Animal Farm Study Questions

Before Reading Animal Farm

·         Read the handout “Introduction to Animal Farm.”

·         Watch the Introduction Slide presentation

·         Discuss George Orwell, the Russian Revolution, communism and socialism

Short writing exercises:

·         What makes a good leader?

o   Discuss character qualities and abilities that a good leader in any situation should have. Give specific examples.  How might you distinguish a good leader from a bad leader?

·         When should a government be overthrown?

·         Write definitions for satire, allegory, and irony.

About the Study Guide Questions and Optional Responses: 

Each week, students are assigned study guide questions to answer relating to the assigned reading. These answers should be thoughtful and refer back to specific points in the book.  However, written answers to prescribed questions are not the only way to respond to a book.  Therefore, at the end of the Week 9 questions, students will find a list of “ala carte” options that can substitute for one of the questions.

Chapter I & II

Discussion:

·         Give the reasons for the animals’ rebellion.

·         What was the last straw for the animals?

·         Describe the “Beasts of England” song – imagery, message, emotions, dreams/hopes.

·         How is Moses, the raven, and his story of Sugar Candy Mountain significant?

·         Describe the reaction by the animals to the house.

·         List the commandments and the vices/faults they reveal.

·         Who will be the leaders of the animals?  Why?  Will they be good leaders?

Chapter III & IV

Before reading

·         What do you speculate the future of the animals and farm will be?

Discussion:

·         What is Squealer’s role and communication style?

·         Describe the difference between the pigs and the other animals.

·         Describe the Battle of the Cowshed and the roles that Snowball and Napoleon

Chapter V & VI

Discussion:

·         How would Snowball run the farm differently?

·         List the changes that have occurred at the farm.

·         What are Molly’s reasons for running away?

·         Describe the windmill controversy from Snowball’s point of view; from Napoleon’s point of view.

·         Explain the issue of trading with other farms.

·         Describe the animals’ work situation.

Chapter VII & VIII

Discussion:

·         How does the destruction and rebuilding of the windmill occur?

·         Describe the lies told about Snowball.

·         Explain the reasons for the animals not singing the hymn.

·         Describe the situation with the traitors.

·         Describe Napoleon as a leader.  Is he a dictator?

Chapter IX & X

Discussion:

·         Explain the return of Moses.

·         Describe the whiskey incident.  Why is it humorous?  Compare the animals to humans.

·         What is happening to Boxer?  Why?

·         Explain the social order for the animals.

·         How does Orwell make fun of bureaucracy?

·         List the changes to the farm.

·         Describe the changes to the commandments.

·         Describe the changes in the appearance of the pigs.

Ala Carte Responses

Any of the activities below can be substituted for one of the weekly study guide questions.  Some options could be repeated as long as it is a new response that relates to the assigned reading.

1.      Create a new book cover.

2.      Select 3 – 5 quotes that sum up the selection or especially highlight a specific quality of a character, the setting, or the plot.

3.      Write a paragraph that describes your relationship with a grandparent.

4.      Write a paragraph about someone from your past who is especially memorable.

5.      Write a text conversation that coincides with an actual conversation or “could have happened.” 

6.      Write a series of Facebook posts for the plot of the section.

7.      Write a paragraph that starts “I would change . . .” that relates to the assigned reading. 

8.      Write a poem that relates to the assigned reading.

9.      Illustrate a scene.

10.  Create a found poem.  To create a concrete found poem, students must only use words, phrases or even whole sentences “found” in their text. Then, they must shape these words into a visual representation on paper. They are not drawing; they must arrange the words, phrases, or sentences into an image on the page. 

