Name _______________________________________ Period _____ Topic # _____ Due Date ___________________________
Animal Farm Assessment: Fishbowl Discussion GOAL:Demonstrate drawing evidence from literary and informational texts to support analysis, reflection, and research while also demonstrating a full understanding of the greater themes & symbols of Animal Farm. Also demonstrate a clear understanding of how to effectively cite textual evidence to strongly support the analysis of Animal Farm both verbally and written. For this activity, you will be assigned a topic below for a fishbowl discussion (group discussion) after listing your top three choices. You will need to work independently to prepare for your discussion. During the discussion, you will need to use: __ academic language __ textual evidence meaningfully __ respond to ideas presented without just repeating other students’ ideas *Your preparation is such a crucial part of the assignment.
Topics: Check your top 3 choices in order. __1. If the animals had not rebelled against Farmer Jones, would they be better off than they are at the end of the novel? Why or why not? Compare this to the Russian revolution of which this is an allegory. What do you think Orwell’s message is about that period of history? About leadership & followers? __2. What is the theme about following others blindly and how does it fit into the text? Who is the biggest follower in Animal Farm? Does following work out well for this character? Is following others blindly a good or bad idea? Explain your reasoning. __3. How were the animals manipulated? What tactics were used? Which were most effective and why? How is language specifically used to manipulate the animals in the book? Is there ever a good reason to manipulate people? Has the US government ever manipulated people? How and why? __4. Were the animals equal at any point in the book? If yes, when? How did the animals try to create a society founded on equality? Why wasn’t this goal achieved? What obstacles are there in today’s world that get in the way of equality? How is equality different than equal opportunity? Can equal opportunity ever be realized in our world? Can equality ever be reached in our world? Why or why not? __5. What evidence is there in the book to suggest that Napoleon is not as smart as he would like the other animals to believe? What mistakes does he make? How does he cover them up or distract the other animals from blaming him? __6. Explain why an “enemy” or scapegoat is necessary for the animals. Why does the “enemy” have to change? If there were no “enemy,” what would that mean for any society, including Animal Farm? __7. (ADV) : Discuss the importance of education as it evolves during the course of the novel. What are the distinctions that may be made between education and indoctrination. How might education act as a doubleedged sword in a society and in Animal Farm. Provide current or historical examples.
*Advanced LA Include allusions/connections to the following: 1984, The Stalin Epigram, The Crow Song, Stalin’s Industrialization, Glory (from Selma), Tocqueville quote on equality, etc.
PART I: WRITTEN RESPONSE (share on Google Docs, and Print) * Follow writing guide attachments for organizing your piece * Immediately after the discussion, turn in a page that includes the following: a. Introduction: clear thesis statement: When reading Animal Farm by George Orwell, (reformat your question to fit here). This is significant/important to us/society since (state the reason). b. Body Paragraphs: (Should follow YEA format) i. Three direct quotes from the book to support your thesis. For each quote, you need to provide a short paragraph (24 sentences) explaining how it supports your idea. All quotes must be cited in MLA format. c. Conclusion: Restate your thesis, recap ideas, and address how this relates to the audience
PART II: DISCUSSION
Rules: ● Only members of the inner circle can speak. ● Only one person may speak at time. ● Listen and respond to your classmates’ ideas; your response should relate to what has just been said. ● Speak to the group, not to the teacher. ● Show respect at all times: Disagreeing with others is entirely fine, but being disagreeable in not. ● Do not dominate the conversation ● Invite your shy peers to share their ideas. ● Do not engage in a shouting match the goal of the discussion is to delve deeper into a topic, not to debate each other. DISCUSSION RUBRIC: You earn points EACH time you: ★ __/1 Say something that has not been said before ★ __/1 Prove your ideas with specific examples ★ __/1 Build off of other students’ ideas by offering new and different evidence, providing further analysis, or connecting the idea with a related idea. ★ __/1 Respectfully disprove what has been said with evidence and analysis. ★ __/1 Invite others into the conversation. ★ __/1 Use new vocabulary from the unit effectively ★ __/1 Address at least TWO of these THEMES: Class warfare, Language as Power, Revolution & Corruption, Totalitarianism, Conformity You lose points EACH time you: ➢ __ 1 Interrupt another student. ➢ __ 1 Show any disrespect toward anyone in the group. This includes both verbal and body language. ➢ __ 1 Dominate the conversation. ➢ __ 1 Talk when you are not in the inner circle or do anything that might distract students in the inner circle.
