Mrs. Wingo | “Only the very weak-minded refuse to be ...



Unit Plan A Study of Satire12th Grade Honors EnglishBy Sheri WingoContent:2. Topic/Subject Area/Rationale3. Learning Goals/Objectives4. Prerequisites5. Resources/Materials6. Evaluation/Assessment7. Daily Lesson Plans and HandoutsTeacher: Sheri WingoGrade Level: 12thContent Area: Honors EnglishTopic: SatireDuration of Unit: 2 weeksThis unit is created for senior students in an honor’s level English course. It is geared at this age level because many forms of satire deal with adult themes and need a higher level of maturity than some students in the younger grades will have. However, it could be modified to fit these younger grades by restricting the content usage. The unit plan consists of fourteen lessons on satire. Through this unit, the students will gain the knowledge to be able to identify the elements of satire, classify it, and apply the knowledge they gain to create their own unique example. Because of the freedom allowed in research projects and discussion, the unit easily accommodates diverse learning modalities. Due to this freedom and the creative aspects of the final assessment it can be used for students at all ability levels.Rationale:This unit focuses on analyzing text, reading critically, and identifying the underlying message within a text. Honors English is a college prep course and at the college level students are not going to be able to get by with simply reading and finding the obvious. Students need to be able to see beneath the surface of a work to understand the underlying message. This unit will force them to do a thorough analysis of different forms of satirical text and really think about the motives behind what they are seeing. This unit helps the students think at a higher level and forces them to use their critical thinking skills; skills that will serve them throughout their lives. Throughout the two weeks of this unit, students will be actively learning by reading, watching, and writing different forms of satire. Students will take an active role in their education through research projects, creative writing assignments, and leading in-class discussions. They will use the skills they learn in this unit to create a piece of satire that comments on an aspect they choose and that is important to them. This will help them make connections to what they are learning in the classroom to their outside lives and see the relevance of what they are learning.In this unit, I strived to integrate classic works of satire, from Jonathon Swift’s A Modest Proposal to the various works of Mark Twain, with examples that the students would be familiar with, like “The Simpsons” and “The Daily Show”. This way they see the many different forms satire takes and the different purposes served by these different types.Learning Goals and Student ObjectivesUpon completion of this unit of study students will be able to do the following:Recognize and identify the different forms of satireIdentify the elements of satireAnalyze satirical songs, articles, websites, and videosSupply the meaning for unfamiliar words in readingsIdentify the issues that the satirical readings addressAnalyze satirical readings to determine the effectivenessSuccessfully participate in discussions using text and lecture specific information for supportAccess information from a variety of sourcesCollect and Analyze information important to the topicRead, analyze, and discuss provided words of satireTranslate a work of satire into modern languagePresent their creative projectsJustify their answers in discussion and writingsConduct internet researchWrite journals expressing their opinions on topics discussedCreate their own unique work of satireCommon Core Standards AddressedCC.11-12.R.L.1 Key Ideas and Details: 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 .11-12.R.L.7 Integration of Knowledge and Ideas: Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by an American dramatist.)CC.11-12.R.I.4 Craft and Structure: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text (e.g., how Madison defines faction in Federalist No. 10).CC.9-10.L.5.a Vocabulary Acquisition and Use: Interpret figures of speech (e.g., satire, sarcasm) in context and analyze their role in the .11-12.R.L.6 Craft and Structure: Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement). CC.K-12.W.R.1 Text Types and Purposes: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient .11-12.R.I.5 Craft and Structure: Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and .11-12.R.I.6 Craft and Structure: Determine an author’s point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness, or beauty of the text. CC.11-12.W.1.d Text Types and Purposes: Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are .11-12.W.3.a Text Types and Purposes: Engage and orient the reader by setting out a problem, situation, or observation and its significance, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or .11-12.W.4 Production and Distribution of Writing: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)CC.11-12.W.6 Production and Distribution of Writing: Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information. CC.11-12.W.9 Research to Build and Present Knowledge: Draw evidence form literary or informational texts to support analysis, reflection, and .11-12.SL.1.c Comprehension and Collaboration: Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative .11-12.SL.4 Presentation of Knowledge and Ideas: Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range or formal and informal .11-12.L.1 Conventions of Standard English: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.PrerequisitesThis unit covers satire, as it is included in the curriculum for AP English and can be used to promote a wide variety of skills. By the time this unit is presented students should already be familiar with the class structure including: the format of vocabulary quizzes, what computer they are assigned, what is expected of them during discussions and presentations, how homework is to be turned in, and what is expected of journal entries. Students should not internet guidelines and how to conduct research. Plagiarism and the method of how to properly cite sources should have already been addressed and so will not be covered.Resources and Materials NeededResources for the StudentsComputers with internet accessJournalsNews Source Analysis WorksheetPrintouts of Jonathan Swift’s “A Modest Proposal”Writing project instructionsWriting project rubricVocabulary QuizVocabulary words crosswordConnotations worksheetSwift Vocabulary ListElements of Satire Guide and Vocabulary ListFood for Thought handoutExit Slip Handout 1Spotting Satire WorksheetSatire Excerpt SheetThe Onion ()Borowitz Report ()Saturday Night Live’s Weekend Update ()The White House ()The Daily Show with John Stewart ()McGuffin’s The Untrue News ()Resources for the TeacherComputer with internet accessYouTube clip of The Daily Show: clip from Anchorman: of Jonathan Swift’s “A Modest Proposal”Writing project rubricOral Presentation RubricVocabulary Quiz keyCrossword answer key“Shrek” dvdOverhead slide with definitions of satireCaricature example overhead slideYouTube Video: Satire overhead slideEvaluation and AssessmentAssessment in this unit will be both formal and informal. The informal assessment will be the students’ participation in class discussion and activities, as well as, their free-write journal entries. The worksheets, projects, and presentations will serve as the students’ formal assessments. Worksheets102 PointsVocabulary Quiz16 PointsExit Slips/Journals10 PointsModernization Project50 PointsFinal Creative Project150 PointsExtra Credit12 Points PossibleTotal Points:340 PointsWorksheetsThe worksheets serve as the formative assessments throughout the unit. They monitor students learning and guide them how to analyze a reading effectively and critically. Vocabulary InstructionStudents should already be familiar with the structure of the vocabulary instruction. They are given the words, the words are reviewed, they complete a crossword, and are finally given a matching quiz to make sure they internalized the words prominent in satirical works and Jonathon Swift’s “A Modest Proposal”.Exit Slips and JournalsThe Exit Slips and Journal Entries are a way to help students process the rather large amount of information they take in during a class period. Here they focus on their own thoughts about satire and are given the chance to express their opinions. The Exit Slips allow for both lecture explicit and opinion questions to guide the students thoughts and help them realize the important information.Modernization ProjectIn this project, students are working in groups to translate Jonathon Swift’s “A Modest Proposal” into modern language. This type of activity focuses their analysis as they will have to become very familiar with the text. It helps them think critically about how to keep the overall message of the work while updating the language to make it more relatable to them. It also lets them utilize their creative abilities. The project is a trial run for the final and they are graded on the actual translation, their rationale for why they translated it the way they did and why they think this was effective, and also their oral presentations to the class. This will tell them in what areas they excel and which they may need to work on before the final presentation.Final Creative ProjectFor their final project, they are going to create their own satirical work. They are given options as to which type of satire they would like to create. They can work as individuals or in groups of up to three. By allowing them a choice, they feel that they have some say in their grade making them more involved in their education. The final project will be worth 150 points, as stated above, and will be based on their creation, a written rationale and explanation of their