Animal Farm: Modifying a Lesson through Constructivism, Piagets Theories and

The Scientific Method.

Lesson Plan Critique

Rupi Banga
72107106
December 1st, 2013
Jennifer Shapka

This lesson plan critique aims to analyze how this introductory lesson to the novel
study, Animal Farm, lacks learner-centered learning, which is a key factor of 21st
century learning skills. The lesson plans focal point is attempting to introduce the themes
of the novel and get an idea as to how familiar students are with these specific concepts;
however, because this lesson plan is knowledge centered, it does not clearly assess the
students prior knowledge of the subject. I will draw on the theories of constructivism,
and Jean Piaget and illustrate how these theories can fortify the lesson. I will further
critique how this lesson plan is limited in the effectiveness of information processing and
how the stages of the scientific method, using visual an auditory aides would strengthen
the lesson plan thus gear towards the diverse learning needs of students.

Constructivism
The lesson plan begins with the teacher handing out the novel study package and
asking students if they are aware of the term Equality. Though this is a great way of
assessing prior knowledge and tying in some of the themes that will be addressed in the
unit; it is necessary to have some sort of hook, especially for a book like Animal Farm,
which requires deep understanding of historical content in order to make some
meaningful connections. Instead of beginning the lesson by asking a question, I would
want to have some sort of hook that would engage and motivate the students to want to
read the novel. Because students do not learn about the Russian Revolution until grade 11
and Animal Farm is taught in grade 10, it is very difficult for students to understand the
fact that this novel is an allegory. For this reason, I would begin the lesson by explaining
to the students that the novel is an allegory, meaning that the characters and events relate

directly to people and events of the Russian Revolution. I would then show them a video
clip that summarizes the Russian Revolution in 5 minutes or less. Doing so, not only am I
shifting the focus to student centered learning by actively engaging them in the learning
process, but also, I am aware of the visual and auditory learners in class, who may not be
responsive to have the teacher lecture about the Russian Revolution.

Information Processing and Blooms Taxonomy

Lutz, & Huitt state, If there is little to no understanding of the information
processing skills of the students with whom one is working, it would be almost
impossible to design instruction that contributes to high levels of learning and
achievement ( Lutz, Huitt, 2003, p.10). This lends itself to the idea that all educators
want their students to become critical thinkers of the world and in order to achieve this,
we must find ways to present material and information that students are able to process
and retain for longer periods of time. The lesson plan asks students to define terms which
they may have previously learnt in other classes, which is a great way to have students
recall previous knowledge of definitions such as assimilation, justice, life and happiness;
however, with information processing, the more connections we are able to make through
elaboration it is that much more likely to be stored in long term memory (Orey, 2002). I
would rather prefer to have students fill out an anticipation guide for the novel, which
would ask them to agree or disagree to statements such as: All humans are equal; usually
the brightest people are leaders; power corrupts those who have it and so on. The
scientific method along with Blooms taxonomy impels students to think outside the box
as well as critically and so having students do an exercise like this and then form a class
discussion based on the responses, allows for effective questioning, analysis and

predictions.

Piaget
Piagets learning theory explains that social interaction with ones environment aids
in learning and understanding. The lesson plan is very knowledge centered where the
students are given information and then asked to respond individually to the terms listed
on the worksheet. I believe it would be more beneficial to the students if instead having
the students define the terms individually, to be put in groups of three and have them be
responsible to define two terms each accompanied with an illustration as an example of
their term on poster board. Working together with their peers, helps those students who
may be struggling with an individual based worksheet and the interaction allows students
to share knowledge and show their creativity. After the completion of the poster, I would
ask the students as a group to come up in front of the class and present their information.
Orey points out in his article that more task specific or direct manipulation helps
students take more responsibility for their learning; therefore, modifying the lesson, not
only provides a visual aid for the rest of the class, but also allows students to work at
their own pace and build on the understanding of their group members, rather than
allocating time to individually finish the worksheet.

References
1. Lutz, S., & Huitt, W. (2003). Information processing and memory: Theory and
applications. Educational Psychology Interactive. Valdosta, GA: Valdosta State
University.
2. Orey, M. (2002). Information Processing. In M. Orey (Ed.), Emerging perspectives on
learning, teaching, and technology.