Sunday, May 15, 2011

Inheritance question

Please read the article Shutting Out the Kids from the Family Fortune and include comments about it in your weekly blog reflection. You may answer any of these questions in your blog post (along with writing about Curious Incident), and leave comments here. You will be asked to write one short persuasive answer based on this information in your quiz next week.

If you lived to be old and very wealthy, would you leave all your money to your children?
If not, why not?
If so, would you favor males over females or the first born?
Would you give anything to grandchildren, or like the person in the article, leave money to the generations living after your grandchildren? Explain.
What percentage should go to charity?

6th Term Blueprint

Dear students,

The end of the year will be upon us before we know it. This post will be a general guide to help you navigate what is coming.

We have, including this upcoming week of May 16 – 20 (week 14) SIX weeks before the end. I will be leaving a bit early for a trip to Italy, so we must wrap things up before then.

1       Week 14 (May 16 – 20) read first quarter of your book
2       Week 15 (May 23 – 27) quiz on first quarter, read second quarter, autobiographical writing, part one
3       Week 16 (May 30 – June 3) quiz on second quarter, read third quarter, autobiographical writing, part two
4       Week 17 (June 7 – June 10) (Monday June 6th is off for Dragon Boat festival) quiz on third quarter, read 4th quarter, autobiographical writing, first draft
5       Week 18 (June 13 – June 17) quiz on 4th quarter, hand in autobiographical writing final draft
6       Week 19 (June 20 – June 22) (I leave Thursday June 23rd) Final exam on book (formal assessment)

You can expect to address all of the standards shown in our course syllabus. Notice that in addition to writing an autobiographical narrative, you will be speaking about it. We will also have a homework assignment on writing a business letter. Otherwise, I feel homework will be limited to answering questions about the assigned reading, with possibly an article reaction put in there, and one or two graded blog assignments in which your reflections and comments will be considered.

PLEASE NOTE, that at this point, some students have not turned in all of the work for the second marking period (5th term) and must do so by 10 P.M. Tuesday night or risk getting a zero for that assignment. I will attempt to email students to let them know if I feel they have something missing Sunday night (today).

Regards,

Mr. Catlin

Sunday, May 8, 2011

End of Term 5 Notes

The week of May 9th, which is week 13 by my count, is our last week of the 2nd marking period of this spring semester 2011. I'd call it the end of the 5th term of this academic year.

As I have told you in a recent email, try to keep a big picture view of things as we wind down this term, and then go for the last stretch to the end of the semester. The "end" is in sight! But think of it as a time of rest and reflection before going on to bigger challenges next year and later in life. I hope you will get some inspiration from our last weeks together, and bring forward some excellent "habits of the mind" to bear on your lifelong learning efforts.

I will put here on this post some information concerning us now. I plan to put some extra credit details that I just put on the e-learning platform, results and comments about our mid-semester surveys from last week, general plans for the next marking period.

Extra credit, exactly as it appears on the e-learning platform calendar:
Bike trip report: If you would like to do a mini report on your biking trip for two weeks then I will accept that if it is done by 5/15 and if you agree to let me post or link that to either the class blog or Kang Chiao Creates blog. You'll need a minimum of 250 words describing what you learned about yourself, your classmates, perseverance, Taiwan, and also describe something special or unusual that happened, at 50 to 100 words apiece. For each 50-word block of excellent writing, you will receive ONE to TWO points on a quiz or homework assignment. You’ll get an extra one or two points for a photo and an extra one or two points for good storytelling if I think it’s good (remember examples discussed in class). This would be worth 7 to 14 points to be applied to either a quiz or homework grade, wherever it is needed most.

Articles: There is the Times of Upheaval article and When We Hated Mom article. For the first one, you can do a 150-word summary and a 250-word reaction, and for the second only a 250-word reaction is possible. Each fifty (good) words gets you one or two bonus points on a homework assignment. That is up to 26 points available.

Survey results and comments (from 10W only):
Some students said the following about books from this course:
Macbeth - "I think it feels weird to read abridged Shakespeare." "I learned a lot about human nature and morality after reading this classic."
Animal Farm - "A good book to learn about allegory." "Easy story, deep meaning." "Interesting, meaningful." "Not really the type of book I'd enjoy." "In this course, reading Animal Farm got me to change myself from not being too selfish."
Flowers for Algernon - "Very interesting." "Great!" "Very Inspiring and sad."
Asperger's from the Inside Out - "Educational, inspiring."
Born on a Blue Day - "Understanding of autism."

