 2 (with LC group)

Read Chapter #3 and complete LC role

November 24, 2015 Chapter 3 (with LC group)Chapter 4 (with class)

Finish Chapter 4 and answer questionsStudy for QUIZ chapters #1-5 tomorrow!

November 25, 2015 Review Chapter 4 Read Chapter #5 and complete LC role

November 30, 2015 Chapter 5 (with LC group)Complete Ch 1-5 Quiz Review

Study for Quiz Ch 1-5 tomorrow

December 1, 2015 Animal Farm Quiz (Part 1: Ch 1-5)Chapter 6 (with class)

Read Chapter #7 and complete LC Roles

December 2, 2015 Chapter 7 (with LC group)Chapter 8 (with class)

Read Chapter #9 and complete LC Roles

December 3, 2015 Chapter 9 (with LC group)

Read Chapter 10 and answer questions

2

December 4, 2015 Chapter 10 Review (with class)Complete Quiz #2 Review Sheet

Study for QUIZ chapters #6-10 tomorrowAF Vocabulary.com due tomorrow

December 7, 2015 Animal Farm Quiz(Part 2: Ch 6-10)Vocabulary.com Vocab. Due

These dates are tentative and may change.

Animal Farm Background NotesQuick Facts:

Animal Farm is a novel Author: George Orwell, British First published in August 1945 Written as a Fable and Allegory

Who is George Orwell?

Born _____________ and Died _____________

Orwell was a _____________ writer

What motivates Orwell to write?

Orwell fought in the ______________________________ for the _______________________

Orwell realized that both ____________________ and ___________________ were evil

He saw the _________________________ as evil because it hurts the common workers

Why did Orwell write Animal Farm?

He wanted to tell a ____________ and use ______________ to explain his views on the ____________________ in a creative way

3

A Fable is a short story that ______________________ as characters and teaches a ___________________

An Allegory is a story in which the characters and events are understood as ______________________________ and symbolically expressing a deeper meaning

The Mirror of Allegory

ß

Reflects and represents

à

Animal Farm

Animalism

Mr. Jones

Old Major

Snowball

Napoleon

Animal Farm Literary and Government Terms

Allegory:

A work of literature in which characters and events symbolize abstract qualities, such as greed, or real people and events. Allegories are written to entertain and teach a lesson.

Satire:

Literary form in which human vice or folly is ridiculed. Usually implies moral judgment and corrective purpose.

folly: a foolish action, practice, idea, etc.; absurdity: the folly of performing without a rehearsal

vice: an immoral or evil habit or practice; a fault, defect, or shortcoming.

Fable:

Literary form in which animals are used to teach a lesson about humans.

Communism:

4

A system of government in which the state plans and controls the economy and a single, often authoritarian party holds power, claiming to make progress toward a higher social order in which all goods are equally shared by the people.

Socialism:

An economic system in which the production and distribution of goods are controlled substantially by the government rather than by private enterprise, and in which cooperation rather than competition guides economic activity.

There are many varieties of socialism. Some socialists tolerate capitalism, as long as the government maintains the dominant influence over the economy; others insist on an abolition of private enterprise. All communists are socialists, but not all socialists are communists.

Totalitarianism:

All power is concentrated in the hands of the state, individual liberties are suppressed, and every aspect of people’s lives is controlled through coercion.

Often used synonymously: Despotism, Dictatorship, Tyranny, or Fascism.

Animal Farm Comparison of Characters to Russian Revolution

Animal Farm Russian RevolutionMr. Jones

irresponsible to his animals sometimes cruel-beats them with whip sometimes kind-mixes milk in animals

mash promotion

Czar Nicholas II a poor leader at best, compared to western

kings cruel-sometimes brutal with opponents sometimes kind-hired students as spies to

make $ more incompetent than evil

Old Major taught Animalism workers do the work, rich keep the $,

animals revolt dies before revolution

Karl Marx invented Communism “workers of the world unit”, take over

government Dies before Russian Revolution

Animalism No owners, no rich, but no poor Workers get a better life, all animals equal Everyone owns the farm

Communism Same All people equal Gov’t owns everything, people own gov’t

Snowball Young, smart, good speaker, idealistic Really wants to make life better for all One of the leaders of revolution Chased away into exile

Leon Trotsky Other leaders of “October Revolution” Pure communist, followed Marx Wanted to improve life for all in Russia Chased away by Lennon’s KGB (secret

police)Napoleon Joseph Stalin

5

Not good speaker, not clever like Snowball Cruel, brutal, selfish, devious, corrupt His ambition is for power, kills opponents Uses dogs, Moses and Squealer to control

animals

Not good speaker, not educated like Trotsky

Didn’t follow Marx’s ideas Cared for power, killed all the opposed him Used KGB, allowed church, and used

propagandaSquealer

Big mouth, talks a lot Convinces animals to believe and follow

Napoleon Changes and manipulates “history” and the

commandments

Propaganda Department Worked for Stalin to support his image Used any lie to convince the people to

follow Stalin Benefited from the fact that education was

controlledMr. Frederick

Treats animals on his farm horribly Does not like Napoleon Swindles Napoleon when they make a deal

Hitler Responsible for mass genocide of the Jews Did not like Stalin (disagreed on politics) Went back on their pact and attacked

