Active Reading Qs
Key/Power Standards:
RL.8.2. Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text.
RL.8.3. Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision.
W.82: Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.
W.8.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
Big Ideas
“Idea generation” is a challenging skill to develop in student writers, far more cognitively challenging than essay or paragraph organization. Cultivating an active mindset, an excitement for brainstorming and finding connections, a questioning style, and a close engagement and connection to the text, helps get students into a fertile, idea-generative mindset. This needs to become a habit of mind and therefore should be practiced frequently, perhaps three times a week in Active Reading Questions (ARQs).
Essential Questions:
Overarching: How can frequent writing sharpen us as readers? How does writing reflect and refine our thinking? If writing reflects thinking, can writing about what we read make us more thoughtful readers?
Topical: Can we learn about connections among the elements of fiction, such as connections between setting and character, plot events and character development, setting and mood/atmosphere, plot and theme?
Enduring Understandings:
Overarching: Having students generate their own questions produces a sense of ownership, and the combination of personal curiosity (perhaps relating to identification with a character or situation or sense of vivid visualization) and ownership (which has the element of personal choice) has a stimulating effect on the mind and, in effect, propels it to explore and evaluate the reading more reflectively. This is the goal of using Active Reading Questions.
Topical: With ARQs, students explore readings and form questions about the content, such as characters, plot, word choices, figurative language, and style. Students need to use the language of these literary elements and apply these terms to their discussion.
Content
What students will know
* what makes for a quantitatively developed response. Students are expected to write 100 words. Since this is to be done after every other reading assignment, it’s not meant to be of essay length, but it is meant to be a thoughtful exploration of 100 words. Some students will inevitably go beyond that, because once ideas start flowing, that’s what happens. Other students will need to be reminded to develop their ideas to reach that level of elaboration.
* how to use brainstorming questions to stimulate the mind, including the all-purpose “What else can I say?” reader-text connector.
* how to research a topic or theme or character’s role in various parts of a chapter or reading assignment; how to broaden support.
* what makes for a qualitatively thorough, reflective response to show an engaged interaction with the text. In the classroom, we will examine a number of student writing examples to see how they reach or approximate an expected level of development and engagement.
Skills
What students will do:
Students share their paragraphs with the class. A student (or a chosen classmate) reads his or her individual, exemplary or illustrative paragraph aloud to the class, after which comments are invited or observations and instruction follows. Or we do a peer reading, in which each student prints out and displays his or her paragraphs, and classmates make their way around the room, giving a holistic response to student paragraphs, responding with positive comments and constructive suggestions. Paragraphs are then put on our Word Wall, using the 10 categories delineated below, so we can build our collective understanding of a thorough engagement and resourceful response to the variety of options.
Here are directions, options and examples of student writing from Animal Farm, Chapter 6 and Chapter 7 (Students had a choice of writing about either of these chapters.):
2. Describe your thoughts or views in a paragraph of about 100 words on a specific topic, situation, or event in the reading.
2: Describe your thoughts and views: In Chapter 7, Napolean puts together a mass killing of animals on the farm. They step forward to confess to crimes they "committed," and Napoleon had them slaughtered in front of all the other animals. I think that this is awful, what Napoleon did to the animals reminds me very much of what Josef Stalin did. They both put together a mass killing of their own people. This is very sad, because if only the animals could realize that Napoleon is an awful dictator, all of their problems would be gone, if they could overthrow him. I also think that it becomes clear that Napoleon's intentions aren't for the good of the animals, because he has the innocent animals watch the horrible slaughter of their families and friends. If he had the good of the animals in mind, he wouldn't have them witness that. -- S. H.
2: Describe your thoughts and views: In my opinion, Napoleon has way too much power on Animal Farm. He is completely taking control. He is living in the farmhouse on beds, which in the original seven commandments it says that no animal can sleep on a bed. After the windmill gets destroyed, he puts the total blame on Snowball. I, however, think that it was the storm that knocked down the windmill, and the pig prints are, in fact, Napoleon's prints. It makes absolutely no sense that Snowball would come back to the farm after he was chased out of it, and knock down a windmill during a vicious storm. Anything Napoleon says, the animals will agree with, which I think is completely outrageous. The animals need to stand up to Napoleon and take him out of power. -- M. L.