11.  Make a character “To Do” list.

12.  Write a set of 5 – 6 postcards that one of the characters might send to someone.

13.  Create a soundtrack or playlist that relates to the assigned reading.

14.  Write diary entries that relate to the assigned reading.

15.  Put together a cast for a film version of the book

16.  Write a radio play excerpt that relates to the assigned reading.

17.  Write a letter to the author that relates to the assigned reading.

18.  Write a letter to one of the characters that relates to the assigned reading.

19.  Design/draw the clothing of one of the characters that relates to the assigned reading.

20.  Make a word game, such as a crossword or word search, that relates to the assigned reading.

21.  Write up a quiz that relates to the assigned reading.

22.  Draw a comic strip that relates to the assigned reading.

23.  Write a paragraph that starts “I wonder why . . .” that relates to the assigned reading.

24.  Rewrite a paragraph in a different style.  For example, write it in a “flowery” over-dramatic style or as a play or as slang, etc.

25.  Design a t-shirt that relates to the assigned reading.

26.  Make a collage that relates to the assigned reading.

27.  Design/draw a timeline that relates to the assigned reading

28.  Draw a map that relates to the assigned reading.

29.  Compare two characters that relates to the assigned reading.

30.  Find or create a recipe for one of the foods mentioned.

Introduction to Animal Farm

George Orwell intentionally wrote this novel with Russia, Stalin, Trotsky, and socialism in mind.  Below are some definitions and explanations that will give some historical background to this insightful novel.

Socialism - Stalinism - Trotskyism
Socialism is usually defined as "common ownership of the means of production". Broadly speaking the State, representing the entire nation, owns all the means of production, and everybody is "employed" by the State. This does not mean that you have no private possessions such as clothes and furniture, but it means that land, mines, ships, etc. are collective. In the end the State is the only producer. Contrary to capitalism, it is claimed that socialism can solve the production and consumption problems. Normally a capitalist economy cannot consume all it produces. There is always a surplus production going to waste and there is always unemployment. In a socialist economy these problems allegedly do not exist. The State simply "calculates" which products are needed and then does its best to produce them.
Stalinism is based on, among other things, a number of writings by Josef Stalin, but any real Stalinist theory does not exist. The closest we get is the doctrine of "socialism in one country", with which Stalin in the late 1920s claimed that it was possible to implement socialism in one isolated country alone - as opposed to the teachings of the original Marxism.
During Stalin’s reign a bureaucracy developed along with a small clique of leaders and a terror regime with persecutions and purging of all critical elements. This is what is normally meant by Stalinism - for Orwell, as well.
Trotskyism refers to Leon Trotsky’s contribution to the Marxist theory. Trotsky did not believe that socialism could be implemented in one country alone. Neither did he believe that the revolution came in different phases - e.g. first a bourgeois revolution, then a proletarian one. The proletarian revolution had to be on the political agenda everywhere, also in less developed countries - hence the concept of the permanent revolution. After Trotsky had been driven from the USSR in 1929, Trotskyism was founded as a political movement, which among other things was characterized by a sharp criticism of the USSR.
Animal Farm
In 1943 Orwell felt that the people in England, because of their admiration for the Russian war effort, consciously or unconsciously overlooked the faults of the communist regime in the USSR. He also felt that the English communists used their position as unofficial representatives of the USSR to prevent the truth from coming out - just as they had done in connection with the Spanish Civil War.

"Indeed, in my opinion, nothing has contributed so much to the corruption of the original idea of Socialism as the belief that Russia is a Socialist country. [...] And so for the past ten years I have been convinced that the destruction of the Soviet myth was essential if we wanted a revival of the Socialist movement." [CEJL vol. 3 p. 458]

