Mrs. Dhaliwal - Home
Chapters 1-4
1. What is your reaction to the animal’s revolution? Do you sympathize with the animals’ complaints and goals? Why or why not?
2. Describe how the rebellion takes place. How does the animals’ behavior during the rebellion suggest both human and animal characteristics?
3. How do the pigs gain the rights to the cow’s milk? Why do the other animals allow this to occur? What does this event suggest about the power hierarchy on the farm? How does the original vision of Animalism become the slogan “Four legs bad, two legs good”?
4. What literary techniques (e.g. irony, foreshadowing, tone, voice, etc.) does Orwell use to cast doubt on the likelihood of a successful revolution?
5. Characterize Snowball as a leader. Do you think his reaction to the stable boy’s death is the appropriate reaction to have during a revolution? Explain.
Short Answer Rubric
|3 (60-70%) |4 (70-80%) |5 (80-90%) |6 (90-100%) |
|-The idea is not an answer to the question |-The idea is reasonable, but the |-The idea is reasonable and goes beyond a |-The idea is perceptive and reflects an awareness|
|asked. |response contains no text evidence. |literal reading of the text. It is explained |of the complexities of the text. -The student is |
|The idea is incorrect because it is not |-The idea is reasonable, but the text |specifically enough to show that the student |able to develop a coherent explanation of the |
|based on the text |evidence is flawed and does not |can make appropriate connections across the |idea by making discerning connections across the |
|-The idea is too general, vague, or unclear|adequately support the idea. Text |text and draw valid conclusions. |text. |
|to determine whether it is reasonable. |evidence is considered in adequate |-The text evidence used to support the idea is|-The text evidence used to support the idea is |
|-No idea is present. Sometimes the response|when it is only a general reference to|accurate and relevant. |specific and well chosen. Overall, the evidence |
|contains only text evidence. At other times|the text, too partial to support the |-The idea and text evidence used to support it|strongly supports the validity of the idea. |
|there appears to be an idea; however, this |idea, is weakly linked to the idea or |are clearly linked. |-The combination of the idea and the text |
|idea cannot be considered an answer to the |used inappropriately, and because it |The combination of the idea and the text |evidence demonstrates a deep understanding of the|
|question because it merely repeats |wrongly manipulates the meaning of the|evidence demonstrates a good understanding of |text. |
|verbatim, or “echoes,” the text evidence. |text. |the text | |
| |-The idea needs more explanation or | | |
| |specificity even though it is | | |
| |supported with text evidence | | |
| |-The idea represents only a literal | | |
| |reading of the text, with or without | | |
| |text evidence. | | |
Chapters 5 - 7
1. What was your reaction to Snowball’s expulsion from Animal Farm? Discuss. What happens to Snowball during the meeting about the windmill? What events in Soviet history does this scene suggest?
2. Identify three ways that Napoleon tries to solidify his leadership position on the farm. How does the process of decision-making on the farm change under Napoleon’s leadership? What attitude about communist government do you think Orwell conveys through the comparisons between Farmer Jones’ rule and Napoleon’s rule?
3. Why do the executions take place? What message do these events send to the animals about their role in a future society?
4. Do you think it’s fair that those who are more educated and more skilled, like the pigs in Animal Farm, have more influence in decision making? Consider how decisions are made in your community, state, and nation.
Short Answer Rubric
|3 (60-70%) |4 (70-80%) |5 (80-90%) |6 (90-100%) |
|-The idea is not an answer to the question |-The idea is reasonable, but the |-The idea is reasonable and goes beyond a |-The idea is perceptive and reflects an awareness|
|asked. |response contains no text evidence. |literal reading of the text. It is explained |of the complexities of the text. -The student is |
|The idea is incorrect because it is not |-The idea is reasonable, but the text |specifically enough to show that the student |able to develop a coherent explanation of the |
|based on the text |evidence is flawed and does not |can make appropriate connections across the |idea by making discerning connections across the |
|-The idea is too general, vague, or unclear|adequately support the idea. Text |text and draw valid conclusions. |text. |
|to determine whether it is reasonable. |evidence is considered in adequate |-The text evidence used to support the idea is|-The text evidence used to support the idea is |
|-No idea is present. Sometimes the response|when it is only a general reference to|accurate and relevant. |specific and well chosen. Overall, the evidence |
|contains only text evidence. At other times|the text, too partial to support the |-The idea and text evidence used to support it|strongly supports the validity of the idea. |
|there appears to be an idea; however, this |idea, is weakly linked to the idea or |are clearly linked. |-The combination of the idea and the text |
|idea cannot be considered an answer to the |used inappropriately, and because it |The combination of the idea and the text |evidence demonstrates a deep understanding of the|
|question because it merely repeats |wrongly manipulates the meaning of the|evidence demonstrates a good understanding of |text. |
|verbatim, or “echoes,” the text evidence. |text. |the text | |
| |-The idea needs more explanation or | | |
| |specificity even though it is | | |
| |supported with text evidence | | |
| |-The idea represents only a literal | | |
| |reading of the text, with or without | | |
| |text evidence. | | |
Chapters 8 - 10
1. What happens to Boxer and how do the other animals learn of his fate? How do they come to a final conclusion about these events?
2. What changes are made to the 5th and 6th commandments? How is the entire list of commandments ultimately refashioned? What point is Orwell making about the role of communication in Soviet society?
3. Some critics believe that at the end of the book, Orwell suggests that the pigs and human political leaders are interchangeable (identical/similar). Do you think that most government rulers are interchangeable? Explain. How might power change those who have it? Explain.
4. What is your reaction to the novel’s ending? (Uplifting, depressing, cynical, etc.) Explain.
Short Answer Rubric
|3 (60-70%) |4 (70-80%) |5 (80-90%) |6 (90-100%) |
|-The idea is not an answer to the question |-The idea is reasonable, but the |-The idea is reasonable and goes beyond a |-The idea is perceptive and reflects an awareness|
|asked. |response contains no text evidence. |literal reading of the text. It is explained |of the complexities of the text. -The student is |
|The idea is incorrect because it is not |-The idea is reasonable, but the text |specifically enough to show that the student |able to develop a coherent explanation of the |
|based on the text |evidence is flawed and does not |can make appropriate connections across the |idea by making discerning connections across the |
|-The idea is too general, vague, or unclear|adequately support the idea. Text |text and draw valid conclusions. |text. |
|to determine whether it is reasonable. |evidence is considered in adequate |-The text evidence used to support the idea is|-The text evidence used to support the idea is |
|-No idea is present. Sometimes the response|when it is only a general reference to|accurate and relevant. |specific and well chosen. Overall, the evidence |
|contains only text evidence. At other times|the text, too partial to support the |-The idea and text evidence used to support it|strongly supports the validity of the idea. |
|there appears to be an idea; however, this |idea, is weakly linked to the idea or |are clearly linked. |-The combination of the idea and the text |
|idea cannot be considered an answer to the |used inappropriately, and because it |The combination of the idea and the text |evidence demonstrates a deep understanding of the|
|question because it merely repeats |wrongly manipulates the meaning of the|evidence demonstrates a good understanding of |text. |
|verbatim, or “echoes,” the text evidence. |text. |the text | |
| |-The idea needs more explanation or | | |
| |specificity even though it is | | |
| |supported with text evidence | | |
| |-The idea represents only a literal | | |
| |reading of the text, with or without | | |
| |text evidence. | | |
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