this presentation will help with lessons around Animal Farm

1. Authentic
Learning Task
Azra Asvat
201207131

2.  This part of the learning activity will be done
over a week. At the end of the week
students will hand in and present what they
have been working on.
 During class, lessons will be given and
activities will follow.
 Students will work in groups of four or five
and will share a mark for their hardcopy
and presentation.
 The hardcopy consists of a script which
learners will write themselves based on the
material provided.

5. Monday (single lesson-35 mins)
 Review the summary of “Animal Farm” (10-15 mins)
 MAJOR CONFLICT · There are a number of conflicts in Animal Farm—the animals versus Mr.
Jones, Snowball versus Napoleon, the common animals versus the pigs, Animal Farm versus
the neighboring humans—but all of them are expressions of the underlying tension between
the exploited and exploiting classes and between the lofty ideals and harsh realities of
socialism.
 RISING ACTION · The animals throw off their human oppressors and establish a socialist state
called Animal Farm; the pigs, being the most intelligent animals in the group, take control of
the planning and government of the farm; Snowball and Napoleon engage in ideological
disputes and compete for power.
 CLIMAX · In Chapter V, Napoleon runs Snowball off the farm with his trained pack of dogs
and declares that the power to make decisions for the farm will be exercised solely by the
pigs.
 FALLING ACTION · Squealer emerges to justify Napoleon’s actions with skillful but duplicitous
reinterpretations of Animalist principles; Napoleon continues to consolidate his power,
eliminating his enemies and reinforcing his status as supreme leader; the common animals
continue to obey the pigs, hoping for a better future.

6. Monday cont.
 Introduction to dialogues 20- 25 mins
Way 1
The easiest way to write a dialogue is to write the active speaker in the margin like so :
“Freddy: ”
After that, leave a finger space and begin to write what that person has said in quotation marks. (“”)
Freddy: “I do not like the circus. The clowns there disgust me!”
An expression could also be added to increase the emotion of the character.
Freddy (angrily) : “I do not like the circus. The clowns there disgust me!”

7. Monday cont.
Way 2
Suppose I‟m writing a scene in which Aardvark gives Squiggly a present. I write:
“You shouldn‟t have!” said Squiggly, and grabbed the box of chocolates.
Or wait—instead of that, maybe I should write
“You shouldn‟t have!” said Squiggly, and HE grabbed the box of chocolates,
putting in the pronoun “he” to refer to Squiggly.
In fact, both sentences are fine, but if you‟ve started to pay attention to parallel structure in your
writing, you might be second-guessing yourself about what to do in cases like these.

8. Monday cont.
Way 3
When you‟re having your characters speak or have thoughts, often you‟ll want to take what a
character is saying or thinking and put it at the front of the sentence, before the attributive—the he-
said or she-said part. So instead of writing
Squiggly said, “You shouldn‟t have!”,
you might write,
“You shouldn‟t have!” Squiggly said,
or
“You shouldn‟t have!” said Squiggly.
I‟ll call this “quotation fronting.” It‟s a useful stylistic option.
However, parallel structure and quotation fronting are on a collision course. For example, they collide
in the sentence about Squiggly and the box of chocolates:
“You shouldn‟t have!” said Squiggly, and grabbed the box of chocolates.
What is the “and” is connecting? Before it, we have an entire clause: “„You shouldn‟t have!‟ said
Squiggly.” But after the “and,” all we have is a verb phrase: “grabbed the box of chocolates.”
NB If you want the actions of saying and doing to be more like separate events, then repeat the
subject for the verb of doing.

9. Tuesday (double 70 mins)
 Choose groups of four or five people.
 The task for this week is to write a script
and produce a presentation on Animal
Farm by Friday
 The script has to be one of the scenes in
the book, but it has to be modernised. Eg.
Rap the scene, make it business, political,
gangster or immature.

