Modest Proposal SLP

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“A Modest Proposal” and Satire Student Learning Plan
Teacher: Stephanie Long
Class: 12AP
Block: B2 and B4
Teaching Date: 3/24/09
Objectives:
Personal:
- Students will understand the basic concept of satire
- Students will use “A Modest Proposal” as a model of how the satirist makes illogical
ideas seem logical for satirical effect.
- Students will create their own satirical commentary.
SOLs:
12.3
The student will read and analyze the development of British literature and literature of other
cultures.
a) Recognize major literary forms and their elements.
b) Recognize the characteristics of major chronological eras.
c) Relate literary works and authors to major themes and issues of their eras.
12.7
The student will develop expository and informational writings.
a) Generate, gather, and organize ideas for writing.
b) Consider audience and purpose when planning for writing
d) Elaborate ideas clearly and accurately.
e) Revise writing for depth of information and technique of presentation.
f) Apply grammatical conventions to edit writing for correct use of language, spelling,
punctuation, and capitalization.
g) Proofread final copy and prepare document for publication or submission.
Materials:
- Copies of “A Modest Proposal” by Jonathan Swift
- Recording of reading of “A Modest Proposal”
- Copies of “A Modest Proposal Project”
- Satire Handouts
- Satirical Cartoons
- PowerPoints
Instructional Strategies and Timings:
1. “My Modest Proposal”An overview of this class written in the same tone as Swift’s
Modest Proposal(5 minutes)
2. Mini-lecture(possibly a powerpoint) on the life of Jonathan Swift and historical setting of
his works(10 minutes)
3. Play a reading of Jonathan Swift’s “A Modest Proposal”(20 minutes)
4. Tell students to take 5 minutes to jot down notes on “What’s funny about Swift’s
“Modest Proposal”?” and “What’s not funny about Swift’s “Modes Proposal”?”(5
minutes)
5. Discuss their responses and reactions(10 minutes)
6. Draw a chart outlining the logical arguments of Swift’s “Modest Proposal” and the
illogical arguments of Swift’s “Modest Proposal” as a whole class on the board(15
minutes)
7. Mini-lecture on satire, including satirical cartoons and youtube clip of The Rock
Obama(20 minutes)
- http://www.xkcd.com/500/
- http://xkcd.com/556/
- Definition: writing that uses humor to expose and ridicule human vice and folly.
- Can be good humored or bitter
- Sometimes they unmask evils and sometimes they mask them to avoid dangers of
naming real people.
- Goes back and forth between obvious parallels and less obvious parallels
- Ironyshows the contradiction between reality and appearances
- Rhetorical strategies
- This outlandish thesis is a manifestation of Swift's outrage at what he saw as the
scandalous economic and political policies of the Irish and English governments,
and the author uses the assumed voice of the economist, an abundance of detail,
literalized metaphors, and other ironic and parodic techniques to devastating
effect.
- metaphorical “devouring” of Ireland's resources by England's policies and by
wealthy Irish landowners
- Ireland’s indifference and neglect
8. Launch “A Modest Proposal Project”Due April 1st (10 minutes)
Multidisciplinary Connections:
- Audio recording of “A Modest Proposal” for auditory learners.
- Examples of satire from its inception to modern times so that students will have an easier
time relating to how satire works and understand how satire can date itself.
Differentiation and Accommodations:
- Providing satire handouts to help those who are slower at copying things.
- Using a graphic organizer on the board so that students can visualize the information.
Assessment:
Formative:
- Class discussion of “A Modest Proposal” by Jonathan Swift
Summative:
- The students will orally present their own “Modest Proposals” for a writing/test grade
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