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Lesson 32: Animal Farm, Argumentative Writing, Part 5

50 min

California CCSS: Focus Standards

California CCSS: Supporting Standards

ELD Standards

Student Lesson

Lesson 32: Animal Farm, Argumentative Writing, Part 5

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Student Learning Objectives

Content

Students will draft and refine a complete argument body paragraph that supports their claim using evidence from Animal Farm, with clear reasoning that explains how each piece of evidence supports the claim.

Language

Students will strengthen their argument writing by revising for clarity, formal tone, and logical flow, using precise academic language and connectives (e.g., therefore, as a result, consequently, similarly).

Foundational Skills

Students will improve their writing through evaluation and revision of a model paragraph.

Essential Question

Why do revolutions rise, and why do some end up betraying their own ideals?

Connections to

Knowledge-Building:

Students deepen their understanding of how effective argument paragraphs synthesize literary and historical evidence to explain patterns in revolutions.

Enduring Understanding:

Revolutions often begin with strong ideals, but those ideals may be undermined when leaders consolidate power, manipulate information, or use fear to control others.

Future Lessons:

In Lessons 33 and 34, students delineate and evaluate an argument by Franklin D. Roosevelt.

Unit Performance Task:

Students are preparing to write a multi-paragraph argument responding to the prompt: Write an argument essay explaining how Animal Farm shows that revolutions can uphold or betray their ideals. The paragraph developed in this lesson can serve as a core body paragraph in that final essay.

Lesson Pacing

Lesson Flow	Purpose of Learning Experience
Launch5 Minutes	Students engage in a turn-and-talk discussion to identify and justify the strongest evidence supporting their claim, preparing them to write with purpose and clarity.
Literacy Lab10 Minutes	Students analyze a model body paragraph using the TREE structure to identify strengths and suggest specific improvements, especially in reasoning and cross-text connections.
Learning in Action30 Minutes	Part A: Independent Writing (W.8.1.a–e, W.8.4, W.8.9.a) Students independently write a complete, polished body paragraph. Part B: Peer Review (W.8.5) Students exchange paragraphs and use a focused checklist to provide each other with peer feedback.

Vocabulary

Vocabulary Addressed in Lesson

Not available for this lesson

Vocabulary for Additional Support

Not available for this lesson

Material List

Animal Farm by George Orwell
Unit 2 Lesson 32 Student Edition

Routines

Turn and Talk
Peer Review Protocol

Lesson Sequence

Students learn how to revise their body paragraphs using clear reasons, relevant evidence, transitions for cohesion, and a formal style.

Display the model argument body paragraph for the class. Have students read the model body paragraph to themselves.

Paragraph (Model): Animal Farm shows how revolutions can change into something different than what they started as because of the leaders. One clear example of this corruption is seen in Chapter X when the pigs finally adopt the physical traits of their former oppressors to show they are superior. When the pigs start walking on two legs and carrying whips, it proves that the revolution has betrayed the ideal of equality; as Orwell writes, “He carried a whip in his trotter” (p. 133), which recreates the same system of fear and mastery that Farmer Jones used. This shows that the leaders care more about their own status than the animals. Another example is at the end of the book when Napoleon announces to the humans that “The name ‘Animal Farm’ had been abolished” and changed back to Manor Farm (p. 140). Because of these things, the revolution ended up being a very bad thing for the animals who actually did the work.

Say: In Lesson 31, you used the TREE strategy to plan your paragraph:

T – Topic sentence R – Evidence E – Explanation E – Ending

Say: Today, we will evaluate this paragraph using the same structure to see what works and what needs improvement. We will also pay attention to the words, phrases, and clauses that connect ideas and to the formal style that makes an argument sound precise and credible.

Engage students in a guided analysis of the model paragraph using the following questions.

