1. 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.

2. 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.

3. 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?

4. 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.

5. 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!!!

6. 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.

7. 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).

8. 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.

9. 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.