2: Describe your thoughts and views: At this point, I am completely shocked. I never expected Napoleon to have this tremendous power. At the beginning, I thought that the animals were not the smartest and were pretty gullible. Even though they still are, they still have their bright moments. For example, the chickens and Boxer actually thought about rebelling against the tyranny of Napoleon and his gang. They even took action. Another event that shocked me was when the animals confessed their crimes boldly, despite the fact that they were to be slaughtered right on the spot. It took guts for them to reveal their hidden crimes and their connections to Snowball.
The greatest shocking event that tickled my mind was Napoleon's power over all the animals. At this point, the puppies were fully grown dogs. The dogs are very obedient to Napoleon and help him get whatever he wants. In the beginning, I knew that the system in Animal Farm would turn out to be something similar to a dictatorship. I predicted that the animals would be slaves and work for the dictator. But once I read chapter seven, my hypothesis was completely wrong. Numerous animals got slaughtered. -- S. K.
2: Describe your thoughts and views: My feelings on this chapter are skepticism. I am questioning how Snowball single handedly destroyed the windmill and why he would get revenge. It is not like Snowball to exact revenge on someone. I think Snowball either had help or it was Napoleon just trying to blame someone and frame snowball. -- P. K.
2: Describe your thoughts and views: I found it shocking that the dogs and even Napoleon killed the other animals just because they confessed to their participation in a conspiracy with Snowball. The dogs even started attacking other animals. Boxer could deal with them, but other animals such as pigs, and hens died because of the attacks of the dog. -- P. C.
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3.) "Three Adjectives and Explanations”: (NEW!) Come up with three adjectives to describe your feelings, reactions, or observations about the reading and list them in your first sentence. Then describe what you mean by them in several sentences. Make sure your answers are in complete sentences. The whole response should be 100+ words. Aim to be specific.
"Three Adjectives and Explanations”: This night's reading was very surprising, sad, and maddening. It was surprising, because of the actions that Napoleon took to end all of the lives of the conspirators, sad because so many lives perished, and maddening because of the extremities that Napoleon reached and how he has changed the farm from the values that they tried to reach through the rebellion. -- V. R.
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4.) Summarize five pages (or five diary entries) from this reading assignment with a sentence each. Try to find pages that have topics or subject matter that is related, so there is a theme across these separate pages. Make each sentence complex or well-modified, such as with a participial phrase or appositive. Aim for 20+ words per individual summary, 100 total. (Write down the page number before each sentence.)
pg 66: After the windmill was destroyed by a large gust of wind, the animals resolved to rebuild it, even stronger than before.
pg 67: In January, there was a shortage of food, resulting in a reduction of rations for the animals.
pg 69: The hens protested Napoleon's order that they surrender their eggs, but after their rations were cut, they eventually capitulated and went back to their nesting boxes.
pg 70: Napoleon was trying to sell some wood to the neighboring farmers, but everytime he seemed to be ready to sell to one farmer, Snowball was said to be there; meanwhile, rumors raged that Snowball infiltrated the farm at night, causing mischief.
pg 73: Squealer said that Snowball had been planning to surrender the field to the men, but his plan was foiled by Napoleon, who led a strong counter-attack, and drove off the humans. -- D. W.
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Page 54: The animals continued working all year long, and the Napoleon announced that their would be voluntary work on Sundays, but their food rations would be cut in half if they did not work on Sunday.
Page 56: The process of building the mill was described as long, and laborious, and how Boxer was always saving the group when the rocks started sliding down, and that even though he was warned to not overstrain himself, he seemed to think Napoleon was always the answer.