Ask: Where is the topic sentence (T) in this paragraph?
- The first sentence is the topic sentence because it introduces the main idea about revolutions changing due to leadership.
Ask: Does this topic sentence clearly explain why revolutions betray their ideals?
- The topic sentence is not specific. We can be more specific than “because of the leaders” and explain that revolutions fail when leaders become corrupt or take control of power.
Ask: What is the first piece of evidence (R)?
- The example of the pigs walking on two legs and carrying whips.
Ask: What does the explanation (E) do well here?
- It explains that the pigs are copying humans and recreating the same system of control, which shows the revolution has failed.
Ask: Which words or phrases help connect the evidence to the reasoning?
The clause “which recreates the same system of fear and mastery that Farmer Jones used” helps connect the quote about the pigs carrying the whips to the idea that the pigs have betrayed equality.
Ask: How is the second evidence example weaker than the first example?
- The second example is not fully explained. It mentions the name change of the farm, but it does not clearly explain how this connects to the betrayal of ideals.
Ask: How could we improve the second example and explanation?
- We could explain that changing the name back to Manor Farm erases the animals’ rebellion and shows that the pigs have fully returned to the old system of oppression.
Ask: Which words make the paragraph sound less formal than an argument essay should sound?
- The phrase “a very bad thing” sounds informal. A stronger phrase would be “a new form of oppression” or “a betrayal of the revolution’s ideals.”
Ask: Which sentence needs stronger cohesion to the topic sentence or claim?
- The last sentence needs stronger cohesion because “Because of these things” is too vague and does not clearly connect the evidence back to the claim.

Engage the students in revising several parts of the model paragraph together.

Say: Let’s revise several parts of the paragraph together to make it stronger. Notice how I add cohesive language that links the evidence back to the claim and replace vague wording with formal analysis.
- Model Revised Topic Sentence: Animal Farm shows that revolutions betray their ideals when leaders become corrupt and begin to adopt the same behaviors as the oppressors they replaced.
- Model Revised Transition and Explanation: Likewise, when Napoleon changes the farm’s name back to Manor Farm, he symbolically erases the rebellion, which shows that the pigs have abandoned the animals’ original goal of equality.
- Model Revised Ending: Together, these examples show that the pigs do not create a better system, but instead replace one form of tyranny with another.

PURPOSE

Support students in noticing what makes an argument paragraph stronger by analyzing how claim precision, evidence selection, and reasoning (TREE structure) work together to support an argument.

Affirm when students notice something is unclear, then guide them to name the specific writing issue (e.g., weak reasoning, vague language).

SAY / ASK

Invite multilingual learners to first explain their thinking orally and then shape it into formal academic language.

Prompt students to revise vague language in the model paragraph into more specific analytical language.

Emphasize that strong body paragraphs do not just retell events; they explain how evidence proves the claim.

Model how a weak statement can become more precise by naming the specific betrayal of ideals (e.g., equality, truth, shared power).

Reinforce that revision is a normal and necessary part of argument writing, not a sign that the first draft failed.

During discussion, ask students to identify whether the issue is in the topic sentence, evidence, explanation, or ending.

Recast broad responses into stronger academic language.

Expand student comments with precise verbs such as betrays, manipulates, distorts, reinforces, and symbolizes.

Highlight connectives that clarify logic, such as therefore, as a result, consequently, similarly, and this suggests.

“This claim is weak because ___.”

“A stronger version would be ___.”

“This evidence is weaker because it does not fully show ___.”

“This reasoning could be stronger if it explained ___.”

“The paragraph would be clearer if ___.”

“This example demonstrates that ___ because ___.”

WATCH FOR / SUPPORT IF NEEDED

Model combining ideas: “This is weak.” → “This reasoning is weak because it does not clearly explain how the evidence supports the claim.”

If students only say “make it better,” prompt: “What exactly should improve—claim, evidence, reasoning, or conclusion?”

If students summarize the paragraph instead of evaluating it, prompt: “Which sentence is doing the analytical work, and which sentence is too general?”