Russia

Animal Farm Russian RevolutionMoses the Raven

Tells animals about sugar candy mountain Animals go there if they work hard Snowball and Major were against him

because they thought his message was a lie Napoleon let him stay because he taught

animals to work hard and not complain

Religion Marx said “Opiate of the people” believed

it to be a lie Religion was tolerate in Russia because

people would work and Stalin knew it would stop violent revolutions

Mollie Was vain- loved her beauty and self Didn’t think about animal farm Went with anyone who gave her what she

wanted

Vain, selfish people in Russia and the world Some people didn’t care about revolution

and only thought of themselves They went to other countries that offered

more Boxer

Strong, hard working horse, believes in animal farm

“Napoleon is always right”; “I will work harder”

Gives his all, but is betrayed by Napoleon

Dedicated, but tricked communist supporters People believed Stalin because he was a

“communist” Many stayed loyal even after it was

obvious that Stalin was a tyrant Betrayed by Stalin who ignored and killed

themBenjamin

Old, wise donkey who is suspicious of revolution

Thinks “nothing ever changes” and is correct

His suspicions about what happened to Boxer are correct

He is as smart as the pigs, but decides to sit

Skeptical/smart people in Russia Weren’t sure revolution would change

anything Realized that a crazy leader can call

himself a communist Knew that communism wouldn’t work

with power Knew what was going on, but sat by and

6

back and do nothing did nothingOverall details about revolution

It was supposed to make life better for all, but life was worse in the end

Leaders become the same as, or worse than, the humans they rebelled against

Overall details about Russian Revolution Supposed to fix problems from Czar, but

life was even worse after revolution Stalin made the Czar look like a nice guy

Persuasive Devices

1. Logos: Logical Appeal—Using facts. Statistics, numbers, charts and graphs in order to persuade

2. Ethos: Credibility appeal—Citing where one’s information came from in order to establish

reliability or using experts to persuade one’s audience3. Pathos:

Emotional appeal—Persuading by evoking an emotional response4. Rhetorical Questions

A question asked for effect, but not necessarily needing to be answerEX: Are we going to put up with being hassled by police?

5. Exaggeration Trying to impress or influence by overstating a viewpoint, statement or idea

EX: Millions of students all over the world rush home to do their homework every day.6. Use of Personal pronouns

Allows speaker to address the audience directly Excluding the audience or others

EX: They think it is a good idea to build a Walmart, but they are wrong. Including the audience: to get the audience on the side of the speaker

EX: We don’t want the Walmart to move into our town.7. Emotional Language

Choosing words that are pact with emotions and can influence an audience to be against the ideas of others or to side with the speaker

Words with negative connotations:EX: The dank and dreary afternoon sky loomed above us wherever we walked.

Words with Positive Connotations:

7

EX: Imagine a tranquil calm sea- this is how you feel when you drink “Yogi” tea.8. Repetition

Speakers often repeat words and phrases to emphasize a point and make it memorable in the mind of the listener

9. Listing Sometimes speakers list in order to emphasize their points

The characters in Animal Farm will use other techniques to motivate and intimidate the other animals. These could include…

1. Fear!!—Trying to scare the animals into submission2. Lying—or revising the truth to fit what is best for the speaker3. Intimidation

Don’t forget the other persuasive techniques discussed in our media literacy unit

Literature CircleWhat is a Literature Circle?

Literature Circles provides you with an opportunity to reflect upon what you have read, as well as to contribute to the overall meaning of the text. Furthermore, the literature circle encourages you to narrow your focus, as each group member is responsible for one specific role.

Literature Circles afford each group member the occasion to “try out a new role,” i.e. one session you might fulfill the role of summarizer, whereas at another session you would assume the title of motif hunter, etc. Groups will continue to cycle through the roles indicated below until each has moved full “circle.”

Your notes will be collected and graded. In every set of notes I expect:

Neatly written or typed notes that are organized. This means MLA heading, assigned role and chapter

Literature Circle Roles and Descriptions:

1. Discussion Director2. Propaganda Watch Dog3. Theme Connector4. Character Analyzer 5. Connector/Commentator

Discussion Director

What do I do?

8

1. Write at least 5 thought provoking questions for discussion. These should be questions which cannot be answered with “yes or no”. You are encouraged to write more questions if you like. Consider:

Character development Plot development Compare characters Make outside the text connections Ask for opinions/evaluations

2. Select one quote from the story, copy it, and cite the page number. Also, write a brief paragraph explaining why you chose the quote.

What do I do when my group meets?

Pose your questions, one at a time, to your group and try to get them to discuss the topic. Make sure:

Everyone has a chance to respond The same student does not respond each time Students SUPPORT THEIR ANSWERS with evidence from the text and explanation.

Ask them why? Take notes based on others’ roles

Propaganda Watch Dog

What do I do?

1. Take notes on the passages you select from the reading, which are examples of propaganda. Refer to our class handout about this if needed. Cite page numbers

Identify: who is spreading the propaganda; what is their message? What persuasive techniques have they used to get their message across

2. Select one quote from the story, copy it, and cite the page number. Also, write a brief paragraph explaining why you chose it.

What do I do when I meet with my group?

Share the passages you identified and read these passages to the group, as they follow along in their books.

Discuss the following:

9

1. Who is spreading the propaganda? What is their message?2. What is your opinion of this example?3. Do you agree with the message?4. Compare this example to others you have discussed previously

Take notes based on others’ roles

Theme Connector

What do I do?

1. Take notes on passages/events that represent any of our theme indicators (at least 2). You should copy quotes and provide page numbers.

