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Ms. Glysdi Catanes English Language Literature: Animal Farm

Two Weeks Grade 9-A

Lesson 1: Analyzing Napoleon, his leadership, and Squealer

Unit Overview: Language is a mode of communication which can be used to abuse power,
control societies and individuals, motivate, manipulate, and control outcomes as seen in the
novel Animal Farm by George Orwell. (SPH Sentul, English Dept. Unit Plan for Lang Lit. and
Lang Ac.)
Main Idea (Claim) Summative Assessment
The animals do back breaking labor in order to build
the windmill and is not given enough support.

Guiding Questions Objectives (know/understand/do/value)

What is happening so far in the farm?
Is it fair for the pigs to have a more comfortable
“repose” than the rest of the animals?
What happened to the command that all animals are
equal?
The student will . . .
Understand and summarize the farm’s current state.
Assess and judge Napoleon’s reasons and acts.

Time Instructional Procedures and Strategies

Beginning the Lesson
5 min The teacher will open the lesson with a clip from “Animal Farm (1954)” Clip.

Developing the Lesson

5 min The teacher will ask the students what major changes happened in the farm and have them listed
out in the board.

The teacher will then conduct a “Hot Seat” trial with the students. The teacher will pick out two
20 min students to act as Napoleon and Squealer. For Section A, the rest of the students will be grouped
as hens, horses, cows, and sheep. These groups must act as complainants or inquirers while
Napoleon and Squealer must defend their actions. The students are given 10 minutes to prepare
and 15 minutes to have a court trial.

The teacher will have the students fill up a worksheet about Napoleon or Squealer.

10min
Responding to characters
As you read a passage from a literary work, ask yourself if you agree or disagree
with this list of character descriptions.
Character Agree or Justify your answer with reference to the text. Support u
description—use disagree? specific passages/pages to support your ideas.
an adjective
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Ms. Glysdi Catanes English Language Literature: Animal Farm
Two Weeks Grade 9-A

5 min
Closing the Lesson
The teacher will remind the students that they must have read Chapter 7 by Monday.
Exit Slip:
“In one word, what do you expect to happen in the next chapters?”
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Ms. Glysdi Catanes English Language Literature: Animal Farm
Two Weeks Grade 9-A

Formative Assessment Differentiation

For special case students, I need to sit with them so
they can input their ideas in the paper instead of just
thinking about it, without producing anything.
Resources
https://www.youtube.com/watch?v=1Ibe-BgqwNg&t=2247s
Mr. Alex’s provided worksheets. (www.inthinking.co.uk)
Evaluation and Reflection
Mr. Alex told me I was very natural, and the students responded well. I observed how competent
they were as well with what I was discussing.
However, one take-away would be I give instructions too quickly or immediately. I was suggested
to reflect after each activity just to make sure that I do not lose the essence of the activity
accomplished.
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Ms. Glysdi Catanes English Language Literature: Animal Farm
Two Weeks Grade 9-A

Lesson 2: Analyzation of Napoleon

Unit Overview: Language is a mode of communication which can be used to abuse power,
control societies and individuals, motivate, manipulate, and control outcomes as seen in the
novel Animal Farm by George Orwell. (SPH Sentul, English Dept. Unit Plan for Lang Lit. and
Lang Ac.)
Main Idea (Claim) Summative Assessment
There are questionable acts of Napoleon being Re-cap the previous chapters and ask someone if
done in chapter 7 and his true intentions are still they are able to summarize what is revealed so
unknown to the reader. far.

Guiding Questions Objectives (know/understand/do/value)

Are the rumors of Snowball true?
Or is this news of him simply caused by
Napoleon’s hate?
Based on his words and latest orders, what do
we find out about Napoleon?
The student will . . . evaluate the character of
Napoleon based on his commands and formulate
the possible goals Napoleon has.

Time Instructional Procedures and Strategies

Beginning the Lesson
10 min The teacher will give the students time to re-read Chapter 7.
The teacher will then pull up a timeline with three empty boxes and ask one person each
table to fill in the corresponding events.
Finally, the teacher will give a brief re-cap of the previous chapters including chapter 7.
Developing the Lesson
15 min For Section A Ask “What does Napoleon tell Mr. Whymper to spread? What about
Squealer? What are possible goals he has with this non evidence-based news?” Have a
snowball discussion in which students begin in pairs, responding to a discussion question
only with a single partner. After each person has had a chance to share their ideas, the pair
joins another pair, creating a group of four. Pairs share their ideas with the pair they just
joined. Next, groups of four join together to form groups of eight, and so on, until the
whole class is joined up in one large discussion.
“What do we have in common? What are the differences?”

