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Secondary Lesson Plan

Title: 2/14/13

Description (1-2 sentences): Students will fill in Animalism worksheet, and students will answer the

question: Is it possible to have a society in which all members are equal? Students will also begin

working on their claim/counter-claim paper to argue whether: Communism is good for society, or

whether Communism is bad for society.

Subject: AP Language Arts

Instruction time: 50 minutes

Students level by grade: 8th Grade

Standard(s) to be addressed: RL 3 c. Support thinking with specific information from the text

RL 5 b. Analyze the role of a particular sentence within a paragraph to develop or refine a key concept

RL 10 c. Apply techniques for making meaning from difficult texts

W 10 a. Complete various pieces writing over varying lengths of time

Learning Objectives for this lesson (Written using verbs from Blooms Taxonomy): Present a claim and

analyze certain passages in the text to argue your claim.

Specific resources needed for this lesson: Animalism worksheet, Animal Farm texts, and elements of

Communism sheet to compare elements of Animalism.

Instructional method(s) used in this lesson: TPS, Graphic organizers.

Lesson Sequence:

Hook (How will you get students excited about learning/Introduce students to your objectives?)

Inform students that they are going to be assigned a unique task of figuring out if it is possible tocreate a Utopian society.

Direct instruction/Modeling:

Begin by reviewing what a fable is. Inform students that the purpose of a Fable is toteach us moral lessons in life.

What the Tortoise and the Hare. Discuss with students about what purpose theTortoise and the Hare could teach us.

Explain that George Orwell is attempting to teach us a lesson in life. Explain to studentsthat this is the purpose of a Fable; to inform us about a moral dilemma.

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Inform students that they will fill in the Animalism worksheet that comparesCommunism to parts in Animal Farm. Inform students that they need to find direct

examples from the book that relate the principles ofAnimalism to Communism.

Inform students that they will write an argument paper and will be required to useexamples from the book.

The question is for the argument paper is: Can we live in a society that is equal? Havestudents find a claim, and then argue that claim with examples from the book. It must

be in MLA format.

Begin by asking the students if they believe that if they did much better in school thantheir peers, should they get rewarded the same?

Have students do a quick write. Discuss the quick write with the class. While thestudents discuss the quick write, begin passing out the Animalism graphic organizer.

Guided practice:

Students will do a TPS (Think Pare Share) to complete the Animalism graphic organizer.Students will work first for five minutes filling the worksheet out on their own, and then they

will have five minutes to work on comparing answers of the worksheet.

Share out the answers for the Animalism worksheet with the class. Inform the class that theywill analyze what Communism attempts to accomplish. Inform the class that the goal of

Communism is to reach utopia in a society.

Place in small groups, have students come up with a response to: Is it possible to have a utopiansociety? Instruct students to share with the class.

After the class discussion, inform the class that they will now take their knowledge of analyzingCommunism with comparing it to Animalism in Animal Farm, and they will write a 2 page

paper analyzing whether Communism, and a Utopian society is possible. Inform students about a claim, and counter-claim. Inform students that a claim is the argument that you are arguing for. A counter-claim is the

opposite of that argument. In other words what the other side is arguing for. Explain to

students that they will need to refute the other argument. Explain to students that when you

refute the other side of the arguments evidence, you first show the evidence of the other side,

and then you come up with evidence to counter that evidence, or refute it.

Independent practice:

Inform students that they will get the rest of the class to work on the paper. Inform studentsthat they will have to have a claim, and counter-claim in their paper. Inform the students that

they will also need to have the paper in MLA format. Students will also be required to use two-

three examples from the text.

Check(s) for understanding and scaffolding of student learning:

Ask students questions during the discussion.

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Assessment of/for learning:

Collect students paper. Make sure that they have a paper that has a claim, and counter-claim.The paper will also be in MLA format.

Closure of the lesson:

Inform students that the paper will be due: 2/19/13 on a Tuesday.