project including a completed Satire Analysis worksheet, and a presentation to their classmates. This type of assessment shows that they understand the elements of satire, how to analyze it, and most importantly how to create it, without having them take a end of unit test. Daily Lesson Plans – All Handouts are Included with Lessons that Utilize ThemSatire Unit: Lesson Plan 1 – Introduction to the Forms of SatireName: Sheri Wingo Date: 21 December 2012Grade Level: 12th Content Areas: Honors EnglishLesson Topic: Satire-IntroLesson Duration: 50-minute class period**RationaleThis lesson is an introduction to the elements of satire. It will lay the foundation for the rest of the unit by providing students with the knowledge they need to identify and classify different forms of satire.**Illinois Learning Goals, Standards and Performance Descriptors/Benchmarks addressed:CC.K-12.W.R.1 Text Types and Purposes: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient .11-12.R.L.6 Craft and Structure: Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement). **Learning objectives: By the end of the lesson the student will be able to:Successfully participate in class discussion and activities to the best of their ability.Identify the elements of satire in the provided caricature example, in class as a worksheet, with 100% completion and accuracy.**Materials:Shrek DVDSlide with definitions of Satire Satire Guide handoutCaricature example overhead slideExit Slip Handout**Procedures:Anticipatory Set: 15 minutesBefore class begins put Shrek in the DVD player and bring it to the clip of Robin Hood and his men singing.Ask students what they think of when they hear the word SatireOnce they have time to think about it make a list on the board about the elements of satire Tell them to write some definitions in their notes Put up the slide with these definitions of satire: “A literary work that ridicules its subject through the use of techniques such as exaggeration, reversal, incongruity, and/or parody in order to make a comment or criticism about it” and “satire is a literary device that uses irony or wit, usually in a humorous way, to comment on or criticize a person, group, or event. Usually the intention of satiric writing is to force a change in behavior or to sway public opinion.”Hand out the Satire Guide handoutGo over the sheet with them and let them know that the bold words are their vocabulary words for the week and that they will be quizzed on them on FridayInstructional Procedures: 30 minutesAsk them what parody and caricature areAsk them to think of some examples: they will probably say shows like Family Guy, Robot Chicken, Simpsons, or The Daily Show for parody, and cartoons in the newspaper for caricature.Allow a few minutes for discussion on why those are examples of satirical parody or caricatureMake sure to emphasize that though most examples are comical, not all comedy is satire, and satire is not always comedy!Direct student attention to the TV or projectorAsk students if they know the stories of Robin Hood and Snow WhiteQuickly review the basic plot lines emphasizing Robin’s showmanship and the mirror in Snow WhiteNow start clip of Robin Hood and his men singing as they rescue FionaDiscuss why this fits the definition of satire/parody and how they have changed the character. Make sure they understand this is exaggerationNow fast forward to the clip of the mirror showing the eligible princessesAsk them if it is just Snow White they are making fun of. They should point out that it is also the dating shows.Closure: Last 5 minutesBring up the caricature example on the projectorPass out the Exit SlipInstruct students to take the last few minutes to answer the questions and to hand it in when they are done**Assessment:Students will receive a check in today’s participation section for the discussion and class activities.The Exit slip will be worth 5 points: 1 for each of the first two questions and 2 for their opinion.Satire Definition 1:A literary work that ridicules its subject through the use of techniques such as exaggeration, reversal, incongruity, and/or parody in order to make a comment or criticism about itSatire Definition 2:A literary device that uses irony or wit, usually in a humorous way, to comment on or criticize a person, group, or event. Usually the intention of satiric writing is to force a change in behavior or to sway public opinion.Elements of Satire GuideWhat is Satire? Satire is a creative work that ridicules its subject using techniques such as hyperbole, reversal, incongruity, and parody in order to make a comment or criticism, often about an issue affecting society.Important Words to Know: *like for a vocab quiz*Hyperbole is obvious exaggerationReversal is a change from one state to the opposite stateIncongruity involves something improper or that does not fit the sceneParody imitates or misrepresents somebody’s style, usually in a humorous way Irony is a contrast between what is stated