April 11 and 14 1.I can organize writing to create a cohesive whole. 2.I can analyze conventions of dramatic literature to assess how they express a writer’s meaning. 3.I can analyze the conventions of dramatic literature (characterization). 4. I can evaluate the author’s use of parallel plots/subplots. 5. I can distinguish the theme of an increasingly challenging text. I can analyze the author’s stated or implied purpose.

Bell Ringer  Background- Classic literature has provided some of the greatest movies ever produced: Dangerous Liaisons, Moby Dick, To Kill a Mockingbird, etc.  Prompt- Hollywood’s hottest director, Ima Bigman, has just phoned and asked you, Hollywood’s biggest casting agent, to cast his upcoming movie: (You may choose a book to base the movie). You need to send him a letter that lists the actors you will get, what role he/she will play, and why you want that person for that particular role. You and Ima are old friends, so this will be a personal letter.

Flashback 1.What is animalism? 2.What did the animals do after they successfully expelled Jones? 3.What were the 7 commandments? 4.How successful have the animals been in running the farm, so far? 5.Explain the windmill controversy. 6.What is happening or will happen to the equality of the animals?

Group Activity  At your table, divide up the following tasks…  For the scene(s) you read last class period…  Summarize- restate the most important information, details or events.  Question –Where is the story (each scene) taking place? What has happened before? What characters are involved? What do I need to re-read or have my teacher clarify?  Connect – relate to the events or characters. Have you ever known a person like any of the characters? What other stories come to mind when reading? Are there any lessons or themes to be learned so far?  Reflect – What have you learned so far? Why are you reading this particular text? Why is this topic important?  Predict- Predict what may happen next. What effect will this event have on the characters? On the plot? Complete these responsibilities for what we’ve read so far.

Finish Up Animal Farm  Finish reading and acting out the play.  Start on page 203  Remember each character represents a type of person or idea.  It is what you make it!!!

Character Symbols  You will be given a character.  You must create at least 5 objects: (draw pictures, create 3-d objects, use magazine clippings,-be creative!) that represent your given character.  Each object must have a written explanation!  DLT: I can analyze conventions of dramatic literature to assess how they express a writer’s meaning.

Presentations  Present your 5 character symbols.  Be sure to explain why each symbol represents your character.  DLT: I can analyze the conventions of dramatic literature (characterization).

Partner Activity  With a partner, decide who each animal/character represents in terms of the political issues.  Example: The animal guard (Jessie’s puppies) represent the secret police/army/soldiers.  You may use your phones to look these up.  Write at least a paragraph explaining Orwell’s purpose.  DLT: I can analyze the author’s stated or implied purpose.

Partner Activity  Think about how the pigs are running the farm and the windmill controversy. (managing “employees” is difficult)  With a partner, create a fictional company of your choice.  Describe what your company is going to manufacture or do. (write 1 paragraph about your company)  Imagine that you have 5 employees working for you. Design a work schedule (for one week)and a pay scale for your employees.  Decide which of the 5 previously discussed themes, this part of the story would express and explain why.  DLT: I can evaluate the author’s use of parallel plots/subplots  DLT: I can distinguish the theme of an increasingly challenging text.