Hello, and thank you so much for joining me today.

I'm Mrs. Butterworth and I'm really excited about today's lesson, which is focusing on chapter three of "Animal Farm." So shall we delve in? So by the end of the lesson, you will be able to explain what happens in chapter three of "Animal Farm." So before we start the lesson, here are some keywords that will help us understand as we go through.

They are rhetoric, illusion, allegory, bourgeois, and maxim.

So here is our lesson outline today.

So we're going to start by reading chapter three, and then the second part of the lesson, we will discuss some elements of chapter three.

So let's start by reading chapter three.

So chapter three is all about the growing power of the pigs.

So the first thing I'd like us to do before we read is just to discuss in what ways have the pigs shown their power and leadership skills so far in "Animal Farm." You may wish to pause the video so that you can consolidate your ideas.

Excellent discussions about the pigs.

So let's look at some feedback and share some ideas.

So let's think about this growing power of the pigs.

So if we think about it, it's the pigs through Old Major's dream that first create the idea of revolution and this idea of Animalism, that key ideology.

Before the revolution, it is the pigs who answer the other animals' questions about what life will be like after the revolution.

The pigs lead the attacks in the revolution of chapter two.

The pigs are the first to learn to read and create the Seven Commandments of Animalism, really emphasising and highlighting their kind of superior intelligence to some of the other animals.

So the pigs largely grow their power through the lack of education of the other animals.

So we're going to look at some specific examples in chapter three.

So let's read this part of the chapter together first.

"The pigs had set aside the harness-room as a headquarters for themselves.

Here, in the evenings, they studied blacksmithing, carpentry and other necessary arts from books which they had brought out of the farmhouse.

Snowball also busied himself with organising the other animals into what he called aAnimal Committees.

He was indefatigable at this.

He formed the Egg Production Committee for the hens, the Clean Tail League for the cows, the Wild Comrades' Re-education Committee.

The object of this was to tame the rats and rabbits, the Whiter Wool movement for the sheep, and various others besides instituting classes in reading and writing." So first question is how does this extract show the increasing power of the pigs? So if we look here, the pigs have designated themselves a headquarters.

So they're almost physically finding separation from the other animals, and they are also able to learn skills that the other animals are not.

And Snowball is therefore, also organising the other animals into committees.

So we can see these kind of organisational skills and that separation occurring here.

How are some of the pigs, like Snowball, using their intelligence to help other animals? So actually, what's interesting here is that Snowball is trying to use his intelligence to boost production, and he's also trying to actually help the animals to read and write.

So he doesn't see the increasing the intelligence of the other animals as a threat and he actually wants to help them.

Let's read the next part of the chapter.

"As for the pigs, they could already read and write perfectly.

The dogs learned to read fairly well, but were not interested in reading anything except the Seven Commandments.

Muriel, the goat, could read somewhat better than the dogs and sometimes used to read to the others in the evenings from scraps of newspaper, which she found on the rubbish heap.

Benjamin could read as well as any pig, but never exercised his faculty.

So as far as he knew, he said, there was nothing worth reading.

Clover lent the whole alphabet, but could not put words together.

And Boxer could not get beyond the letter D." So it's interesting, what do we learn about the different animals here and their approaches to reading and writing? So we learn that there is a developing hierarchy amongst the animals in terms of reading and writing ability.

So some animals, like the pigs, can read perfectly, whereas others like Boxer and Clover have more limited abilities.

So Boxer can't get past the letter D.

And let's read the next part.

"None of the other animals on the farm could get further than the letter A.

It was also found that the stupider animals, such as the sheep, hens and ducks were unable to learn the Seven Commandments by heart.

After much thought, Snowball declared that the Seven Commandments could in effect be reduced to a single maxim, namely: "Four legs good, two legs bad." This, he said, contains the essential principle of Animalism.

Whoever had thoroughly grasped it would be safe from human influences." So what are the stupider animals unable to do here? So some of the stupider animals are unable to fully understand the Seven Commandments.

So even those laws that the animals have that the pigs have introduced, they cannot understand them.

