Unit 4: Language & Power

Text SetJorge Gallaga

Johns Hopkins University

Animal Farm

Anchor TextFiction

In this text set, students will explore fiction and nonfiction

texts, as well as, a multi-media collection that address the unit’s essential question: What makes language powerful? In what ways can that power be used or misused? The anchor text, Animal Farm addresses the power of persuasive language to rise to power. It is a satirical and cautionary story that supports the line of inquiry by demonstrating how the power of language can be used and misused to create a governing system for the common good, but succumbs to the vices of the individuals in power.

The anchor text will close out the unit, with supplemental texts building toward the anchor supporting background knowledge and essential skills.

Line of InquiryRationale

Why this book?

The book is assigned by the KIPP: Wheatley curriculum and is a requirement of the school. However, the TEKS applicable and knowledge that my students will receive from this text make it a worthy one to teach regardless. Although my students are not all at the 7-12 grade reading level, the scaffolds of weekly vocabulary practice and graphic organizers will allow for more accessibility to the text. There will also be read-alouds and audio versions of the text available for students who may need it.

Line of InquiryRationale

TEKS Addressed in Text Set

7.2.B 7.3.A 7.8 7.11.A7.Fig.19.B 7.3.C 7.9 7.11.B7.Fig.19.C 7.6.A 7.10.A 7.12.B7.Fig.19.D 7.6.B 7.10.B 7.13.A7.Fig.19.E 7.6.C 7.10.C 7.13.C7.Fig.19.F 7.7 7.10.D

Qualitative and Quantitative MeasuresOrwell, G. (2004). Animal Farm (Standard Edition). Signet. F&P Level: Z Lexile: 1130L Associated Band Level: 7-12

PurposeVery Complex – being a satire, Animal Farm becomes very complex because students are asked to understand and make connections about what is occurring in the plot and what happened historically. The theme of the story is subtle and extended throughout the entirety of the book. Students must make inferences about characters, analyze character traits, and compare them to their historical counterparts. Text StructureVery Complex – subplots within the main narrative occurring in Manor Farm are present in the text with the addition of Mr. Jones, Foxwood and Pinchfield farms and their owners. There are time shifts from the period between the acquisition of the farm and the creation of Animal Farm. Students are required to track several characters and their perspectives in order to maintain that connection between what occurred in contemporary Russia and what is occurring in the story.

Qualitative and Quantitative Measures

Language FeaturesModerately Complex – the use of figurative language, irony, and persuasive techniques increase the complexity of language. Sentence structure remains moderately complex. Vocabulary does not detract from meaning too often. Students are given a glossary of terms in a guidebook that lists vocabulary words by chapter. In addition students are assessed weekly on 12 new vocabulary words from the text.  

Knowledge DemandVery Complex – students are required to access prior knowledge from Stalin and what they have learned so far about the history of Russia and the Russian Revolution. Students are required to connect the theme of language as power to their own life experiences by analyzing contemporary propaganda, not just that of Russia. The text does, however, make several allusions to historical figures and events in Russia, expanding students’ cultural knowledge.

Qualitative and Quantitative Measures

What is Mollie’s perspective on the rebellion? What is Moses’s perspective on Sugarcandy

Mountain? Based on Moses’s description, to what is Sugarcandy Mountain an allusion? Remember that an allusion is a reference to a biblical or mythical idea.

What is the pigs’ perspective on Sugarcandy Mountain? What is the other animals’ perspective on Sugarcandy Mountain?

How do the pigs use language to persuade the other animals of their perspective on the Rebellion, Animalism, and the commandments?

Text-Dependent Questions

History – text set can align with a history

course in world history Writing – students can use literary and

persuasive techniques when writing persuasive or argumentative essays.

Cross-curricular connections

Supplemental Texts

Nonfiction & Multimedia

Documentary by National Geographic https://www.youtube.com/watchv=

Ka_QGD0ZIjA The documentary serves as an introduction into the unit,

providing the setting and context for the events that occur in the Russian Revolution and reflected in Animal Farm. The documentary follows the mysterious story of the last Tsar of Russia and his family.

