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TEXT if you are not sure of it or want to refresh THE BOYS NEED TO SHARE THE DOCUMENT WITH THEIR TEACHER PLUS Orwell.email@example.com - this allows for an aggregator to monitor all documents.
WEEK 1 - Reading and Understanding/Comprehending Entry document (Brad) - outlines the following - In class reading of the novel Animal Farm by George Orwell - Join group on google-docs that is most appealing to them - this will be a support group - Activities that centre around understanding and comprehension of the novel as set by the group facilitator - Students complete reflective responses - Reading must be a chapter in class, a chapter at home - Observing quality writing practice... in order to practice it yourself! WEEK 2 - Writing 1. Compose a 'mini-saga' - a 50 word response to a stimulus. - Intro to creative writing (10 points)
2. Release writing brief for Book-in-a-Day this includes agenda - do not give 'scenarios or images' until the EVENT DAY During the week , each teacher sets out creative writing tasks and models for the students to perform as activities to learn the PROCESS. 3. Entry doc - pictures movie as a "trailer" for the publisher, includes titles (themes) "teaser", students find out in the brief that they must write and publish a book, but not all the information is revealed FINAL 2 DAYS (so all kids are not out we are staggering the final product day over two days) - Group selection (pre-prepared takes place on the day) - we provide book title and chapter headings - each students is expected to write 700- 1000 words - all details are included in the brief - students are mentored by yr 11 students - overall publication is to be submitted using BOOKSMART application which is installed on all PCs. Students only need 1/2 per group to compose the book in BLURB - THEY NEED TO CREATE A GOOGLE DOC AND SHARE THAT DOC WITH EVERY OTHER MEMBER OF THEIR GROUP - SO WHEN IT COMES TO COMPOSITION ... THE BLURB COMPOSITORS CAN JUST COPY AND PASTE - THIS IS THE GROUP COLLABORATION. So the project.... How does it work?
160 students 'choose' their interest area (character names) - These are the GROUPS. •
Napoleon (GRESSER) CHOOSE NAPOLEON. “Napoleon emerged from the farmhouse, wearing both his medals, with his nine huge dogs frisking round him and uttering growls that sent shivers down all the animals' spines.” “Napoleon was now never spoken of simply as 'Napoleon.' He was always referred to in formal style as 'our Leader, Comrade Napoleon,' and the pigs liked to invent for him such titles as Father of all Animals, Terror of Mankind, Protector of the Sheepfold, Ducklings' Friend, and the like.” A wise man once said, 'Power corrupts. Absolute power corrupts absolutely.' Is it ever just to have a single person have absolute control? Why is power so seductive? Does it bring out the best or the worst in people? Choose Napoleon to explore notions of power, control and the corruptive influence of absolute power.
Snowball (DEL VALLE) CHOOSE SNOWBALL. “Comrade,” said Snowball, “those ribbons that you are so devoted to are the badge of slavery. Can you not understand that liberty is worth more than ribbons?” What are the responsibilities of government? Are good intentions enough for successful leadership? Can a single person make a real social difference? Choose Snowball to explore notions of democracy and the power of the individual to lead society.
Squealer (HORSBURGH) CHOOSE SQUEALER.
“Bravery is not enough,” said Squealer. “Loyalty and obedience are more important.” “It is for your sake that we drink that milk and eat those apples.” Where do you draw the line between the truth and a lie? How do you know who you can trust? How are we manipulated by the media on an everyday basis? Choose Squealer to explore notions of propaganda and the impact of the media in the distortion of history and the truth. Mollie (NARDONE) CHOOSE MOLLIE. “...he was talking to you and you were allowing him to stroke your nose. What does that mean, Mollie?” What lengths will we go to for freedom? How can we survive if we are outcasts or in a minority? To what extent are we controlled by the trappings of modern life? Choose Mollie to explore notions of freedom and the strive to cling to personal beliefs in an ever changing world. Boxer (VUKI) CHOOSE BOXER. “Boxer was the admiration of everybody....His answer to every problem, every setback, was “I will work harder!” - which he had adopted as his personal motto.” “Napoleon is always right.” How far will someone go to uphold their sense of duty? How long is it before blind faith is not enough? What if you're fighting for the wrong cause? Choose Boxer to explore notions of loyalty and the power of the workforce in building and maintaining society.
