8th GRADE: IDENTITY AND SOCIAL RESPONSIBILITY
UNIT 1: Knowledge and Social Order
ANCHOR TEXT: Animal Farm
Essential Question:
 What impact does knowledge have on social order?
Enduring Understandings:
 Satire is used to call attention to and ridicule the vices of man.
 Orwell’s works were a vehicle for social understanding.
 Knowledge, like power, is sometimes abused.
 It is necessary to challenge government.
 Language is used as an instrument of control.
Guiding Questions:
1. How can satire give people a different perspective on the vices of man?
2. How can an author’s experiences inspire his/her writing?
3. Who is considered more powerful – the strong or the intelligent? Why?
4. Why is it important to understand the setting and characters in a novel?
5. How does a topic sentence focus our writing?
6. How are people empowered by knowledge?
7. How can the meaning of a quote be understood?
8. When is knowledge a dangerous thing?
9. How can a format organize a written response?
10. How does power change people?
11. Why is it necessary to challenge those in power?
12. Why is it important to cite evidence to support ideas when writing?
13. What kinds of conflict arise out of an imbalance of power?
14. How can the evidence chosen affect a written response?
15. How can we connect the ideas of one person to something we have read?
16. How do we know what evidence to cite to validate ideas?
17. How does the writing process help us to improve our writing?
NYS Common Core Standards for Literacy Assessed:
Reading Standards for Literature (Grade 8)
Standard 1, 3, 6
Writing Standards (Grade 8)
Standard 1b,c,d 2a,b,c
Speaking and Listening Standards (Grade 8)
Standard 2
See alignment of standards and indicators to authentic task.
Teacher Designed Standards Assessed:
1. Students will reflect upon their work by:
a) identifying strengths.
b) identifying struggles.
c) setting goals to improve their work.
d) revising their work to make it better
e) asking questions to improve their understanding.
1
ASSESSMENT EVIDENCE
Authentic Performance Task(s):