Mystery of the Romanovs

7.13.A interpret both explicit and implicit

messages in various forms of media.

Students will identify important figures from the Russian Revolution using their research journals.

Mystery of the Romanovs - Activities

Nonfiction

McCollum, S. (2010). Joseph Stalin (Wicked History). Franklin Watts.

F&P Level: Z Lexile: 970L Associated Range: 6-8

The historical nonfiction text provides the background knowledge of the life of Joseph Stalin and the events and connections within Russia that led to his rise in power. The text highlights his relationship with Lenin and Trotsky, providing the prior knowledge required when reading Animal Farm to make real-world connections. Although it does not directly relate to the line of inquiry, Stalin’s manipulation of power and his relationships within the interim governing power in Russia correlate with the overall theme in the other texts.

Joseph Stalin

7.Fig.19.E summarize, paraphrase, and synthesize texts in ways

that maintain meaning and logical order within a text and across texts

7.10.A evaluate a summary of the original text for accuracy of the main ideas, supporting details, and overall meaning

7.10.C use different kinds of patterns for as guides for summarizing and forming an overview of different kinds of expository text Students will practice summarizing the main idea of chapters and

paragraphs Students will determine the text structure of a passage or chapter

as a guide for identifying main ideas Students will identify correct summary statements using STAAR

question stems

Joseph Stalin - Activities

Stalin’s propaganda poster, 1951“Under the leadership of the great Stalin, forward to Communism!”

The poster will address the topic of propaganda used by Stalin during and after his rise in power in order to persuade people to accept his proposed system of government. The poster supports the line of inquiry by providing a visual and literary example of how language is used to acquire power.

Speech

Stalin, J. (1941). Speech at the Red Army Parade on the Red Square, Moscow. Retrieved from https://www.marxists.org/reference/archives/stalin/works/1941/11/07.htm

November 7, 1941 Persuasive techniques The speech delivered by Joseph Stalin provides a direct connection to the

line of inquiry by using several literary and persuasive techniques to convince the audience of the German people as an enemy. The text will be used alongside the reading of Animal Farm, in order to compare Stalin’s speech with the language used by Napoleon.

7.11.A analyze the structure of the central argument in contemporary policy speeches and identify the different types of evidence used to support the argument

Speech at the Red Army Parade on the Red Square, Moscow

Animal Farm1954 Animated Version Compare and contrast The film adaptation of the novel will

serve as a media literacy piece in which the students will be asked to compare and contrast the events that occur in the book and the film. The film supports the line of inquiry by providing a visual representation of the power of language.

7.Fig.19.F make connections between and across texts, including other media (e.g. film, play) and provide textual evidence.

7.13.A interpret both explicit and implicit messages in various forms of media

7.13.C evaluate various ways media influences and informs audiences

We’re Not Gonna Take It

Music, by Twisted Sister The selection of this song

supports the line of inquiry by providing lyrical form of the power of language – in this case, to rebel. The song will be used in comparison with Beasts of England and students will be asked how this song can be applicable to Animal Farm. Students will also be asked to make personal real-world connections to the song through Do Now activities.

A Bug’s Life

Film Clip The story of ants working to

supply the grasshoppers with food is parallel to that of Animal Farm where the ants want to govern themselves. However, the rhetoric delivered by the protagonist Flik, the revolutionary, and the antagonist Hopper, the governing authority provides a unique and complex perspective of how language can be used for the great good of a community. It provides an alternative to the events in Animal Farm.

Star Wars Episode III: Revenge

of the Sith Film Clip Star Wars: Revenge of the Sith is a

film that supports the line of inquiry by reflecting the manipulation of power and use of language similar to that of Stalin and Napoleon. The character dynamic between Anakin Skywalker and Emperor Palpatine are similar to the relationship of Lenin and Stalin. The rise of the Galatic Empire serves as an allegory to the rise of communism and the USSR. The clip will focus on the language used by Senator Palpatine and how he uses language to persuade Anakin to help him rise to the position of Emperor.