Moses (HENDRY) CHOOSE MOSES. “He claimed to know of the existence of a mysterious country called Sugarcandy Mountain, to which all the animals went when they
died. It was situated somewhere up in the sky, a little distance beyond the clouds, Moses said.” Why is faith so critical to our society? How does the pursuit of dreams impact our daily lives? What is the power in dreaming of a better life? Choose Moses to explore notions of utopian dreaming and the possibility for a brighter future. * CHOOSE OLD MAJOR "Man is the only real enemy we have. Remove Man from the scene, and the root cause of hunger and overwork is abolished for ever." What causes people to rise up against their government and start a revolution? Why is the pursuit of ideals important in our ever changing world? Why is it important to challenge power structures? Choose Old Major to explore notions of rebellion and resistance. (THESE characters all as well as Old Major, the dogs, Jones, Pilkington and Clover the other horse) •
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Teaching the Unit - The day to day lesson style is up to the teacher! Model, scaffold or just quiet reading. Each teacher takes one GROUP using the THEME below. Students will not know which teacher is doing what stream Students select character via Moodle (GAV to set up) and demonstrate how to select the group. - propaganda (insert 50 words/teacher name SQUEALER) - democracy(insert 50 words/teacher name SNOWBALL) - power and corruption(insert 50 words/teacher name NAPOLEON) - loyalty(insert 50 words/teacher name BOXER) - tradition and religion(insert 50 words/teacher name MOSES) - search for freedom(insert 50 words/teacher name MOLLIE) - equality(insert 50 words/teacher name OLD MAJOR) During the week, students are to read 2 chapters per day in school and/or at home. The teacher poses 1 question per chapter to ensure comprehension of the text THE QUESTION MUST BE REFLECTIVE AND NOT LIST, IDENTIFY, STATE. It must allow the student to REFLECT ON THE WHOLE
CHAPTER. The expectation is that the student would write at least 100 words per response in a REFLECTIVE writing style - if its a question they can wiki or google, then its the wrong question. Marking : 3 points per question (comprehension, response, communication (grammar/spelling)) - 10 chapters = 30 points Teachers may issue a 'class question' for the FIRST 2 chapters. Following that they ask questions to the Students via Google Docs targeted to the INDIVIDUAL STUDENT - this to scaffold INDIVIDUAL LEARNING NEEDS. (Zone of Proximital Development ) This ensures students are checking and having an on-going conversation with the teacher.
Teaching activities may be varied and should cover the following - significance of Farm name - Commandments - adaptation - Song - Beasts of England - Old Major speech - deconstruction (compose own that wields power) - the role of symbolism - the impact of character relationships and developments PROPOSED QUESTIONS TO GET YOU STARTED - use as a guide to form alternate questions. Questions should relate to specific plot events within each chapter but should also focus of general themes and ideas. Students should be reflective with their responses. They are our way of monitoring comprehension and understanding but should also be flexible enough to cater to all students. CHAP 1 + 2 What are the basic principles of Animalism? Why are they important in a time of massive social change? In what ways is Old Major an ideal leader? Do you think his ideas are practical? Why or why not? Final submission: Student book review of their entire book - by chapters (reflective questions posed), plus a reflective evaluation. This should be and additional (x) words. The following is the proposed entry doc - you'll notice it breadcrumbs events, key characters and themes from the book
This letter and accompanying photographs were received by George Orwell six months before Animal Farm was first published. It is your task to read through the novel and uncover the truth behind the lies of Napoleon and the pigs.
