Activity Overview
Themes, symbols, and motifs are valuable aspects of any literary work, and they add richness to stories. Part of the Common Core ELA standards is to introduce and explain these complex concepts. However, abstract ideas are often difficult for students to analyze without assistance. Using a storyboard, students can visually demonstrate their understanding of these concepts, and master analysis of literary elements. For best practices, see our supplementary article with specific lesson plan steps on setting up your classroom and activities to teach themes, symbols, and motifs.
In the classroom, students can track the rich themes that George Orwell uses throughout Animal Farm. They will analyze the instances of themes, symbols, and motifs as they appear in the novel either while they read or after they've finished.
Themes to Look for and Discuss
- Abuse of Language
- Power
- Naive Working Class
- Lies and Deceit
- Rules and Order
Motifs and Imagery
- Milk and Apples
- The Windmill
- Names
- Songs
- Betrayal of Principles
Template and Class Instructions
(These instructions are completely customizable. After clicking "Copy Activity", update the instructions on the Edit Tab of the assignment.)
Student Instructions
Create a storyboard that identifies recurring themes, motifs, and imagery in Animal Farm. Illustrate instances of each theme and write a short description below each cell.
- Click "Start Assignment".
- Identify the theme(s) from Animal Farm you wish to include and replace the "Theme 1" text.
- Create an image for an example that represents this theme.
- Write a description of each of the examples.
- Add a second, third, or fourth row if analyzing multiple themes or motifs.
- Save and exit when you're done.
Lesson Plan Reference
- [ELA-Literacy/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, including determining where the text leaves matters uncertain
- [ELA-Literacy/RL/11-12/2] Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text
- [ELA-Literacy/SL/11-12/2] Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data
Rubric
(You can also create your own on Quick Rubric.)
| Proficient | Emerging | Beginning | Needs Improvement | |
|---|---|---|---|---|
| Identification of Theme(s), Symbol(s), and/or Motif(s) | All themes are correctly identified as important recurring topics or messages in the story. Symbols are correctly identified as objects that represent something else at a higher level in the story. Motifs are correctly identified as important recurring features or ideas in the story. | Most themes are correctly identified, but others are missing or incomplete. Most symbols are correctly identified, but some objects are missing or incomplete. Some motifs are correctly identified, but others are missing or incomplete. | Most themes are missing, incomplete, or incorrect. Most symbols are missing, incomplete, or incorrect. Most motifs are missing, incomplete, or incorrect. | No themes, symbols, or motifs are correctly identified. |
| Examples and Descriptions | Quotes and examples are accurate to the theme(s), symbol(s), and/or motif(s) that are being identified. Descriptions accurately explain the theme(s), symbol(s), and/or motif(s) and highlight their significance to the story. | Most quotes and examples are accurate to the theme(s), symbol(s), and/or motifs that are being identified. Descriptions mostly accurately explain the theme(s), symbol(s), and/or motif(s), and highlight their significance to the story. | Most quotes and examples are minimal, incorrect, or unrelated to the theme(s), symbol(s), and/or motif(s) that are being identified. Descriptions contain inaccuracies in their explanations, or do not highlight their significance to the story. | Examples and descriptions are missing or too minimal to score. |
| Depiction | Depictions chosen for theme(s), symbol(s), and/or motif(s) are accurate to the story and reflect time, effort, thought, and care with regard to placement and creation of the scenes. | Depictions chosen for theme(s), symbol(s), and/or motif(s) are mostly accurate to the story. They reflect time and effort put into placement and creation of the scenes. | Depictions chosen for theme(s), symbol(s), and/or motif(s) are inaccurate to the story. The depictions may be rushed or show minimal effort, time, and care put into placement and creation of the scenes. | Most depictions are missing too many elements or are too minimal to score. Little time or effort has been put into placement and creation of the scenes. |
| English Conventions | There are no errors in spelling, grammar, or mechanics throughout the storyboard. All writing portions reflect careful proofreading and accuracy to the story. | There are a few errors in spelling, grammar, and mechanics throughout the storyboard. All writing portions show accuracy to the story and some proofreading. | There are several errors in spelling, grammar, and mechanics throughout the storyboard. Most writing portions do not reflect proofreading or accuracy to the story. | Errors in spelling, grammar, and mechanics in writing portions of the storyboard seriously interfere with communication. |
How To Discuss the Theme of “Abuse of Language” in Class
Give an Idea of the Concept
Begin by explaining the meaning of the phrase “Abuse of Language” and tell the students that it means deceiving and manipulating others by using the language for your own means. Take an example from the story, such as the pigs “readjusting” the amendments and adding “Some animals are more equal than others”.
Discuss the Power of Language
Guide a discussion on how using different words and structuring different phrases in different ways can result in different meanings. For instance, some bad things can be said politely to simply convey the meaning without the other person being offended. Ask the students if they have ever changed a situation by changing how they speak or the vocabulary they use.
Make Connection With Real-Life
Explain to the students just how the pigs who wanted to abuse their power on the farm started manipulating the rest of the animals, human beings also do similar things. Ask the students to find any such real-life scenarios that apply to this situation such as the Russian Revolution or any other revolutions where people made more use of words and language.
Assign an Activity
Give the students an assignment where they have to convey the same meaning to readers as the original text but they have to change the mood or tone of that text in a specific way. For instance, give them an aggressively written letter to fire an employee and they have to make it sound more professional yet polite.
Frequently Asked Questions About Animal Farm Themes, Symbols, & Motifs
What happened to the pigs on the Animal Farm after they became corrupted by power?
The leaders of "Animal Farm" progressively renounce Animalism and put their personal interests first, which leads to their corruption. Napoleon in particular has a despotic attitude and relies on coercion and intimidation to stay in power. The quote “All animals are equal but some animals are more equal than the others” is a perfect depiction of how gradually after gaining power the pigs also started to act like the humans they once wanted freedom from.
How does the first uprising symbolize the yearning for animal equality?
The first uprising stands for the animals' demand for equality and liberation from human tyranny. On the other hand, as a governing elite, the pigs gradually restore class divisions and hierarchy on the farm. The only difference was that after succeeding in getting freedom from humans, the other animals became trapped by the leaders such as “Napoleon” and were now ruled by someone else.
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