(1) Writing/purposes. The student writes in a variety of forms. The student is expected to: (A) write in a variety of forms with an emphasis on literary forms such as fiction, poetry, drama, and media scripts; (C) write in a voice and style appropriate to audience and purpose; (21) Viewing/representing/production. The student produces visual representations that communicate with others. The student is expected to: (A) examine the effect of media on constructing his/her own perception of reality; (B) use a variety of forms and technologies such as videos, photographs, and web pages to communicate specific messages; (D) create media products to include a ten- to fifteen-minute investigative documentary, ad campaigns, political campaigns, or parodies to engage specific audiences; and (9) Reading/variety of texts. The student reads extensively and intensively for different purposes in varied sources, including British literature, in increasingly demanding texts. The student is expected to: (A) read to be entertained, to appreciate a writer's craft, to be informed, to take action, and to discover models to use in his/her own writing; (C) read British and other world literature, including classic and contemporary works; and (D) interpret the possible influences of the historical context on a literary work. (10) Reading/culture. The student reads widely, including British literature, to increase knowledge of his/her own culture, the culture of others, and the common elements across culture. The student is expected to: (A) recognize distinctive and shared characteristics of cultures through reading; (B) compare text events with his/her own and other readers' experiences; and

Objective 4 The student will, within a given context, produce an effective composition for a specific purpose. Objective 5 The student will produce a piece of writing that demonstrates a commmand of the conventions of spelling capitalization, punctuation, grammar, usage, and sentence structure.

Students will read Animal Farm looking at various characters and how the author creates those characters.  Students will analyze such things as dialogue, indirect and direct characterization, and description.

Students will be led to ask questions such as the following: 1. How are the literary characters like real world people? 2. Who would these characters most emulate in today's society? 3. How can I relate to the characters? 4. What would I do if this character were running for office?

During and after the in-class reading. students will choose a character from the novel who reflects the characteristics of someone in their life (parent, hero, neighbor, etc.).  Students will compare and contrast the two and create a multimedia presentation of their choosing along with an essay in which they make their "character" analysis.

K--Students will choose a character and identify a modern day equivalent. C--Students will compare the two persons. A--Students will determine how the two persons are similar. A--Students will deduce how the modern day equivalent of the character demonstrate their power. S--Students will compose a letter to the editor and produce a pro/con political advertisement. E--Students will justify their stand to the class.

504 modifications and IEPs will be followed. Other accomodations include, but are not limited to, the follwoing: extended time, shortened letter, AM/PM individual help, etc.

Students will use available technology including, but not limited to, the following: internet, powerpoint, video camera, digital photography, word processing, etc..

ResourcesTeacher, librarian, novel, lirary aides, history teachers, databases, TV, advertisements in community, teacher annotated materials.