Animal Farm
English Language Arts_CP &H
Name: ___________________________________
1
ANIMAL FARM READING SCHEDULE
Date
November 19, 2015
In Class
Introduction
Homework
November 20, 2015
Intro. Vocabulary.com
Chapter 1 (with class)
Chapter 2 (with LC group)
Read Chapter #2 and
complete LC role
Read Chapter #3 and
complete LC role
Finish Chapter 4 and answer
questions
Study for QUIZ chapters
#1-5 tomorrow!
Read Chapter #5 and
complete LC role
Study for Quiz Ch 1-5
tomorrow
November 23, 2015
November 24, 2015
Chapter 3 (with LC group)
Chapter 4 (with class)
November 25, 2015
Review Chapter 4
November 30, 2015
Chapter 5 (with LC group)
Complete Ch 1-5 Quiz Review
December 1, 2015
Animal Farm Quiz
(Part 1: Ch 1-5)
Chapter 6 (with class)
December 2, 2015
Chapter 7 (with LC group)
Chapter 8 (with class)
Chapter 9 (with LC group)
December 3, 2015
December 4, 2015
December 7, 2015
Read Chapter #7 and
complete LC Roles
Read Chapter #9 and
complete LC Roles
Read Chapter 10 and
answer questions
Chapter 10 Review (with class)
Study for QUIZ chapters
Complete Quiz #2 Review Sheet #6-10 tomorrow
AF Vocabulary.com due
tomorrow
Animal Farm Quiz
(Part 2: Ch 6-10)
Vocabulary.com Vocab. Due
These dates are tentative and may change.
2
Animal Farm Background Notes
Quick 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

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
Animal Farm

Animalism
Reflects and
represents
Mr. Jones

Old Major
Snowball
Napoleon
3
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:
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.
4
Animal Farm Comparison of Characters to Russian Revolution
Animal Farm
Mr. Jones
 irresponsible to his animals
 sometimes cruel-beats them with whip
 sometimes kind-mixes milk in animals
mash
 promotion
Russian Revolution
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
Karl Marx
 invented Communism
 “workers of the world unit”, take over
government
 Dies before Russian Revolution
Communism
 Same
 All people equal
 Gov’t owns everything, people own gov’t
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)
Joseph Stalin
 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
propaganda
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
controlled
Hitler
 Responsible for mass genocide of the Jews
 Did not like Stalin (disagreed on politics)
 Went back on their pact and attacked
Russia
Old Major
 taught Animalism
 workers do the work, rich keep the $,
animals revolt
 dies before revolution
Animalism
 No owners, no rich, but no poor
 Workers get a better life, all animals equal
 Everyone owns the farm
Snowball
 Young, smart, good speaker, idealistic
 Really wants to make life better for all
 One of the leaders of revolution
 Chased away into exile
Napoleon
 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
Squealer
 Big mouth, talks a lot
 Convinces animals to believe and follow
Napoleon
 Changes and manipulates “history” and the
commandments
Mr. Frederick
 Treats animals on his farm horribly
 Does not like Napoleon
 Swindles Napoleon when they make a deal
5
Animal Farm
Moses 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
Mollie
 Was vain- loved her beauty and self
 Didn’t think about animal farm
 Went with anyone who gave her what she
wanted
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
Russian Revolution
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
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
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
them
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
did nothing
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
Benjamin
 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
back and do nothing
Overall 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
6
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 audience
3. Pathos:
 Emotional appeal—Persuading by evoking an emotional response
4. Rhetorical Questions
 A question asked for effect, but not necessarily needing to be answer
EX: 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:
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 submission
2. Lying—or revising the truth to fit what is best for the speaker
3. Intimidation
Don’t forget the other persuasive techniques discussed in our
media literacy unit
7
Literature Circle
What 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 Director
2. Propaganda Watch Dog
3. Theme Connector
4. Character Analyzer
5. Connector/Commentator
Discussion Director
What do I do?
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.
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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:
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
9
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 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?
Take notes based on others’ roles
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).
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 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 characters thus far in the novel- Why are they important?
What is their role within the story? How have they changed/developed?
Take notes based on others’ roles
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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)
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 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.
Take notes based on others’ roles
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.
My Group Members Names:
1.
2.
3.
4.
5.
11
Chapter 1 and 2 Comprehension Questions
Chapter 1
1. 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 2
1. Identify Snowball, Napoleon, Squealer and Moses
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?
12
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”?
7.How does Squealer persuade the animals to allow the pigs to eat all the milk and apples?
13
Chapter 4 Comprehension Questions
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?
6. Describe the military celebration that occurs on the anniversary of the Battle of the
Cowshed.
14
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?
9. What maxim did Boxer adopt about Napoleon?
10. How might this maxim influence the others?
15
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
Logos: Logical
Appeal
Quote
from
page #
Note about Quote (explain
the quote in your own
words)
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
audience.
Pathos: Emotional
Appeal
Persuading by
evoking an emotional
response (happiness,
sadness, fear,
patriotism, hatred,
etc.).
16
Thought (what you think
about the quote)
Chapter 6 Comprehension Questions
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?
8. Why do the pigs continue to blame Snowball for everything that goes wrong on the farm?
17
Chapter 7 Comprehension Questions
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?
9. What lesson about loyalty can we infer from this incident?
10. Why are the animals forbidden to sing “Beasts of England”?
18
Chapter 8 Comprehension Questions
1. 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?
6. Why is Squealer so important to the success of Animalism?
19
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?
7.
Is Benjamin partially to blame for Boxer’s death? Explain your answer.
20
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
Logos: Logical
Appeal
Quote
from
page #
Note about Quote (explain
the quote in your own
words)
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
audience.
Pathos: Emotional
Appeal
Persuading by
evoking an emotional
response (happiness,
sadness, fear,
patriotism, hatred,
etc.).
21
Thought (what you think
about the quote)
Chapter 10 Comprehension Questions
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 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
24
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 Myungbak, 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.
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.
25
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:






