Lesson 7: Animal Farm, Explanatory Writing, Part 1

Review the 3 Column Chart from Lesson 6 with students in preparation for the writing task.

• Say: In the previous lesson, we analyzed how Squealer uses propaganda to convince the animals that the pigs deserve the milk and apples. In this lesson, we will turn that close reading analysis into explanatory writing. Your writing task will be to explain how Squealer influences the animals’ beliefs and actions, not just identify the rhetorical techniques he uses.

Say these Directions: Take out Animal Farm and your 3 Column Chart from the previous lesson. Review your chart and answer the following question:

• What propaganda techniques did we see Squealer using at the end of Chapter III? Which lines were the strongest examples of persuasion?

  • Squealer used rhetorical techniques like fear and symbolism. An example is when he says, “Do you know what would happen if we pigs failed in our duty? Jones would come back!” (p. 36) This persuasive statement shows how Squealer is using fear to explain the pigs taking all the milk and apples. Another example is “Milk and apples (this has been proved by Science, comrades) contain substances absolutely necessary to the well-being of a pig.” (pp. 35–36) This quote shows Squealer using symbolism as a way to convince the animals that the pigs need the apples and milk for their health.

Connection to Today’s Learning

• Say: Today, we will explore how these propaganda techniques influence the animals in Animal Farm through explanatory writing.

Review how Orwell uses asides and passive voice in Animal Farm.

Language Study

Say these Directions: Read the target sentence. Review how the author uses an aside and passive voice in his writing.

Target Sentence: “Even when it was resolved—a thing no one could object to in itself—to set aside the small paddock behind the orchard as a home of rest for animals who were past work, there was a stormy debate over the correct retiring age for each class of animal.” (Chapter 3)

Read the sentence: Read the sentence aloud, modeling fluent reading.

• Say: This sentence appears in Chapter 3 in the description of the Sunday Meetings. Immediately before this sentence, it is said that Snowball and Napoleon never agreed on anything.

Chunking the sentence: Underline the section of the sentence: “Even when it was resolved . . .” Reread the chunk and have students chorally repeat.

• “Even when it was resolved—a thing no one could object to in itself—to set aside the small paddock behind the orchard as a home of rest for animals who were past work, there was a stormy debate over the correct retiring age for each class of animal.”

• Say: The beginning of this sentence sets up that there was something that happened after a decision was resolved, meaning agreed upon.

Prompt students to discuss the meaning of the sentence so far.

• Ask: Knowing that Snowball and Napoleon never agreed on anything, what does it suggest happens after the decision was resolved?

  • It suggests that even after the animals agreed to create a retirement area, Snowball and Napoleon still argued about the details. This shows that their disagreements continued despite reaching a general decision.

• “Even when it was resolved—a thing no one could object to in itself—to set aside the small paddock behind the orchard as a home of rest for animals who were past work, there was a stormy debate over the correct retiring age for each class of animal.”

Reread the bolded segment and have students chorally repeat.

• Say: This portion of the sentence is called an aside, or sometimes a parenthetical clause. It is extra information that is placed in the middle of a sentence to give context or to explain something further. The clause can be separated by dashes, parentheses, or commas. In this aside, the “thing” is the same subject as the beginning of the sentence. To object means to disagree or stand against something.

Prompt students to discuss the meaning of the sentence so far.

• Ask: What do you think this aside is adding to this sentence?

  • The aside emphasizes that the idea itself was reasonable and not controversial. It highlights that the debate was not about whether the animals deserved rest, but about how the plan should be carried out, revealing ongoing tension among the leaders.

• “Even when it was resolved—a thing no one could object to in itself—to set aside the small paddock behind the orchard as a home of rest for animals who were past work, there was a stormy debate over the correct retiring age for each class of animal.”

Reread the bolded segment and have students chorally repeat.

• Say: Finally, we are discussing the decision that was agreed upon. This portion of the sentence contains passive voice elements. We use passive voice when we want to focus on the object or person that experiences the action, and not focus on who is doing the action. (As in, ‘Mom’s favorite plate got broken,’ instead of ‘I broke Mom’s favorite plate.’) We can also use the passive voice when we want to emphasize something that is contrary to another fact, or to express uncertainty. The words “it was resolved . . . to set aside the small paddock” use the passive voice.

Prompt students to discuss the meaning of the sentence so far.

• Ask: What reason does the author have to use the passive voice in this sentence?

  • The passive voice shifts the focus away from who made the decision and toward the decision itself. This suggests the agreement may have been presented as a collective choice, which can make it seem more official or less open to challenge.

• “Even when it was resolved—a thing no one could object to in itself—to set aside the small paddock behind the orchard as a home of rest for animals who were past work, there was a stormy debate over the correct retiring age for each class of animal.”

Reread the bolded segment and have students chorally repeat.

• Say: In the last portion of the sentence, figurative language is used to describe the debate. “Stormy” refers to the tensions present among the animals as Snowball and Napoleon disagreed.

