Unit Overview – Animal Farm
Context of unit: Year 10 extension class.
Length of Unit (in hours): 16 – 20 hours
What is the purpose of this unit?
The unit is designed as an investigation using Animal Farm to explore symbolism, themes, character & language.
Literature circles are structured to foster sustained, reflective discussion & deep engagement with the text, in turn, designed to encourage wider positive
reading practices.
A focus on symbolism and language is intended to scaffold students into processes of decoding and encoding.
An analytical essay is structured to promote fluency in expected forms of writing pre-VCE.
A focus on vocabulary building is intended to develop more sophisticated linguistic repertoires for students.
The knowledge and skills engaged with are designed to be applied both in and out of school.
What are the key questions this unit asks?
What is utopia? What is dystopia?
How does Orwell discuss key themes of utopia, dystopia, power, propaganda and
What symbols are used to express ideas or concept? What effect does this have on the reader?
What is propaganda? How does it use symbolism?
How is allegory different to other forms of writing such as commentary?
How is persuasive language used in Animal Farm?
How do temporal contexts affect how we read literature?
What are the Learning Outcomes for this unit?
At the end of the unit, students will be able to , to differentiated degrees, discuss themes of power, propaganda, utopian and dystopian visions as they relate to
the text and in a more personal, reflective sense.
Students will be able to describe and analyse symbols used to encode messages about these themes in the text. Students will also begin to explore the use of
symbolism in society to encode these themes.
Students will have engaged deeply with the text, personally reflecting, relating themes and events to their lived experience and developing well-thought out
opinions on the text.
Students will have an understanding of the use of language in the text, specifically, imagery, persuasion, irony, adverbs and adjectives, as they are used to
develop tone, character and position readers.
Students will be experienced at forming arguments or opinions, finding relevant evidence to support arguments, and embedding evidence within their writing.
Students will have skills to graphically chart their understanding of the text and experience with ICT techniques to facilitate such representations. Students will
have tried a range of techniques for textual engagement and will have reflected upon which techniques suit their learning style.
Students will have experience organising thoughts for the purpose of sustained writing
Outline of Unit
Lesson One 1
Key Focus
What is utopia?
What is dystopia?
Method (strategies/activities)
Engagement
Utopia & Dystopia clips
Class Discussion & concept
mapping of what factors contribute
to utopia vs. dystopia?
(20 MINUTES)
Outcomes
Remember &
describe utopia?
& dystopia.
Organise groups.
Introduce Animal
Farm & distribute
booklet – go over
structure.
Introduce Animal Farm &
structure of unit study – study
groups
(15 minutes)
Understand the
structure and
expectations of the
unit.
Single – 60 mins
Concept of
revolution
What is revolution?
What factors lead
to revolt?
Context for Animal
Farm.
Understanding of
term allegory.
Student knowledge of ‘revolution’,
build upon. Form definition of
revolution from student
contribution. Examples of
revolutions, French etc…
(5 minutes)
Describe the
process of
revolution.
Reflect on what
causes a revolution.
Assessment
Completion of concept
map & contribution to
discussion
Resources
You tube clips
on utopia &
dystopia.
Workbook
Describe revolution in
own words. List possible
causes of revolution.
HOMEWORK
Using internet resources,
complete graphic
Remember and
organiser on revolutions
describe the context in workbook.. Each
Teacher directed talk, active
in which Animal
group to divide the task
reading of handout & board notes - Farm was written.
into roles.
Background information on Orwell, Define allegory.
Russian Revolution & Spanish Civil .
War – Define allegory.
Revolution
Handout
(10 minutes)
Lesson 2
Double -120
minutes
Causes of
Revolution
Chapters 1 & 2
Vocabulary
Development &
construction of
characters through
language
Understanding &
synthesis of chapter
themes
Reflection on homework. Compare
answers and finding in groups.
Share with class & fill in revolution
table. Discuss similarities.
