1. Animal Farm StoryBird
The creative side

2. Navigation Introduction Task Process Conclusion Resources Rubrics
Technology tools
Planning the story
Rubrics
Teacher Page

3. Introduction
ATTENTION! ATTENTION! People of English 11. We need your help. The people of QPA are in great unrest. We need you our trusted leaders to help us see the way! We know that you have the tools needed to move and motivate the people towards change, especially in your use of fictional writing. We are counting on you!

4. Task
You have been commissioned by the QPA community to help us improve our community. Your task is to take Orwell’s novel Animal Farm and translate it in a manner that relates to the issues we face today. By December 2nd, you will create a visual masterpiece that uses the themes presented in Animal Farm to address the problems of today. Remember to be innovative and creative in your approach. Your presentation should highlight why Animal Farm speaks to today’s society and proves to be more relevant than ever before.

5. Process Select one of the issues to focus your story on
The importance of literacy
The effects of violent action
Establishing a fair society
Leadership and corruption
Reread Animal Farm and establish how Orwell discusses the topic that you chose
Begin mapping out your story using the story pyramid

6. Process
Register for StoryBird- watch the videos to learn how to link your account to Ms.Barrett’s
Ms. Barrett’s account : msbarrettqpa
Put this access code under the class tab to join class
Access code: JRDJZ
Begin creating your story. Select the pictures you are using carefully. Use them as your inspiration! ( you must have at least 7 slides)
Finalize your story. Make sure you have a cover page
Remember to publish your article!

8. Conclusion
Congratulations you’re finished! Now you can share what you’ve learned with the rest of the class. You now have a deeper understanding of how Animal Farm relates to our society today. For information on how the issues of slavery are still present today, you should search the web using key phrases and reading texts like The Hunger Games series by Suzanne Collins and Lord of the Flies by William Golding. Feel free to share your findings with the teacher and your peers! Again, congratulations on your accomplishment!

9. Resources: Planning the Story
Story Mountain Graphic Organizer
Animal Farm Pdf
Animal Farm Audio Book:
Info on Animal Farm

10. Story Mountain Plot Graphic Organizer

11. Story Mountain Graphic Organizer

12. Rubric Content Requirements4 3 2 1
Content Requirements
All of the written requirements found on the checklist are completed
Almost all (about 90%) of the written requirements found on the checklist are completed
Most (about 75 %) of the written requirements on the checklist are completed
Many requirements are not met.
Plot
The story is very clear and easy to understand. It follows the plot mountain; beginning with a complete and descriptive exposition, followed by a series of events in the rising action which show failure ad successes and finally containing an exciting climax and falling action or a dramatic tragic ending
The story is mostly clear and easy to understand. It follows the plot mountain; beginning with a complete exposition, followed by a series of events in the rising action which show failure ad successes and finally containing an exciting climax and falling action or a dramatic tragic ending
The story is a little hard to follow. It attempts to follow the plot mountain but my be missing any of the following; beginning with a complete exposition, followed by a series of events in the rising action which show some failures and finally containing an exciting and falling action or a dramatic tragic ending.
Ideas and scenes randomly arranged. Connection to the plot mountain is very weak or not visible at all.
Creativity
The story contains many creative details and/ or descriptions that contribute to the reader’s enjoyment. The author has really used their imagination
The story contains few creative details and/ or descriptions that contribute to the reader’s enjoyment. The author has really used their imagination
The story contains a few creative details and/ or descriptions that cpntribute to the reader’s enjoyment. The author has used their imagination
There is little evidence of creativity in the story. The author does not seem to have used much imagination.
Spelling and Punctuation
There are no spelling and punctation errors in the final draft. Character and names the writer invented are spelled consistently throughout
There are few spelling or punctuation errors in the final draft
There are many spelling and punctuation erros in the final draft
The final draft is almost illegible due to an excessive amount of spelling and grammatical errors.

13. Resources: Technology Tools
How to use Storybird.com w 2Q ho

14. Teacher Page Standards: CCSS
W : Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.
Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.
Use a variety of techniques to sequence events so that they build on one another to create a coherent whole.
Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.
Provide a conclusion that follows from and reflects on what is experienced,observed, or resolved over the course of the narrative.

15. Teacher Page ISTE Standards: 1. Creativity and Innovation
Students will demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology
A. Apply existing knowledge to generate new ideas, products, or processes
B. Create original works as a means of personal or group expression
D. Identify trends and forecast possibilities
2. Communication and Collaboration
Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to learning of others.
A. Interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media
B. Communicate information and ideas effectively to multiple audiences using a variety of media and formats
D. Contribute to project teams to produce original works to solve problems.

16. Navigation Introduction Task Process Conclusion Resources Rubrics
Technology tools
Planning the story
Rubrics
Teacher Page