Imperialism Wednesday


CCRR9 Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
ELACC9-10RH5 Analyze how a text uses structure to emphasize key points or advance an explanation or analysis

Learning Target

You will be able to define Imperialism and explain how symbolism is used in imagery and poetry.


Crash Course!

Work Session

Before we get started, someone tell me, what’s going on in this old cartoon?

What is Imperialism?? Anyone have any idea?! Okay well…

Imperialism is forcing one countries rules and power through force or military action.
Ex) British Invasion….anyone remember this from social studies?!

Today we are going to read The White Man’s Burden and we are going to look at how Imperialism affected different people.

1) This T-chart will be due for a grade at the end of class. We are going to go over it together but make sure you are paying attention 🙂

2) Make sure you take out another sheet of paper and write your own answers down. First, let’s read the poem. You guys read it to yourself first, then we I will read it. You always have to read poems over a few times to actually try and understand them. Now, lets try and do the first three questions. You guys try to do them yourself; then we will go over them.
Next, lets look at the two cartoons and try and see whats going on.

If there is still more time, we will pull up other ads online. Go over more pictures and talk about the symbolism in them.

Closing Session:

Exit Ticket:
3 things about Imperialism
2 things about symbolism in a text
1 example from the poem

Assessment: Closing ticket, Student answering from the ad

Differentiation: Students get to read the poem and hear it out loud. I have also included two different activities that you can choose certain students to do. Looking at pictures also helps the visual learners.


Take Note: Chapter 10


  • RL.9-10.4. Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).

Learning Target: Students will finish reading Animal Farm by annotating chapter 10, and then discuss the ultimate outcome of the book.

Daily Video: 

Welcome back! Today we’re going to be reading chapter 10! But don’t reach for those novels yet, because today we’re going to be doing something called annotating the text. I’ve copied the chapter for each of you, and you’re going to be writing all over it.

  • Circle vocabulary words (or any word you’re unsure of) and write the definition in the margins (you can google the definitions on your phone! just search “define _______”)
  • Underline anything you think is an important detail (or highlight if you have a highlighter)
  • Place a star by anything interesting and write notes in the margin.
  • If you are confused and have to stop and figure something out, write down what you figure out in the margins so you can refer to it later on.
  • You can work on another sheet of paper if you want (some people prefer this because then they don’t mark up their books! But I am like JK Rowling – I think once the book is yours, you should read it with all your heart. Crack the spine, make notes in the margins, destroy it because you read it so hard. That’s how you show a book you love it)

Ok, so after we read and annotate the text on our own, I’m going to call a few people up to the document cam. You’ll place your paper under the doc cam and show what you wrote down for one of your pages, and give the chance to copy some of your notes if they’re particularly insightful.

At the end of class today, we will have finished the book. I want to revisit how you felt at the beginning of the book versus how you feel now, and ask you this as your ticket out the door: Could you have predicted what happened to Animal Farm? Did you think it would end that way? Does it surprise you?

That’s it for today! Tomorrow we will read a short story about a very different tyrannical government. Until then!

Assessment: Annotations will be graded (participation/completion at this point)

Differentiation: Students may be given the audio version if needed, or read with a partner or in a small group.


The Money for Another Case of Whisky


  • RL.9-10.3. Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.

Learning Target: Students will read chapter 9 of Animal Farm and reflect on what the farm has become.

Daily Video: 

Today we are going to continue our reading! We are close to the end of the book now, but today we are reading one of the most pivotal chapters in the book. We will read together, stopping and talking about it as we go, alternating between me reading and you guys reading. At the end of the chapter, I want to stop and ask you to think and write for a few minutes.

How did you feel about the ending of this chapter? Did it make you angry? Sad? Some combination of both? The animals didn’t understand what’s going on. If you were there, on Animal Farm, how would you react to this situation and what would you say or do to the other animals? Remember, no humans allowed on Animal Farm, so you need to write it as though you are one of the animals (what animal would you be?).

That’s all for today, everyone. Hope it wasn’t too much of a bummer! Tomorrow, we finish the book!!

Differentiation: Process – high level readers can read independently

Assessment: Paragraphs will be graded


…but some animals are more equal than others.


  • RI.9-10.2. Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

Learning Target: Students will read an article examining false confessions, and then continue reading Animal Farm.

Daily Video: 60 second recap!


Welcome back! Today we’re going to continue Animal Farm, but first, we’re going to revisit what we discussed yesterday – why do innocent people confess to crimes they didn’t commit, knowing the punishment is death? We’re gonna read an article from the New York Times about this – Why Do Innocent People Confess? and we’re going to do a bit of margin marking on this. Remember margin marking??

  • Put a * next to anything you think would be worth discussing with the class. (3)
  • Put a ? next to anything that confuses you or that you have questions about. (2)
  • Put a ! next to any statement with which you strongly agree. (1)
  • Put a X next to any statement with which you strongly disagree.(1)

We are also going to be annotating the text. This means we’re going to be marking all over it while we read, which I’ll do on the document camera while you guys do it on your papers!

If you’re following along from home, here’s a printable version of the article: Why do innocent people confess?

After we finish that, we’re going to continue with Animal Farm with a partner reading strategy. I’m giving everyone a sticky note and you’ll be putting it next to interesting things in the book. Then we’ll do a timed-by-page strategy for chapter 9. Our goal is to get through chapter 9 today, but we’ll see how far we get after discussing our article. And at the end of the day we have a little ticket out the door of course 🙂

Assessment: Formative – margin marking article; ticket out the door

Differentiation: Process – high level readers can read independently, highlighters given as needed.


All Animals Are Equal…


  • RL.9-10.6. Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature.

Learning Target: Students will continue reading Animal Farm, popcorn style, and reflect on the changes that have taken place at the farm.



GOOOD morning everyone! Welcome back!

Today we have a pretty short agenda, because we are just continuing to read Animal Farm. I liked the reading strategy we used last week, where I read a paragraph and then you read one and then I read one and then you and so on. We’ll do that again today. We need to get through chapter 9 to completely catch up from getting a bit behind and the snow day, but we won’t get there for sure, so we just need to continue reading as long as we can. We’ll stop about ten minutes before class is over and do a little ticket out the door.

Assessment: Formative observations and discussions while reading, ticket out the door.

Differentiation: Process: High level readers will read independently, highlighters provided as needed.

© Osborne 10th Grade World Literature