(20 minutes)
Active Reading;
Filling in character and action
charts. 25 minutes.
Follow with a discussion.
Vocabulary development in
workbook. Class discussion on
characters & links to language “How does language use affect how
we perceive the characters?”
Assign each group a character to
look at and share answers as a class.
(30 Minutes)
Group discussion of events and
themes of chapter 1
- As a group come up with an
appropriate title for Chapter
One
Discuss and
describe factors
commonly
preceeding
revolution.
Understand
process of initial
character
development
through language.
Be able to describe
how use of
language
contributes to
audience of
understanding of
character.
Build vocab using
definitions and
synonyms
Describe key
themes of Chapter
One & link the
themes to action.
Completion of
Revolutions table,
exchanging information.
Comparative paragraph.
Filling out of
workbook/character
charts
Contribution to
discussion and
presentation of findings
Group titles.
Class set of
Animal Farm
Class set of
dictionaries &
thesauruses
(15 minutes)
Lesson 3
Single – 60 minutes
Major’s Speech &
persuasive
language
Class discussion about Major’s
speech. Key themes. Symbols.
Persuasive techniques. Underline
persuasive techniques and annotate
text in groups.
(30 minutes)
Chapter 2
Group reflection on Chapter 2.
Chapter title.
10 minutes
Writing Style,
Language Use &
Role of Narrator
Short answer questions & group
discussion of Chapter 2
– style of writing, language use &
effect on reader.
- Conditions for utopia
20 - 25 minutes
Text annotation.
Completion of short
answer questions.
- Workbook
Identify use of
persuasion in
Major’s Speech.
Discuss how
symbolism
persuades reader.
Links to utopian
concept map.
Synthesis of
Chapter 2 themes.
Exploration of
Chapter 2 themes.
Ability to describe
& discuss style of
writing, choice of
style and effect on
audience
- HOMEWORK
Read Chapter 2 –
complete vocabulary
exercises, character
& short answer
questions Chapters 1
&2
Contribution to
discussion in groups and
class.
Completion of short
answer questions in
workbook or discussion
if completed.
Workbook
Completion of posters.
Commandments
Group formulation of new
commandments for own ideology/
Construct poster of commandments
30 minutes
Butchers’ Paper/
Textas/ Crayons
Consensus building
on values. Ability to
turn wide concepts
into short sound
bites.
HOMEWORK – read
Chapters 3 & 4 –
Continue to fill out
character maps, short
Chapters 3 & 4
Group reflection on Chapters 3 & 4. Identifying threads
Chapter titles.
and themes in
10 minutes
Chapters 3 & 4
Power
Class discussion & board chart of
power processes, differing ideals of
Snowball vs. Napoleon. Write
predictions for the story as
individuals, then share in groups.
Use examples of action and/or
language from the text to support
predictions.
40 minutes
Lesson Four
answer questions.
Contribution to
discussion in groups and
class.
Double – 120
minutes
Use and purpose of
propaganda
(‘Beasts of
England, Flag,
Squealer’s
explanations)
Group work.
Examine examples of propaganda;
visual – non-English.
-Ability to tease out
threads & themes.
- Analyse plot
threads for possible
directions.
- Use information
to make
predictions.
- Locate and use
evidence to support
predictions.
Describe and define
propaganda.
Discuss symbolism in posters & how
symbolism transcends language.
Recognise &
identify
List other examples of propaganda. propaganda.
Note down features of propaganda
& definition.
Discuss why
propaganda is
useful to powerful
groups.
Predictions and evidence
provided.
Contribution to
discussion.
Note taking from board
notes.
Contribution to group
discussion.
Examples of
propaganda.
Write a paragraph
explaining how
propaganda helps
support power, why
visual propaganda is
more effective than
written.
Analyse symbols in
propaganda.
Link propaganda to examples in
text. Group discussion of symbolism Apply knowledge to
in Beasts of England, Squealer’s
the text.
