Animal Farm Poetry: 2nd Semester 2nd semester novels. Please click here for the letter to parents about novel purchases for 2nd semester. Persuasion and Argument. Animals learning English with pictures. Farm animals learning English lesson. Learning farm animals video. The Carnival and the animals story reading learning English. Animals and their names and parts learning English. Animal body parts vocabulary learning English. Animals from A to Z list English. A list of animal idioms from A to Z with meanings. Today, 4Wa participated in the Spring Fling. We Macarena’d, Cupid Shuffled, Limboed, and Bunny Hopped through the gym, with a little Hokey Pokey and Cha Cha Slide thrown in for extra fun. We showed that we’ve got the moves like no other class, and we led the younger classes in an afternoon of fun.
- Animal Farm Mrs. Reese's Language Arts Class In French
- Animal Farm Mrs. Reese's Language Arts Class Notes
.EDITABLE. This PowerPoint BUNDLE has it all! 14 presentations that you can use right away OR customize for YOUR specific class needs. They all follow the CKLA (Core Knowledge Language Arts) program (2nd Edition) by Amplify. 3rd Grade - Unit 2 - Animal ClassificationLessons 1. I learned a lot about rainbowbee-eaters and it took long time. In the end it was all worth it. By Reese I realy liked doing my project. It was awesome working with Mitchell,Reese,Nick and Nathan.it was fun learning about the Short tailed shearwaters. But in the end it was fun.By Brandon Slide Show Burrowing Animals.
ANIMAL FARM Research Project
Dear Class,
You are about to begin reading an allegorical book, Animal Farm, by George Orwell. An allegory is a story that uses fictional characters and situations to illustrate a factual situation or particular idea. Animal Farm represents the Russian Revolution as well as key Russian figures. The author, George Orwell, wrote the book after World War II at the height of Josef Stalin’s reign in Russia.
In order to truly understand the author’s message and the themes of an allegorical story like Animal Farm, it is important to understand the historical background before reading it. Therefore, you are about to embark on a collaborative research project delving into Russian history before and during the Communist era. At the end of this project you should have a good understanding of the key figures in the Russian Revolution. You should also have a firm grasp on what Communism is, what it was intended to be, and what it became under Stalin. Finally, when you read Animal Farm, you will be able to make connections between the characters in the book and the actual historical figures. Good luck!
Sincerely,
Mrs. Gregory
The Task
Welcome, Comrades! You will be working on an underground magazine dedicated to forwarding the ideas of Communism and promoting the leaders of the glorious Revolution. You will be working in small groups to create an issue of your magazine thatexplains Communism and informs its readers about the leaders of the Russian Revolution.
Each person in the group will be responsible for one article of the magazine. The articles will first be written as traditional research essays (complete with in-text citations and bibliographies) and then formatted and transformed into magazine articles (with columns, pictures, captions, etc.) for the final group project. Articles will be written as if you are a Russian revolutionary.
The Process
To accomplish the task, you will need to do the following:
1. In your group, choose who will do what section of the magazine:
· Lenin
· Stalin
· Trotsky
· Karl Marx
· Communism
· Bolsheviks and the Russian Revolution
2. Once you've picked your section, you will need to begin researching your topic. Use the websites following these instructions to help you on your search.
3. After the research and note-taking process, (Please make sure you have documented your sources), you will need to begin writing your article.
a. You will write your expository essay using the facts you discover during our research days in the computer lab and library. Your article should be a minimum of 2 pages (maximum 4) and include in-text citations of at least 4 different sources. It will also include a bibliography (properly formatted) with 4 separate sources.
4. After writing your article/essay and gathering your photographs, you will get together in your groups and combine your work to create a complete issue of your underground magazine! In order to you’re your group stay organized, divide up the work into the following jobs:
a. Copy Editor (this person edits for grammar and mechanics)
b. Assistant Copy Editor (this person also edits for grammar and mechanics)
c. Photo Editor (this person organizes and lays out the photos the group members have chosen)
d. Cover Designer (this person will be responsible for the cover art and name of the magazine)
e. Layout Designer (this person will decide how the articles will be laid out and in what order the articles will appear).