Student comments on the use of technology in this course:
"Sometimes it is hard for me to turn in homework in Internet because the computer wouldn't cooperate." "Creating blog is a good way of submitting homework, but if there are not comments in your blog, there will be no motivation of doing so."
"Prefer to use iPads as a tool for this course."
"I like the blog better than e-learning, so I hope you will continue to put all the information there."
"I think the blog style is nice because we can see each other's writings."
"Using blog is not my favorite thing to do."
"The use of technology was diversified. We used blogs, web sites, Power Points, and Word documents."

Comments on how much or how well this course prepares you to be a global citizen:
"I think the assignments on the articles really prepares me well to be a global citizen. Many of the articles are about interesting global issues."
"The article assignments helps me prepare to obtain information when I'm in the U.S."
"I think we should have more interaction with the outside."
"I personally think that we should focus more on the Internet, for example articles and the blog (reflection)."

There is sharp disagreement about how much to focus on reading in class, blogs, writing, quiz and homework preparation, and articles. The only thing that is a clear pattern is that most everyone agrees they enjoy class discussion and there should be more of it. I hear various voices that want to have a challenge, improve their English and their grades, but have fun while doing so.

Now for my comments - time is very limited. I would also like to see us do more discussion and even debates, group work, activities, projects, even games in class. Tell me this - are you really well-prepared for class? Because if you are not even ready with your weekly reading done, then how can we discuss it? You can help by getting your work done, as much as you can, outside of class, including emailing me questions about reading or homework or seeing me at lunch time. Then during class time we can, assuming everyone understands our assigned material, do a productive discussion or activity about it and move on to something else. I also have the ability to answer tough questions about grammar, but feel this has been unnaturally deemphasized from our course. Just keep in mind that this is a literature course, so therefore it is heavily based in reading, like it or not. And the means to find out if you have understood? Usually that is by your writing. We can, of course, try to increase the use of speaking, and that is desirable, but again, time is not our friend in this matter. All things considered, I'd say we have great materials and facilities, a nice sized class and motivated students. I am quite satisfied with what we have accomplished, but ready to improve. Thank you for your ideas.

General plans for the next marking period
Read Curious Incident of the Dog in the Night-Time – make sure you have your book this week.
Do Autobiographical writing – get started early writing memorable scenes from your early life.
Maintain the availability of good articles every week, but if they are required, make the time to go over them in class.
Increase speaking in class – warm-up discussion, group work, literature circles, mini-presentations, debates, speaking activities and games, speaking tests (practice and for a grade).
Please continue weekly posts on your blog every Friday – that should make for five more.
Watch one movie – book to literature, preferably something related to something we are reading. Honestly, this movie watching may take place after I leave for break, see below.
Note – we may need to inform one another of travel plans. If any students are going away for a week or some days please tell me as soon as you know about it. I will likely be leaving for Italy some days early, but it should not affect our class, as we meet early in the week.

Saturday, April 30, 2011

Welcome back!

Update Wednesday 4 May 2011
Besides the more obvious goals of this project, including improving research, presentation, and getting more personal with the content, I hope you understand there are other goals. It is my hope that you will have had a chance to connect with the community, either local or global, though doing this project. One way of accomplishing this is by posting some of your information on one of our blogs. A blog allows you to have an authentic audience, which means readers beyond your usual teacher. This could include other students at our school, people in your family or community, our country, or other countries.

It’s my intention to ask you to put your writing and/or Power Point information on to one of the blogs. I feel others should see the results of your hard work. Please let me know if there is any reason not to do this. With that in mind, things in the individual papers would be more likely to be things not posted online, I’d expect. Let’s assume for now that the papers will not be posted unless I specifically ask, and the information in the Power Points will be unless you say not to.

Here is cool website called "Bibme" http://www.bibme.org/ It is awesome, because you just set it to MLA format and type in the title of the book, and it does the rest. It will spit out a bibliography for you!

What you create is yours. It is your choice if it is put on a public forum such as a blog or not. I am encouraging you to do it, though, because I feel your work is praiseworthy, from what I can see of it. However, I do want to see the Power Points, for example, before they are posted. I hope you will get a good feel for the "authenticity" of it after more experience using the medium.

If you have worries about the schedule, or trouble accessing the school's e-learning platform, please let me know. Enjoy your upcoming days!