So they condense all of those big ideas just to this single statement of which Napoleon says will help protect them.

So it's about reducing those big ideas into that single sentence.

So thinking about this, what issue do we think this might cause later on in the novella? So what this suggests is that some of the stupider animals may be more susceptible to manipulation.

They lack the language skills to remember the original commandments and the spirit of the revolution.

Okay, so true or false time.

The pigs create the maxim of four legs good, two legs bad that explains the essential principle of Animalism.

Well done.

That's true.

The pigs are responsible for the creation of the maxim.

Now let's justify your answer.

Well done, everyone that said A.

The less intelligent animals are unable to remember the full Seven Commandments, so the pigs create this instead.

So initially, it seems like the pigs are doing a nice thing or a helpful thing, but as we progress, it'll be interesting to see how this maxim actually becomes a way for the pigs to control the animals and maintain power.

So now it's our first practise task, and I'm going to get you to read the rest of chapter three.

So chapter three, from "how they toiled" to "for the pigs alone." As you are reading, pause and discuss the following questions.

Was the harvest a success, and why? What role did the pigs take on the farm? The animals received more food than ever before.

What does this imply about life after the revolution? How are Snowball and Napoleon different as leaders? How is Mollie presented? What is the purpose of Snowball attempting to educate the animals and set up so many committees? What is the argument for why the milk and apples are reserved for the pigs? Who argues the case? So as you are reading, you will need to pause the video and answer these questions.

We will feedback when you are done.

Excellent reading, everybody.

Well done.

So let's just share our answers now.

So that first question, was the harvest a success and why? So the text states that it was a bigger success than they had hoped.

All the animals contributed to the harvest under the direction of the pigs.

So everyone, all the animals, are being involved in making sure it's a success.

What role do the pigs take on the farm? So the pigs obviously take the role of leaders.

They direct the work, like the harvest and issue resolutions to the other animals.

So again, we can see these pigs emerging at the top of the hierarchy and positioning themselves as leaders.

The animals receive more food than ever before.

What does this imply about life after the revolution? So actually, this is quite a good thing.

It does imply that the farm, is working more efficiently than it did under Jones and is able to produce more food as a result.

The interesting thing will be to see if the animals can keep this going throughout the novella.

How are Napoleon and Snowball different as leaders? Well, Snowball is interested in developing the education of all the animals and organising them through committees.

So we can see Snowball here trying to get everyone equal, everyone up to the same speed.

Now, this is different for Napoleon who shows no interest in this and he's desiring only to educate a new litter of puppies in the loft.

So we can see here Napoleon using this idea of education for his own needs, to promote his own power.

How is Mollie presented? Mollie's a really interesting character.

Now, Mollie is an allusion to the bourgeois class of Russia.

They shied away from hard work and were interested in material wealth and possessions.

Now, what is the purpose of Snowball setting up, attempting to educate the animals and set up so many committees? So Snowball strongly believes that education is the right of all of the animals and he wants to empower as many animals as possible on the farm through committees.

And finally, what is the argument for why the milk and apples are reserved for the pigs, and who argues the case? So Squealer's argument is that the pigs are brain workers and require the food more than the other animals as they are responsible for the direction and strategy of the farm.

He notes that if they fail, then Jones will return.

So again, it's Squealer being that persuasive pig.

He's the one arguing the case and telling the animals why the pigs need this extra food.

He's also perpetuating that fear, isn't he? When he says about if we don't do this, then Jones will return.

So really the animals don't really have a choice but to agree with them.

So that's the first part of the lesson done.

So we have read chapter three.

Well done, everyone.

So moving on to the second part, we're now going to discuss and look at a few ideas that are relevant to chapter three.

So the end of chapter three is notable for the pigs' ability to manipulate the other animals into believing the pigs alone are entitled to the milk and apples.

Their case is presented by Squealer, a pig known for his rhetorical skills, who benefits from the animals' lack of intelligence.

So I'd like you to discuss these two questions.

The first introduction we get to the character of Squealer is when we are told that he could turn black into white.