Theme Indicators: revolution, hypocrisy, absolute power, the role of citizens, blind following, leadership, corruption


What do I do when I meet in my group?

Share the passages you identified and read these passages to the group. As they follow along in their books.

Discuss the development of the theme thus far in the novel-how has it grown? Are you getting a clear picture of what the theme statement might be?


Character Analyzer

What do I do?

1. Provide a description of any new character(s) introduced within the assigned chapter(s). And describe any new information about characters we already know or describe how a character changes. You should quotes and include page numbers. Consider the following items when classifying each character:

physical description personality traits relation to other characters role within the story, noticeable change/evolution and any memorable event in which the character is involved. If no new character is introduced, focus on a character not previously highlighted.

Special attention should be paid to character development (change over time).

10




Discuss the development of the characters thus far in the novel- Why are they important? What is their role within the story? How have they changed/developed?


Connector / Commentator

What do I do?

1. Take notes on passages/events that represent a comparison between what is happening in the book and something outside the text. You should copy quotes and provide page numbers.

This connection may be to a current or historical event, another story you have read, or movie/TV show you have seen. In addition, you might personally connect with a scene and/or character, in which case you can describe how you are like that specific character (i.e. endured a similar hardship, etc.).

2. Write a brief paragraph in which you make an evaluative comment on the plot, character(s), motif(s), or theme(s)



Discuss the connections you made. Encourage each group member to share one connection too.

Share your evaluative comment on the plot. Allow each group member to share one evaluative comment too.


Please remember to choose a different role each time your group meets. Ideally, each person will have had at least one opportunity to try each “job” at least one time.

11

My Group Members Names:

1.

2.

3.

4.

5.

Chapter 1 and 2 Comprehension Questions

Chapter 11. Why does Old Major gather all the animals together?

2. Why does Old Major consider man as the only real enemy that the animals have?

3. What is the significance of “Beasts of England”?

4. What is Animalism?

Chapter 21. Identify Snowball, Napoleon, Squealer and Moses

12

2. What actually brought about the rebellion?

3. What were the 7 Commandments? What is their purpose?

4. Why is the milk incident a hint of what is to come?

Chapter 3 Comprehension Questions

1. Why do all the animals admire Boxer?

2. What does the statement, “I will work harder!” tell you about Boxer?

3. Why does Napoleon feel that the education of the young is important?

4. Some of the animals were unable to memorize the Seven Commandments. What maxim did Snowball come up with that contained the essential principles of Animalism?

5. What do the animals say is the distinguishing mark of a man?

6.What does Squealer mean when he says, “We pigs are brainworkers”?

13

7.How does Squealer persuade the animals to allow the pigs to eat all the milk and apples?


1. Who are Frederick and Pilkington?

2. Why do the humans come back?

3. What does Boxer do to the stable lad during the battle?

4. What do the animals name the battle in which they fight against Jones and the other farmers?

5. What award is conferred on Snowball and Boxer from this battle?

14

6. Describe the military celebration that occurs on the anniversary of the Battle of the Cowshed.

Chapters 5 Comprehension Questions

1. What does Clover find hidden under the straw in Mollie’s stall?

2. What finally happens to Mollie?

3. What is Snowball’s scheme for providing electrical power to Animal Farm?

4. Who become opposing political leaders in the animal community?

5. Why is Napoleon so jealous of Snowball?

6. What has Napoleon trained his dogs to do? Why?

7. With Napoleon in power, how has the idea of Animalism shifted?

8. When Napoleon realizes that Snowball is going to win the election, what does he do?

15

9. What maxim did Boxer adopt about Napoleon?

10. How might this maxim influence the others?

PROPAGANDA: Businesses use propaganda to help people believe in their systems and purchase their merchandise on a regular basis. The characters of Animal Farm are no different than humans… They too are “brainwashed” by the persuasive declarations of Squealer. Utilizing propaganda techniques, Squealer convinces the animals that Comrade Napoleon is an honest and genuine leader with their best interests in mind.

Look back at Squealers Speech in Chapter #5 and fill in the chart below

Propaganda techniques used in

Animal Farm

Quote from

page #

Note about Quote (explain the quote in your own

words)

Thought (what you think about the quote)

Logos: Logical Appeal

Using facts, statistics, numbers, charts and graphs in order to persuade one’s audience.

Ethos: Credibility Appeal

Citing where one’s information came from in order to establish reliability or using experts to

16

persuade one’s audience.

Pathos: Emotional Appeal

Persuading by evoking an emotional response (happiness, sadness, fear, patriotism, hatred, etc.).


1. Describe the mood of the animals at the start of this chapter

2. Who works hardest of the windmill project?

3. What are the new policy Napoleon makes in this chapter? How do the animals feel about it?

4. Just as Stalin manipulated news delivered to the public, the pigs are brain-washing the animals to believe in what?

5. Describe Mr. Whymper. What is his job?

6. The Seven Commandments continue to change. What pattern seems to be developing in favor of the pigs and how is this ironic?