Page 60: The humans started to accept the animals and started calling it Animal Farm, especially since Mr. Jones left for another farm, and other animals began to believe Napoleon was going to enter a business with other humans.
Page 63: One morning in November the animals see the windmill in ruins, and then Napoleon accuses Snowball of destroying the windmill.
Page 64: Napoleon then continues on, and places a death sentence on Snowball, and that if anybody captures him alive they will get a bushel of apples, the other animals were shocked at his proclamation. Then footprints were found and Napoleon declared they were Snowball's. -- A. Z.
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5.) A Character's Influence. Identify a character and discuss in a paragraph of 100 words how this character influences another character or move the plot along through things the character thinks, feels, says, and/or does.
5. A Character’s Influence: Napoleon, the pig who takes on the role of leader, uses his power to persuade the animals into agreeing with him and supporting him. This power is also terror. The animals are too afraid to protest. By turning the farm against Snowball, he can gain the trust of the animals. Aided by Squealer, Napoleon creates stories about Snowball and blames him for breaking the windmill and being linked to Mr. Jones. He punishes the animals that he can associate with Snowball. The other animals, although hesitant, believe Napoleon. Most of the animals are not intelligent enough to argue with their leader. -- L. B-H.
5) A Character's Influence: Squealer has a large influence over the rest of the animals by keeping them from questioning Napoleon's actions as "Leader". When the animals think they remember a resolution about not trading with humans, not living in the farmhouse, and not sleeping in beds, Squealer convinces them otherwise. And because of this, the pigs get away with breaking the laws and ways of Animal Farm. -- J. S.
5) A Character's Influence. Squealer is greatly influencing the other animals on the farm. Whenever Napoleon does something or makes a new law that bothers the other animals, Squealer is always the one that reassures the animals that Napoleon is right. For example, when Mr. Whymper comes to the farm as an assistant for trade, the other animals are disturbed-they always thought that any interactions with humans was prohibited. However, Squealer steps in, and says that such law was never made, and if they thought that something like that was made, Snowball is messing with their minds. This convinces the animals, and reassures them that trade with humans is okay. By doing this, Squealer is influencing the others to just go with whatever Napoleon says. Squealer convinces the animals many times when they are in doubt, and eventually, the animals are going to just blindly obey. -- D. S.
5.) A Character's Influence: Boxer is a dim-witted horse but makes up for it in his strength and willingness to follow orders. "His two slogans 'I will work harder' and 'Napoleon is always right,' seemed to him a sufficient answer to all problems." (Page 43) Boxer puts most of his energy into working harder to build the windmill. He motivates and is admired by the other animals by his generosity to work harder and more hours than anyone else on the farm. Clover always warned him not to overstrain himself with all this extra work but he feels that it is his duty to continue to help no matter what the cost may be. Boxer's strength was equal to the combined force of all the animals on the farm; with him the farm was quite successful. He showed others that no matter how hard it got, Animal Farm was worth it by continuing to work harder and harder each day. Boxer was a very lively animal who embodied what the pigs wanted all the other animals to be to make Animal Farm a success; a hard working, dedicated, and easily-manipulated animal... -- S. S.
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6.) Stepping stones or Plot Events and Commentary List, with numbers, a sequence of six plot events in the reading and, in two sentences, tell why this order was necessary, make an interpretive comment about some of the events, or identify a theme that emerges. 100 words.
6. Plot Events and Commentary:
1. The animals start rebuilding the windmill, only this time, they are building it wider and thicker.
2. The farm goes low on food, all of the animals rations are decreased.
3. The hens rebel, refusing to allow their eggs to be sold.
4. The animals "discover" that Snowball had been making trips to the farm, even though there is no proof.
5. The dogs kill many of the other farm animals, mostly with very bad reasons.
6. The song "Beasts of England" is outlawed by the pigs, on the reason that "it was no longer needed," but it is probably because it is seeming rebellious against the pigs.
