Objectives

• Analyse how Orwell uses Old Major's speech in Chapter I to establish the allegorical framework of the novella and the rhetoric of revolution.
• Explain how Squealer's language in Chapters III, V, and VII functions as a tool of political manipulation and control.
• Evaluate how Orwell presents Napoleon's use of violence and terror in Chapter VII to consolidate power.
• Trace how Boxer's characterisation across Chapters III, VI, and IX exposes the exploitation of the working class.
• Write a sustained, evidenced analytical essay arguing how Orwell presents the corruption of power across the novella, selecting and embedding quotations from at least three chapters.

The sequence

1. Lesson 1: Old Major's Dream: Allegory, Rhetoric, and Revolutionary Vision

   55 min · ch. 1, 2

   Do now

   Take a look at the Seven Commandments on the board. Rank them from the fairest to the least fair, and write one sentence to explain why you chose your top pick. You have four minutes — please hold off on talking for now.

   Teacher input

   Model a close reading of Old Major's speech in Chapter I, particularly the part that starts with, "Is it not crystal clear, then, comrades, that all the evils of this life of ours spring from the tyranny of human beings?" Guide students in exploring how Orwell employs the rhetorical question, the term 'comrades' to address the group, and the repeated phrase 'No animal' to portray Old Major as a Marxist speaker. Annotate on the board in real-time: highlight the tricolon, identify the imperative mood, and point out how the use of abstract nouns like 'tyranny,' 'slavery,' and 'misery' builds a sense of emotional urgency. Make a clear connection to Lenin's revolutionary speeches.

   Independent task

   Students are tasked with writing a single PEEL paragraph of at least 150 words that answers the question: "How does Orwell use language in Old Major's speech in Chapter I to make his vision of rebellion seem both inevitable and righteous?" In their paragraphs, students need to include at least two quotations from the speech, identify one language technique by name, and explain its effect on the reader. The paragraphs will be collected at the end of the lesson and graded based on the accuracy of quotations, the identification of the technique, and the quality of the effect commentary.

   Exit ticket

   Write one sentence that names the real-world figure Old Major represents and explains one specific detail from Chapter I that supports your identification.

2. Lesson 2: Squealer's Spin: How Language Rewrites Reality

   55 min · ch. 3, 5, 7, 8

   Do now

   The sentence "Surely, comrades, you do not want Jones to come back?" is repeated three times in the novella. Consider what Squealer might really mean by this and why he feels the need to say it repeatedly. You have four minutes to think about this quietly.

   Teacher input

   Model a comparative annotation of two Squealer passages: first, his justification for the pigs taking the milk and apples in Chapter III ('Milk and apples — this has been proved by Science, comrades — contain substances absolutely necessary to the well-being of a pig'); second, his revision of the Fifth Commandment in Chapter VIII. Highlight how Orwell employs the passive voice ('it has been proved'), the appeal to false authority ('Science'), and the looming threat of Jones's return as a way to silence dissent. Annotate the transition from communal language ('comrades') to statistical obfuscation ('figures, Squealer said, were placed before the animals') to illustrate how complexity itself becomes a means of control.

   Independent task

   Students receive a printed excerpt of Squealer's speech from Chapter VII, in which he claims that Snowball has been 'in league with Jones from the very start.' Each student independently annotates the excerpt, pinpointing at least three language techniques that Orwell employs with Squealer's character. Following this, they write two analytical sentences for each technique, discussing how it influences the animals. The annotated excerpt along with the six analytical sentences is submitted as a single assignment and graded based on the accuracy of technique identification and the depth of commentary on their effects.

   Exit ticket

   In one or two sentences, explain why Orwell makes Squealer — rather than Napoleon himself — deliver most of the propaganda speeches in Chapters III, V, and VII.

3. Lesson 3: Terror in Chapter VII: Napoleon's Purges and the Death of Animalism

   55 min · ch. 7

   Do now

   Look at this sentence from Chapter VII: 'And so the tale of confessions and executions continued, until a pile of corpses lay before Napoleon's feet, and the air was thick with the smell of blood.' Write two questions that this sentence raises for you as a reader. You have four minutes.