Posted Sunday 1 May 2011
I hope your last two weeks was interesting! Perhaps you can write about it, and put the key points on your blogs (just a little, maybe with a photograph). Save most of the writing for later, as we will be doing autobiographical writing in the third marking period of this semester (6th term of this year) and the last two weeks can be used as practice. This week, I hope you can share some impressions or information with me and your classmates in class.

We have material to cover in our readers this week, and quizzes and homework to go over from before the two week you were gone. And this week you must hand in your writing for the projects. For that I said I want one or two pages of writing with at least one reference. Now, to be more specific, I want MLA format. Use default margins, Calibri 12 point, and single spaced papers. You need at least 600 words.

The presentations themselves will take place next week. Follow the guidelines given before or email me with any questions, or ask in class this week. I am looking forward to seeing the results of your work!

Also, after you have prepared videos or Power Points for your projects, I would like to have access to them, meaning I would like the files transferred to the computer in our classroom. This part is for viewing and assessment purposes. Please discuss it among your group if it is OK to share it with future students, teachers, or on the Kang Chiao Creates blog, if worthy. I encourage you to post group efforts such as movies and Power Points to your personal blogs. When making such productions, keep in mind your global audience, and ask yourself what you have to say to them about what you have learned and can now do

Sunday, April 3, 2011

Project ideas and requirements

Here is the update, which is also on the e-learning platform. It has some more details, but needs a bit more. We can take care of that on 4/11:

Group A (Shira, Jenny, Willy, and Sean)
Our group is reading Thinking in Pictures, which has eleven chapters. Shira is going to work on chapters 1-3, Jenny will read 4-6, Willy will read 7-9, and Sean will read chapters 10 and 11. Willy is researching Mozart, Sean is researching Beethoven, Jenny is doing Woody Allen, and Shira is doing Jane Austen. We will also each research the ALUT foundation in Israel and compile our respective notes on that for the PowerPoint as well. 

Shira: Thinking in Pictures: Autism and Visual Thought, The Great Continuum: Diagnosing Autism, and The Squeeze Machine: Sensory Problems in Autism. These are chapters one through three, pages 1 - 58. 

Jenny: Learning Empathy: Emotion and Autism, The Ways of the World: Developing Autistic Talent, and Believer in Biochemistry: Medications and New Treatments. Chapters four through six, pages 59 - 124. 

Willy: Dating Data: Autism and Relationships, A Cow's Eye View: Connecting with Animals, and Artists and Accountants: An Understanding of Animal Thought. Chapters seven through nine, pages 125 - 184.

Sean: Einstein's Second Cousin: The Link Between Autism and Genius, and Stairway to Heaven: Religion and Belief. Chapters ten and eleven, pages 185 to 222. 

Note: please provide the web site of the ALUT foundation. There should be a contact person in Taiwan.


Group B (Edward, Thomas, and Joseph)
Joseph: Born on a Blue Day (Chapters: 1, 2, 3, and 4), research on the Kanner foundation, and a mini-presentation on George Orwell.
Thomas: Born on a Blue Day (Chapters: 5, 6, 7, and 8), work on the book report, and a mini-presentation on Michelangelo.
Edward: Born on a Blue Day (Chapters: 9, 10, 11, and 12), work on the book report, and a mini-presentation on Charles Darwin.

Notes: for group B, everyone needs to work on his own “book report” and submit a written report with at least one reference to be separately and individually graded. This report will include everything you have done, including the chapters of Born on a Blue Day, the Kanner Foundation, or a famous person with autism or asperger’s. We also would like to see the titles of the chapters of Born on a Blue Day here, and the approximate number of pages, if possible. I also know that Edward is arranging a Skype interview with a person with autism for either himself or possibly with people in his group. Please also provide the web site of the Kanner foundation.

Group C (Henry, Maggie, and Tina)

-Book: Asperger’s from the Inside Out
      Henry: Ch1: What Is Asperger’s Syndrome?
            Ch2: Now I Know: What the Diagnosis Feels Like
                Ch3: Long Walks: Looking Back on the Past With a New Perspective
        Tina:   Ch4: Disclosure
                Ch5: The Right Toolbox: Coping Strategies
        Maggie: Ch6: Special Interests=Passion(+Future?)
                 Ch7: Happiness
-Foundation: American Autism Foundation (AAIF)
-Famous People with Autism:
        Henry: Bill Gates
 Tina: Thomas Edison
 Maggie: Hens Christian Andersen
-Meet someone with Autism: (still looking and talking to Edward’s group)







By Wednesday, April 6th, I expect each group to have a proposal for me about what they would like to do, and what each member of the group will contributing to the group effort. This is a process of negotiation between the class and me, and the group members and each other, and I have some suggestions to share here, and some of them are "strong suggestions." If anyone objects, please send an email with a better idea.