Animal Farm12th October RAW TEXT
Mr. Orwell, I write on behalf of the Animals of the formerly known Manor Farm. We are suffering greatly under the rule of the vile Napoleon, first among pigs. In writing this letter I risk my own life, for Napoleon is strong and his forces brutal. Should they discover me I surely shall be killed. Animal Farm has fallen into chaos. Napoleon has brought us to the brink of starvation and now allies himself with the very humans we strove to drive away. Surely by now the only word reaching you will be of the prosperity and peace of the farm. You have probably even thought about joining us here. No doubt Napoleon’s rule is known to all Animals; Friend of the fatherless! Fountain of happiness! Lord of the swill-bucket! Oh how my soul is on Fire when I gaze at thy Calm and commanding eye, Like the sun in the sky, Comrade Napoleon! Thou art the giver of All that thy creatures love, Full belly twice a day, clean straw to roll upon; Every beast great or small Sleeps at peace in his stall, Thou watchest over all, Comrade Napoleon! Had I a sucking-pig, Ere he had grown as big Even as a pint bottle or as a rolling-pin, He should have learned to be Faithful and true to thee, Yes, his first squeak should be ‘Comrade Napoleon!’ Be warned my friend. THESE ARE LIES! Napoleon is mad with power, he is no war leader nor an academic. Squealer too betrays his own kind. Ask yourself friend, when was the last time you saw your dear Boxer leave the farm? I write to you in the hope that you will see the truth. We are starving, our kind are dying. Only last week Napoleon called a meeting to extract false confessions from the hens. When they had finished their confession the dogs promptly tore their throats out, and in a terrible voice Napoleon demanded whether any other animal had anything to confess. There is a small group of us who… I dare not say more, for Napoleon’s forces are strong. The Animals of the former Manor Farm need your help. I seek to meet you Animal to Human no later than the next full moon. Look to the skies for Moses to show you the way. I have much to tell you of what has transpired here and must with deep regret burden you with the task of telling the rest of the world of our plight. Yours in reason,
What to do next •
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It is your responsibility to act quickly! Join one of the six study groups through Moodle Choose a theme and enroll. Each Group is limited in size, so its first in. That will be your online study group throughout the project - and you will share your document with the teacher of that study group. You will be given set tasks to complete and your responses to concepts raised in the novel must be blogged using this account.
This is the focus for the week one of this two week project, the following week is creative writing! You will also receive further information regarding the final product once you have completed reading the novel.
WRITE ON, WRITE NOW
You have carefully been allocated groups in order to compose a book in a day. Your book is going to explore the issues presented in the visual presentation that each relate thematically to the original group you selected to be a part of based on character blurbs from Animal Farm by George Orwell. The themes that need to be incorporated into your short story are one of the following;
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propaganda equality democracy power and corruption search for freedom tradition and religion loyalty
Your group that you have been designated for the book in a day, is part of a larger group that shall form a compilation of short stories. So your group of 5 or 6 – will form a chapter within a book of short stories. The title of the book is ____________________________. Your chapter title has also been allocated. You MUST collaborate and ensure you have a common story line or characters that progress through out the short story.
Be creative! Use your imagination and incorporate description through the use of figurative language devices that you have studied in class– similes, metaphors, personification etc. You must also include the key elements of a narrative – including structure (orientation, series of events, complication, resolution), setting, characterisation and plot development. Allocate your time wisely and ensure your draft is agreed upon by midday for your facilitator to check. Your entire publication in blurb should be submitted by 2.30pm. In order to collaborate successfully during the day, your group must create and share a google doc and share it with each member of your group as the working document for the day. Allow time for proof reading and editing. Once decided upon the book is to be published using blurb program. Your overall publication is to be submitted using BLURB BOOKSMART application which is installed on all PCs. How many words? 8000 all up! Thats about one thousand a person. Groups of 8 YOU CAN WRITE – YOU ARE WRITERS!
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