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Animal Farm
Social: (http://www.articlemyriad.com/social-stratification-class-
animal-farm/)
The student will be able to formulate insights on the
different social classes (government and working class),
their significance and their roles within the literary
context of the story.
Analyzing the approaches of both social classes will help
the students in understanding 2 different perspectives.
Historical:
(http://www.bbc.co.uk/schools/gcsebitesize/english_literature/pro
seanimalfarm/animalfarm_context/revision/1/)
The student will identify important facts and events
within history indicated within the given story.
Timelines and character analysis is essential for naming
significant historical figures.
Philosophical: (http://www.hyperink.com/The-Philosophy-Of-
Animalism-Inldquoanimal-Farmrdquo-By-George-Orwell-b254a6)
The student will discuss on Animalism portrayed by
diverse characters within the story.
In-depth analysis of Marxism will be conducted by the
class.
GOD has instituted The obedience of man In the face of Students should be
ordinances to govern towards GOD and HIS persecution (whether given knowledge on
all people (Romans precepts has been suffering as a Christian Biblical leadership
13:1). Disobedience inconsistent. There is or as a victim of through a comparative
towards these GOD- injustice present corruptive leadership), analysis between
given authorities around the world GOD wants us to characters from
would result to civil brought by the leaders respond with mental Animal Farmand from
or divine judgment. whom GOD has readiness. Suffering as the Bible. With such,
These leaders, delegated authority but a Christian reveals differences in handling
properly assigned, have abused power. future hope (given by authorities and people
help establish justice These earthly leaders GOD) while enduring groups will be drawn.
and avoid the abuse rule unjustly leading to the difficult trials of Godly leadership
of power. GODs the moral order of injustice as he or she entails the exercise of
purpose is for the GOD getting stained. identifies with Christs Biblical standards
Christian to embody Despite GODs sufferings (1 Peter within an appointed
the discipline and investment of 4:13-14).These leader towards his
obedience of a law- authority, these leaders obstacles refine our flock. Also, submission
abiding citizen are still human and faith and our standing to authority must come
towards civil subject to HIS as citizens in a country. with sincerity and
authorities to sovereignty (Psalm Additionally, these utmost diligence. To
avoid GODs wrath 82:6-8). sufferings are never serve ones master (or
and to heed his or her opportunities for employer) is to serve
conscience (Romans disorderly conduct. As Christ (Ephesians 6:5).
13:7). Christians, we are By doing so, the
called to be faithful to LORD will reward
and blameless (through them impartially, as the
exemplifying good Master judging their
behavior) in the face of work and
overwhelming odds wholeheartedness.
continuing to do
good (1 Peter 4:19).
1. The characters and the 1. Write an essay about the 1. The importance of
plot of the novel Animal purpose behind the understanding the
Farm. writing of Animal Farm. context and historical
2. Historical Context of the background of the book.
novel: The Russian 2. Draw connections of the
Revolution. characters of Animal 2. Lessons that can be
Farm and the Russian learned from the leaders
3. The connections of the revolution through close mistakes in history.
characters in the book readings and role plays.
with the leaders of the 3. The responsibility of
Russian Revolution. 3. Voice out opinions Christians to discuss and
through a presentation in respond to these social
4. What Social Injustice is. response to social injustices with a Biblical
injustices in the world perspective.
5. The social injustice in today.
the book and in the
present world.
Hazel Joy Acdol Animal Farm
2 Weeks [English Acquisition/ Grade 9]
Objectives Objective
Formative Assessments Summative Assessment(s)
Assessed s Assessed
1. Quizzes K1, K3 1. Reflective Essay on Fable K2, K3,
S1,
2. Case Studies K4, K5, D1
S2, S3, D3 2. Criterion B assessment
K1, K2,
3. Group Discussions K3, K5 3. 5 minute Presentation on S2
Response to Social Injustice
4. Role Play K1, S2, in their own countries. K4, K5,
D1, (Criterion C) S3, D2,
D3
Unit Schedule
Day Lesson Focus Objectives
1. Chapter 3, Character Analysis Close Reading & Character analysis
2. The Russian Revolution
3. 1. Learn the History of the Russian Revolution.
2. Know about the Leaders of the Revolution.
3. Connect the historical context to the Novel
Animal Farm.
4. Chapter 4, Fable 1. Know how moral lessons can be drawn out from fable
2. Explain why George Orwell chose to write the
Novel in Fable form.
5. Role Play 3. Students will be able to internalize the storys
Characters through a role play.
6. Social Injustice Part 1 1. Understand what social injustice is.
2. Be informed of the social injustice issues
worldwide.
3. Formulate a solution to approach social injustices
In their own countries.
7. Chapter 5
8. (Formative Assessment Criterion B) 1. Close Reading
2. Demonstrate deep understanding of the text by
Answering chapter 5 questions through an open book
Quiz.
3. Answer assessment of Animal Farm from Criterion B
of IB curriculum.
ASSESSMENTS
Hazel Joy Acdol Animal Farm
2 Weeks [English Acquisition/ Grade 9]
Short Essay
Formative Assessment Rubric
Total: 12 points
Criteria Excellent 4 Good 3 Considerable 2 Improving 1
Provides a strong
thesis statement
with supporting
examples that are
relevant to the
topic.
Makes good
connections
between animal
farm and The
Russian
Revolution.
Writes with
clarity ( minimal
grammatical
errors).
Hazel Joy Acdol Animal Farm
2 Weeks [English Acquisition/ Grade 9]
4. Which animal was chased out of the farm? Snowball or Napoleon? (Circle one)
Strand iii - Concept ideas, opinions and attitudes, personal experience and a
global perspective
ii. The significance ii. The significance and the ii. The significance and ii. The significance and the purpose
and the purpose of purpose of the issue is the purpose of the of the issue is confidently
the issue is presented to some degree issue is considerably presented and is shared with a
minimally and not always connected presented and not wide range of informative and
presented and not to reality of social injustice always connected to organized ideas connected to the
always connected reality of social reality of social injustice
to reality of social injustice
injustice.
iii. Expresses limited iii. Expresses a range of iv. Expresses a wide range of
concern about the iii. Expresses some concern concern about the concerns about the negative
negative impact of about the negative impact negative impact of the impact of the problem and
the problem and of the problem and problem and effectively communicates relevant
communicates communicates some ideas communicates a range and developed ideas for
minimal ideas for for responding to the issue of ideas for responding responding to the issue
responding to the to the issue
issue.
iv. Limited informative v. Communicates with v. Considerable iv. Excellent informative language and
language and informative language and informative language astounding delivery (eye contact
delivery (eye delivery (eye contact and and delivery (eye and gestures); speaks with no
contact and gestures); speaks with contact and gestures); pauses and errors which hinder
gestures); speaks frequent pauses and errors speaks with frequent communication
with frequent that hinder communication pauses and errors that
pauses and errors hinder communication
that hinder
communication.
Hazel Joy Acdol Animal Farm
2 Weeks [English Acquisition/ Grade 9]