Each group will report on a book from received from me. Group members must read part of the book, and do a write-up and presentation (probably power point) on that part of the book. See below for book titles and which group I think should receive each book.

Each group should choose a autism foundation and do a mini-presentation on it: The Kanner Foundation in Taiwan, The ALUT foundation in Israel, and a foundation in the United States. Again, I have recommendations on which group should do which foundation here, so look below. Also, I will put a summary of the article where I got the information on the Kanner foundation and ALUT foundation below for everyone, and there is a link to the article.

Each group member should include information on one famous person who had autism (see link) and that person's achievements. These will have to be coordinated so that there are no repeats.

Aside from this, I really hope each group will make an effort to actually meet someone with autism and spend some time with that person, perhaps conducting an interview of some type. The Kanner foundation could probably help there, and it may be possible that our school has someone in it with Asperger's syndome. This part might be good for a short video - whether it is an interview, playing a game with that person, or doing some kind of activity or visiting the classroom, after getting permission.



Kanner Foundation of Taiwan – working to help autism awareness
Named after Leo Kanner, a psychologist who is known for his work on autism
At the end of 2010, 10,160 people in Taiwan had autism
This showed a 10% growth rate (annual?) because of the increased awareness of symptoms of the disorder of parents in Taiwan
The Kanner Foundation is modeling itself after an Israeli organization called ALUT, which strives to help families with autistic children. Among other services ALUT provides, autistic adults can apply to live in one of its 18 communities that give that person a farming or pottery job, and a place to stay after their parents are no longer in this world. This, they believe, is the biggest worry of parents of autistic children – who will take care of their kids when they are gone.


Thinking in Pictures – this book explains the thinking of someone with autism and is highly readable. It is written by the famous Temple Grandin, who has Asperger’s syndrome herself, and who you have probably seen speak on the link. This book, according to the third Amazon review, “will enlighten and expand your thinking about how minds work and what it means to be human.”

Born on a Blue Day – about an autistic savant, a person with autism who has incredible mathematical and linguistic powers. The person who wrote the book is real, but comparable to the main Character Christopher in the Curious Incident book. He loves prime numbers, does not like to be touched, and does not understand jokes easily, and cannot decipher expressions on people’s faces. He can, though, see numbers in his mind with colors, as each day has a texture and a color – like “blue Wednesdays.” Please go to Amazon.com and read the first review there about this book.

Asperger’s from the Inside Out - This book has suggestions on how to deal with Asperger’s syndrome as an adult. Most books written about autism are for parents and directed at children, but not this one. It is a practical guide with lots of tips on managing your adult life if you have found out you or a relative has Asperger’s rather late in life. This book is in Chinese, so whichever group gets it must translate what they learn into English.

Finally, here are the suggestions for which group should do what:

Group A with Shira: Thinking in Pictures and ALUT
Group B with Edward: Born on a Blue Day and the Kanner Foundation
Group C with Henry: Asperger's from the Inside Out (in Chinese) and a autism foundation from the USA

I have taken out my rationale for the above suggestions and ideas about grading the projects. We can discuss those things later. Email me if you have any burning issues you want to discuss.

Tuesday, March 1, 2011

About Homework

Students always have access to their homework through blogs. The main blog should be checked over the weekend for the upcoming weekly agenda, which contains a reminder of the reading assignment, as well as any homework assignments or announcements common to all classes I teach. However, this class blog for the 10W class, that I call 10MLit12, will have much information right here. Homework will be abbreviated as "HW" below.

HW1 - a two-part writing assignment about your reading habits and how you spend your personal time, available on the main blog.
HW2 - a response to the updated questions to the article handed out during week one called Equal Rights Ascending. You can find a link below in the article post.
HW3 - About section one, chapters I to IV (pages 3 to 44) of Animal Farm.
1.      Analyze one of the characters in Animal Farm and relate it to allegory.
2.      Explain the importance of work in one’s life. Do you believe that we are all ultimately slaves in some way in our lives?
HW4 - This homework is about section two of Animal Farm, chapters V – VII, (pages 45 – 89), and is due Wednesday, 2 March 2011.
1.      For what reasons did Snowball want to build the windmill?
2.      What happened to Snowball during the vote about the windmill?
3.      When the animals did not have enough food to eat (chapter VI) what human activity did Napoleon ask them to do? How did the animals feel about this?
4.      What other human-like activity did the pigs do in chapter VI? How did Squealer explain it?
HW5: This is on section three of Animal Farm. (chapters VIII - X). Follow this link or look on the e-learning web site. There are five questions (20 answers), and you can also find the same questions on 10MLit34's blog. Due 3/8.
HW6: Article When Rich People Do Stupid Things questions due 3/14.
HW7: Descriptive writing task has already been on the main blog for a week and was also put on the school's new e-learning platform at http://e-learning.kcbs.tpc.edu.tw/ due 3/14.