10min The teacher will ask the students, “What do we learn about Napoleon in this chapter?” -
then list out the answers on the board in one column.
The teacher will ask the second question, “What are Napoleon’s possible goals?”
Finally, the teacher will ask each person in each table to match one trait to one goal on the
board.
Closing the Lesson
5 min Exit slip:
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Ms. Glysdi Catanes English Language Literature: Animal Farm
Two Weeks Grade 9-A

What fact about Napoleon surprised you or stood out to you?

What surprised you in the story?

Formative Assessment Differentiation

Resources

Evaluation and Reflection

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Ms. Glysdi Catanes English Language Literature: Animal Farm
Two Weeks Grade 9-A

Lesson 3: Identifying the conflict

Unit Overview: Language is a mode of communication which can be used to abuse power,
control societies and individuals, motivate, manipulate, and control outcomes as seen in the
novel Animal Farm by George Orwell. (SPH Sentul, English Dept. Unit Plan for Lang Lit. and
Lang Ac.)
Main Idea (Claim) Summative Assessment
This chapter covers how Napoleon dealt with
supposed traitors and extends his authority to
greater lengths.

Guiding Questions Objectives (know/understand/do/value)

The student will . . .
How was the Seven Commandments beneficial  Be able to recall last lesson
for all?  Review the Seven Commandments and
Which of the Seven Commandments are not compare to what is being done in chapter
being executed? 7.
Was it right for Napoleon to execute the 9 hens  Determine whether the acts of Napoleon
for being upset and rebellious over their eggs? are just.
Is this or is this not abusive? Why?  Prove and illustrate how these acts are or
are not abusive and manipulative.

Time Instructional Procedures and Strategies

Beginning the Lesson
5 min The teacher will begin with a warm up writing/review. They are given five minutes to
analyze Boxer’s character based on his actions and not his words.

10 min The teacher will proceed to ask one of the students to read Boxer’s statement in page 85:
“I do not understand it. I would not have believed that such things could happen to our
farm. It must be due to some fault in ourselves. The solution, as I see it, is to work harder.
From now onwards I shall get up a full hour earlier in the mornings.”

The teacher will have a box of popsicle sticks with the students’ names ready and ask one
student to pull one out. The name picked out has to stand up and answer:
Why does Boxer think that working harder is the solution? The student will then pick
another student.
Do you think that Napoleon has an influence for this so called solution? Again, the
student will pick out another student. Do you believe that working hard will make up for
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Ms. Glysdi Catanes English Language Literature: Animal Farm
Two Weeks Grade 9-A

‘some fault in ourselves’ in this case? Why or why not? Another student. What does this
tell us about Boxer?

The teacher will then explain how Boxer’s actions matched his statements unlike
Napoleon.

Developing the Lesson

10 min The teacher will pull up a PPT of the Seven Commandments and use the popsicle sticks
to ask the students to identify which of the commandments are compromised or
disobeyed. The teacher will remind them to simply mark it, not to explain it.
Once they are marked up, the teacher will ask which acts of Napoleon in Chapter 7-8
contradict the identified command. What was added? What was removed? What
evidences from the book? Which pages are they found in?

20 min After this the teacher will divide up the room into two by placing chairs on one side and
the other. The teache r will label one side “Agree” and label the other “Disagree.” The
students will be divided into two groups. A statement will be posed and each group is
given 3 minutes to formulate their evidences.
The statements are the following:
1. It was reasonable for Napoleon to have a contract to sell 400 eggs/week.
2. Starvation as punishment was not the right judgment for the hens.
3. Napoleon deserved to have every achievement made by the animals.
4. The Battle of the Windmill is a victory.
The structure of the actual debate will be one person from one group will open in 1 min,
after the student has stated their defense the other group must refute for 1 min.

The teacher will look for:

1) Strong-evidenced statements
2) Application or backup of the Seven Commandments
3) Evidences directly from the book
4) Professional behavior

Closing the Lesson

5 min The teacher will ask the students to reflect on the question: What did it feel like to side
over something that you were not whole heartedly committed to?

Formative Assessment Differentiation

For the special case students, I will perhaps
delegate them to be a leader.

Resources
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Ms. Glysdi Catanes English Language Literature: Animal Farm
Two Weeks Grade 9-A

Evaluation and Reflection

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Ms. Glysdi Catanes English Language Literature: Animal Farm
Two Weeks Grade 9-A

Lesson 4: Analyzing the content of “Comrade Napoleon.”

Unit Overview: Language is a mode of communication which can be used to abuse power,
control societies and individuals, motivate, manipulate, and control outcomes as seen in the
novel Animal Farm by George Orwell. (SPH Sentul, English Dept. Unit Plan for Lang Lit. and
Lang Ac.)
Main Idea (Claim) Summative Assessment
The first half of Chapter 8 continues to show
how Napoleon slowly raises himself above all
other animals and substitutes Beasts of England
for a song of praise to himself.

