English 10

Hello, Sophomores! Let's learn remotely!!

Animal Farm

Please email me a picture of your completed chapter work weekly (or when you finish it) so I can know who is participating and so I can give you any feedback you might need.

For the rest of the 2019-20 school year, we are going to be reading, thinking about and writing about the short novel Animal Farm. It is a classic that nearly every high school student reads because it shows how corrupt governments, specifically the USSR (now Russia), exploit their common citizens. It looks like a book about barnyard animals, but each animal actually represents either an actual historical figure or a category of people, and their barnyard struggles closely mirror Russian history, starting with the Bolshevik revolution and continuing with Joseph Stalin’s rule.

We read the book not only for its historical significance, but because its author, George Orwell, wanted to make sure that corrupt leaders could never again come to power in the way Stalin did. Unfortunately, leaders like Napoleon the pig continue to abuse their power, sometimes even in our own country.

My goal is for you to think about the actions both of the barnyard leaders, the pigs, and the common citizens of the farm in order to recognize how the pigs gained so much power and how the other animals are partially responsible for their own misery.

There are 10 short chapters in this book. After you read every chapter, I am asking that you answer critical thinking questions with specific details from the chapter. Once you have finished the book, you will submit the completed chart to me for credit.

Here are the materials I am providing that you will need:

  1. Electronic copy of Animal Farm
  2. Background information about author
  3. “Introducing the Novel” article [1] [2]
  4. “Before you read” background information pages for ch 1-4, ch 5-7, and ch 8-10
  5. Vocabulary words (informational only)
  6. Critical Thinking Questions chart for all chapters
  7. Paragraph prompt to be completed after you finish reading Chapter 6

Here is the learning schedule we will follow for the rest of the school year. If you wish to work at a faster pace, feel free to do so.

Start dates

To-do list

What is due?

Week 1 (4/20)

BONUS VIDEOS! If you want to learn more about Joseph Stalin (Napoleon the Pig), and Leon Trotsky (Snowball the Pig), check out these short bios. Copy and paste the URL into your browser.
Stalin: https://youtu.be/e_2of8pmHYU
Trotsky: https://youtu.be/7kO1T0JCsko

Ch 1 + chart

Week 2 (4/27)

  • Read Chapter 2
  • Complete critical thinking questions for Chapter 2

Ch 2 + chart

Week 3 (5/4)

  • Read Chapter 3 and 4
  • Complete critical thinking questions for Chapter 3 & 4

Ch 3 & 4 + chart

Week 4 (5/11)

Ch 5 + chart

Week 5 (5/18)

  • Read Chapter 6
  • Complete critical thinking questions for Chapter 6
  • Paragraph prompt: One conclusion that can be drawn from the events in Chapter 6 is that the pigs are more concerned with their personal comfort and power than with the citizens they govern. Web and write a Perfect Paragraph with two pieces of textual evidence that support this conclusion.

Ch 6 + chart

Web and Paragraph

Week 6 (5/25)

  • Read Chapter 7
  • Complete critical thinking questions for Chapter 7

Ch 7 + chart

Week 7 (6/1)

Ch 8 + chart

Week 8 (6/8)

  • Read Chapter 9
  • Complete critical thinking questions for Chapter 9

Ch 9 + chart

Week 9 (6/15)

  • Read Chapter 10
  • Complete critical thinking questions for Chapter 10 and turn in completed chart
  • Email Ms. Pippin and ask to take Animal Farm reading skills test

Ch 10 + chart

Reading exam


Week of April 15

I feel terrible that we did not get to finish Hamlet. I would HIGHLY RECOMMEND that you either RENT the 1996 Kenneth Branagh version for about $3 on Amazon Prime, Vudu, itunes store, google play and microsoft, OR watch a FREE live version of the play, performed at the Globe Theater in London (spoiler alert: Hamlet is played by a woman!): https://www.youtube.com/watch?v=cdPqu598m68

I would like to give you credit for the Hamlet work you have done. This includes:

  • Polonius Speech translation
  • To Be or Not to Be translation
  • Character Identification Chart
  • Character Committee Questions

Please take pics of the work you have and email them as attachments to jpippin-montanez@nkschools.org.

NEXT WEEK! Animal Farm!!

You can also turn in work that you are missing from back when we were all together:

Need to take or retake a VOCABULARY QUIZ? 
I have established the following protocol to do so:

With the understanding that it is impossible for me to assess whether people know definitions or not, I will instead assess how well students can use ten vocabulary words in sentences.

Write an original sentence for each vocabulary word that:

  1. Uses the vocabulary word
  2. Uses the vocabulary word as the correct part of speech (noun, adjective, etc)
  3. Includes enough detail so that the meaning of the word is clear
  4. Is not a sentence I have seen before. This means the sentence
    1. Is NOT the context clue from the book/play
    2. Is NOT a sentence I provided on the vocabulary powerpoint
    3. CANNOT be found on-line when I google it

Please send me an email letting me know that you would like to take a missing vocab quiz or retake a quiz you did not do well on, and I will email you the 10 words I need you to write sentences for. You can send me your sentences via return email.

Hamlet Vocabulary.pptx 
(We have only worked on the lists for Act 1 and Acts 2-3)


If you are missing your Personal Hero's Journey paper, you can email it to me when you have finished it (jpippin-montanez@nkschools.org). Here are the requirements:

Describe and reflect on a period of time in your life in which you underwent a time of personal growth, including a revelation and transformation, which corresponds to the stages of the Hero’s Journey. This reflective paper may take the form of an expository essay, or you may tell it as a narrative story.

  • Your story must have a beginning that explains the context of your personal “call” to the journey. How did you know that something had to change, and that you were ready to make this personal journey?
  • Provide specific descriptions of the guardians (who tried to hold you back to protect you), helpers (who gave you things you needed for the journey) and mentors (who gave you advice or shared life lessons to help you on your journey) that appeared at your journey’s “threshold,” and what assistance or knowledge they offered you.
  • Describe the challenges, distractions and “monsters” that you faced along the way, and how you faced or overcame them. What did you learn, or how did you grow, from each challenge?
  • Explain how you came to your revelation. Reflect on your resulting transformation: what did you learn, and how did it change you?
  • What is the gift that you bring to the world as a result of your personal journey and transformation? How has this experience made you the person you are today?

Personal Hero's Journey Chart.doc

Haven't turned in your Alchemist Journal?
Here it is:
_ Alchemist Journal Packet.doc


The only assignment in Skyward besides vocab quizzes is the Hamlet Character Connection chart. If you finish it, take a picture of it and email it to me (jpippin-montanez@nkschools.org)

Here are the requirements:


Using paper, as well as colored pencils, crayons or markers, create a visual representation of the inter-relationships between the major characters, such as a family tree or a spider web. You can draw pictures of the characters, cartoons, symbols, or another creative depiction of your choice, and then draw lines between the characters to represent their relationship. Label each line to explain the specific nature of each relationship.

Don’t forget to relate everyone together. You will be graded on the accurate labeling of the various relationships.

Characters to include:


The Ghost