Prompt students to discuss the meaning of the sentence so far.

• Ask: What does this sentence say about the things that the pigs can and cannot agree on?

  • The sentence suggests that the pigs can agree on broad ideas, like caring for older animals, but they struggle to agree on the details. This reveals ongoing rivalry and hints that leadership decisions may be shaped by conflict rather than unity.

Connection to Today’s Learning

• Say: Analyzing sentence structure will help us not only further understand Animal Farm but will also help inform our own writing. Paying attention to how Orwell’s use of language helps us, the reader, see how propaganda can be used to influence others’ actions and beliefs. You can use techniques like passive or active voice and asides in your writing today to communicate your claim and explanation.

Part A: Preparing to Write (W.8.5, W.8.9.a) (10 minutes)

Explain the writing assignment to students.

Say these Directions: Read the writing prompt below:

• How does Squealer use propaganda in his speech to influence the animals’ actions and beliefs?

Explain how to write an explanatory paragraph about Squealer’s use of propaganda. Display the following three steps:

Explanatory Paragraph Writing Steps

1. Introduce the rhetorical technique and make a claim.

2. Embed quotes/evidence.

3. Explain what belief/action the technique leads to.

• Say: In your paragraphs about Squealer’s propaganda, you first need to make a claim. In this case, you will introduce the rhetorical technique that Squealer used. Second, you will embed the quotes that support your claim. Then, you will explain the effect that the technique had on the animals’ actions and beliefs. Lastly, you will write one sentence that concludes your point and supports the claim. Your paragraph is a short argument: you are making a claim about how propaganda shapes belief and action and proving it with evidence. Remember to use a formal writing style when drafting your paragraph.

Provide students with the 3 Column Chart to outline their ideas before writing their paragraph.

• Say: Use the 3 Column Chart to outline your ideas. Title the columns “Rhetorical Technique,” “Quote/Evidence,” and “Effect on the Animals’ Actions and Beliefs.”

Consider modeling a sample response if needed.

Part B: Analyzing Propaganda in Writing (RL.8.1, RL.8.3, W.8.2.a-b, W.8.2.f, W.8.4, W.8.9.a) (20 minutes)

Remind students of the writing skills and strategies they learned in Unit 8.1. Instruct students to think about applying these skills and strategies when writing their explanatory paragraphs. Display the following writing skills and strategies practiced in Unit 8.1.

Say these Directions: Write your own paragraph using the following writing prompt:

• How does Squealer use propaganda in his speech to influence the animals’ actions and beliefs?

  • Squealer uses propaganda to convince the animals that the pigs deserve special privileges. He appeals to fear when he warns, “Surely . . . there is no one among you who wants to see Jones come back” (p. 36), suggesting that questioning the pigs could bring back their former suffering. He also uses symbolism when he claims that milk and apples “contain substances absolutely necessary to the well-being of a pig.” (pp. 35–36) This idea of the pigs needing sustenance makes the animals believe the pigs must stay healthy to protect the farm. As a result, the animals accept giving up the milk and apples because they think it is necessary for their own safety. Squealer’s speech, infused with propaganda, adds to the animals’ trust in the pigs’ decisions, even if the arrangement is unfair.

As you write, remember the writing skills and strategies you learned in the last unit.

• Using verbals

• Using transition words/phrases to clarify relationships among ideas

• RACE writing strategy

• Using commas to signal pauses or clarify meaning

• Combining sentences

• Using ellipses in quotations to indicate omitted text

When students complete their writing, place them in pairs to complete a peer review.

Iterative Conversation

Once the students have finalized their paragraph writing, transition the students into partners.

Say these Directions: Exchange your writing with your partner and check for:

1. Rhetorical techniques identified and claim made

2. At least two quotes or evidence

3. Clear explanation of belief and action influenced by a rhetorical technique

4. Concluding sentence that supports the claim

Provide your partner with feedback. Then, revise your paragraph to make it clearer and more concise based on the feedback you received.

• Say: As you revise, check that your paragraph uses correct capitalization, punctuation, and sentence structure so your writing is clear to the reader.

Lesson 7 Writing Rubric: Explanatory Paragraph — Squealer’s Propaganda

Writing prompt: Write a formal explanatory paragraph analyzing Squealer’s use of propaganda techniques and the effects on the other animals’ beliefs and actions in Animal Farm.

Turn-and-Talk

Say these Directions: Turn and talk to a partner to discuss the following prompt:

• What skills and strategies did you use to help you produce clear and coherent writing about the topic?

  • (Student responses may vary.) I used sentence combining to help me connect the influence of the rhetorical technique to the other animals’ actions and beliefs. I used the RACE writing strategy to organize my paragraph and to make sure I answered the claim, and I included evidence and an explanation.

Introduce the homework to complete before the next lesson:

Read Chapter IV of Animal Farm. After you read, respond to the following question in your Journal:  

• How is the Battle of Cowshed described in this chapter?