Guiding Questions Objectives (know/understand/do/value)

The student will . . .
For whom is the Beasts of England directed?  Review and compare Beasts of England
For whom is the song Comrade Napoleon to Comrade Napoleon.
directed to?  Identify what the differences are between
How do think these songs influence the the songs.
animals?

Time Instructional Procedures and Strategies

Beginning the Lesson
10 min The teacher will begin by making the students be grouped by table and two-three tables
must come up with one popular song that is encouraging to the society. The rest of the
tables must come up with a song that is self praising and may negatively affect society.
Teacher may use one example to illustrate what is expected.

Developing the Lesson

5 min The students will listen to the poem “Comrade Napoleon”
https://www.youtube.com/watch?v=Gl4REOWdJSE (2:02:45)

Friend of fatherless!
Fountain of happiness!
Lord of the swill-bucket! Oh, how my soul is on
Fire when I gaze at thy
Calm and commanding eye,
Like the sun in the sky,
Comrade Napoleon!

Thou are the giver of

All that thy creatures love,
Full belly twice a day, clean straw to roll upon;
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Ms. Glysdi Catanes English Language Literature: Animal Farm
Two Weeks Grade 9-A

Every beast great or small

Sleeps at peace in his stall,
Thou watchest over all,
Comrade Napoleon!

Had I a sucking-pig,
Ere he had grown as big
Even as a pint bottle or as a rolling-pin,
He should have learned to be
Faithful and true to thee,
Yes, his first squeak should be
"Comrade Napoleon!"

20 min The students will each be given a copy of “Comrade Napoleon” and annotate it. They
need to find the differences of the theme, tone, (explain briefly about this) and choice of
words. They are to find 3-5 words that are significant and give meaning to the whole
song.
Closing the Lesson
5 min The teacher will give the students instruction of their upcoming assignment. According to
their previous group, they can either create or find images for each stanza and compile
them in a poster. They will have it ready the next class and share it in the “Gallery Walk.”
The students will be informed briefly of what needs to be on the poster.

Formative Assessment Differentiation

Evaluation and Reflection

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Ms. Glysdi Catanes English Language Literature: Animal Farm
Two Weeks Grade 9-A

Lesson 5: Analyzing the content of “Comrade Napoleon.” (Continuation)

Unit Overview: Language is a mode of communication which can be used to abuse power,
control societies and individuals, motivate, manipulate, and control outcomes as seen in the
novel Animal Farm by George Orwell. (SPH Sentul, English Dept. Unit Plan for Lang Lit. and
Lang Ac.)
Main Idea (Claim) Summative Assessment
The song “Comrade Napoleon” has influenced
the thinking of the animals and manipulated
them into complying to him.

Guiding Questions Objectives (know/understand/do/value)

What stood out to the students in “Comrade
Napoleon”?
What are key phrases to the song?
What points are different from the “Beasts of
England”?
How does the song affect the animals?
The student will . . .
 Correlate and incorporate an image
related to their analyzation from the
previous lesson.
 Report/Present their comparisons and
thoughts to the class.

Time Instructional Procedures and Strategies

Beginning the Lesson
15 min The teacher will give the students time to post their posters and recap with their
groupmates.

30 min Developing the Lesson

Once the posters are ready for Gallery Walk, each group will be given 5 minutes to
10 min present their work and give evidences (including the key words) to explain the stanza they
are given.
After the presentations, the teacher will congratulate the students and pull up the “Beasts
of England” lyrics with “Comrade Napoleon” beside it on PPT.
The teacher will give the students 5 minutes to reflect on the question,“Based on the
differences and points discussed in each group presentation, what makes “Comrade
Napoleon” different from “Beasts of England”?
5 min
Closing the Lesson
In conclusion, the teacher will explain how anthems represent a community as a whole.
Anthems are meant to bring people together into one mind but comparing the two
anthems, what is happening in the story? Unlike “Beasts of England,” “Comrade
Napoleon” uses words to manipulate and force the animals into thinking Napoleon is
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Ms. Glysdi Catanes English Language Literature: Animal Farm
Two Weeks Grade 9-A

omniscient. Anthems are not for selfish reasons. Thus, this proves a point that Napoleon
aimed to dominate and manipulate the whole farm.
If there is extra time, the teacher will close by giving the students an exit slip to answer
the question: “If you were president or a governor, what song would you have the people
sing as an anthem?”

Formative Assessment Differentiation

The posters are made for visual learners.
The presentations spoken by the students are for
the auditory learners.

Resources

https://www.youtube.com/watch?v=1Ibe-BgqwNg
-the scene where “Comrade Napoleon” plays

Evaluation and Reflection