7. What happens to the windmill?

17

8. Why do the pigs continue to blame Snowball for everything that goes wrong on the farm?


1. What are some of the effects of the winter?

2. What type of contract does Napoleon make with Mr. Whymper about the hens’ eggs?

3. What is the hens’ plan of rebellion and what does Napoleon do about it?

4. On whom does Napoleon blame all the destruction? Why?How does this backfire?

5. Why are the pigs changing history?

6. Why is Boxer so important to Napoleon’s success?

7. What does Napoleon do to the pigs, sheep, and hens who confess to crimes against him?

8. How did Boxer avoid his death in this chapter?

18

9. What lesson about loyalty can we infer from this incident?

10. Why are the animals forbidden to sing “Beasts of England”?

Chapter 8 Comprehension Questions1. How does Squealer use logos to influence the animals at the beginning of this chapter?

2. Knowing that Mr. Frederick represents Hitler, what historical event was George Orwell referring to with the forged bank notes?

3. What happens to the windmill?

4. What was the windmill a symbol of?

5. Why does Napoleon decree that drinking alcohol will be punished by death?

19

6. Why is Squealer so important to the success of Animalism?

Chapters 9 Comprehension Questions

1. What is Boxer’s sole ambition?

2. Explain how the commandment “All animals are equal” continues to be broken.

3. Why has Moses returned to Animal Farm?

4. What happens to Boxer?

5. Why does Benjamin feel that the other animals are fools?

6. What did the pigs acquire at the end of Chapter 9 and how did they pay for it?

20

7. Is Benjamin partially to blame for Boxer’s death? Explain your answer.

PROPAGANDA: Businesses use propaganda to help people believe in their systems and purchase their merchandise on a regular basis. The characters of Animal Farm are no different than humans… They too are “brainwashed” by the persuasive declarations of Squealer. Utilizing propaganda techniques, Squealer convinces the animals that Comrade Napoleon is an honest and genuine leader with their best interests in mind.

Look back at Squealers Speeches in Chapter #7-9 and fill in the chart below

Propaganda techniques used in

Animal Farm

Quote from

page #

Note about Quote (explain the quote in your own

words)

Thought (what you think about the quote)

Logos: Logical Appeal

Using facts, statistics, numbers, charts and graphs in order to persuade one’s audience.

Ethos: Credibility Appeal

Citing where one’s information came from in order to establish reliability or using experts to persuade one’s

21

audience.

Pathos: Emotional Appeal

Persuading by evoking an emotional response (happiness, sadness, fear, patriotism, hatred, etc.).


1. What is Squealer doing when Clover sees him?

2. What human habits have the pigs acquired?

3. Why are there no longer any differences between the pigs and the humans?

4. What is the difference between an effective leader and a good leader?

5. What does the final commandment reveal about equality on The Manor Farm?

22

Use this page to journal your reaction of Lisa Ling Undercover in North Korea with Dr. Ruit in 2006

http://www.youtube.com/watch?v=l_7-X0ImRdY

http://www.youtube.com/watch?v=p7RtFZCpyv0

Synopsis: National Geographic's Lisa Ling captures a rare look inside North Korea - something few Americans have ever been able to do. Posing as an undercover medical coordinator and closely guarded throughout her trip, Lisa moves inside the most isolated nation in the world, encountering a society completely dominated by government and dictatorship. Glimpse life inside North Korea as you've never seen before with personal accounts and powerful footage. Witness first-hand efforts by humanitarians and the challenges they face from the rogue regime.

23

Leaflets Sent by Balloon to North Korea Despite Ban, Activists Say

By CHOE SANG-HUN Published: October 22, 2012

SEOUL, South Korea — Activists said on Monday that they had succeeded in sending large balloons drifting into North Korea carrying tens of thousands of leaflets, despite South Korean police efforts to block the action and a threat from the North Korean government to retaliate with a military attack.

Yonhap/European Pressphoto Agency Kim Jae-Hwan/Agence France-Presse — Getty Images

South Korean military police banned tourists and journalists from entering Imjingak on Monday.

The threat of a military clash prompted the South Korean authorities to block the activists, mostly defectors from the North, from reaching Imjingak, a border village northwest of Seoul, where they had planned to release the

24

balloons. Hundreds of South Korean farmers living in nearby villages were ordered to go to bomb shelters, and the alert level was raised all along the border.

But the activists said later that they had eluded the police and released the balloons from an island west of Seoul instead.

It was not immediately clear whether the balloons successfully scattered the leaflets over the isolated North, where the government struggles to keep nearly total control on its impoverished populace and bristles at any intrusion of outside news or opinion. There was no immediate response from North Korea.

Activist leaflets typically discuss the vast gaps between the economies and living standards in the North and the South, include lurid accounts of the luxuries that the North Korean ruling family enjoys and contradict the North’s official history books, which claim that the Korean War was started by the United States rather than by the North’s invasion of the South in 1950. Some leaflets carry Christian messages.

“We could not delay our plans to send the leaflets, because they carry our promise and love for our North Korean brothers,” the activists said in a statement posted on the Web site of Free North Korea Radio, a Seoul-based group that seeks to broadcast outside news into the North.

Kim Seong-min, the head of the radio group and a leader of the leaflet campaign, criticized the South Korean authorities for blocking the activists from releasing balloons in the border village. “South Korea is retreating under a North Korean threat,” he said. “Once you retreat under this kind of blackmail, you will continue to be pushed back.”

The North Korean threat of retaliation, issued on Friday, was hardly unprecedented. In recent months, the North has threatened to attack the Seoul office of President Lee Myung-bak, whom it has called a rat, and vowed to bombard the offices of major newspapers and television stations in the South that criticize the North.