That was why Orwell wrote Animal Farm which is the story of the revolution betrayed. The tale is based on Orwell’s experiences in Spain that had subsequently led him to study power structures during revolutions, especially the Russian.
Although Orwell was an anti-communist he was not on the side of traditional ruling class, neither so in Animal Farm. Throughout the book he is on the side of the animals. But from Day One of the revolution it is clear that a new elite is about to replace the old rulers. The new elite are the pigs. It was the pig called Major  who had come up with his revolutionary theories and who had died before the revolution. After the breakout of the revolution, which happened spontaneously, the pigs assume leadership with Napoleon and Snowball in front. The pigs assume privileges and end up telling the other animals what to do and eating the best food.
As in Spain during the Civil War objective truth or history is disappearing from Animal Farm. Historical facts change according to what suits the pigs as in the case of the windmill. Originally it was Snowball's idea and Napoleon had of course been opposed to the windmill. But after Snowball has been driven away the mill is to be built after all. Those animals that vaguely remember how things were are told that actually it had been Napoleon's idea and that he had opposed Snowball for tactical reasons. Another example is the seven commandments that change concurrently with the pigs resembling human beings more and more. Eventually the seventh commandment, "All animals are equal" has had the following added: "but some animals are more equal than others.
In Animal Farm Orwell is not on the side of the humans. The pigs are the villains in the tale and they become more and more like humans. In the end of the book, pigs and humans are playing cards. When someone cheats, at row starts.

"Twelve voices were shouting in anger, and they were all alike. No question now, what had happened to the faces of the pigs. The creatures outside looked from pig to man, and from man to pig, and from pig to man again; but already it was impossible to say which was which." [AF p. 119]

In other words, old and new tyrannies are the same. Authoritarian forms of government, whether based on social or political castes, are basically alike and they are all a danger to freedom - as has always been claimed by anarchists. Orwell argues against the Russian revolution that was betrayed in the same way that anarchists did as early as the 1920s. The anarchist traits in Orwell were to become more pronounced and form an essential part of Nineteen Eighty-Four.

Writing 1 Fall Syllabus

Week/Date	Literature	Literature Assignments Due	Writing Assignments Due	Grammar Topics
Week 1 (8/22)	Introduction to Animal Farm			“Why Grammar?”
Week 2 (8/29)	Read  Introduction & Handouts	Before Reading Exercise:  “What makes a good leader?”	Descriptive Essay Rough Draft	Intro to Parts of Speech, part 1
Week 3 (9/5)	Read  Chapters I & II	3 Reader Responses 3 Vocabulary words.		Intro to Parts of Speech, part 2
Week 4 (9/12)	Read  Chapters III & IV	Take Home Quiz #1 3 Vocabulary words.	Descriptive Essay Final Draft	Intro to Parts of Speech, part 3 Parts of Speech Pre-Test
Week 5 (9/19)	Read  Chapters V & VI	3 Reader Responses 3 Vocabulary words.	Personal Essay Rough Draft	Interjections Presentation
Week 6 (9/26)	Read  Chapters VII & VIII	3 Reader Responses 3 Vocabulary words.		Verbs Presentation
Week 7 (10/3)	Read  Chapters IX & X	Take Home Quiz #2 3 Vocabulary words	Personal Essay Final Draft	Adjectives Presentation
Week 8 (10/10)	Character Presentations	Final for Animal Farm	Biography Essay Pre-Write	Nouns Presentation
FALL BREAK
Week 9 (10/24)	Introduction  to A Christmas Carol		Biography Essay Rough Draft	Conjunctions Presentation
Week 10 (10/31)	Read  Stave One	3 questions from the Study Guide.  4 Vocabulary words.		Adverbs Presentation
Week 11 (11/7)	Read  Stave Two	3 questions from the Study Guide.  4 Vocabulary words.	Biography Essay Final Draft	Pronouns Presentation
Week 12 (11/14)	Read  Stave Three	3 questions from the Study Guide.  4 Vocabulary words.	History Pre-Write	Prepositions Presentation
Week 13 (11/21)	Read  Stave Four	2 questions from the Study Guide.  4 Vocabulary words.	History Rough Draft	Review Parts of Speech Post Test
THANKSGIVING BREAK
Week 14 (12/5)	Read  Stave Five	Vocabulary Quiz 4 Vocabulary words.		Word of the Day Test
Week 15 (12/12)		Final Exam	History Final Draft

Classroom Policies

Writing 1 – 2019/2020

Classroom Conduct

·         As we explore the topics in our literature selections and the various aspects of writing, we’ll engage in whole-class and small group discussions.  Be polite and respectful of each other’s time and comments.