Animal Farm Mrs. Reese's Language Arts Class In French
5. Each group member will finalize his or her article into columns (2 or 3) with photos (optional) and the group will print out and create their magazine. The magazine should be bound with a paperclip (please don’t staple!)
Evaluation
You will receive several grades for this project.
· The majority of your grade will come from your individual expository essay. ASSESSMENT: You can access the rubric in the file cabinet under 'AF Research Essay Rubric'.
· The next grade will be a group grade for your group’s magazine (this will be based on completion, format/order, and presentation). APPLICATION: You can access the rubric in the file cabinet under 'Magazine Rubric'.
· Daily participation grades will be given for staying on task during the research periods in the library/lab and for working positively in your small groups. PRACTICE
Animal Farm Mrs. Reese's Language Arts Class Notes
· Finally, there will be a grade given based on a confidential group evaluation (group members will evaluate one another based on cooperation, respectful participation, and responsibly sharing the workload). This ensures that no one person does the work for everyone in the group and shares the credit for the assignment. Application: You can access the group evaluation in the file cabinet under 'AF Group Evaluation'.
Conclusion
After completing this project, you should have a better understanding of the history of the Russian Revolution as well as the people behind it. You should also have firm grasp of what communism is and what it was intended to be. Knowing this information will allow you to read George Orwell’s Animal Farm as an allegory instead of just a story with talking pigs.
This lesson builds up to the song 'Old MacDonald' and uses the farm animals and their sounds as the basis of the lesson.
Lesson Procedure:
Warm Up and Maintenance:
See our 'Warm Up & Wrap Up' page.
New Learning and Practice:
1. Use farm animal plastic toys for 'play time'
If you have a small class, start off sitting together playing with the farm animals and any other farm toys to go with them (buildings and barns, tractors, pens, other animals, etc.). For larger classes, if you have enough sets you can put the class into groups with the animal toys to play with. At this stage, you don’t need to do any direct teaching – just play with the animals and have fun together!
2. Introduce the vocab
As you are playing, start saying the animal vocab and animal sounds. E.g. 'This is a pig –oink, oink!'. As you and your students play with the animals tell them the animal names and sounds in English.
3. Teach & practice the vocab
After playing for a while collect all of the toys and put them away, keeping the cow, dog, sheep, duck and pig out. You’ll also need the same farm animal flashcards. Put the flashcards on the floor. Hold up one of the plastic animals and chorus the vocab, as follows:
Teacher: 'cow, cow, cow'
Students: 'cow, cow, cow'
Teacher: 'And a cow says Moo. Moo, moo, moo”
Students: 'Moo, moo, moo'
Then ask which flashcard (on the floor) is the cow. Encourage your students to point or touch the correct flashcard. Then place the animal on its corresponding flashcard. Do for all of the animals.
4. Play 'Put the animal on the flashcard'
Now you have 5 animals toys sitting on their flashcards. Pick up each animal toy and throw it somewhere in the classroom. Call out different students to pick up an animal and place it back on the correct flashcard..
5. Play 'Flashcard touch' and 'The missing flashcard' game
Put the animal toys away. Keep the flashcards on the floor. Tell your students to sit around the flashcards on the floor (or on a table) and to put their hands up in the air. Say a flashcard (e.g. 'pig') and students have to quickly touch the correct card. Play a few rounds. After that, tell your students to close and to cover their eyes. Turn over one of the cards. Say “Open your eyes”. The students have to shout out the missing card.
6. Sing 'Old MacDonald'
Either stick the flashcards in the order of the song on the board or use the Old MacDonald song poster. First, practice the gestures (below) for the farmer and the animals. Then play the song and encourage your students to sing along with you as they do the actions.
Lyrics for 'Old MacDonald'
Verse 1:
Old MacDonald had a farm, E-I-E-I-O!
And on that farm he had a cow, E-I-E-I-O!