Still, South Korean police appeared to take the threat seriously, erecting roadblocks, banning tourists and journalists from the area, and scuffling briefly with activists who tried to barge through their cordon.

25

A rival group of activists rallied near the border village, carrying banners that accused the leaflet activists of trying to incite a war between the Koreas.

On Monday, Glyn Davies, the top American envoy on North Korean matters, told reporters in Beijing that it was grossly disproportionate for North Korea “to have threatened to respond to balloons with bombs,” The Associated Press reported.

China, the North’s main ally, welcomed the South Korean government’s efforts to check the balloon-flying and urged the Koreas to “stay calm and restrained.”

During the cold war, both Koreas used balloons to send official propaganda leaflets across their heavily fortified frontier, a practice that ended after the first inter-Korean summit meeting in 2000. But in recent years, some defectors began sending propaganda balloons of their own into the North. The latest episode came at a politically delicate time in South Korea, where a presidential election is due in December and the political parties are highly attuned to how a surprise North Korean move might affect the outcome.

Name Date Pd_________

Writing Assignment: Propaganda Leaflet Drop

In countries where human rights are threatened and controlled by the government, activists try to inform their people through leaflets. A recent example of this took place in South Korea last month. South Koreans sent leaflets by balloon to North Korea in an effort to inform people about the vast gaps between the economies and living standards in the North and South. The North Korean government monitors and controls all news through television, radio and the internet. As a result, North Koreans do not have an accurate state of their country.

Similarly, in Animal Farm, the animals’ perception of what is happening on the farm is skewed to favor the ideals and interests of the pigs. We know that the pigs are using propaganda techniques to persuade the animals to believe every word they say. The animals, however, are too naïve to realize that this is the case. Napoleon ran Snowball off the farm because he was too wise and actually had an interest in bettering life for all of the animals on the farm.

Leaflet Assignment: You are writing a leaflet “letter” from Snowball’s perspective of what is happening on the farm. You want to warn the animals about the intentions of the pigs and how they can work together to get back to the ideals of Animalism (Communism) on Animal Farm.

In your letter you must include:

26

This is the introduction of why he left the farm. And correcting misinformation spread by Napoleon and Squealer

This is the Topic SentenceThis is the first example of propaganda.

Second example…Third example…

Conclusion of what the animals need to do to rise up…

An explanation of why you REALLY left the farm. And correct the misinformation Napoleon and Squealer have been spreading about you.

Give three specific examples of propaganda that are being used by the pigs. From Snowball’s perspective, describe the propaganda technique from the story and discuss why or how it has been effective.

End your letter with a final plea to have the animals rally together in order to take back the farm. Give them specific directions on what to do to over throw Napoleon

At least 3 paragraphs Persuasive writing style Mention counter-arguments

Name

Date

Period

Dear Comrades,

My poor lads! I don’t know how you must be coping without my presence! I assure you that I did not want to leave the farm. I was chased off the farm by that good-for-nothing dictator, Napoleon. Napoleon and Squealer are brainwashing you into believing that I am a traitor, but I was prepared to fight for Animalism and bring our farm innovative technologies. It was I who pulled you through the Battle of the Cowshed! Do you not remember the scar from the bullet wound on my back? It was I who canvassed your support to have a 3-day work week! Do you recall the intricate plans for the windmill that I devised on the store shed floor? Those were my plans, not Napoleon’s! I am sick thinking about how he double-crossed me! Do not believe a word the pigs say! They are full of lies.

27

Every day the pigs are using rhetorical methods to convince you to hate me. I am their scapegoat and you are being played for fools! Do you not see that they have changed the seven commandments? The original rule about the farm house beds was that no animal shall sleep in a bed. Now the rule says no animal shall sleep in a bed with sheets. Are you really falling for this comrades? Do you not see that they are taking advantage of your extreme naivety? Those lousy pigs threatened you by saying if they do not get their repose, Jones will come back. Why are you letting them play with your emotions like this? The pigs are also trying to play you by using our beloved friend, Boxer, to spread inspirational messages. This is enough to make me gag?...You may have also noticed that the pigs are eating more than their fair share of food on the farm. Remember when they told you about why they needed the milk and apples, comrades?...

If you have any will to live and hope for a better future, I challenge you to…

Sincerely,

Comrade Snow Ball

Name:___________________________________________________ Pd:___________________

Animal Farm: Propaganda Leaflet Drop Letter Outline

Final Draft Due:___________________________

Directions: Use the suggestions below to help you organize your letter.

Reminders:

Your letter must…

Be at least 3 paragraphs long Be written in Times New Roman or Calibri 12 pt font Be double spaced Be written from Snowball’s Point of View An explanation of why you (Snowball) REALLY left the farm. Give three specific examples of propaganda that are being used by the pigs.

*Describe each propaganda technique from the story * Discuss why or how each has been effective.

End your letter with a final plea to have the animals rally together in order to take back the farm.

