Animal Farm and literary devices Lessons 1-3

Though this would be my second time teaching the spectacular tale that is Animal Farm, it still hasn't dulled the enormity that it took to come up with such a masterpiece. I can see why adults in their 40s-50s I know who studied this in their teens and still remember it

We looked at the characters, those who really impact the story; as well as chapters 1-4

Lesson 1

https://drive.google.com/file/d/1yQN9y7ReMuS4D43pSsVKlY9aWAARDI9k/view?usp=drivesdk

Lesson 2

With an understanding of English literary devices

https://drive.google.com/file/d/1hXF963P8bz7P4PJziJD_z-aJUH4TEWaU/view?usp=drivesdk

Lesson 3

Same for this too

https://drive.google.com/file/d/1h-Q5pu2PYCw84h8nE3458qd5MxV3iSTP/view?usp=drivesdk

Bargaining with the Birds

This would be my go at the literature pilot reading programme.

In about a week we would have gone to four schools to hopefully interest them in Lit. Today I'm dealing with solely Sec 2 students

The author is a  fan and an avid reader of Animal Farm. Aren't the covers gorgeous?

I love my timeline pieces. Seeing them reconstruct, like how I did before, was so amusing

 

My precious ballot box to house a truly brilliant sentiment of a voting slip

It was wonderful teaching them what it means to spoil the vote. They really got into it

My voice closed the session. I wanted them to think about the consequences of voting purely on hearing the candidate's articulate speech. How much can you trust?

Of course when it came down to it... I think they (the majority who kindly voted for him) really felt the weight of voting once I told them: Robert lied. (Noted from 'lessons learnt' in the feedback form)

*queue dramatic music: dun-dun-duuuuuuun♫*