<p> Ashley VanValkenburgh – Animal Farm Unit – March 2012 Lesson Title: “Beasts of England” vs “Comrade Napoleon” (Comparing Two Arguments) I. Preliminary Planning Objective(s) of the lesson: 1) Identify rhyme scheme and meter (LWBBAT…) 2) Draw a conclusion regarding the significance of similarities and differences in (I can…) form/structure and overall meaning of two texts (“Why are these two songs different? Why is it important?”) HSCE(s), CCS(s), or NS(s) best (Reading) 4. Determine the meaning of words and phrases as they are used in a text, served: including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone. (Language) 5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. Focus question: What are the similarities and differences between the song “Beasts of England” and the poem “Comrade Napoleon”? What is the focus of each of these pieces, and how do they relate to the novel’s events? Key vocabulary/concepts: Rhyme Scheme Meter Time required: 50 minutes Materials needed: Copies of Animal Farm “Beasts of England vs Comrade Napoleon” (copies of the songs) “Beasts of England Vs Com Nap” handout (contains directions and questions for students to answer) Pencils/pens Paper II. The Lesson Itself Lesson launch (aka the hook or Writing Prompt: How is the battle against Frederick’s men different from the Battle accessing prior knowledge): of the Cowshed? How the lesson’s objective(s) will be Written on the board and verbally reviewed shared with the students: Learning activities (step-by-step): 1) “Hook” and brief discussion – 10 mins 2) Compare/contrast the poem “Comrade Napoleon” to the “Beasts of England” (Make a copy of both poems for students) 3) In partners, students work through the rhyme schemes, meter, and language used in order to decipher the meaning and significance of each song. Students must complete the “Beasts of England vs Comrade Napoleon” handout. – 35 mins 4) Exit ticket: How is Napoleon becoming more and more like a typical dictator? – 5 mins Checking for understanding: *Monitoring student pairs, asking questions regarding the meaning/focus of the two (formative assessment) songs… Encouraging students to read each piece aloud… Asking students which song they like better and why *“Beasts of England Vs Comrade Napoleon” Handout Guided practice/extension: Read Chapter Nine, Complete RRL, Add to Character Chart and Timeline How what was learned will be Class discussion, collaboration regarding similarities and differences between the summarized for the class: structure as well as the content of both songs Post-lesson reflections and ideas for *Difficult to fit in the exit ticket within the 50 minute time frame next steps: *Reword questions on the handout (making them more clear and concise) to avoid student confusion *Possibly span this out over two days and build in time to collaborate as a class?</p>