Alignment to Common Core Standards for
Literacy:
1. The novel Animal Farm is about a
group of animals seizing control of
a farm. Complete the Animal
Hierarchy chart by placing the
animals listed on the top of the
page in order from most powerful
to least powerful. Describe what
attribute determines their rank and
an explanation.
1. W8.1.b – Support claims with logical
reasoning and relevant evidence, using
accurate, credible sources and understanding
of the topic or text.
2. At the end of Chapter 3 we have
started to learn about the different
animals. Using the chart below,
rank the characters in order from
most powerful to least powerful.
Describe what attribute determines
their power and cite specific
evidence from the text to support
your explanation.
3. Explain if you believe Snowball is
presented as a good, moral
alternative to Napoleon. Provide
evidence from the text to support
your answer.
2. RL8.1 – Cite textual evidence that most
strongly supports an analysis of what the text
says explicitly as well as inferences drawn
from the text.
W8.1.b – Support claims with logical
reasoning and relevant evidence, using
accurate, credible sources and understanding
of the topic or text.
4. Write a short essay in which you
compare and contrast Snowball
and Napoleon’s approaches to
leadership. Provide specific
evidence from the text to support
your answer. Be sure to follow the
conventions of standard English,
including capitalization,
punctuation and spelling. (Middle
of Ch. 5)
4. RL8.1 – Cite textual evidence that most
strongly supports an analysis of what the text
says explicitly as well as inferences drawn
from the text.
RL8.3 – Analyze how particular lines of
dialogue or incidents in a story or drama
reveal aspects of a character
W8.2b – Develop the topic with relevant, wellchosen facts, definitions, concrete details,
quotations or other information and
examples.
L8.2 – Demonstrate command of the
convention of standard English capitalization,
punctuation and spelling when writing.
5. There are similarities between the
characters from Animal Farm and
the key people from the Russian
5. RL8.1 – Cite textual evidence that most
strongly supports an analysis of what the text
says explicitly as well as inferences drawn
3. RL8.1 – Cite textual evidence that most
strongly supports an analysis of what the text
says explicitly as well as inferences drawn
from the text.
RL8.3 – Analyze how particular lines of
dialogue or incidents in a story or drama
reveal aspects of a character
W8.2b – Develop the topic with relevant, wellchosen facts, definitions, concrete details,
quotations or other information and
examples.
L8.2 – Demonstrate command of the
convention of standard English capitalization,
punctuation and spelling when writing.
2
Revolution. Using the chart below
compare the characters from
Animal Farm to those from the
Russian Revolution. Use textual
evidence from the book and the
research to support your ideas.
from the text.
W8.2b – Develop the topic with relevant, wellchosen facts, definitions, concrete details,
quotations or other information and
examples.
L8.2 – Demonstrate command of the
convention of standard English capitalization,
punctuation and spelling when writing.
6. Knowledge and power are
important issues in Animal Farm.
Choose one of the guiding
questions we have discussed and
respond to it, providing specific
evidence from the text to support
your answer.
6. RL8.1 – Cite textual evidence that most
strongly supports an analysis of what the text
says explicitly as well as inferences drawn
from the text.
W8.2b – Develop the topic with relevant, wellchosen facts, definitions, concrete details,
quotations or other information and
examples.
L8.2 – Demonstrate command of the
convention of standard English capitalization,
punctuation and spelling when writing.
7. The character of Benjamin is
presented as indifferent to the
changes occurring on Animal
Farm. Explain if Benjamin is
unwilling or unable to oppose the
pigs. Provide evidence from the
text to support your answer.
7. RL8.1 – Cite textual evidence that most
strongly supports an analysis of what the text
says explicitly as well as inferences drawn
from the text.
W8.2b – Develop the topic with relevant, wellchosen facts, definitions, concrete details,
quotations or other information and
examples.
L8.2 – Demonstrate command of the
convention of standard English capitalization,
punctuation and spelling when writing.
Diagnostic and Pre/Post Assessments:
1. Students will respond to the essential question at the start of the unit and
at the end of the unit. (pre/post)
2. Students will respond to a hierarchy chart at the start of the unit, during
the unit and after the unit.
Formative Assessments:
1. Daily journal entries based on reading
2. Class work
3. Homework assignments
4. Performance tasks
5. Drafts of essay
6. Notebooks
Summative Assessments:
1. Critical Lens Essay
2. Portfolio
3. Quizzes (graded)
4. Interim assessments
5. Unit test
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TEACHING AND LEARNING PLAN
Teaching and Learning Activities:
1.
2.
3.
4.
Administer pre-reading task to determine students’ point of view.
Use the essential question as a pre-assessment. (journal entry)
Read literature together.
Introduce unit vocabulary and have students use vocabulary strategies to
learn the words.
5. Have students make predictions as they are reading the text and later
examine if their predictions were correct or not. (journal entry)
6. Have students make inferences based on events from the text and support
them with textual evidence. (class discussions and journal entries)
7. Have students recall and question information from the text to deepen their
understanding. (Socratic Seminar)
8. Have students examine specific literary elements, such as plot, character,
theme etc. through analysis of the text. (class discussions and journal
entries)
9. Use unit guiding questions to frame lessons and class activities
10. Have students examine and interpret quotes using textual evidence in
order to practice for final essay.
11. Have students work independently to complete the authentic task (critical
lens essay) for the unit.
12. Use essential question as a post-assessment.
13. Have students self-select pieces for the portfolio, reflect on selections and
set goals for improvement.
14. Administer the unit test.
Resources Needed:
Animal Farm
Short Story: A Very Proper Gander
Article: Middle School Student Offends Monkey at Zoo
Websites:
a. www.george-orwell.org
b. www.sparknotes.com/history/european/russianrev/
c. www.worldofteaching.com/powerpoints/english/animalfarm2.ppt
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UNIT 1: Knowledge and Social Order
Essential Question: What impact does knowledge have on social order?
Week
WEEKLY CALENDAR (SEPT. 12, 2011 – NOV. 4, 2011)
Guiding Questions
Topics/Lessons
Assessments
Key Vocabulary
(diagnostic, formative,
summative, interim)
1
(1)
1. How can satire
give people a
different
perspective on the
vices of man?
2. How can an
author’s
experiences
inspire his/her
writing?




Examining satire
Orwell’s biography
Time period when
the novel was
written
Prediction
1. Individual response Satire, rebellion,
to essential
revolution
question. (pre)
2. Performance Task 1
– Hierarchy chart
Standards RL8.1, RL8.3, W8.1.b, W8.2b, L8.2, SL8.1a, SL8.1.c
Assessed:
Week
Guiding Questions
Topics/Lessons
Assessments
Key Vocabulary
(diagnostic, formative,
summative, interim)
2
(2,3)
3. Who is considered
more powerful –
the strong or the
intelligent? Why?
4. Why is it
important to
understand the
setting and
characters in a
novel?
5. How does a topic
sentence focus
our writing?







Setting of story
Description of
hierarchy
Description of
characters
Use of symbolism
Point of View
Socratic Seminar
Topic sentences
1. Performance Task 2 Hierarchy, symbolism
– hierarchy chart
P: benevolent,
using textual
prosperity, devoted
evidence
comrade, abolished
2. Assessment of
preeminent, accord
accountable talk
N: laborious, rations,
from Seminar
vices, cynical, apathy,
3. Quiz (summative)
expelled, contrary
5
Week
Guiding Questions
Topics/Lessons
Assessments
Key Vocabulary
(diagnostic, formative,
summative, interim)
3
(4)
6. How are people
empowered by
knowledge?
7. How can the
meaning of a
quote be
understood?