Paper & art
supplies.
role & ‘2 legs good, 4 legs bad’
50 minutes
In groups, formulate symbols and
construct flag for group ideology,
choosing symbols and distill
commandments to a single
40 minutes
Lesson 5
Chapter 5 & 6
Double – 120
minutes
Changes in
conditions on the
farm
Text predictions.
Using knowledge of
text, make a
prediction of
Encode concepts
into visual symbols.
Group reflection on Chapter 5 & 6.
Chapter title.
5 – 10 minutes
Identifying threads
and themes in
Chapters 5 & 6
Group discussion
Compare and contrast ideals and
changes to life – discuss these
changes in relation to utopic and
dystopic notions. Examine the
language used in chapters 5 & 6.
How has Orwell used language to
make clear his position on the plot
development; particularly irony.
Key discussion question; was the
corruption of the ideals of
Animalism inevitable? Locate
examples, evidence to support
opinion.
(40 minutes)
Describe how plot
action reflects
opinions about
possibility of
utopia.
Reflect on the predictions made last
week. Make changes. Watch You
tube clip of Dead Prez ‘The Animal
in Me’ – with lyric sheet. Group
Express an opinion
on the key
discussion question.
Flag and single
commandment
formulation.
Contribution to
discussion.
Write short answer
question responses
incorporating evidence
from text to support
opinion.
Use evidence from
the text to support
this contention.
Reflect on
argument and
adjust with new
Synthesis of poem/lyrics.
Comparative skills and
evidence used.
Dead Prez
“Animal in Me”
videoclip –
YOUTUBE &
Lesson 6
outcomes.
discussion of clip. Summarise the
Dead Prez version of Animal Farm.
Compare this to your version.
Discuss difference and similarities.
Use examples form the text to
support your opinion – particularly
seek to use language.
(40 minutes)
Group discussion
Class time in groups to catch up &
discuss the text, compare notes for
character charts. Note taking of
discussion.
30 minutes
Group reflection on Chapter 7 &8.
Chapter title.
5 – 10 minutes
Chapters 7 & 8
Double – 120
minutes
Symbolism
Discuss and examine how the
change of songs and Napoleon’s
poem, symbolizes shifts in the tone
of the story. Discuss symbolism of
winter, windmill etc.
Class discussion of Napoleon’s
poem.
40 minutes
evidence. Explain
changes. Sythnesise
poetic form of story
into prose.
Compare two
versions of events
and identify
similarities and
differences. Locate
examples and
evidence.
Build & share
knowledge whilst
using oral skills.
lyric sheet.
Character chart
progress.
Notes from discussion,
teacher interaction with
groups.
Identifying threads
and themes in
Chapters 7 & 8
Examine
symbolism and
discuss how
symbols can signal
story directions and
effect on reader.
Identify imagery
and discuss
meaning
Summary of Beasts of
England. Hypothesis
about what key message
of new song would be
about.
Short answer questions
in use of imagery in
Napoleon’s poem
Contribution to
Language use
Look at your language charts from
workbook. How have the adverbs
changed from the first chapters to
now. Discuss how this affects our
view of events. How would text look
without them? Describing tone.
Contribute answers as a class and
fill in chart blanks in workbooks.
Focus questions: How do adverbs
indicate characters feelings?
How do adjectives work with
symbols to reflect broader themes
in the story?
50 minutes
Lesson 7
Links to Context
Teacher-directed with student
contributions talk accompanied by
handout-linking linking events on
Russia to events in book – board
work. 15 – 20 minutes
Chapters 9 & 10
Group reflection on Chapter 9 &
10. Chapter title.
10 minutes
Discussion of
themes
General class discussion of
- Return of Moses
- Boxer’s fate
- Pigs to Animals
- All Animals are Equal, but
some Animals are more
equal than others
Double – 120
minutes
discussion.