If students struggle to name the issue, prompt: “What ideal is being upheld or betrayed in this paragraph?”

Students identify at least one weakness in the topic sentence, evidence, explanation, or ending.

Students suggest a revision that makes the paragraph more analytical and precise.

Students use specific academic language rather than general praise or criticism (e.g., not just “good” or “bad”).

Connection to Today’s Learning

Say: Keep this example in mind as you write today. As you continue to draft your body paragraph, focus on making your claim precise, choosing strong evidence, and clearly explaining how your evidence supports your argument through clear transition words and phrases while also ensuring you use formal language.

Part A: Independent Writing (W.8.1.a–e, W.8.4, W.8.9.a) (15 minutes)

Drafting a Body Paragraph for Argument Writing

Students will write one full, polished body paragraph using the strategy they learned in the previous lesson and applying the writing skills they learned during the Literacy Lab of this lesson.

Say these Directions: Now you will write a full body paragraph using the TREE strategy from Lesson 31. Take out your claim from Lesson 26 and your paragraph from Lesson 31. Revise, extend, or rewrite your body paragraph from the previous lesson to include the following criteria.

Display the Body Paragraph Criteria:

A clear topic sentence connected to your claim
At least two pieces of relevant evidence (Animal Farm and/or examples from the Russian Revolution)
Clear and logical reasoning after each piece of evidence (explain why it matters)
A third comparison or example, if possible
A conclusion that connects back to your claim

Remind students of the following guidance:

Do not just retell what happened—explain how the evidence proves your point.
Use analytical verbs (demonstrates, reveals, reinforces, parallels).
Use connective words and phrases (as a result, therefore, consequently, similarly) to connect your ideas.
Make sure your Explanation (E) is the strongest part of your paragraph.
Make sure to use formal language to create a credible argument.

Teacher Tip
Provide the following sentence frames as needed: “This moment demonstrates that the revolution has betrayed its ideals because . . .” “This historical example strengthens the argument by showing . . .” “Similarly, this example reveals that . . .” “This contrast reveals that . . .” “Together, these examples show that revolutions collapse when . . .”

Teacher Tip

Provide the following sentence frames as needed:

“This moment demonstrates that the revolution has betrayed its ideals because . . .”
“This historical example strengthens the argument by showing . . .”
“Similarly, this example reveals that . . .”
“This contrast reveals that . . .”
“Together, these examples show that revolutions collapse when . . .”

PURPOSE

Help students draft a focused body paragraph that uses well-chosen evidence and clear reasoning to support an argument, following the TREE structure (Topic sentence, Evidence, Explanation, Ending).

Acknowledge students’ growing control over academic argument writing when they connect two texts around one idea.

SAY / ASK

Encourage students to use sentence frames as a starting point, then revise into their own voice.

Remind students to focus on one clear idea or reason that supports their claim rather than trying to explain multiple ideas in one paragraph.

Prompt students to pair each piece of evidence with reasoning that explains why the evidence matters (e.g., Explanation in TREE).

Encourage students to use cross-text evidence strategically—both examples should support the same idea, not introduce a new point.

Model how to embed quotations smoothly into sentences instead of dropping them:

Weak: “Napoleon uses fear.” “The dogs dashed straight for Snowball.”

Strong: Orwell illustrates this when the dogs “dashed straight for Snowball,” showing how fear is used to silence opposition.

Recast plot summary into argument language.

Expand student reasoning using causal and analytical language:

because, which shows that, therefore, as a result, this suggests

Highlight formal phrasing for argument writing:

This moment demonstrates . . .

This example reveals . . .

This historical example strengthens the argument . . .

Together, these examples show . . .

“This moment demonstrates that ___ because ___.”

“The quotation supports my claim by showing ___.”

“This historical example strengthens the argument because ___.”

“Similarly, this example shows that ___.”

“Together, these examples reveal that ___.”