Utopia
Propaganda
Questioning
Inference
Socratic Seminar
Interpreting a
quote
1. Performance Task
3-Explanation of
Snowball as a good
moral alternative
2. Assessment of
accountable talk
from Seminar
Utopia, propaganda
P:resolutions
N: toiled obstinate,
cryptic, ambush,
vengeance
Standards RL8.1, RL8.3, W8.1.b, W8.2b, L8.2, SL8.1a, SL8.1.c
Assessed:
Week
Guiding Questions
Topics/Lessons
Assessments
Key Vocabulary
(diagnostic, formative,
summative, interim)
4
(5,6)
8. When is
knowledge a
dangerous thing?
9. How can a format
organize a written
response?






Conflict
Climax
Compare and
Contrast
Context clues
Socratic Seminar
Four Step Process
for Quote
Interpretation
1. Performance Task
4- Compare
/contrast Snowball
and Napoleon’s
approaches to
leadership
2. Assessment of
accountable talk
from Seminar
3. Quiz (summative,
graded)
Conflict, climax
P: ratified innovations,
eloquence, reconciled,
imposing
N: indifferent, sordid,
factions, grudging,
indignation, malignity
Standards RL8.1, RL8.3, W8.1.b, W8.2b, L8.2, SL8.1a, SL8.1.c
Assessed:
6
Week
Guiding Questions
Topics/Lessons
Assessments
Key Vocabulary
(diagnostic, formative,
summative, interim)
5
(7,8)
10. How does power
change people?
11. Why is it
necessary to
challenge those in
power?
12. Why is it
important to cite
evidence to
support ideas
when writing?







Allegory
Symbolism
Russian
Revolution
Compare and
Contrast
Author’s purpose
Socratic Seminar
Citing textual
evidence in writing
1. Performance Task
5- Respond to a
guiding question
using textual
evidence
2. Assessment of
accountable talk
from Seminar
3. Quiz (summative,
graded)
Symbolism , scapegoat
P: unanimously, rallied,
surmounted,
unscathed, bestow
N: spite, conceal,
decreed, thwart,
pervading, cowered,
incited, treachery,
retribution, meddle,
violated, scoundrels,
sentinels, vile
Standards RL8.1, RL8.3, W8.1.b, W8.2b, L8.2, SL8.1a, SL8.1.c
Assessed:
Week
Guiding Questions
Topics/Lessons
Assessments
Key Vocabulary
(diagnostic, formative,
summative, interim)
6
13. What kinds of
conflict arise out
of an imbalance
of power?
14. How can the
evidence chosen
affect a written
response?





Theme
Use of language
Author’s purpose
Socratic Seminar
Determining
which evidence is
most valid
(9, 10)
1. Performance Task 6Explain if Benjamin
is unable or
unwilling to oppose
the pigs.
2. Assessment of
accountable talk
from Seminar
3. Unit test
(summative, graded)
P: pension, dignity,
devotees, prosperous,
diligently
N: contempt,
complicity, distress,
lament, haughty,
suppressed
Standards RL8.1, RL8.3, W8.1.b, W8.2b, L8.2, SL8.1a, SL8.1.c
Assessed:
7
Week
Guiding Questions
Topics/Lessons
Assessments
Key Vocabulary
(diagnostic, formative,
summative, interim)
7
15. How can we
connect the ideas
of one person to
something we
have read?
16. How do we know
what evidence to
cite to validate
ideas?




Choosing a quote
Citing textual
evidence
Creating an
outline
Writing a first
draft
1. Outline of essay
with evidence
selected
2. First draft of
Critical Lens Essay
3. Subsequent drafts
of Critical Lens
Essay
Outline, draft, edit,
revision
Standards W8.2.a, W8.2.b, W8.2.c, SL8.4, L8.2
Assessed:
Week
Guiding Questions
Topics/Lessons
Assessments
Key Vocabulary
(diagnostic, formative,
summative, interim)
8
17. How does the
writing process
help us to improve
our writing?


Peer editing
Revision
Publishing
1. Final draft of
Critical Lens Essay
Outline, draft, edit,
revision
Standards W8.2.a, W8.2.b, W8.2.c, SL8.4, L8.2
Assessed:
8
Appendix
I. Daily Journal Entries
 Example:
Directions: Write a detailed response to the following question, using transition phrases. (7 sentences
minimum.)
Napoleon and Snowball are competing for leadership over the farm. Who would you vote for – Napoleon
or Snowball? Why would your candidate make a better leader for the animals? Give evidence from the
story
II. Classwork
 Citing evidence as support
1. How are the pigs becoming different from the other animals? Cite examples from pages 23 and 27
to support your ideas.
 Response to questions based on reading
1. What changes does Napoleon make after his dogs chase Snowball off the farm?
2. Why don’t the other animals protest Napoleon’s decisions?
 Notes based on reading
 Group Work
1. Example:
Directions: Work with a partner to complete an analysis of Squealer’s speech beginning on page 69.
On one side of the page, list Squealer’s words, and on the other, translate what he really means.
III. Homework
 Questions from the reading
1. Do you believe the seven commandments of Animalism have helped to create a utopia for the
animals? Why or why not?
 Assigned reading
IV. Notebooks
 Completed work from class activities
9