Paragraph #1: Introduction

28

Include a greeting

Explain why Snowball left the farm and correct lies about you

Paragraph #2:

Topic sentence (mention that the pigs are using persuasive tactics on the animals)

First example of persuasion used by the pigs and why/how it is effective

Second example of persuasion used by the pigs and why/how it is effective

29

Dear Comrades,

Third example of persuasion used by the pigs and why/how it is effective

Paragraph #3: Conclusion

Explain what the animals need to do to rise up against Napoleon and the pigs

Signature

30

Sincerely,

Comrade Snowball

NAME: DATE: PERIOD:

KEYSTONE PERSUASIVE SCORING GUIDELINES - Animal Farm Propaganda Leaflet Drop Letter

Scoring Doman Distinguished (5) Proficient (4) Apprentice (3) Novice (2) Incomplete (0)

Thesis/Focus Establishes and sustains a precise idea/thesis Displays a clear understanding of task, purpose, and audience

Establishes a controlling idea/thesis Displays an understanding of task, purpose, and audience

Provides an inconsistent idea/thesis Displays a limited understanding of task, purpose, and audience

Provides vague or indistinct idea/thesis Displays a minimal understanding of task, purpose, and audience

Provides no evidence of a controlling idea/thesis Displays no understanding of task, purpose, and audienceOR Does not respond to the prompt


31

Content Provides relevant content and specific and effective supporting details that demonstrate a clear understanding of purpose presents fair and relevant evidence to support claim or position considers possible counterclaims (alternate or opposing arguments)

Provides relevant content and effective supporting details presents relevant evidence to support claim or position acknowledges possible counterclaims (alternate or opposing arguments)

Provides insufficient content and ineffective supporting details presents insufficient evidence to support claim or position may not acknowledge possible counterclaims (alternate or opposing arguments)

Provides minimal content presents little or no evidence to support claim or position does not acknowledge possible counterclaims (alternate or opposing arguments)

Provides little to no content presents no evidence to support claim or positionOR Does not respond to the prompt does not respond to prompt


Organization Chooses sophisticated organizational strategies appropriate for task, purpose, and audience Includes a clear and well-defined introduction, body, and conclusion that support or reinforce the argument Uses sophisticated transitional words, phrases, and clauses to link ideas and create cohesion

Chooses appropriate organizational strategies for task, purpose, and audience Includes a clear introduction, body, and conclusion that support the argument Uses transitional words, phrases, and clauses to link ideas

Displays some evidence of organizational strategies May not include an introduction, body, and/or conclusion May use simplistic and/or illogical transitional expressions

Displays little evidence of organizational strategies May not include an identifiable introduction, body, and/or conclusion Uses few or no transitional expressions to link ideas

Displays no evidence of organizational strategies Does not include an identifiable introduction, body, and/or conclusion Does not use transitions to link ideas OR Does not respond to prompt


Style Uses consistently precise language and a wide variety of sentence structures Chooses an effective style and tone, and maintains a consistent point of view

Uses precise language and a variety of sentence structures Chooses an appropriate style and tone, and a point of view

Uses imprecise language and a limited variety of sentence structures May choose an inappropriate style or tone, and may shift point of view

Uses simplistic or repetitious language and sentence structures Demonstrates little or no understating of tone or point of view

Uses repetitious language and sentence structures Demonstrates no understating of style, tone or point of viewOR Does not respond to prompt


Conventions Writer makes few errors and errors do not interfere with reader understanding

Writer makes few errors and errors seldom interfere with reader understanding

Writer makes errors and errors may interfere with reader understanding

Writer makes errors and errors often interfere with reader understanding

Writer makes errors and errors consistently interfere with reading understanding

Demonstrates command of standard English grammar and usage Demonstrates

Demonstrates control of standard English grammar and usage Demonstrates

Demonstrates limited or inconsistent of standard English grammar and usage

Demonstrates minimal control of standard English grammar and usage Demonstrates

Demonstrates little or no control of standard English grammar and usage Demonstrates little

32

command of standard English capitalization, punctuation, and spelling Demonstrates command of sentence formation

control of standard English capitalization, punctuation, and spelling Demonstrates control of sentence formation

Demonstrates limited or inconsistent of standard English capitalization, punctuation, and spelling Demonstrates limited or inconsistent of sentence formation

minimal control of standard English capitalization, punctuation, and spelling Demonstrates minimal control of sentence formation

or no control of standard English capitalization, punctuation, and spelling Demonstrates little or no control of sentence formation

Correct Paper/Page Set-Up ____/5

o Times New Roman or Calibri Fonto 12 point Fonto Correct Headingo Double Spacedo Correct letter format

TOTAL: ______/50

ADDITIONAL COMMENTS:

Animal Farm and Propaganda – Citing Evidence to support ideas

Evaluate Squealer’s use of persuasion tactics in George Orwell’s Animal Farm. Use at least two pieces of cited textual evidence to support your thoughts.

Restate Prompt/Thesis Statement Define or explain what propaganda is (1-2 sentences) Provide two examples of how Squealer uses persuasive techniques in the story to

manipulate the characters (3-4 sentences PER example)Each example must include:

Introduce what was happening in the story (In George Orwell’s, Animal Farm,) Cite and explain the evidence you found in the novel Describe how this evidence persuades the animals (LOGOS, ETHOS, PATHOS) Explain why this technique was so effective

Close this paragraph with a sentence or two about how/why leaders of the past and present use propaganda to influence/scare/persuade

Textual Evidence Rubric3 2 1 0

Textual Skillfully blends Cites evidence Cites evidence Does not

33

Evidence

evidence from the text by using both direct quotes and paraphrases.

from the text by using both direct quotes and paraphrases.

from the text by using either quotes or paraphrases.

reference textual evidence.

Quantity/ Quality of Evidence

Provides more than enough & the strongest evidence to support opinion.

Provides enough related evidence to support opinion.

Provides limited and/or vague evidence to support opinion.

