Animal Farm Cold Read

Animal Farm Cold Read

Standards

RL.9-10.2 - Common Core State Standards

Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

RL.9-10.10 - Common Core State Standards

By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 9—10 text complexity band proficiently, with scaffolding as needed at the high end of the range.<br/><br/>By the end of grade 10, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 9—10 text complexity band independently and proficiently.

Activator

How do I respond to a piece of literature?

Learning Target

Students will respond to a cold read through depth of knowledge questions.

Work Session

Student will take cold read with accommodations.

nimal Farm Text

Student will aid develop vocabulary development.

Closing Session

Ticket out the Door Write the summary for a sequel.

Assessment

Response to cold read.

Animal Farm Movie

Tuesday, September 29, 2015

Movie Novel Contrast Comparison

Standards

RL.9-10.2 - Common Core State Standards

Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

RL.9-10.10 - Common Core State Standards

By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 9—10 text complexity band proficiently, with scaffolding as needed at the high end of the range.<br/><br/>By the end of grade 10, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 9—10 text complexity band independently and proficiently.

Activator:

Summary of Animal Farm

Temporal Anomaly

iner

Learning Target

Students will analyze movie and text.

Work Session

Watch Animal Farm Movie and compare it to the novel.

Closing Session

Go over results in graphic organizer.

Assessment

Graphic organizer

Prime Directive

Prime Directive

Standards

RL.9-10.6 - Common Core State Standards

Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature.

Activator:

Should we interfere in the affairs of other countries like we did in World War I, World War II, Vietnam, Afganistan or Iraq?

Temporal Anomaly

iner

Learning Target

Analyze the concept of the Prime Concept.

Work Session

Watch Star Trek Voyager: Time and Again and discuss whether or not the Voyager crew was right in saving the planet.

Closing Session

Analyze and present a short argument as to whether or not the crew of Voyager had the right to interfere.

Assessment

Written assignment.

Marathon Reading Session

Standards

RL.9-10.5 - Common Core State Standards

Analyze how an author's choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.

Activator

•    What type of character is it?

Learning Target

Scholars will finish reading Animal Farm.

Work Session

Hand out character sheet.

Listen to the rest of Animal Farm

Closing Session

Turn in your paper.

Assessment

Character Chart

Differentiation

Varied reading strategies, silent reading for students who prefer, audio for students who need it, student choice

Combat Reading

We’re going to have to reduce your rations, kids.

Standards

RL.9-10.6 - Common Core State Standards

Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature.

Activator

Crash Course!

Resources:

•    Communism and Capitalism: http://www.youtube.com/watch?v=B3u4EFTwprM&list=PLBDA2E52FB1EF80C9

Go over September remedial assignment.

Learning Target

Scholars will read chapters 7-8 of Animal Farm, popcorn style, and reflect on the changes that have taken place at the farm.

Work Session

Not much to say today :) We get an awesome video by John Green, then we’re diving back into Animal Farm! We’re going to read chapters 7-8 today, combat style! I like it when we take turns reading aloud :D

Reading Rubric

Chapters 6-8 some reading and some of the recording

Finish up vocabulary

Closing Session

After we finish our reading today, I want you guys to take a moment to write a short reflection on what has happened so far in the book. Write a short paragraph for me that talks about these changes. What do you think went wrong on Animal Farm? Why did things change when they started out so well? What do you think will happen in the future?

Assessment

TOTD will be graded

RL.9-10.3 - Common Core State Standards

Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.

Activator

Russian Revolution Recap

Resources:

•    A Little Background Info...: http://www.youtube.com/watch?v=SfAYT2-j-JY

Learning Target

Students will read chapters 4, 5, and 6 of Animal Farm and write about the change in the characters so far.