10. Tuesday cont. 20min
Feature of Spontaneous
Speech:
Intonation- the pitch of the
speakers voice. The way
people raise or lower the
volume of their voice.
Interruptions- interrupting a
speaker when they are
talking.
Overlap- people speaking
over others or finishing off
their sentences.
Pace- the speed at which
people talk or respond to
each other.
Organisation- Where one
speaker has more control
over the conversation and
the speech is controlled by
that person.
Fillers- words or phrases
that allow the speaker
‘thinking time’ such as
perhaps, maybe, you know,
like.
• P – make a point
• E – use an example that you’ve seen, with the use
of language in “speech marks”
• A – Explain what this tells you and
• L – always link it back to the question!
• (P) The speech that is particular to this workplace is
shown with the teacher. (E) He says, “………” (A) This
kind of language is…… (L) This is obviously speech
that we would associate with a teacher as……

11. Tuesday cont.20 min
 Script Activity 1
Draw lines to link the corresponding ideas.

12. Tuesday cont. 25 min
Sentences that are all the same length can sometimes be boring to read.
For example:
‘Sammy was a snake. He liked to slither. He liked eating mice. He slept a lot. He had a big mouth….’
One good way to make writing interesting is to VARY your sentences.
• Think about how you can vary the sentence lengths. Sometimes you can do this to great
effect.
• For example, sometimes having a really short sentence can add a real sense of tension.
‘Sammy the snake liked to slither. He slept a lot, but when he was awake, he liked to roam around,
looking for mice.
One day, this all changed.’

13. Tuesday cont.
Activity 1
• Tell me where to put the full-stops and commas to make this paragraph more readable.
He left the building the street was silent around him the curtains of all the houses were pulled fast
blocking out the darkness wheezing slightly he pulled his coat around himself he shivered it felt like
the end of the world.
• Another way to make writing interesting is to be really descriptive.
This means using adjectives; describing words. Adjectives are incredibly powerful in writing, they can
change the whole nature of the story.
For example:
A happy man
An angry man
A sad man
A sleeping man
Just adding a different adjective each time changes the whole mood of the character!

14. Wednesday 70 mins
 Students will have a lesson for the first 35
mins and after that they will be able to
work in their groups on their scripts and
presentations.

15. Wednesday 20 mins
Open your sentence with words indicating location:
Along the canal towpath , the lanky, unkempt fellow ambled slowly...
Start the sentence using a word ending in “ing”:
Ambling along the canal tow path, the intoxicated thief spied his victim...
Use a variety of sentence lengths, from short and punchy, to more complex:
She froze.
They waited.
He fell to the ground, with a thud.

16. Wednesday cont.
Use ‘although’, or ‘despite’ as a sentence starter:
Although he was intoxicated, the thief managed to escape through the deserted canal towpaths
which criss-crossed the city...
Despite his intoxicated state, the thief was able to escape through the deserted canal towpaths...
Use a simile or figurative language:
The mugger approached his target like a stealthy cat stalking its prey...
The pickpocket moved as smoothly as a sea snake glides through the water...

17. Wednesday cont.
Start with a question:
“Are you sure its safe to walk by the canal tonight?” asked his anxious girlfriend.
Introduce a new character:
Her name was Morwenna and everyone realised there was something mysterious about her right
from the beginning...

18. Wednesday cont. 15 mins
 ALWAYS REMEMBER THESE STEPS!!
 1 Facts not opinions
 2 Topic sentences
 3 Organised to emphases cause and effect.
 4 Chunked up into stages of process often with
helpful diagrams or illustrations.
 5 Formal expression

19.  6 Present tense
 7 Impersonal style/ 3rd person
 8 Simple and compound sentences
 9 Use of connectives as a way to guide the reader
through the text – temporal and causal.
 10 Well organised/logical steps

20. Things to think about..
 Has everyone got enough to do?
 Check where you are up to
 How much time you have left
 What facts have you found out?
 Planning a talk
 Researching the

21. Cont.
 Information
 Working as a group
 Getting the work done to a deadline – making
sure everyone is on task all the time
 What are the effects caused?
 Who is important in the topic? Why? Why have
they done?
 Making sure the information is useful – what is the
point? What it is needed for?
 Overall- are your ideas clear?
 Do you have the key facts?
 Can you write your presentation?

22. Thursday (35 mins)
 Students are allowed to work on their
scripts and presentations to make it
perfect from the layout of the dialogue to
the presenting and outfits.

23. Friday (35 mins)
 Students will each have 3-5 mins to
present while the students watching will
mark them on their performance.
 They will given marks or originality,
reference to the scene, presentation and
language.
 Students will hand in a hard copy of their
script to attain marks for the language
part.

24. Reflection template Authentic
Tasks 1