“As a result, the revolution ___.”

WATCH FOR / SUPPORT IF NEEDED

“This happens when . . .” → “This demonstrates that . . .”

If a student includes evidence but not reasoning, prompt: “What does this evidence prove about the revolution’s ideals?”

If a student’s paragraph drifts into summary, prompt: “What is the one main point this paragraph is trying to prove?”

If students struggle with cross-text connection, prompt: “How does your second example connect to your first example?”

If quote embedding feels awkward, prompt: “Can you introduce the quote with your own sentence so it flows more naturally?”

Students write a clear topic sentence tied to their claim.

Students include two relevant pieces of evidence (Animal Farm + historical text).

Students provide two to three sentences of explanation (not summary) after each piece of evidence.

Students use formal tone, analytical verbs, and logical connectives.

The paragraph ends with a sentence that connects back to the claim.

Teacher Tip
To strengthen their writing, remind students that a body paragraph should focus on one clear idea or reason rather than summarizing multiple events. If students cannot explain their paragraph’s main point in one sentence, they likely need to narrow their focus. Remind students that when they shorten a quotation, they can use an ellipsis (. . .) to indicate omitted words. Proper punctuation helps quotations flow smoothly within their own sentences rather than interrupting the writing.

Teacher Tip

To strengthen their writing, remind students that a body paragraph should focus on one clear idea or reason rather than summarizing multiple events. If students cannot explain their paragraph’s main point in one sentence, they likely need to narrow their focus.

Remind students that when they shorten a quotation, they can use an ellipsis (. . .) to indicate omitted words. Proper punctuation helps quotations flow smoothly within their own sentences rather than interrupting the writing.

Situation	Try this
Struggling with: Explanations (Reasoning)	Have students use the prompt: “This matters because . . .” to connect evidence to their claim. Encourage students to extend this into two to three sentences of reasoning. Ex. This matters because the pigs originally promised equality and no violence among animals. When they begin to break these rules, it shows that they are abandoning the ideals of the revolution in order to maintain control.
Struggling with: Maintaining Formal Language	Provide students with a word bank of analytical verbs. E.g., symbolizes, manipulates, reinforces, contradicts, reveals, demonstrates Ask: Based on the context of your paragraph, which verb best explains what the character or leader is doing? The verb “manipulates” works better than “says” because it shows that the leader is controlling how others understand the situation rather than simply stating information.
Ready for extension: Counterclaims	Ask: What opposing idea or interpretation might challenge your claim? How could you respond to it using evidence? Someone might argue that the main betrayal of the revolution is the use of violence and executions. However, the pigs’ control over resources and the growing inequality on the farm also show how the revolution fails, as the animals end up in conditions similar to those before the rebellion.

Provide students with a confidence continuum (i.e., 1–5). As needed, model how to demonstrate a level of confidence using the continuum.

Reflection
Reflect on your ability to write an argument body paragraph responding to the prompt using the Reflection routine. How confident are you in writing an argument body paragraph that supports your claim with logical reasoning and relevant evidence?

Reflection

Reflect on your ability to write an argument body paragraph responding to the prompt using the Reflection routine.

How confident are you in writing an argument body paragraph that supports your claim with logical reasoning and relevant evidence?

Part B: Peer Review (W.8.5) (15 minutes)

Peer Review Protocol

Have partners use the following Body Paragraph Checklist to read each other’s paragraphs and provide feedback.

Say these Directions: Now you will exchange your paragraph with a partner. Read your partner’s paragraph carefully from beginning to end before giving feedback. As you read, use the checklist to evaluate how clearly your partner has written their argument paragraph using the TREE structure.

Body Paragraph Checklist

✔ Topic sentence clearly tied to claim

✔ At least two pieces of relevant evidence (Animal Farm and/or examples from the Russian Revolution)

✔ Reasoning explains why, not what happened

✔ Evidence is embedded and cited properly

✔ Conclusion clearly connects back to the argument claim

✔ Writing is clear and formal

✔ Verbs maintain a consistent voice and mood and avoid awkward shifts.