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
26
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.
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?...
This is the introduction of
why he left the farm. And
correcting misinformation
spread by Napoleon and
Squealer
This is the Topic Sentence
This is the first example of
propaganda.
Second example…
Third example…
If you have any will to live and hope for a better future, I challenge you to…
Conclusion of what the
animals need to do to rise
up…
Sincerely,
Comrade Snow Ball
27
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
 Include a greeting
Dear Comrades,
 Explain why Snowball left the farm and correct lies about you
28
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
 Third example of persuasion used by the pigs and why/how it is effective
29
Paragraph #3: Conclusion
 Explain what the animals need to do to rise up against Napoleon and the pigs
 Signature
Sincerely,
Comrade Snowball
30
NAME:
DATE:
PERIOD:
KEYSTONE PERSUASIVE SCORING GUIDELINES - Animal Farm Propaganda Leaflet Drop Letter
Scoring Doman
Thesis/Focus
Scoring Doman
Content
Scoring Doman
Organization
Distinguished (5)
 Establishes and
sustains a precise
idea/thesis
 Displays a clear
understanding of task,
purpose, and audience
Proficient (4)
 Establishes a
controlling
idea/thesis
 Displays an
understanding of
task, purpose, and
audience
Apprentice (3)
 Provides an
inconsistent
idea/thesis
 Displays a limited
understanding of
task, purpose, and
audience
Novice (2)
Incomplete (0)
 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
audience
OR
 Does not respond
to the prompt
Distinguished (15)
Proficient (12)
Apprentice (9)
Novice (6)
Incomplete (0)
 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 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 position
OR
 Does not respond
to the prompt
 does not respond
to prompt
Distinguished (5)
Proficient (4)
 Provides
insufficient content
and ineffective
supporting details
 presents
insufficient evidence
to support claim or
position
 may not
acknowledge
possible
counterclaims
(alternate or
opposing arguments)
Apprentice (3)
Novice (2)
Incomplete (0)
 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
31
 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
Scoring Doman
Style
Distinguished (15)
Proficient (12)
Apprentice (9)
Novice (6)
Incomplete (0)
 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 view
OR
 Does not respond
to prompt
Distinguished (5)
Proficient (4)
Apprentice (3)
Novice (2)
Incomplete (0)
 Writer makes few
errors and errors do not
interfere with reader
understanding
 Writer makes few
errors and errors
seldom interfere
with reader
understanding
 Demonstrates
control of standard
English grammar
and usage
 Demonstrates
control of standard
English
capitalization,
punctuation, and
spelling
 Demonstrates
control of sentence
formation
 Writer makes errors
and errors may
interfere with reader
understanding
 Writer makes errors
and errors often
interfere with reader
understanding
 Demonstrates
limited or
inconsistent of
standard English
grammar and usage
 Demonstrates
limited or
inconsistent of
standard English
capitalization,
punctuation, and
spelling
 Demonstrates
limited or inconsistent
of sentence formation
 Demonstrates
minimal control of
standard English
grammar and usage
 Demonstrates
minimal control of
standard English
capitalization,
punctuation, and
spelling
 Demonstrates
minimal control of
sentence formation
 Writer makes errors
and errors
consistently interfere
with reading
understanding
 Demonstrates little
or no control of
standard English
grammar and usage
 Demonstrates little
or no control of
standard English
capitalization,
punctuation, and
spelling
 Demonstrates little
or no control of
sentence formation
Scoring Doman
Conventions
 Demonstrates
command of standard
English grammar and
usage
 Demonstrates
command of standard
English capitalization,
punctuation, and
spelling
 Demonstrates
command of sentence
formation
Correct Paper/Page Set-Up ____/5
o
o
o
o
o
Times New Roman or Calibri Font
12 point Font
Correct Heading
Double Spaced
Correct letter format
TOTAL: ______/50
ADDITIONAL COMMENTS:
32
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
Quantity/ Quality
of Evidence
Explanation of
Evidence
Textual Evidence Rubric
3
2
1
Skillfully blends
Cites evidence
Cites evidence
evidence from the
from the text by
from the text by
text by using both
using both direct
using either
direct quotes and
quotes and
quotes or
paraphrases.
paraphrases.
paraphrases.
Provides more than Provides enough
Provides limited
related evidence
and/or vague
enough & the
strongest evidence to support opinion. evidence to
to support opinion.
support opinion.
Provides insightful
explanation/analysis
of how text details
support opinion.
Provides clear
explanation/
analysis of how
text details
support opinion.
33
Provides some
explanation/
analysis of how
text details
support opinion.
0
Does not
reference textual
evidence.
Provides very
little and/or
unrelated or
incorrect
evidence to
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:
Full Thesis Statement:
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
34
You can find key sections of Squealer’s Propaganda on the following pages:
Page #
Quote
Type of
Propaganda
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.
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).
35
How/Why was it
Effective?
Page #
Quote
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,
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).
Type of
Propaganda
36
How/Why was it
Effective?
Page #
Quote
Type of
Propaganda
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
How/Why was it
Effective?
Name
Date
Period____
Animal Farm SLO Writing_CP (30 points)
Textual Evidence Rubric
Textual
Evidence
Quantity/ Quality of
Evidence
Explanation of
Evidence
3
Skillfully blends
evidence from the
text by using both
direct quotes and
paraphrases.
Provides more than
enough & the
strongest evidence
to support opinion.
Provides insightful
explanation/analysis
of how text details
support opinion.
2
Cites evidence
from the text by
using both
direct quotes and
paraphrases.
Provides enough
related evidence
to support
opinion.
Provides clear
explanation/
analysis of how
text details
support opinion.
1
Cites evidence
from the text by
using either
quotes or
paraphrases.
Provides limited
and/or vague
evidence to
support opinion.
Provides some
explanation/
analysis of how
text details
support opinion.
0
Does not reference
textual evidence.
Provides very little
and/or unrelated or
incorrect evidence to
support opinion.
Provides no or incorrect
explanation/ analysis of
how text details support
opinion.
Score = ______ %
Comments:
38
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.