Identify use of
adverbs and
adjectives and
purpose in creating
tone.
Completion of charts in
workbook and poem.
Create an ‘I am
poem’ using ICT
website.
HOMEWORK
Write a paragraph
explaining possible
Understand the
reasons for Orwell
context of the novel. writing in allegorical
Explain how Orwell style. Are you finding it a
uses symbolism to
persuasive format? Why
comment on
or why not?
politics.
Identifying threads
and themes in
Chapters 9 & 10
Reflective &
discussion skills.
Suggesting
alternate outcomes
based on evidence.
Write a journal entry.
Access to
computers.
-
Reflection on the quote
‘"Power tends to corrupt,
and absolute power corrupts
absolutely.”
- Suggesting alternate endings
based on whether revolution
was led by the horses, or the
cats, etc.
(40 minutes)
Lesson 11
Single – 60
minutes
Construction of charts;
ability to present ideas
visually and verbally
explain.
Access to
computers &
XMIND software
or similar
- Compare Animal
farm to modern
context looking at
themes of power,
corruption and
oppression.
Write a journal entry
reflecting on themes and
contexts. Completion of
case study questions.
Zimbabwe Case
study booklet.
Refresh class knowledge on essay
using TEEL - Using handout &
discussion
Describe TEEL
process to
approaching essay
writing.
Taking notes.
Essay writing
handout
Teacher to Model writing an
introduction.
Use meta-language
of topic sentences,
linking phrases,
evidence.
Charting the Plot
& Character
relationships
Using notes – construct a plot chart
& character chart. Using mapping
software. Decide group in two –
each choose a task. Then compare,
share & explain. Amend if
necessary. Present to class.
1 hour 10 minutes
Use technology to
construct charts.
Use visual
organiser to display
grasp of plot and
character.
Context Reflection
Class Discussion – Key focus “Do
you think the themes of Animal
Farm are specific to Russia?”
Zimbabwe case study in groups.
60 minutes
Lesson 8
Single – 60 minutes
Essay
Complete persuasion map as class
for argument.
20 minutes
Jigsaw activity with sample essay –
underline topic sentences, put in
order, identify introduction & write
a conclusion for essay.
20 minutes
Lesson 9
Essay
Single – 60 minutes
Using quotes as
evidence
Explanation of
essay topics
Use a persuasion to
show link between
argument &
evidence.
Identify sequence of Completion of task.
argument and
features of essay.
Create a conclusion
summarizing the
sample essay.
Linking quotes to themes activity 15 Identify thematic
minutes.
significance of
quotations.
Model how to use quotes –
dependant on students’ success with
workbook exercises.
(10 minutes)
Completion of
Persuasion Map
Practice using
quotes embedded
within sentences to
prove argument.
Persuasion Maps
Jigsaw Activity
Completion of activity
Completion of sample
examples on board.
Notes from discussion,
class contribution.
- Handout essay topics.
Go over explanations and possible
interpretations using student
contributions. Students to make
notes on class discussion and
contribute ideas.
10 minutes
Explore possible
meanings and
approaches s using
group discussion to
stimulate ideas.
Essay topics
Persuasion map.
Use persuasion map
Students to choose a topic and
discuss in groups the possibilities
and evidence. Begin to fill in
persuasion map
15 minutes.
Lesson 10
Essay
Single – 60 minutes
Independent class time to work on
essay with teacher & group
support.
Students to set themselves a
learning goal for the period
Lesson 11
Single – 60 minutes
to organise ideas.
Student progress on
draft.
Work completed in class
time.
Independent work
skills
**DRAFT DUE AT
BEGINNING OF NEXT
Goal setting
CLASS**
Handing in Essay
Group and class discussion.
Reflection skills.
Peer assessment and structure
feedback activities. Write a letter to
the teachers reflecting these themes
with guided questions.
Assessment of self
& others. Critique
of structure.
Reflection
Discussion contribution.
Access to
computers