Transition students into giving feedback to their partners using the Body Paragraph Checklist.

Say these Directions: Give your partner one glow (something they did well) and one grow (something they could improve upon) suggestion.

Teacher Tip
Provide the following sentence frames to guide peer feedback if needed “One strength of your paragraph is ___ because ___.” “Your evidence is strong because ___.” “One area to improve is ___ because ___.” “You could strengthen your reasoning by explaining ___.” “This part is unclear because ___.”

Teacher Tip

Provide the following sentence frames to guide peer feedback if needed

“One strength of your paragraph is ___ because ___.”
“Your evidence is strong because ___.”
“One area to improve is ___ because ___.”
“You could strengthen your reasoning by explaining ___.”
“This part is unclear because ___.”

Instruct students to revise their paragraphs based on peer feedback.

Revision Step

Say these Directions: After receiving feedback, revise your paragraph. Make at least one specific improvement to your reasoning, clarity of your topic sentence, or the connection between your examples. Focus on improving:

reasoning (Explanation)
clarity of your topic sentence
the connection between your examples
formal style

PURPOSE

Support students in giving and applying peer feedback that improves argument clarity, evidence, and reasoning, using the Body Paragraph Checklist and TREE structure.

Position peer review as collaborative thinking, not correction.

Affirm that noticing a gap in a partner’s reasoning is evidence of strong analytical reading.

SAY / ASK

Encourage students to revise using feedback as a way to strengthen their argument, not fix mistakes.

Model the difference between feedback on content and feedback on effectiveness.

Content: “You included two examples.”

Effectiveness: “Your second example needs more explanation to show how it supports your claim.”

Remind students that peer review should focus on whether the paragraph proves its point clearly.

Encourage students to use the checklist language when giving feedback so comments stay specific and useful.

Prompt students to revise immediately after feedback while ideas are still fresh.

Reinforce that strong feedback focuses on the Explanation (E)—whether the reasoning clearly explains why the evidence matters.

Recast vague peer comments into actionable feedback.

Expand glow and grow responses with precise terms such as “topic sentence,” “embedded quote,” “reasoning,” “formal style,” and “logical connection.”

Highlight connective phrases for peer response, such as “one strength is,” “one place to clarify is,” and “this would be stronger if.”

“One strength of this paragraph is ___.”

“One place to improve is ___.”

“This evidence is relevant because ___.”

“This reasoning needs to explain more clearly why ___.”

“This sentence would be stronger if ___.”

“The paragraph connects back to the claim when ___.”

WATCH FOR / SUPPORT IF NEEDED

“It’s good” → “Your topic sentence clearly explains your main idea.”

If students focus only on grammar, prompt: “Does the paragraph clearly prove the claim?”

If students say “it’s good,” prompt: “Which exact sentence is strongest, and why?”

If students struggle to evaluate reasoning, prompt: “After the quote, does the writer explain why the quote matters?”

Students give one specific glow and one specific grow.

Students use checklist language to ground feedback.

Students revise based on peer feedback.

Students identify whether reasoning explains why, not just what happened.

Situation	Try this
Struggling with: Evaluating Reasoning	Have students circle the "Reasoning" section in their partner’s work to see if it actually explains why the evidence proves their claim. Ex. “This sentence does/does not support the evidence that ___.” Example feedback: “This explanation does not fully support the evidence because it describes what happened but does not explain why it matters for the revolution’s ideals.”
Struggling with: Evaluating Quote Embedding	Have students read the "Evidence" sentence aloud to check if the quote flows naturally within the student's own words or if it feels "dropped" in. Ex. “Does this sentence sound like it flows? If I say it out loud, does it sound natural?” Example feedback: “This quote feels dropped into the sentence. You could introduce it with your own words so it connects more clearly to your idea.”
Ready for extension: Strong Verbs	Ask: Are there any verbs that your partner used that could be stronger? My partner used “lied,” but “manipulated” would be stronger because it shows intentional control over how others understand the situation.