   Teacher input

   Model a reading of the purge scene in Chapter VII, starting from Napoleon's appearance with the dogs and concluding with the animals’ quiet retreat to the knoll. Pay special attention to the line, 'They were all slain on the spot,' and the subsequent paragraph where Clover gazes down at the farm, attempting to recall the lyrics of 'Beasts of England.' Analyze how Orwell contrasts the abrupt, jagged syntax of the executions with the smooth, flowing syntax of Clover's inner thoughts to evoke emotional depth and highlight the demise of the original revolution. Note the transition into free indirect discourse as Orwell delves into Clover's thoughts.

   Independent task

   Students should write a response of at least 200 words to the following question: "How does Orwell use the purge scene in Chapter VII to demonstrate that the revolution has been fully betrayed?" In their responses, students must discuss Napoleon's use of the dogs, the animals' coerced confessions, and Clover's reaction on the knoll, including at least three quotations from Chapter VII. The response will be assessed based on the structure of the argument, the quality of the embedded quotations, and the ability to connect the scene to the novella's wider allegorical significance.

   Exit ticket

   Write one sentence explaining what the dogs represent in the allegory and name the real-world institution they parallel in Stalin's Soviet Union.

4. Lesson 4: Boxer's Betrayal: Work, Loyalty, and Exploitation

   55 min · ch. 3, 6, 9

   Do now

   Boxer's two mottos are 'I will work harder' and 'Napoleon is always right.' The first motto reflects Boxer's strong work ethic and unwavering determination to contribute to the collective effort, showcasing his dedication to the farm's success. The second motto reveals his blind loyalty to Napoleon, suggesting a willingness to accept authority without question. Orwell might want us to feel a mix of admiration and concern for a character who embodies both ideals, highlighting the dangers of unquestioning dedication to a leader while also displaying a commendable work ethic.

   Teacher input

   Model a tracking exercise across three chapters: Boxer's introduction in Chapter III, where he is described as 'a tremendous admirer of Napoleon'; his injury and refusal to take a break in Chapter VI; and the arrival of the van in Chapter IX, when Benjamin reads the words 'Alfred Simmonds, Horse Slaughterer and Glue Boiler.' Explore how Orwell creates Boxer as a figure of tragic dramatic irony — the reader is aware of his fate long before he is. In the Chapter IX van scene, examine the verb choices like 'desperate,' 'drumming,' and 'frantic' used for the animals, contrasting with the flat, bureaucratic tone of the van's signage. Discuss how this contrast leads to the novella's most emotionally charged moment.

   Independent task

   Students are tasked with writing a comparative paragraph of at least 180 words that explores how Orwell's portrayal of Boxer evolves from Chapter III to Chapter IX. They should include quotes from both chapters, identify at least one structural technique—like dramatic irony or foreshadowing—and analyze what Boxer's fate reveals about Orwell's perspective on the working class's relationship with authoritarian power. This paragraph will be collected and graded based on the ability to track changes throughout the text and to link the character's journey to the broader theme.

   Exit ticket

   In two sentences, explain who Boxer represents in the allegory and why Orwell chooses to have him sold to a knacker rather than simply dying of old age on the farm.

5. Lesson 5: All Animals Are Equal: Writing the Full Analytical Essay

   60 min · ch. 1, 3, 5, 7, 9, 10

   Do now

   The final line of the novella reads: 'The creatures outside looked from pig to man, and from man to pig, and from pig to man again; but already it was impossible to say which was which.'

   Literally, this image depicts creatures that cannot distinguish between pigs and humans, suggesting a blurring of identities. Allegorically, it illustrates the idea that oppressive regimes can corrupt individuals to the point where the oppressor and the oppressed become indistinguishable, reflecting a loss of moral clarity and humanity.

