Honors Language Arts

Tuesday, November 14
Topic: Animal Farm Chapter 10 (Propaganda/Satire Review)
Standards:
 (8.L.1) Demonstrate command of the conventions of Standard English grammar and usage when
writing or speaking.
 (8.RL.1) Cite the textual evidence that most strongly supports an analysis of what the text says
explicitly as well as inferences drawn from the text.
 (8.RL.2) Determine a theme or central idea of a text and analyze its development over the course
of the text, including its relationship to the characters, setting, and plot; provide an objective
summary of the text.
 (8.W.4) Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience.
 (8.W.9) Draw evidence from literary or informational texts to support analysis, reflection, and
research.
Objectives:
 Students will be able to identify the gerund in a variety of sentences.
 Students will be able to define satire/propaganda in their own words.
 Students will be able to demonstrate their understanding of satire by creating their own satirical
image.
Materials:
 Gerunds Practice Worksheet 2
 Propaganda and Satire Review Prezi
 Propaganda/Satire Assignment Sheet and Guided Notes
Instructional Plan:
1. Bell work: Students will complete the Gerunds Practice Worksheet 2 independently.
2. As a class, we will finish reading Animal Farm (Chapter 10). Teacher will address the following
key points:
a. The pigs start walking on two legs. This is perhaps the clearest departure from the
original seven commandments. Why did Orwell choose to save this violation for last?
b. The pigs wear clothes, listen to the radio, drink, smoke cigars. They are
essentially “human.”
c. “All animals are equal, but some animals are more equal than others.” The
nonsensical nature of this commandment signifies the complete corruption of the farm,
and the ability that those in power have to manipulate language to confuse and deceive.
d. The pigs and the humans interact and socialize. The fact that they can no longer
tell the difference between the pigs and the humans represents how far the pigs have
departed from their ideals. They have become the exact people they fought against in the
beginning.
3. Teacher will review the Propaganda/Satire Prezi with the class. Students will follow along using
their guided notes.
a. Students will tape their propaganda/satire notes into the “READING” section of their
notebook.
4. Teacher will review the guidelines for the Satire Assignment with students.
5. If time, students will begin working on their satire assignments.
Assessment:
 Satire assignment will serve as a summative assessment.
Homework:
 Work on satire assignment (due Friday).
Name: ________________________
Propaganda and Satire
____________________: Information, especially of a biased or misleading nature,
used to promote or publicize a particular cause or point of view.

What are the techniques used by propagandists?

Name-Calling:

Generalities:

Euphemisms:

Appeal to Celebrity/Authority:

Camaraderie:

Bandwagon:

Fear:

Hyperbole:

_____________________: the use of humor, irony, exaggeration, or ridicule to

criticize someone or something. Most often, satire is used in the context of
contemporary politics and other topical issues.

What are the techniques used by satirists?

Parody:

Incongruity (inconsistency):

Reversal:

Exaggeration:
Name: ________________________

Animal Farm – Satire Assignment

Satire is defined as the use of humor, irony, exaggeration, or ridicule to
criticize someone or something. Most often, satire is used in the context of
contemporary politics and other topical issues.

As one of our final assessments in our unit on Animal Farm, your job will be to create
a satirical rendering of a character in the book. This can be a comic strip, an
image/poster, whatever you want! Remember, in order to be considered “satirical,” your
work must use one (or more!) satirical techniques (humor, parody, incongruity,
exaggeration, reversal) to convey a larger “point” (or symbolic message).

You can choose ANY CHARACTER from Animal Farm you like! When creating your
satire, consider how other animals might criticize your chosen character.
What are their potential weaknesses? Do they have any character flaws?

Requirements for this assignment:

____/5: The brainstorming worksheet (on the back of

this sheet) is thoughtfully completed.
____/5: The image/comic/etc. is NEAT and COLORFUL
(remember, I am grading you on effort, not artistic
ability!).
____/5: I can identify which satirical technique you used
to convey your central message (Parody, incongruity,
reversal, or exaggeration).
_____/5: I can clearly identify the central message (or
symbolic meaning) you are trying to convey.

____/20: TOTAL
Name: ________________________

Animal Farm Satire Assignment: Brainstorming Worksheet

1. Which character are you planning on satirizing?

2. Consider how the other animals on Animal Farm might criticize this
character. What are their potential weaknesses? Character flaws?

3. Explain the satirical technique you plan to use to convey your “larger
message,” or symbolic meaning.

4. Define “satire” in your own words and explain why the image you
created is “satirical.”