I cannot say that this order of the events was necessary, but it is more cause and effect. The animals concentrate on building the windmill, so they get less food because they aren't working on food as much. The food goes low, so they need to sell the eggs, but the hens don't want to, so they rebel. Napoleon is also losing support because the food is so low, so he makes himself look better by blaming everything on Snowball, whether or not it was true. Then, the dogs start killing all the animals that "had contact with Snowball." Maybe that was just an excuse so that there would be more food for the rest of them, maybe there wasn't any reason. But then, the other animals are sad, and they sing "Beasts of England," taking comfort in that, but the pigs outlaw it, probably just because it seems rebellious. -- D. G.
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7.) "Wait a minute" or “Fix up the Mix-Ups”: Describe confusions you have about situations or characters, and how by going back and rereading a passage, you could fix or clarify your understanding. Try to make this 100 words, or do another topic as well so you have put down about 100 words.
7. “Fix up the Mix-ups”: I am confused by the fact that the pigs would start sleeping in beds. The fourth commandment says "No animal shall sleep in a bed." The pigs then started to sleep in beds, and they tried to cover up for it by saying that this was allowed only if sheets were not used. They said that sheets were a human invention and that they were not to be used. Why, then, would the pigs break the fourth commandment and try to cover that up? Squealer keeps asking "Surely none of you wishes to see Jones back?" However, Squealer is acting more like Jones than any other animal. -- J. K.
7. “Fix up the Mix-ups”: When Napoleon had threatened to hurt/harm anyone who was seen feeding the hens, due to their strike on giving up their eggs, I was confused on whether or not the rest of the animals were on his side or not. They all were in shock when he brought up the idea of selling the eggs, but I wasn't quite sure if the animals actually minded that decision. Later on, after several discussions about it, and rereading it, I realized that they weren't against it, but they did not want to get involved, because later on, it resulted in nine hen's deaths. -- R. M.
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8.) Find and describe two contrasts or juxtapositions in situations or realizations or characters that you find interesting.
8. One blaring contrast that is starting to appear more and more frequently in the walls of Animal Farm is that of the original rules or occurrences, and how different they are compared to the most current changes that, according to the pigs, "were always there." One can see how the pigs manipulated and bent the rules for their benefit. For example, when the pigs took a fancy to sleeping in a bed, they made it illegal to sleep in a bed, but only if there were sheets on the bed. Also, whenever something went wrong, they blamed it on Snowball, the pig who got run out, even if he didn't do it. Boxer can clearly remember that Snowball fought valiantly during the Battle of Cowshed, but according to the pigs, it was all a ploy. -- Z. M.
8. I find Boxer and Napoleon to be contrasting characters. For example, Boxer is always willing to work harder and follows the rules. He is a role model for all the animals in his strength and work ethic. However, Napoleon gives orders and expects others to work for him. He gains the respect of the animals through fear and discipline and he is never shy to bend the rules to fit his own needs. Napoleon is selfish and harsh while Boxer is selfless and giving. The two are very different from each other and are viewed differently by the animals and the reader. -- Z. S.
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9.) Settings and Mood. Describe the settings involved in this night's reading. Then, describe what kind of mood they add to the reading? 100 words.
9. Setting and Mood: In this chapter, setting plays a very important role in terms of setting the mood. As in any book that plays out over a long period of time, special emphasis is always placed upon the hardships experienced during the icy months of winter. The chill prevents many jobs from being done, thus inspiring great depression and pessimism in those weakened by it. However, despite the sadness, it is actually this time of deepest woe that hope must be valued the most, and perseverance must be even more prevalent than in the warm and prosperous times. Therefore, admiration must be shown to the horses Boxer and Clover, due to their persistence even in the darkest and coldest of times. -- S. A.
9. Setting and Mood: The setting of tonight's reading was peaceful, and very flexible, up to the very end. Everyone was in unison with each other. Napoleon would make a new rule and all the animals would jump to agreement. Then when the pigs where taking advantage of the other animals claiming they had rights that no other animal had because they were the brains of the whole operation. Then when Napoleon declared that Snowball destroyed the windmill every animal believed him without asking themselves if they really should believe such a thing. -- D. P.