With a moo-moo here and a moo-moo there,
Here a moo, there a moo, everywhere a moo-moo,
Old MacDonald had a farm, E-I-E-I-O!
Verse 2:
Old MacDonald had a farm, E-I-E-I-O!
And on that farm he had a dog, E-I-E-I-O!
With a woof-woof here and a woof-woof there,
Here a woof, there a woof, everywhere a woof-woof,
Old MacDonald had a farm, E-I-E-I-O!
Verse 3:
Old MacDonald had a farm, E-I-E-I-O!
And on that farm he had a sheep, E-I-E-I-O!
With a baa-baa here and a baa-baa there,
Here a baa, there a baa, everywhere a baa-baa,
Old MacDonald had a farm, E-I-E-I-O!
Verse 4:
Old MacDonald had a farm, E-I-E-I-O!
And on that farm he had a duck, E-I-E-I-O!
With a quack-quack here and a quack-quack there,
Here a quack, there a quack, everywhere a quack-quack,
Old MacDonald had a farm, E-I-E-I-O!
Verse 5:
Old MacDonald had a farm, E-I-E-I-O!
And on that farm he had a pig, E-I-E-I-O!
With an oink-oink here and an oink-oink there,
Here an oink, there an oink, everywhere an oink-oink,
Old MacDonald had a farm, E-I-E-I-O!
Verse 6:
(Ok! Let’s do all the animals!)
'Cow!'
With a moo-moo here and a moo-moo there, Here a moo, there a moo, everywhere a moo-moo.
'Dog!'
With a woof-woof here and a woof-woof there, Here a woof, there a woof, everywhere a woof-woof.
'Sheep!'
(Sung): With a baa-baa here and a baa-baa there, Here a baa, there a baa, everywhere a baa-baa.
'Duck!'
With a quack-quack here and a quack-quack there, Here a quack, there a quack, everywhere a quack-quack.
'Pig!'
With an oink-oink here and an oink-oink there, Here an oink, there an oink, every-where an oink-oink.
Old MacDonald had a farm, E-I-E-I-O!
(download MP3 here)
Gestures for 'Old MacDonald'
There are a number of activities you can do as you sing along to the song:
- as you sing “Old MacDonald” pretend to pull out your overall straps with your thumbs
- as you sing the cow part gesture milking a cow
- as you sing the dog part use your hands to make dog ears on your head
- as you sing the sheep part gesture petting (patting) a sheep
- as you sing the duck part open and close your hands in front of your mouth like a duck’s bill
- as you sing the pig part push the tip of your nose down with your finger
We also have a video that you can stream in class to sing along with (Internet connection required):
7. Read classroom reader 'Old MacDonald's Farm Animals'
Let's follow the song with a reader which continues the story of Old MacDonald. Before class, download and print off the reader 'Old MacDonald's Farm Animals'. As you go through each page make the animal noises for the animal hiding on the page - get everyone joining in and shouting out what animal they think is making the noise and hiding - then turn the page to see if they were right, for example:
Teacher: (reading from page 2) 'What's that sound?'. Yes, what is that sound coming from the barn? ... (points at the barn) ... 'Moo! Moo!'
Students: Cow!
Teacher: Really? What sound does a cow make?
Students: Moo!
Teacher: Ok, let's check ... (turning to page 3) ... Yes! It's a cow. Well done everyone!
Get the students really involved in the story by asking lots of questions and getting them to guess which animals are making the noises.
After reading the story, give out a reader worksheet to each student and read through the story one more time (without stopping for questions, etc.) as students circle the animals in the story. Then go through the answers as a class.
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Alternatively, watch our video version of the reader (Internet connection required):
8. Do 'Match up the Animals 2' worksheet
To finish off this section of the lesson, give out the worksheets. As your students are doing the worksheets, ask questions (e.g. 'What animal is that?', 'What noise does it make?', etc.).
Wrap Up:
1. Assign Homework: 'Farm Animals Match' worksheet.
2. Wrap up the lesson with some ideas from our 'Warm Up & Wrap Up' page.