ANIMAL FARM
LESSON PLAN
Juan Soriano
Main goals
• The students will analyze the symbolic nature and historical context of George Orwell’s
“Animal Farm.”
• They will compare the actions of the characters to those of their counterparts in the
Russian Revolution and their natural namesakes.
• They will also write a vignette or sketch using characters in order to demonstrate
understanding of the characters.
Requirements
• Students should have read “Animal Farm.”
• Some background knowledge about the Russian Revolution.
Motivator
• In order to get students to think about the ideas and nature of revolution, I plan to show
them the song “Won’t get fooled again” by The Who. I’ll ask them to take notes on
what they feel the song is about and the ideas it elicits. Then, we will have a discussion
as to what they feel the song is about.
• We will then have a brief five minute discussion in class to recap the book and the
characters and symbols the students notice.
Main activity
• The students will then split into groups of three or four, and discuss a specific character
in the story and fill out two charts on that character: a character analysis chart and a
story timeline.
• The charts can be done in whatever order the students wish, but both have to be
finished for full credit.
Character analysis chart
• One chart on how they are in the story, how their corresponding animal is in real life,
and who they represented in the Russian Revolution and how well they feel did it.
• Each section should be one column, with each student contributing to it with insights,
whether those be on the character, the animal, or person in the Russian Revolution.
Story timeline
• The other chart will be a timeline for the story showcasing key moments in character
development as determined by students. They should use quotes as proof.
• Students will also use background knowledge of the Russian Revolution to compare the
ongoing actions of the character to those of their inspirations.
Class discussion
• Students will then present their charts on characters, taking questions from their peers
and teacher.
• We will then discuss how symbolism works in the story, touching upon the song and
bringing in other forms of art the students know, such as films, other books, graphic
novels and poems, sharing symbols in them.
• We will then bring back discussion to the book, and analyze the importance of historic
content.
Homework
• For homework, the students will be assigned to work on a sketch or vignette from the
point of view of the character they worked with. One page, double spaced, to be
done over the weekend.
• Sketches may be done in pairs, but should be a half a page longer.
• They will present the sketch or vignette the next weekday, and will have their
classmates asses them.
• I will then lead a final recap, ask students what they learned and what they still have
questions on.
For the future…
• This could be made into a final paper on how symbolism works in “Animal Farm” and
the importance of historic content.
Standards
• CCSS.ELA-Literacy.RL.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text.
• CCSS.ELA-Literacy.RL.9-10.2 Determine a theme or central idea of a text and analyze in detail its development
over the course of the text, including how it emerges and is shaped and refined by specific details; provide an
objective summary of the text.
• CCSS.ELA-Literacy.RL.9-10.3 Analyze how complex characters (e.g., those with multiple or conflicting
motivations) develop over the course of a text, interact with other characters, and advance the plot or develop
the theme.
• CCSS.ELA-Literacy.RL.9-10.7 Analyze the representation of a subject or a key scene in two different artistic
mediums, including what is emphasized or absent in each treatment.
• CCSS.ELA-Literacy.W.9-10.2c Use appropriate and varied transitions to link the major sections of the text, create
cohesion, and clarify the relationships among complex ideas and concepts.
• CCSS.ELA-Literacy.W.9-10.3c Use a variety of techniques to sequence events so that they build on one another
to create a coherent whole.
• CCSS.ELA-Literacy.SL.9-10.1a Come to discussions prepared, having read and researched material under study;
explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to
stimulate a thoughtful, well-reasoned exchange of ideas.