References

McCollum, S. (2010). Joseph Stalin (Wicked History). Franklin Watts.

Orwell, G. (2004). Animal Farm (Standard Edition). Signet.

Stalin, J. (1941). “Speech on Red Square.” Retrieved from https://www.marxists.org/reference/archives/stalin/works/1941/11/07.htm

Stalin’s propaganda poster. (1951). Retrieved from http://www.sovietposters.com/showposters.php?cat=13

Welcome to

Animal FarmText SellJorge GallagaJohns Hopkins University

Do Now

Quantitative Measures

Orwell, G. (2004). Animal Farm (Standard Edition).

Signet. F&P Level: Z Lexile: 1130L

Associated Band Level: 7-12

Language and Power

Words have power in ways positive—to inspire and motivate—and negative—to manipulate and control.

Language is a powerful tool for those seeking power. Failure to read and think critically about political

content, media messages, and advertising can be dangerous.

Writers and speakers can use many techniques—some trustworthy, some manipulative—to persuade and argue a point.

Qualitative MeasuresPurpose

Very Complex – being a satire, Animal Farm becomes very complex because students are asked to understand and make connections about what is occurring in the plot and what happened historically. The theme of the story is subtle and extended throughout the entirety of the book. Students must make inferences about characters, analyze character traits, and compare them to their historical counterparts. Excerpt from Old Major’s speech in Chapter 1: “Now, comrades, what is the nature of this life of ours? Let us face it; our

lives are miserable, laborious, and short. We are born, we are given just so much food as will keep the breath in our bodies, and those of us who are capable of it are forced to work to the last atom of our strength; and the very instant that our usefulness has come to an end we are slaughtered with hideous cruelty.”

TEKS: 7.11(A), 7.11(B)  

Qualitative MeasuresText Structure

Very Complex – subplots within the main narrative occurring in Manor Farm are present in the text with the addition of Mr. Jones, Foxwood and Pinchfield farms and their owners. There are time shifts from the period between the acquisition of the farm and the creation of Animal Farm. Students are required to track several characters and their perspectives in order to maintain that connection between what occurred in contemporary Russia and what is occurring in the story.Excerpt from Chapter 2: “Some of the animals talked of the duty of loyalty to Mr. Jones, whom

they referred to as ‘Master,’ or made elementary remarks such as ‘Mr. Jones feeds us. If he were gone, we should starve to death.’ Others asked such questions as ‘Why should we care what happens after we are dead?’”  

TEKS: 7.6(B), 7.6(C)

Qualitative MeasuresLanguage FeaturesModerately Complex – the use of figurative language, irony, and persuasive techniques increase the complexity of language. Sentence structure remains moderately complex. Vocabulary does not detract from meaning too often. Students are given a glossary of terms in a guidebook that lists vocabulary words by chapter. In addition students are assessed weekly on 12 new vocabulary words from the text. Example of Squealer’s persuasive techniques in Chapter 3: “It is for your sake that we drink that milk and eat those apples. Do you know what would

happen if we pigs failed in our duty? Jones would come back! Yes, Jones would come back! Surely comrades,’ cried Squealer almost pleadingly, skipping from side to side and whisking his tail, ‘surely there is no one among you who wants to see Jones come back?”  

TEKS: 7.11(A), 7.11(B), 7.Fig.19(B) Knowledge DemandVery Complex – students are required to access prior knowledge from Stalin and what they have learned so far about the history of Russia and the Russian Revolution. Students are required to connect the theme of language as power to their own life experiences by analyzing contemporary propaganda, not just that of Russia. The text does, however, make several allusions to historical figures and events in Russia, expanding students’ cultural knowledge.

Supplemental Texts

Nonfiction Joseph Stalin “Stalin’s Speech on Red Square”

Documentary – “Mystery of the Romanovs” Poster – Stalin’s propaganda poster, 1951 Music – Twisted Sister, “We’re not gonna take it” Film

“Animal Farm” 1954 animated version “A Bug’s Life” “Star Wars Episode III: Revenge of the Sith