Provides very little and/or unrelated or incorrect evidence to support opinion.

Explanation of Evidence

Provides insightful explanation/analysis of how text details support opinion.

Provides clear explanation/ analysis of how text details support opinion.

Provides some explanation/ analysis of how text details support opinion.

Provides no or incorrect explanation/ analysis of how text details support opinion.

THESIS STATEMENT

Reminders:Your thesis statement should include two parts: WHAT and WHY.

WHAT: What claim are you making about the text? WHY: Why should we care? Why is your claim important? Your thesis

should answer the “so what?” question.*A thesis statement is usually,

but can be more than, one sentence long.

WHAT: In Animal Farm ,

WHY:

34

Full Thesis Statement:

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

You can find key sections of Squealer’s Propaganda on the following pages:

Page # Quote Type of Propaganda How/Why was it Effective?

25 “’We pigs are brainworkers. The whole management and organisation of this farm depend on us. Day and night we are watching over your welfare. It is for your sake that we drink that milk and eat those apples. Do you know what would happen if we pigs failed in our duty? Jones would come back! Yes, Jones would come back! Surely, comrades," cried Squealer almost pleadingly, skipping from side to side and whisking his tail, "surely there is no one among you who wants to see Jones come back?’" (Orwell 25).

39 “’No one believes more firmly than Comrade Napoleon that all animals are equal. He would be only too happy to let you make your decisions for yourselves. But sometimes you might make the wrong decisions, comrades, and then where should we be? Suppose you had decided to follow Snowball, with his moonshine of windmills–Snowball, who, as we now know, was no better than a criminal?’" (Orwell 39).

41 “That evening Squealer explained privately to the other animals that Napoleon had never in reality been opposed to the windmill.

35

On the contrary, it was he who had advocated it in the beginning, and the plan which Snowball had drawn on the floor of the incubator shed had actually been stolen from among Napoleon's papers. The windmill was, in fact, Napoleon's own creation. Why, then, asked somebody, had he spoken so strongly against it? Here Squealer looked very sly. That, he said, was Comrade Napoleon's cunning. He had seemed to oppose the windmill, simply as a manoeuvre to get rid of Snowball, who was a dangerous character and a bad influence. Now that Snowball was out of the way, the plan could go forward without his interference. This, said Squealer, was something called tactics. He repeated a number of times, ‘Tactics, comrades, tactics!’ skipping round and whisking his tail with a merry laugh. The animals were not certain what the word meant, but Squealer spoke so persuasively, and the three dogs who happened to be with him growled so threateningly, that they accepted his explanation without further questions” (Orwell 41).


45 Afterwards Squealer made a round of the farm and set the animals' minds at rest. He assured them that the resolution against engaging in trade and using money had never been passed, or even suggested. It was pure imagination, probably traceable in the beginning to lies circulated by Snowball. A few animals still felt faintly doubtful, but Squealer asked them shrewdly, ‘Are you certain that this is not something that you have dreamed, comrades? Have you any record of such a resolution? Is it written down anywhere?’ And since it was certainly true that nothing of the kind existed in writing, the animals were satisfied that they had been mistaken” (Orwell 45).

48 "’You have heard then, comrades," he said, "that we pigs now sleep in the beds of the farmhouse? And why not? You did not suppose, surely, that there was ever a ruling againstbeds? A bed merely means a place to sleep in. A pile of straw in a stall is a bed, properly regarded. The rule was against sheets, which are a human invention. We have removed the sheets from the farmhouse beds, and sleep between blankets. And very comfortable beds they are too! But not more comfortable than we need, I can tell you,

36

comrades, with all the brainwork we have to do nowadays. You would not rob us of our repose, would you, comrades? You would not have us too tired to carry out our duties? Surely none of you wishes to see Jones back?’" (Orwell 48).

61 "’It's no longer needed, comrade," said Squealer stiffly. ‘Beasts of England was the song of the Rebellion. But the Rebellion is now completed. The execution of the traitors this afternoon was the final act. The enemy both external and internal has been defeated. In Beasts of England we expressed our longing for a better society in days to come. But that society has now been established. Clearly this song has no longer any purpose’"(Orwell 61).

73 “’We will build another windmill. We will build six windmills if we feel like it. You do not appreciate, comrade, the mighty thing that we have done. The enemy was in occupation of this very ground that we stand upon. And now–thanks to the leadership of Comrade Napoleon–we have won every inch of it back again!’" (Orwell 73).


85 "’It was the most affecting sight I have ever seen!’ said Squealer, lifting his trotter and wiping away a tear. ‘I was at his bedside at the very last. And at the end, almost too weak to speak, he whispered in my ear that his sole sorrow was to have passed on before the windmill was finished. 'Forward, comrades!' he whispered. 'Forward in the name of the Rebellion. Long live Animal Farm! Long live Comrade Napoleon! Napoleon is always right.' Those were his very last words, comrades’" (Orwell 85).

88 “There was, as Squealer was never tired of explaining, endless work in the supervision and organization of the farm. Much of this work was of a kind that the other animals were too ignorant to understand. For example, Squealer told them that the pigs had to expend enormous labours every day upon mysterious things called ‘files,’ ‘reports,’ ‘minutes,’ and ‘memoranda’” (Orwell 88).

37

Name Date Period____

Animal Farm SLO Writing_CP (30 points)Textual Evidence Rubric

3 2 1 0

TextualEvidence

Skillfully blends evidence from the text by using both direct quotes and paraphrases.