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
39
Puppet Show Rubric (Graded as a Group)
CONTENT KNOWLEDGE
Distinguished (5)
Focus

Demonstrates clear purpose and
the ability to stay on topic.

Demonstrates a purpose but
unable to stay on topic.

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.

Content

Organization
Proficient (3)




Well organized and
thoroughly supports focus.
Organized and
.moderately
supports focus.




Basic (1)
Below Basic (0)
No clear
Purpose is inconsistent
purpose.
throughout/difficult to
follow.
Demonstrated basic knowledge

Does not
of topic.
demonstra
Show minimal understanding of te
knowledge
the details of the topic.
Many errors and/or omissions. of topic.
Organization is limited
and/or lacks clarity.
 Presentatio
n lacks
organizatio
n.
PRESENTATION SKILLS

Presenter Engagement
with the Audience



Language/
Clarity



Voice/Volume/
Rate


Distinguished (5)
Use of direct
eye contact for
entire
presentation.
Consistently
engages the
audience
through
appropriate
levels of
emotion
throughout.
Does not need
to rely on notes
for prompting
Advanced use
of grammar and
vocabulary.
All words are
pronounced
correctly.
No use of filler
words (like, you
know, etc.).
Always speaks
with clarity
Volume is at a
level where
audience can
easily hear
throughout.
Pace is
appropriate.








Proficient (3)
Use of direct
eye contact
most of the
time.
Engages the
audience
through
appropriate
levels of
emotion most of
the time.
Relies on notes
for prompting
only.
Proficient use
of grammar and
vocabulary.
Most words are
pronounced
correctly.
Minimal use of
filler words
(like, you know,
etc.).
Speaks with
clarity most of
the time.
Volume is at a
level where
audience can
hear most of
the time.
40









Basic (1)
Minimal eye
contact with
audience.
Inconsistently
engages the
audience through
appropriate levels
of emotion.
Often reads from
notes.



Basic use of
grammar and
vocabulary.
Seldom are words
pronounced
correctly.
Significant use of
filler words (like,
you know, etc.).

Sometimes
speaks with
clarity.
Volume is
inconsistent;
audience
struggles to hear.
Pace is
inconsistent.



Below Basic (0)
No eye contact.
Does not engage the audience
through appropriate levels of
emotion throughout.
Entirely read from notes
Below basic use of grammar
and vocabulary.
Distracting use of filler words
(like, you know, etc.)
Does not speak clearly or is not
easily heard.
Speaker is inaudible.
VISUAL ENHANCEMENT
(Based upon Assignment Requirements)
Distinguished (5)

Visual
Enhancement

Appearance
Creatively uses
high quality
visuals/ media/
technology that
clearly supports
and enhances
the
presentation.
Appearance is
appropriate for
the presentation
topic.
Proficient(3)

Uses
Visuals/media/
technology that
support the
presentation.
Basic(1)

Uses
visuals/media/
technology
that provides
limited
support of the
presentation.
Below Basic (0)

No use of visuals/media/technology
to support the presentation.

Appearance is not appropriate for
presentation.
Comments:
_________/40 ÷ 2 = _________/20
Script _______/5
Total =__________/25
41