·         We only meet once a week and need to make the most of our time.  Come to class prepared and with the appropriate materials (books, notebook, pens, etc.).  Avoid unrelated and unnecessary conversations and activities that will distract us from learning.  Turn off ALL electronic devices.  (They may be confiscated until the end of the CHAT school day.  Please see the CHAT Code of Conduct for specific guidelines.)

Communication

·         Weekly updates that include the material covered and upcoming assignments will be sent to the e-mail addresses that parents submitted when registering for the class.  I will also collect e-mail addresses from students.  I prefer to communicate via e-mail, but can be reached on my cell phone if the concern is urgent.  (507/581-0270)

·         I’m using two other on-line resources: a blog and Google Drive as a document storage site.  Here’s how they will work:

–  Writing 1 – www.chatwriting1.blogspot.com.  The blog entries will contain the same information from the e-mail updates.  These entries will serve as a consolidation and reference for our weekly lessons for the semester.  Hopefully we can avoid forgotten assignments or missing e-mails.  If students or parents are unsure about an assignment, they have two places to go to find the information.

–  Google Drive –Most of the handouts will be available on a shared folder in Google Drive either as Word documents or PDF files.  Parents and students will receive an e-mail and be invited to view the “Writing 1” folder.  These documents can be downloaded and printed from home computers.

–  MyGradeBook – www.mygradebook.com. This is an online grade book on which I will enter the grades and scores for completed assignments.  Parents and students can log in to check progress.  Note:  Scores may not be immediately added to the website; feel free to contact me for any questions.

Homework Guidelines

·         Short writing assignments, Literature assignments, and Grammar worksheets should be handed in at class time when it is due.  Unless arrangements have been made with Mrs. Prichard, any assignments handed in after this time will be considered late.  While a lot of grace and patience will be given for overdue homework, students must show effort and must communicate about any difficulties they are having.  Please see the Late Homework Guidelines below.

·         Keep on schedule with the reading assignments.  Students who have read the assigned portions will engage more actively, learn more effectively and enjoy more fully the class discussions.

·         Rough drafts must be handed in on time, either in class or via e-mail so that they can be corrected and handed back on time.  If a rough draft does not get handed in, the student will miss out on the opportunity to learn from mistakes.  His/her composition will be graded as a final draft.

·         Final copies of assigned essays should be handed in when due or e-mailed on the Monday after it was assigned.  With special permission, an essay will be given an extension.

·         Extra credit activities will be offered from time to time.  The thrust of these will be mostly “fun and interest.”  Even though the scores will be added to the cumulative scores for the class, they are not a substitute for regular assignments.

Late Homework Guidelines

·         Homework is most useful when it is completed by the due date.  Grammar worksheets and     literature-related homework is not as beneficial for the student if it is done after the class has     covered that topic

·         Any homework handed in more than 2 weeks late will not be scored.  For example, if a worksheet     is assigned in Week 2 and due Week 3, it will not be accepted after Week 5.

·         If a student is absent due to an illness or family situation, parents should contact me.  Extensions       will be given in these circumstances.

Grading Policy

·         Accumulating points is the NOT an important aspect of this class.  My goal is that students grow as learners and writers; this is not always reflected in classroom points.  However, points are a helpful indicator of diligence, improvement, and, to some extent, quality.

·         Points will be given in the following areas:

–  Quick Writes & Vocabulary Builders – 5 pt. /day.  These exercises at the beginning of each class will not be graded for content, but will receive points for participation.

–  Short writing assignments, including lists, grammar exercises, 1 paragraph answers, etc. – points are dependent on the assignment.

–  Extra Credit – 2 – 10 pt. each, depending on the assignment.

–  Pre-Writes – 5 points for outlines, mind maps, and any activity that shows brainstorming and researching.