Animal Farm Fishbowl Rubric
Topic Number: ______________
Original Ideas
Student Name
Uses New Respectfu Invites Vocabular Cites Builds Off lly Others into y from the Specific Others’ Disproves the Unit Examples Ideas Others Conversati Effectively with on Evidence
Addresse s Themes
Notes
Original Ideas: Specific Examples Cited: Disproved Ideas/Evidence: Themes Addressed:
Other:
Name
Part I: Prewrite Directions: Fill in the following and use the guide attached for assistance. Introductory Paragraph: Hook: Background Information: (Be sure to include the Title, Author, and very brief summary of the book) Thesis: Body Paragraph 1: Your idea: Evidence (Cited Quote) Analysis: Body Paragraph 2: Your Idea: Evidence: (Cited Quote) Analysis:
Body Paragraph 3: Your idea: Evidence: (Cited Quote): Analysis: Conclusion: Restate your thesis: Recap your ideas: End on a thoughtful note to the reader: (Ex: It’s up to you to decide…)
WRITTEN RESPONSE RUBRIC:
Exceeds (3.5)
Meets (3)
Approaching (2)
Attempted but Not Met (1)
Ideas
Introduces a topic clearly, previewing what is to follow; includes a thorough thesis statement. An essential question is clearly identified and explained.
Introduces a topic; Includes a thesis statement; An essential question is explained, through not fully
Standard partially met
Attempted but not effective
Organization
Highly organized ideas, concepts, and information, using strategies such as definition, classification, comparison/ contrast, and cause/ effect; Includes formatting (i.e. headings), graphics (e.g. charts, tables), and multimedia when useful to aiding comprehension
Organizes ideas, concepts, and information, using strategies such as definition, classification, comparison/ contrast, and cause/ effect; Includes formatting (i.e. headings), graphics (e.g. charts, tables), and multimedia when useful to aiding comprehension
Standard partially met
Attempted but not effective
Development
Develop the topic with highly relevant facts, definitions, concrete details, quotations, or other information and examples. Includes all pieces noted in the writing option.
Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. Includes some pieces noted in the writing option.
Standard partially met
Attempted but not effective
Vocabulary & Style
Uses advanced language and domainspecific vocabulary to inform about or explain the topic. Establishes and maintains a formal style.
Uses precise language and domainspecific vocabulary to inform about or explain the topic. Establishes and maintains a formal style.
Standard partially met
Attempted but not effective
Conclusion
Provides a concluding statement or section that follows from and supports the information or explanation presented.
Provides a concluding statement or section that follows from the information or explanation presented.
Standard partially met
Attempted but not effective
Grammar/ Mechanics
Demonstrates command of the conventions of standard English with almost no errors.
Demonstrates command of the conventions of standard English with few errors.
Standard partially met
Attempted but not effective
__________/24
DAILY WORK CHECKLIST: (This is a general outline to help you stay organized and on track while completing this project). Day 1 : Thursday, Feb. 25 __ Receive your Discussion Topic __ Begin gathering quotes & support for your written response __ Begin PreWrite Part I __ Have your teacher approve your prewrite Day 2: Friday, Feb. 26 No School *AT HOME FOR HOMEWORK OVER THE WEEKEND!!* __ Finish your PreWrite Part I __ Find Citations for your paragraphs __ Draft your introduction paragraph and body paragraph 1 of essay __ Share to me on GOOGLE DOCS in your LA folder (Title: P_ username Animal Farm Essay) Day 3: Monday, Feb. 29 __ Continue to draft your essay & ensure your citations are correct (lead, quote, cite author & pg.#, explain) __ Revise/Edit your essay. (Finish this over the weekend) __ MAKE SURE THE ESSAY IS SHARED TO YOUR TEACHER ON GOOGLE DOCS!!! Day 4: Tuesday, Mar. 1 LAST DAY TO WORK IN CLASS __ Revise your written response (add transitions, change vocabulary, expand explanations) __ Begin practicing your discussion points __ Review academic language terms __ Have your teacher approve your work __ Finish remaining things at home __ DUE TOMORROW: ___________________________________ Day 5: Wednesday, Mar. 2 DISCUSSION DAY __ Take part in class fishbowl discussion __ Have your paper printed and shared on Google Docs __ Turn in written response Day 6: Thursday, Mar. 3 DISCUSSION DAY 2 __ Take part in class fishbowl discussion
Standards Addressed: ● ● ●
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CCSS.RL.8.2 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. CCSS.RL.8.3 Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision. CCSS.RL.8.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts. CCSS.RL.8.9 Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works such as the Bible, including describing how the material is rendered new. CCSS.SL.8.1 Engage effectively in a range of collaborative discussions (oneonone, in groups, and teacherled) with diverse partners on grade 8 topics, texts, and issues, building on others' ideas and expressing their own clearly. ○ A: Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. ○ C: Pose questions that connect the ideas of several speakers and respond to others' questions and comments with relevant evidence, observations, and ideas. ○ D: Acknowledge new information expressed by others, and, when warranted, qualify or justify their own views in light of the evidence presented. CCSS.SL.8.4 Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and wellchosen details; use appropriate eye contact, adequate volume, and clear pronunciation. CCSS.ELALITERACY.WHST.68.2A Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories as appropriate to achieving purpose