Work Session

Today we’re going to have a special treat… you guys get to listen to the audio version of the story!! YAY!! That means you get all the fun of a read-aloud but I don’t have to strain my voice to do it. Here’s the audio version we’re working with: 

(and yes, if that gets pulled off youtube, I downloaded it :))

After we finish reading chapters 4-6, we’re going to do another writing exercise. The idea here is to talk about static vs. dynamic characters. Static characters are ones who stay the same throughout the entire story – they never change, just like static on the radio is one constant sound. Dynamic characters, on the other hand, are constantly changing and evolving. It’s safe to say that most of us are dynamic – we probably are not the exact same people that we were last year. So, that in mind, fill in the following chart:

(BTW, some of you have asked about my PDF version of the book. I will happily send it to you if you would like it for your kindle or whatever, just email it me and ask!)

After we finish with our chart, that’s it for today! We will be finishing up the book this week (time flies when you’re reading a good book, I always say!) and starting on our art project / writing project next week :)

Resources:

•    Image: https://www.filepicker.io/api/file/kivjsB2uT9unwvKE24H5

•    Animal_Farm__A_Fairy_Story_-_Unabridged_Audiobook_[_FULL]_-_by_George_Orwell.mp3: https://www.filepicker.io/api/file/k4QZ8FlTpSQC3CejhWoQ

Closing Session

Ticket Out The Door: What's a dynamic character you've seen or read about?

Assessment

Character charts will be collected and graded

Differentiation

Printed charts, audio versions, differentiated reading strategies

Animal Farm Chapters 2 and 3

Tuesday, Sept. 15

World Literature Fall 2015

All Animals Are Created Equal

Standards

RL.9-10.2 - Common Core State Standards

Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

RL.9-10.10 - Common Core State Standards

By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 9—10 text complexity band proficiently, with scaffolding as needed at the high end of the range.<br/><br/>By the end of grade 10, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 9—10 text complexity band independently and proficiently.

Activator

Animal Farm Background

Resources:

•    : https://www.youtube.com/watch?v=SIZ8i9UUQMI

Learning Target

Scholars will begin Animal Farm and write a short reaction to the first three chapters.

Work Session

Group Activity: How is the farm a Capitism?

Listen and Read

Multiple Choice

Differentiated Questions

Resources:

•    Animal Farm Full Text: http://www.george-orwell.org/Animal_Farm/0.html

Closing Session

Ticket Out The Door:
1. Why do the pigs get the milk and apples?

2. What happened to the puppies that were born right after the revolution started?

3. Do you think the farmhouse will be forever preserved as a museum, and if not, what will become of it?

Assessment

Paragraphs and TOTDs will be graded

Differentiation

Reading strategy differentiation - independent, partner, and audio

Start Animal Farm

Standards

RL.9-10.2 - Common Core State Standards

Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

RL.9-10.10 - Common Core State Standards

By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 9—10 text complexity band proficiently, with scaffolding as needed at the high end of the range.<br/><br/>By the end of grade 10, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 9—10 text complexity band independently and proficiently.

Activator

What is a revolution?

Resources:

http://www.history.com/topics/russian-revolution/videos

Learning Target

Students will learn about revolutions in Animal Farm. 

Work Session

Students will get into groups and figure out what would happen if the animals had a revolution and took over a farm.

Student will using listening to answer questions on Chapter One of Animal Farm.

Resources

https://www.youtube.com/watch?v=Gl4REOWdJSE

Closing Session

Ticket Out The Door –Theme of revolution.

Assessment

Students will define fable, capitalism and socialism.

Differentiation

Guided notes, movie, auditory and visual learning styles. Flexible grouping. High Depth of Knowledge Questions

Life Is Not a Fairy Tale; Some Want Radical Change

Standards

RL.9-10.6 - Common Core State Standards

Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature.

RL.9-10.7 - Common Core State Standards

Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment (e.g., Auden's "Musée des Beaux Arts" and Breughel's Landscape with the Fall of Icarus).

Activator

You may know this movie...Anastasia

Resources:

•    Anastasia Opening: http://www.youtube.com/watch?v=1SHIfmJhduM

Learning Target

Students will interact with fables.

Students will analyse socialism and capitalism.