–  Rough Drafts – 10 points for handing it in on time.

–  Final Essays – 40 pt.  Essays will be graded in four areas:  Focus, Content, Organization, and Mechanics /Grammar.

Writing 1 Fall Technology Resources

Greetings Parents of Writing 1 Students!

Below are the four primary sources that I will be using with your students this year.  One is an online grade book, and the other three are duplicates of information that students will be getting in class.  You can use them to stay connected with our work in class or to remind a student of an impending assignment or to get a copy of a worksheet that the dog has eaten.

Below are explanations of the resources:

Class Updates: Following our classes, I will send out an email that explains what we covered and class and what the assignments are.  Occasionally I will include links to interesting or pertinent sites that connect to our class discussions.  Any handouts from the class will be attached to these emails. Double check to make sure these emails are making it to your Inbox and not the Junk/Spam folder.

Writing 1 Blog:  The Weekly Class Updates and any other email messages will be posted on this site.  If you need to see a number of the updates at once, this is an efficient way to do it.  Copies of handouts, including links to pdfs on Google Drive, will also be posted.  Photos, images, videos, and links to other related websites will appear on this site.  If you're curious, you can peruse the blog for past posts in order to get a feeling for what to expect this year.  (Follow this link for this message!)

Google Drive:  This is an online storage site, and I have folders with all of the documents that I use in a larger folder labeled 2019 CHAT Writing 1 Fall Student.  If a student loses something handed out in class, this is another place to find it.  Most of the documents are as pdfs, but there are a few Word documents and Google docs mixed in.  (Note:  I am still in the process of loading up the folders, so you might not see much until the start of school.)

My GradeBook:  This is the online grade book that I will be using this year.  I've used it for a couple of years now, and it is pretty straightforward.  I also use an old-fashioned paper grade book that is up to date with every assignment, but it may take a week or so to get the grades onto this site.  That said, it should be a pretty accurate picture of what homework is missing and of ongoing scores for work handed in.  (Note:  You will be getting another email with specific instructions about signing in to the class.)

These resources have helped solve some of these problems:

If a student isn't sure of an assignment, he/sh can check

-- the syllabus that was handed out

-- the Class Update

-- the Writing 1 blog

If a student is missing something that I handed out, he/she can find it

-- as an attachment to a Class Update

-- on the Writing 1 blog

-- in the appropriate folder on Google Drive

If you have questions about grades or missing homework, you can

-- check My GradeBook

-- send me a personal e-mail.

Thank you for entrusting your children to my teaching.  I'll do my best to communicate with you, and feel free to contact me if you have questions.

Tammy Prichard

Welcome to Writing 1, Fall 2019

Greetings Parents!

Registrations have been coming in, and Kim Nelson has sent out updated class rosters to the tutors.  I'm excited to see so many Writing 1 students.  So many, in fact that we've had to add another class during the 4th period. For those who are new to my classes, I will use emails and this blog, Writing 1, to keep parents informed and connected.  If you are curious about the class, feel free to peruse past blog posts, especially the Weekly Class Notes.

The students will be reading Animal Farm (Orwell) and A Christmas Carol (Dickens) this semester. I have purchased these books for the students. I'll bring the books to class, and your students should plan to bring a notebook or paper for taking notes and a binder or folders for keeping track of handouts and assignments.

In addition to weekly emails and blog posts, I will use Google Drive for access to any class worksheets and handouts, and My GradeBook as an online grade book for keeping track of scores and assignments.  In the near future, you will be getting 2 emails -- one to invite you to a shared folder of the classes documents and one to invite you to your My GradeBook account.

I'm looking forward to a new group of students and a fresh year of writing.  Feel free to contact me if you have any questions.  Please let me know that you received this email; you can simply hit "reply" and "send."  Also, if you student has a separate email that he/she would like me to use, please send that to me.

Looking forward to my fall classes,

Tammy Prichard