What does this tell you about him? And the second question I would like you to discuss is by taking the milk and apples for themselves, what commandment are the pigs breaking? So pause the video and see what you can come up with.

Excellent discussions, everyone.

We're really starting to understand the role of the pigs.

So let's just feed back the first answer.

So what does this phrase turn black into white tell us about Squealer? Well, it tells us that he is incredibly persuasive and can manipulate language to suit the pigs' needs.

And this taking of the apples and the milk, what commandment does this break? Well, it breaks that Seventh Commandment that all animals are equal because they are suggesting that the pigs are more superior and therefore, deserve more food.

So let's just do a quick check for understanding.

Squealer is described as someone who could turn black into white.

What does this suggest about him? Excellent.

I had a lot of people say C.

So he's deceptive and persuasive and he can manipulate the truth to serve the pigs' interests.

Well done, everyone.

So now what I would like you to do for our final practise task is to read the extract of Squealer's speech from the end of chapter three.

I would then like you to brainstorm ideas to the following question.

How is Squealer able to convince the other animals that the pigs are entitled to the milk and apples? You may wish to include in your brainstorms language devices he uses, ideas he deploys in his argument, and threats he makes to the other animals.

Pause the video and I really look forward to sharing all of our great ideas.

Excellent work, everyone.

There's a lot of deep thinking going on there.

So what we'll do now is we'll share our ideas and I will show them to you now.

Now, you may have some different ideas, which is fantastic, or you may want to include some of these ideas to your own brainstorms. Okay, so just remind ourselves of the question, how is Squealer able to convince the other animals that the pigs are entitled to the milk and apples? So we get this use of direct address, and Squealer is very good at this.

So a lot of direct address to appeal to the animals.

So he says "comrades" a lot.

And again, this word comrades, you will notice as you go through the novella, is used a lot to create this kind of sense of unity amongst the animals.

It makes them feel part of the group.

He tries to persuade the animals by stating the pigs don't actually like milk and apples.

So again, Squealer, in his persuasive way, is trying to present the pigs taking the milk and apples as actually a burden.

So they don't even enjoy it, they're just doing it for the greater good.

So again, that idea that Squealer can manipulate language so he can turn black into white is happening here.

He argues that science shows milk and apples as absolutely vital to a pig's wellbeing.

So again, Squealer making excellent use of those rhetorical devices.

So by referencing science, he's adding credibility and authority to his argument.

You know, who is going to argue with science? He deploys lots of rhetorical questions to plant ideas in the animals' head.

So we know that rhetorical questions are a really powerful device.

And you'll notice when Squealer delivers his speeches, he uses lots of rhetorical questions.

So in this part about the milk and apples, "Surely there is none among you that wishes Jones to come back?" So he's really forcing the animals to question their situation and also instilling fear.

You know, the animals are terrified that Jones will come back.

So using this rhetorical question is a really effective way of manipulating the animals.

And again, so he plays on animals' fear of Jones by arguing that he will return to the farm if the pigs aren't well fed.

So Squealer is using the welfare of the pigs and making sure that the pigs are well looked after in order to prevent Jones's return.

And finally, he argues that it is the pigs that are responsible for the welfare of the farm, so need greater sustenance.

So what's really clever here is Squealer and the pigs are positioning themselves as these kind of guardians of the farm.

So if we think about Orwell's purpose, this inevitability of hierarchy, we can see that happening here.

The pigs are positioning themselves above everyone else, making the animals feel like they need them, that they rely on them.

It's a really, really clever tactic in the gaining of power and maintaining power, and Squealer's persuasive skills are excellent at adding to this as well.

Well done, everyone.

We have reached the end of the lesson.

I hope you enjoyed reading chapter three.

So a quick reminder of what we have been through this lesson.

So the pigs are the most intelligent animals on the farm.

Squealer uses rhetoric to control the less intelligent animals.

And finally, the pigs appear to be taking advantage of their position as leaders.

Thank you so much for your contributions today.

I really hope I will see you again soon for another lesson.

Take care.