Second Marking Period (term 5 of this academic year)
HW8 - article: One Hundred Years of Multitude due 3/31 (questions attached, see link below)
HW9 - blog creation: blog up using blogger.com with link to main class blog (this one) and one other link (first gadget), two other gadgets, a welcome post, and one reflective post for the homework that week. Every Friday after that there must be at least one additional reflective post saying what you learned or what went through your mind while you were reading something for our class that week.
HW10 - article: children with Asperger often live in fear of teasing - due 4/14 with 150-word summary and 250 reaction
HW11 - article: 10 Natural Wonders to See Before They Disappear - due no later than 5/8 - 250 reaction only!
HW12 reflective posts

Third marking period:

HW13: All four scenes must be completed by class time for a grade! We will collect the four scenes already written into one "mini-autobiography." We will choose one to work on more intensely for the formal assessment writing grade (final draft due 6/15).

HW14 This grade will primarily be made up of the four reflective posts on the four parts of Curious Incident (20% each part). Quality of writing and thoughts will be assessed. For the last 20%, anything else you have posted about this marking period will be considered, plus creativity of your blog (template, links, music, videos, etc.), along with quality of writing and thoughts on other posts besides Curious Incident.

HW15 write a business letter of at least 150 words for a topic posted on the class blog and e-learning no later than Saturday morning 6/11. Students will also have an opportunity to write for 20 minutes on Monday in class if it is not already done.

HW16 article reaction (250 words) 96 year-old Dutch woman confesses to World War II-era murder





Sunday, February 27, 2011

Class Notes

These notes are meant to help you study for your weekly quizzes. Sometimes I will put other special topics here that only our class has talked about. The earliest information is at the bottom, and the most recent is at the top.

Week Four
We went over descriptive writing using a Power Point and I should have given some advice about using sensory language, interesting adjectives, and complex sentences. As to Animal Farm, there will be no posting of new vocabulary from the third section of the book. Please review the vocabulary from the previous two sections for synonyms, and expect that other words from section three will be shown with the original sentence, and that you should be able to explain the meaning of the word from context. Key passages have been alluded to in HW5, but any others you should find from your own critical thinking and our class discussion during week five.

Week Three
New vocab to notice:
Pretext (45), publican (46), dynamo (48), incubators (49), peculiar (52), moonshine (55), arable (62), solicitor (64), regarded (67), gale (69), malignity (70), indignation (70), capitulated (76), categorically (82), cowered (82), collaborated (83), countenance (83), retribution (85)

Highlights of Chapters V – VII
Chapter V
Mollie disappears (46), “The whole farm was deeply divided on the subject of the windmill.” (50), Napoleon forces Snowball off Animal Farm (52 – 53), no more debates (54), Boxer adds a second personal maxim (56), Napoleon plans to build the windmill in two years and claims it as his own idea (57).
Chapter VI
Napoleon decides to engage in trade by selling hay, wheat, and eggs (63), gets Mr. Whymper to handle business and legal affairs for the farm (64 – 65), pigs sleep in beds (66 – 67), a storm blows over the windmill but Napoleon blames Snowball (70).
Chapter VII
Whymper is deceived and reports to the outside world that there is no food shortage on Animal farm (75), the hens rebel against Napoleon but are starved into submission (76 – 77), Snowball’s courage at the battle of Cowshed is attributed to Napoleon (80 – 82), four pigs confess their crimes (83 – 84) and are killed immediately, then other animals confess too, and they are killed as well. Clover notices the changes in Animal Farm (87), the animals sing the Beasts of England sadly (87), but then are told by Squealer (88) that the song has been outlawed.