9. Setting and Mood: The settings of this chapter is again on the farm, but they describe new scenery. On page 77 it says, "the long pasture stretching down to the main road, the hayfield, the spinney, the drinking pool, the ploughed fields where the young wheat was thick and green, and the red roofs of the farm buildings with the smoke curling from the chimneys."
The new mood is sad towards the end of the chapter. After the animals that were left saw their fellow animals get killed under the order of Napoleon, they act sad. They sing "Beasts of England" differently than they used to, and Squealer told them that the song was banned, and they began to see that this is not what they thought the expulsion of the humans would be like. -- T. M.
9) Setting and Mood: The settings in chapter 6 is the hard labor going on in the fields, and the fields where the windmill was. The mood in the beginning of the chapter starts of very tiring because of the tough, physical labor going on. Everyone want to finish the work in the fields so they can eat. When first find out and see that the windmill they have been working on that project for so long, and it has been toppled. So the mood in the beginning of when they find out the bad new is hopeless and sad. Then when Napoleon says that Snowball did the wrecking, the mood goes from sad to angry. -- I. L.
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10.) "Wearing the Green Hat": Recall in a paragraph of 100 words something similar in your life that matches a moment or experience in the story. "This reminds me of..." (Text to Self, Text to Text, Text to Movie, etc." -- one of deBono’s “Wearing the Six Hats” concepts. Or describe a similar situation in another story, movie, etc. After you describe the similar or analogous situation, do a "wrap" by returning to the text and emphasizing the parallels.
10) . “Wearing the Green Hat”: When Napoleon finds the windmill in ruins and all of his animals dumbfounded he knows that he has to find an excuse. If he doesn't he worries they might blame him. He immediately blames Snowball for the destruction of the windmill and makes this decree; "Comrades, here and now I pronounce the death sentence upon Snowball." This is similar to what Hitler did. When things weren't going well in Germany and the economy was low he looked for someone to blame it on, and shoved all the blame on the Jews, who did nothing. Then he tried to kill all the Jews so they couldn't speak out in their defense and so he could get more people to back him up. I think of Squealer as Hitler's voice. Hitler was a great public speaker and he could get people to follow him because of his passionate speeches. Likewise Squealer is so persuasive about what he says that no one even pauses to think that he could be deceiving them. -- A. M.
10. “Wearing the Green Hat” Something similar that happened in my life was when I used to play with a small circle of friends at summer camp and one girl would always try to be the "leader". She would be mean, take advantage of us, but most of all she would make sure she got what she wanted. This reminded me of the book because it relates to how Napolean is taking advantage and control of all the animals on Animal Farm. I also think it's sort of ironic that his name is Napolean because that is the name of another great leader. -- M.L.
10. “Wearing the Green Hat”: A situation in my life that is similar to chapter 6 in Animal Farm is when my parents went away for a week and I thought everything was going to be easier because they weren't around. I thought I wasn't going to have to do as much work as I had to when they went away because they wouldn't be there to boss me around. But in the end I had to do almost the same amount of work. The animals on the farm all thought that as soon as Jones was gone that they wouldn't have to do any work anymore because he wasn't going to be there to tell them what to do, but in the end they had to do almost the same amount of work just like me. -- A.M.
10. “Wearing the Green Hat”: The moment when Clover realizes that the ten commandments have been changed, or at least different from what she thought they were, has happened to me a few times. I've been working with RedHat for a while, and, despite my love for them, they have wanted to pay for my source of APEX for about a year, now that I have a lot of users, so that's why I sent it over to Google. But the moment that I relate to was one time when the statement they sent me, they changed it online, to make it look like I had to pay them for the source, when they had sent me the first one that said it was free. I, however, had a screenshot of the first statement, and sent it back to them. They backed off after that, and then gave me a one-year time or clear out. That's why I switched to Google. -- L.H.