Animal farm – chapters 8-10
L.O. To work in groups and
individually to analyse key ideas
Big picture
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Card sort
Links with Russian revolution
Quick test on homelearning
Group work
Presentations
PEAS
Outcomes
A-A* - make detailed and perceptive comments on
language, themes and context when discussing
and writing a PEAS paragraph
B- make clear and relevant comments on language
and themes when discussing and writing a PEAS
paragraph
C – make some comments on language and themes
when discussing and writing a PEAS paragraph.
Connector
• Complete the character comparison card sort
in pairs
• Glue correct version in your books
Links to Russian revolution
• Re-read worksheet on Russian history.
Complete the table
Homelearning
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How much do you remember from your reading? Quick test 1-10
What has the commandment about killing another animal been changed to?
Who does Napoleon use as his public spokesperson and why?
How has Napoleon extended his power over the other animals on the farm?
What is Fredrick’s role within this story? How does he trick Napoleon?
How do the other animals feel after the Battle of the Windmill?
How do the pigs celebrate their victory? What further commandment do they
change?
7. How is the myth of Snowball’s treachery perpetuated in the novel?
8. Which animal character remains largely unchanged? How would you describe
him?
9. What sight witnessed by Clover and the other animals terrify them in the final
chapter?
10. What is the most important commandment and how had this been changed?
TASK: Group work on key extract
• In groups of 3 you will be given an extract from chapters 8-10.
You should discuss and make notes on the language and
Things you should look out for:
themes.
Instructions:
1. Read the passage first
2. In your groups discuss what is
happening in the passage.
3. Next, highlight key lines, words
or phrases
4. Next, on a piece of sugar paper,
make detailed analytical notes
...
SATIRE: is Orwell making fun of any characters in
particular?
ALLEGORY: is Orwell making a link to any real
people in history?
SYMBOLISM: does the character/ situation/ event
represent something else?
IRONY: are any of the things characters say or do
which is the opposite of what is expected or what
will happen?
POWER/GREED/CORRUPTION/FEAR/
IGNORANCE/ HOPELESSNESS: is there anything
said or done that reveals these themes? Any
other themes you can spot?
PROPAGANDA: are the pigs trying to brainwash
the animals in some way?
Presentations
• In your groups, present your findings to the
class.
TASK: write a PEAS paragraph
• POINT. EVIDENCE. ANALYSIS. SPECULATION.
Answer this question in as much detail as you
can using PEAS.
How do things change from bad to worse on
Animal Farm?
Example
POINT. EVIDENCE. ANALYSIS. SPECULATION.
• How do things change from bad to worse on Animal Farm?
Things change from bad to worse on Animal Farm since the pigs are
manipulating the animals for their own gains. Under the leadership of
Napoleon, “once again all rations were reduced, except those of the
B
pigs and the dogs”. The words “once again” suggests that this is a
grade recurring event and that it is getting worse. Furthermore, the food
that is taken away seems to be going to the pigs and dogs. This
supports the point that the animals are being divided and a hierarchy
is being established. When Squealer, Napoleon’s front pig, explains
that “A too rigid equality in rations...would have been contrary to the
A
principles of Animalism” Orwell is using irony since Animalism is all
grade about equality and the pigs are creating an unequal society. Moreover,
Orwell’s story is an allegory about Russian communism and so he is
revealing how greed for power and the use of propaganda had
corrupted Marx’s ideas.
The speculation forms the A-A* part of your answer
since it offer detailed and perceptive comments on the
bigger picture, in this case the background context
Homelearning
How do things change from bad to worse on
Animal Farm?
Complete this answer – we will assess this at
the beginning of next lesson.
Mock exam paper practice next lesson!
Review
• Read out your
answers so far to the
person next to you.
• Which outcome have
you met? Which
outcome to do want
to meet?
A-A* - make detailed and perceptive comments
on language, themes and context when
discussing and writing a PEAS paragraph
B- make clear and relevant comments on
language and themes when discussing and
writing a PEAS paragraph
C – make some comments on language and
themes when discussing and writing a PEAS
paragraph.