Lesson Planning Organizer
Class Description
A ninety minute class meeting of Honors Eleventh grade English students. The energy level of
the students is relatively high, there are very few office referrals in this class meeting, no IEP’s,
no ELL’s. The class is composed of 1:4 male female ratio. About a third of the class is
Caucasian, with the rest of the two thirds comprised of African American and Asian students.
Unit Title
Lesson Topic
Type of Lesson
Stylistic devices
Satire
Introductory
National Content
Standard/ State
Curriculum
Standard
Standard 1:
The student will
comprehend and
interpret a variety of
print, non-print and
electronic texts, and
other media
Objective 1.1.4: The
student will apply
knowledge of word
meaning, context,
structure, and origin
to define unfamiliar
words.
Objective 1.2.1: The
student will determine
the contributions of
literary elements in
classical and
contemporary literary
texts
Objective 1.2.2: The
student will determine
the critical or central
idea(s) of a text
Objective 1.2.4: The
student will interpret a
literary work by using
a critical approach
(e.g., reader response,
historical, cultural,
biographical, and
structural).
Standard 2:
The student will
analyze and evaluate a
variety of print, nonprint and electronic
texts, and other
media.
Objective 2.1.1: The
student will analyze
organization, structure,
and syntax that reveal
an author’s purpose.
Objective 2.1.2: The
student will analyze
stylistic elements in a
text or across texts
that communicate an
author’s purpose.
Objective 2.1.4: The
student will analyze
and evaluate the
purpose and effect of
non-print texts,
including visual, aural,
and electronic media.
Judges Prior Knowledge (How do you know students are ready to learn the content in this lesson?)
Students will be building upon previous knowledge on various stylistic devices to ascertain the
purpose of satirical writing. Irony was the last topic covered in class; therefore students will use
their understanding of irony to help comprehend satire. The class will also use their knowledge
of hyperboles and sarcasm.
Lesson Objective(s):
Objective 1 – Students will be able to explain what makes print and non-print texts or works
satirical.
Objective 2 – Students will be able to describe the satire present in “A Modest Proposal” and
“Green Eggs and Ham”.
Assessment(s):
Assessment for Objective 1 –
Concept Map for satire
Is this a formative or summative assessment?
Formative
Would you characterize this assessment as a traditional or performance assessment?
Performance
Why did you select this assessment strategy to measure student learning?
A concept map will accurately display a student’s understanding of the concept that we are
discussing. It is imperative that the students understand what satire is before the class continues
on to read the two satirical texts.
Assessment for Objective 2 –
Small groups completing a worksheet on the satire present in “Green Eggs and Ham” and “A
Modest Proposal”.
Students will devise their own problem and write or illustrate a satirical solution.
Is this a formative or summative assessment?
Formative.
Would you characterize this assessment as a traditional or performance assessment?
Performance.
Why did you select this assessment strategy to measure student learning?
To assess their ability to understand the content being presented in the two texts.
To exemplify their understanding of what satire is, they will produce their own form of satire.
Materials Needed for Lesson
Excerpt from Jonathan Swift’s “A Modest
Proposal”
Dr. Seuss’ “Green Eggs and Ham”
Concept Mapping worksheets
Satire Worksheets
Computer
Blackboard
Markers and colored pencils
Paper
Adaptation for IEP Student(s)
There are no students with IEP’s present in this class.
Incorporation of Technology (if appropriate)
*If you are using a website, be sure to include the website citation.
http://www.theonion.com/articles/report-states-quietly-raising-speed-limits-near-fa,18657/
http://www.theonion.com/articles/my-opponent-knows-where-washington-is-on-a-map-id,18330/
Reading strategies:
1. Concept Map of satire. Completing this activity will give students a thorough
understanding of what satire means, how it is used, what it is similar to, how it is being
applied to “Green Eggs and Ham” and “A Modest Proposal”, and how they can apply
satire to their later assignment.
2. Worksheet on satire in “Green Eggs and Ham” and “A Modest Proposal”. Completing
this worksheet will help the students to focus their attention on the main points of the
readings in terms of higher critical thinking and satire.
Culturally Responsive Instruction
An analysis of stylistic devices, such as satire, that can be observed in classic literature and also
applied in today’s modern society. It is important for the students to understand that satire is a
time and event specific device in the sense that it pertains to one specific point in history. Swift
uses satire to illustrate a point that was specific to the Irish starving and having to turn to drastic
means to survive.
Lesson Development
Teacher
Students
Time
Drill/Motivational Activity –
Anticipated Responses?
7:30 AM
Satirical picture (from theonion.com)
http://www.theonion.com/articles/reportstates-quietly-raising-speed-limits-nearfa,18657/
1. This is ridiculous!
Transition
Ask student’s based off of this picture,
what they think satire is.
7:35 AM
1. Satire is making
fun of something
2. It means
exaggerating
something to the
point where it is
ridiculous.
Activity 1 –
7:45 AM
Complete a concept map of what satire
means in literature.
Key Questions
Anticipated Responses?
1. What does it mean to be satirical?
2. What are some pop culture icons in
satire? (Talk shows, TV shows, etc.)
To over-exaggerate
something to the point of
absurdity. To make a
parody of something
The Late Show, Saturday
Night Live, The Office,
Chelsea Lately
Transition
8:00 AM
1. Read “Green Eggs and Ham” by Dr.
Seuss. Have students answer the
questions (2 and 3) on the worksheet as
they listen.
Activity 2 –
Students will split into small groups to
read an excerpt of Jonathan Swift’s “A
Modest Proposal” and answer the
remainder of the questions on the
worksheet as a group effort.
8:15 AM
Key Questions
What is Swift suggesting in this essay?
What is Swift’s proposed solution to the
potato famine in Ireland?
1. He is suggesting
that the Irish eat
their children to fix
the problem of
hunger.
Transition
8:30 AM
Clarify any questions that students might Students will record their
have on the worksheet.
answers on their
worksheets
Activity 3 –
“Satirical Situations”
Students will pick a problem that they
would like to find a satirical solution to.
They can have the option of drawing a
cartoon, or by completing a short essay.
Key Questions
How can a situation be satirical or
successfully satirized?
Summary/Closure/Revisit Objective
Share their responses from the activity
with the class.
Safety Valve
Analyze this satirical article:
8:50 AM
http://www.theonion.com/articles/myopponent-knows-where-washington-ison-a-map-i-d,18330/
Resources used to compose this lesson plan (curriculum guide, internet, books, articles,
mentor teachers plans, etc.) Write citations.
The Oxford English Dictionary, The Onion, “Green Eggs and Ham” by Dr. Seuss, “A Modest
Proposal” by Jonathan Swift.
Reflection on assessment – Assume that after you have taught this lesson and assessed
student learning you find that students did not meet the objective(s). How would you plan
future instruction on this lesson’s content and skills to ensure student mastery and
application?
I would allot more time for reading the texts. I think that A Modest Proposal and the concept of
satire might prove to be a dense topic for some students. I think that allowing students to split
into small groups to complete the reading and worksheet will help alleviate some of the topic’s
difficulty but I’m also worried about the students staying on task. I might also allow for more
class discussion on the texts, and leave the ending assignment where they produce their own
satire for homework where they would have more time to develop their ideas.