Cites evidence from the text by using both direct quotes and paraphrases.

Cites evidence from the text by using either quotes or paraphrases.

Does not reference textual evidence.

Quantity/ Quality of Evidence

Provides more than enough & the strongest evidence to support opinion.

Provides enough related evidence to support opinion.

Provides limited and/or vague evidence to support opinion.

Provides very little and/or unrelated or incorrect evidence to support opinion.

Explanation of Evidence

Provides insightful explanation/analysis of how text details support opinion.

Provides clear explanation/ analysis of how text details support opinion.

Provides some explanation/ analysis of how text details support opinion.

Provides no or incorrect explanation/ analysis of how text details support opinion.

38

Score = ______ %Comments:

Animal Farm: Paper Bag Puppet Show Instructions : This week, your literature circle group will present a scene from

Animal Farm using puppets. You will work in class to create your puppets, prepare a script, and perform a scene in front of the class on _________________

Remember to use your creativity and stay true to the original story.

Schedule of Tasks: _________: Select scenes, design puppets, begin writing your script

_________: Continue writing script, print out copies for group + 1 extra

_________: Present scene in class

Scenes : (each group must present a different scene)

Old Major’s Idea (chapter 1) Old Major calls a meeting and tells the animals about his ideas and a

dream that he had.

The Rebellion (chapter 2) The animals finally overthrow Mr. Jones.

39

The Battle of the Cowshed (chapter 4) The humans try to take back the farm. Do they succeed?

Snowball’s Exit (chapter 5) Snowball disagrees with Napoleon for the last time.

The Hens’ Rebellion (chapter 7) The hens are unhappy about having to give up their eggs and so they

rebel. Do they succeed?

Snowball, the scapegoat and symbol of rebellion (chapter 7&8) The animal continue to blame snowball for everything that goes wrong

on the farm, but some animals start to also use him as the symbol of their rebellion against Napoleon

Boxer’s Death (chapter 9) Boxer gets injured and taken away to the “hospital”

Meeting of Pigs and Humans (chapter 10) In the final chapter the pigs and humans meet, and we see that they

have become exactly the same

Puppet Show Rubric (Graded as a Group)

CONTENT KNOWLEDGE

Distinguished (5) Proficient (3) Basic (1) Below Basic (0)

Focus Demonstrates clear purpose and

the ability to stay on topic. Demonstrates a purpose but

unable to stay on topic. Purpose is inconsistent

throughout/difficult to follow.

No clear purpose.

Content

Demonstrates comprehensive knowledge of topic.

Sophisticated analysis; develops ideas with supporting details that are specific.

Makes no omissions or errors.

Demonstrates proficient knowledge of topic.

Shows adequate understanding of the topic and explains with detail.

Makes few errors or omissions.

Demonstrated basic knowledge of topic.

Show minimal understanding of the details of the topic.

Many errors and/or omissions.

Does not demonstrate knowledge of topic.

Organization Well organized and

thoroughly supports focus. . Organized and

moderately supports focus.

Organization is limited and/or lacks clarity.

Presentation lacks organization.

PRESENTATION SKILLS

Distinguished (5) Proficient (3) Basic (1) Below Basic (0)

Presenter Engagement with the Audience

Use of direct eye contact for entire

Use of direct eye contact most of the

Minimal eye contact with audience.

No eye contact. Does not engage the audience

through appropriate levels of

40

presentation. Consistently

engages the audience through appropriate levels of emotion throughout.

Does not need to rely on notes for prompting

time. Engages the

audience through appropriate levels of emotion most of the time.

Relies on notes for prompting only.

Inconsistently engages the audience through appropriate levels of emotion.

Often reads from notes.

emotion throughout. Entirely read from notes

Language/Clarity

Advanced use of grammar and vocabulary.

All words are pronounced correctly.

No use of filler words (like, you know, etc.).

Proficient use of grammar and vocabulary.

Most words are pronounced correctly.

Minimal use of filler words (like, you know, etc.).

Basic use of grammar and vocabulary.

Seldom are words pronounced correctly.

Significant use of filler words (like, you know, etc.).

Below basic use of grammar and vocabulary.

Distracting use of filler words (like, you know, etc.)

Voice/Volume/Rate

Always speaks with clarity

Volume is at a level where audience can easily hear throughout.

Pace is appropriate.

Speaks with clarity most of the time.

Volume is at a level where audience can hear most of the time.

Sometimes speaks with clarity.

Volume is inconsistent; audience struggles to hear.

Pace is inconsistent.

Does not speak clearly or is not easily heard.

Speaker is inaudible.

VISUAL ENHANCEMENT(Based upon Assignment Requirements)

Distinguished (5) Proficient(3) Basic(1) Below Basic (0)

Visual Enhancement

Creatively uses high quality visuals/ media/ technology that clearly supports and enhances the presentation.

Uses Visuals/media/ technology that support the presentation.

Uses visuals/media/ technology that provides limited support of the presentation.

No use of visuals/media/technology to support the presentation.

Appearance Appearance is

appropriate for the presentation topic.

Appearance is not appropriate for presentation.

Comments: _________/40 ÷ 2 = _________/20

Script _______/5

41

Total =__________/25

42

Documents

Web viewThe characters in Animal Farm will use other techniques to motivate and intimidate the other animals. ... Propaganda techniques used in Animal Farm. Quote from page #