Work Session

Today we’re going to start out with this video clip from the Fox movie (ha! You thought it was Disney, didn’t you? it’s not! 20th Century Fox. Go figure!) Anastasia. You all know this is based on a true story, right? Well Anastasia is set in and around the time of the Russian revolution. The removal of Tsar Nicolas started the process, so that’s what we’re watching today. The story we’re reading this unit is an allegory for the Russian revolution. It’s called Animal Farm. Let’s get some background knowledge, shall we?

Students will figure out the message in a fable.

Students will analyse aspects of socialism and capitalism in a graphic organizer.

Resources:

•    Animal Farm.ppt: https://www.filepicker.io/api/file/aSDhgeyXQq248K6wAOuM

Closing Session

Ticket Out The Door - 3 things you learned, 2 questions you still have, 1 thing you're excited about!

Assessment

Students will define fable, capitalism and socialism.

Differentiation

Guided notes, movie, auditory and visual learning styles

Nuclear War Activity

Nuclear War Activity

Standards

CCRLS1 - Georgia

Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others' ideas and expressing their own clearly and persuasively.

CCRLS2 - Georgia

Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.

CCRLS4 - Georgia

Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.

Learning Target

Today we are going to see how people relate in difficult situations through a variety of activities.

Activator

Bomb shelter video.

Nuclear bombs video.

https://www.youtube.com/watch?v=DBIdvLqc_sc

https://www.youtube.com/watch?v=ZWSMoE3A5DI

Resources:

Videos

Graphic Organizer and enrichment activity.

Work Session

Group work – Choose those who live

Go over results.

Closing Session

Debate!! I am going to split the class in half (well actually my class is already in half) so the right side is going to debate that strict parents are more successful than loose parents. Left side you are saying that free parenting is better than strict.
Take 15-20 minutes as a group and come up with AT LEAST 5 key points to your argument.

Lets debate!!

Assessment

High order responses to questions.

Differentiation

Scaffolding

Enrighment
Writing for the hands on
Flexible Grouping

Student Choice

IRAQ Imperialism

Standards

CCRR7 - Georgia

Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words.

CCRR9 - Georgia

Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

ELACC9-10RL7 - Georgia

Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment (e.g., Auden's "Musée de Beaux Arts" and Breughel's Landscape with the Fall of Icarus).

Learning Target

Today you will be looking up current events around the world and why you think Imperialism is okay or not okay.

Activator

https://www.youtube.com/watch?v=nlsnnhn3VWE

Questionnaire: Do you think your parents/guardian should make all the rules around the house? When should they stop? 16, 17, 18, 19?
What if you move back in with them after high school, or even college? When should the rules stop? Or should they even stop?

How does our journal relate to Imperialism?

Work Session

Look at the Freedom Meme. What is going on here? Why do we say thing? Why was this made?

Today we are going to look at real world examples of imperialism that still goes on today. And even that happened 10-15 years ago!
Someone tell me what they know about the Iraq War? What about what happened with Afghanistan? Is it important? We are going to look at how our military is shrinking and also read about how Costa Rica doesn't even have a military.

Let's read about what is going on with our military. First, do you guys think we need a military?

Now, after talking about Military, lets move to Cuba. Anyone have anything to say about Cuba? What about the movie, "the Interview"? Do you think that someone having total control is okay? Let’s look!

Resources:

•    : http://www.opednews.com/articles/America-The-World-s-Remai-by-Sam-Amer-121124-733.html

Closing Session

Time to do some digging yourself. Get with a partner and use your phones to look up an article talking about Imperialism. Or, just an example of what is going on in that country. Here is what you are turning in

-Where is this article coming from?
 -Write me a summary of what is happening and why you think it is okay vs. not okay.
-What do you think will happen to this country, or what is currently happening?
-Is this a positive or negative thing?
-Why did another county have to move in?

Assessment

Student pairs will turn in their summaries of the article they found.

Differentiation

Student Pairing
Using technology

Agree Disagree

Questionnaire