Lesson 32 Writing Rubric: Argument Body Paragraph — Polished Draft

Writing prompt: Independently write a complete, polished body paragraph for your argument essay about how propaganda in Animal Farm protects or corrupts the revolution’s ideals. Your paragraph must include a topic sentence, embedded evidence from the novel, and reasoning that explains the connection to your claim.

Criteria	1 — Beginning	2 — Developing	3 — Proficient
Claim & Topic Sentence (W.8.1.a) Connect to the Essay’s Claim	The topic sentence does not connect to the essay’s main claim or does not address how propaganda protects or corrupts ideals.	The topic sentence names the propaganda technique being analyzed, but the connection to the essay’s main claim is vague or implicit.	The topic sentence clearly names one aspect of how propaganda protects or corrupts ideals and connects it directly to the essay’s central argument about Animal Farm.
Evidence & Analysis (W.8.1.b) Embed Evidence + Explain	Evidence from Animal Farm is missing or dropped in without a signal phrase. No reasoning connects the evidence to the claim.	Evidence is embedded with a signal phrase, but the reasoning is brief. The explanation describes what the evidence shows without fully analyzing how it supports the argument.	Evidence from Animal Farm is accurately embedded with a signal phrase and analyzed with clear reasoning. The explanation shows how this specific piece of evidence demonstrates the claim about how propaganda protects or corrupts the revolution’s ideals.

Criteria

1 — Beginning

2 — Developing

3 — Proficient

Claim & Topic Sentence

(W.8.1.a)

Connect to the Essay’s Claim

The topic sentence does not connect to the essay’s main claim or does not address how propaganda protects or corrupts ideals.

The topic sentence names the propaganda technique being analyzed, but the connection to the essay’s main claim is vague or implicit.

The topic sentence clearly names one aspect of how propaganda protects or corrupts ideals and connects it directly to the essay’s central argument about Animal Farm.

Evidence & Analysis

(W.8.1.b)

Embed Evidence + Explain

Evidence from Animal Farm is missing or dropped in without a signal phrase. No reasoning connects the evidence to the claim.

Evidence is embedded with a signal phrase, but the reasoning is brief. The explanation describes what the evidence shows without fully analyzing how it supports the argument.

Evidence from Animal Farm is accurately embedded with a signal phrase and analyzed with clear reasoning. The explanation shows how this specific piece of evidence demonstrates the claim about how propaganda protects or corrupts the revolution’s ideals.

Lesson Texts

Novel

Animal Farm

George Orwell

Status updates

California CCSS: Focus Standards

California CCSS: Supporting Standards

ELD Standards

Student Learning Objectives

Essential Question

Connections to

Lesson Pacing

Vocabulary

Vocabulary Addressed in Lesson

Vocabulary for Additional Support

Lesson Sequence

Connection to Today’s Learning

🎯PURPOSE

🗣️SAY / ASK

👁️WATCH FOR / SUPPORT IF NEEDED

Part A: Independent Writing (W.8.1.a–e, W.8.4, W.8.9.a) (15 minutes)

🎯PURPOSE

🗣️SAY / ASK

👁️WATCH FOR / SUPPORT IF NEEDED

Reflection

Part B: Peer Review (W.8.5) (15 minutes)

🎯PURPOSE

🗣️SAY / ASK

👁️WATCH FOR / SUPPORT IF NEEDED

Quick Write

Lesson Texts

PURPOSE

SAY / ASK

WATCH FOR / SUPPORT IF NEEDED

PURPOSE

SAY / ASK

WATCH FOR / SUPPORT IF NEEDED

PURPOSE

SAY / ASK

WATCH FOR / SUPPORT IF NEEDED