   Teacher input

   Model the essay introduction on the board in response to the essay question below, using the final scene from Chapter X as a focal point. Write a thesis sentence in real-time: demonstrate to students how to identify Orwell's method ('Orwell shows that the corruption of power is a cyclical and unavoidable process'), his technique ('through the structural device illustrating the animals' inability to differentiate between pig and man'), and his purpose ('to argue that all revolutions replacing one tyranny with another ultimately mirror the systems they sought to dismantle'). Annotate the introduction to illustrate how it lays out the essay's three-chapter argument before writing the first body paragraph.

   Independent task

   Students will write a detailed analytical essay of about 400–500 words in response to the question: 'How does Orwell present the corruption of power in Animal Farm?' The essay should start with an introduction that includes a clear thesis statement, followed by three body paragraphs, each focused on a different chapter (students can select from Chapters I, III, V, VII, IX, and X). The conclusion should revisit the novella's final image. Each body paragraph needs to incorporate at least two quotations, identify a language or structural technique, and explain how that technique affects the reader. Students should use the analytical vocabulary practiced in Lessons 1–4, which includes terms like rhetorical question, anaphora, dramatic irony, free indirect discourse, staccato syntax, and passive voice. The essay will be written within a set time and submitted at the end of the lesson.

   Exit ticket

   Read back your thesis sentence from your introduction and write one sentence explaining whether your essay has actually proved that thesis — if not, write the thesis sentence you should have used.

Activities

Assessment

• Lesson 1 exit ticket: checks whether students can name Old Major's real-world referent and link it to a specific textual detail from Chapter I.
• Lesson 1 PEEL paragraph: checks whether students can embed a quotation accurately, name a technique, and write a developed effect comment.
• Lesson 2 annotated extract: checks whether students can identify three distinct manipulation techniques in Squealer's Chapter VII speech and articulate how each operates on the animals.
• Lesson 3 exit ticket: checks whether students can place the dogs within the Soviet allegory and name the institution they represent.
• Lesson 4 comparative paragraph: checks whether students can track the development of a character across multiple chapters and connect characterisation to theme.
• Lesson 5 exit ticket: checks whether students can evaluate the coherence of their own thesis after writing, identifying any gap between argument and evidence.

Standards covered

Common Core 11 12

• RL.11-12.1 — Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
• RL.11-12.4 — Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyse the impact of specific word choices on meaning and tone.
• RL.11-12.6 — Analyse a case in which grasping a point of view requires distinguishing what is directly stated in a text from what is really meant.
• W.11-12.1 — Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

AP Literature

• Literary Argumentation (LAN-1) — Develop a thesis that makes a defensible claim about an interpretation of literature.
• Figurative Language (FIG-1) — Explain the function of specific words and phrases in a literary text, including their connotative and figurative meanings.
• Narration (NAR-1) — Explain the function of point of view, including free indirect discourse, in shaping meaning.
• Structure (STR-1) — Explain the function of structure in a literary text, including how an author's choices about sequence and juxtaposition contribute to meaning.

AQA

• AO1 — Read, understand and respond to texts; maintain a critical style and develop an informed personal response; use textual references, including quotations, to support and illustrate interpretations.
• AO2 — Analyse the language, form and structure used by a writer to create meanings and effects, using relevant subject terminology where appropriate.
• AO3 — Show understanding of the relationships between texts and the contexts in which they were written and received.

Edexcel

• AO1 — Articulate informed, personal and creative responses to literary texts, using associated concepts and terminology, and coherent, accurate written expression.
• AO2 — Analyse ways in which meanings are shaped in literary texts, with reference to language, form and structure.
• AO5 — Demonstrate understanding of the significance and influence of the contexts in which literary texts are written and received.

IB Lit

• Criterion A — Demonstrate knowledge and understanding of the literary work, including its context and the author's choices of language, structure and technique.
• Criterion B — Analyse and evaluate the ways in which language, structure, technique and style shape meaning.
• Criterion C — Organise ideas in a focused, coherent and persuasive argument supported by relevant textual evidence.