We missed class on Monday due to the 2/28 holiday. So Tuesday, our class roared ahead by making up our Masque of the Red Death quiz, then doing a quick review, and taking the Animal Farm part one quiz. On Wednesday, we had time to explore chapter 5 in some detail. Groups analyzed the characters (by examining observable actions, what they said, and other evidence): Mollie, Napoleon and Snowball. We evaluated two visions for the future of Animal farm - one contained a windmill that would bring about an "Animal Renaissance." Please remind me to make that connection with you next week and explain how it related to the Masque story. Finally, we saw Edward (Snowball) and Henry (Napoleon) square off in a debate. Somehow, the history of the Qing dynasty got into our debate! However, our Napoleon was "out of character" as he tried to logically debate his opponent, whereas the Napoleon in the book would have...what would that Napoleon have done?
Check back this weekend for vocabulary helps for next week's quiz.

Week Two
Animal Farm (pages 3 to 44) chapters 1 to 4 were to be read last week. The quiz is scheduled for next week (week three). However, in this class, we are behind on quizzes, so we'll see.

Vocabulary helps: (underlined words are on your 75 SAT words list for Animal Farm, more at bottom)
Hideous (7) - horrible, terrible
Apathy (16) - lack of concern, no feelings
Maxim (34) - saying, motto
Adjoin (38) - border, be next to
Shrewd (38) - clever, sharp-witted
Cannibalism (39) - eating your own kind, usually humans eating other humans
Tractable (39) - obedient, dutiful
Irrepressible (40) - unmanageable, out of control
Skirmish (41) - initial combat, early battle
Maneuver (41) - tactic, battle plan
Flight (41) - escape, running away
Ambush (41) - surprise attack, trap
Stone (42) - a British unit of weight equal to 14 pounds (6.4kg)
Bolt (42) - a sprint, dash, or quick run
Ignominious (42) - shameful, dishonorable
Sentimentality (43) - over-romanticizing, over-emotionality
Impromptu (43) - unplanned, spontaneous
Unanimously (44) - undisputedly
Decoration (44) - medal, award
Confer (44) - to give, to present with
Posthumous (44) - done after death

More SAT words from your list and on what page they can be found in Animal Farm: abolish (9), benevolent (4), cryptic (30), dole (28), ensconce (4), falter (10), forelock (33), fortnight (38), gambol (22), generation (9), hoist (30), implement (27), inscribe (24), league (32), leisure (7), prosperity (10), scullery (23), seclusion (35), toil (13), trotter (10), unison (13), vicious (41), wean (35), whelp (35), windfall (35).


In class, we went through chapter one in some detail, both in small groups and as a whole class, and discussed why Old Major's speech was persuasive. We found four parts of the talk that night in the barn (chapter one), and the class was given HW3 (see post above). For your convenience, I'm including highlights of chapters 1 to 4 and the page numbers, so you can easily find them.

Old Major's speech is persuasive because:
1. He treats the other animals as equals
2. He builds their anticipation (leaves some mystery)
3. Uses simple, direct language
4. Uses emotional language to appeal to each group of animals
5. Asks emotional questions, then gives logical answers
6. Appeals to unity by identifying common problems among all animals
7. Identifies a common enemy for all animals - Man
8. Appeals to a sense of duty to destiny, ancestors or religion by use of a dream
9. Uses an easy-to-remember song to stir emotions
10. Plants the idea of freedom as a legacy to future generations, with no immediate self gain.
11. Uses a vote during his speech to show he is listening to the opinions of his audience
12. Draws on his respect on the farm, and his comparatively long years of wisdom

The four parts of the talk that night:
1. The speech, which is interrupted by the vote
2. The vote on whether or not wild animals are comrades
3. The dream
4. The song - Beasts of England

Highlights in Animal Farm chapters 1 to 4
I. Old Major's Speech (see above)
II. The Rebellion
Moses the Raven and Sugarcandy mountain (pages 17-18) - heaven for animals?
The Rebellion (page 19) - lack of food and mistreatment
Pigs can read! (page 23)
The Seven Commandments (pages 24-25)
III. The Republic of Animal Farm
Benjamin's attitude towards Rebellion is neutral (page 30)
Meetings and debates (page 31) Snowball and Napoleon both active and in opposition
Snowball's committees (page 32)
Animalism's single maxim (page 34) - four legs good, two legs bad (how about birds?)
Napoleon concentrates on education of the young (page 34)
Squealer persuades other animals why pigs need milk and apples (page 36)
IV. The Battle of Cowshed
The Enemy approaches (page 40)
Skirmish (page 41)
Feint (41)
Attack from the rear and cut them off (41)
Heat of Battle (42)
The Enemy retreats (42)
Animal Hero, First Class (44) for Snowball and Boxer