and what is meant, or between what is expected and what actually happensSarcasm is a joke involving harsh ironyHoratian Satire provides social commentary that has a playful tone. It criticizes an aspect of society by portraying it as foolish rather than evil; it often includes exaggeration or jokes making fun of the authorJuvenalian Satire provides social criticism, often with an angry tone, it criticizes an aspect of society by describing it as evil rather than foolish. It often includes irony, sarcasm, or moral outrageThe Many Forms of Satire:Novel: Great Expectations and Hard Times by Charles DickensEssay: “A Modest Proposal” by Jonathon SwiftShort Story: “Harrison Bergeron” by Kurt VonneutCartoon Series: King of the HillComic Strip: Calvin and HobbsSketch Comedy: Saturday Night LiveComedy Series: The OfficeStage Play: A Midsummer Night’s Dream by ShakespeareSong: “Monorail” from The SimpsonsSatirical News Source: The Onion, The Daily ShowName of Work:_______________________What type of Satire is this an example of?What social issue is it commenting on?Do you think it is effective at relaying its message? Why or why not?Satire Unit: Lesson Plan 2 – Introduction to Analyzing SatireName: Sheri Wingo Date: 21 December 2012Grade Level: 12th Content Areas: Honors EnglishLesson Topic: SatireLesson Duration: 50-minute class period** RationaleThis lesson continues the first and builds upon what they learned by allowing them practice applying their knowledge. Now that they have learned the elements of satire, students will practice analyzing different forms, first with the guidance of the teacher and then on their own.**Illinois Learning Goals, Standards and Performance Descriptors/Benchmarks addressed:CC.K-12.W.R.1 Text Types and Purposes: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient .9-10.L.5.a Vocabulary Acquisition and Use: Interpret figures of speech (e.g., satire, sarcasm) in context and analyze their role in the .11-12.R.L.6 Craft and Structure: Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement). **Learning objectives: By the end of the lesson the student will be able to:Decide whether an item is satire, identify the elements of satire included, classify what type of satire it is, and explain the social issue addressed, in pairs, on the Spotting Satire worksheet, with 100 % accuracy.Identify the focus/subject of a satirical caricature of their choosing by completing the Satire worksheet, as homework, with 100% accuracy.Create a paragraph (3-5 sentences with limited grammatical errors) on the position of the author of their chosen caricature, on the Satire worksheet as homework, with 100% accuracy.List, on the Satire worksheet, the specific elements of satire the author uses in their chosen caricature and write a paragraph (3-5 sentences with limited grammatical errors) explaining why these are effective, as homework, with 100% accuracy.**Materials:Computers for each studentPrinterElements of Satire WorksheetYouTube Video: Satire handoutSpotting Satire overhead slideHandout with excerpts for students to analyze**Procedures:Anticipatory Set: 5 MinutesBefore class begins bring up the YouTube Simpson’s clip and have it loadedExplain to the students that today they will be continuing what they started yesterday by looking at different forms of satireAsk them to please take out the Satire Guide handout they were given yesterday (have a couple extra for absent students and those who forgot/lost theirsLet them know that they will be starting class off by looking at a short clip of a song from The Simpson’sPass out the handout with the lyrics to “Monorail” and excerpt from Charles Dickens Hard TimesPass out the Spotting Satire handoutAsk them to read along as the song plays and to take notes on the Spotting Satire handoutInstructional Procedures: 30 MinutesTurn off the lightsStart the YouTube videoAfter the salesman does his pitch to the community (right before the song) pause the videoAsk the students what kind of satire this is (hyperbole/exaggeration) Restart the videoAfter the video ends give students a minute to fill in the boxes on the handout for “Monorail”Now put the slide with the worksheet on the overheadGo through the box with them asking them their answers for each question and why they think they are correctEmphasize using evidence from the textHave students get into pairsAsk them to work in their pairs to fill in the boxes for the excerpt from Hard TimesAllow them around 10 minutes to complete the activityAs they work walk around the room answering questions and guiding those who are strugglingAs students look like they are finishing ask them to put both names on the top of the worksheet and put them in their class box when they are finishedLet them know that they will get points for doing the worksheet and that they will go over them next classClosure: Last 15 minutesWith 15 minutes left instruct students to get out their computersInstruct them to search for examples of satire and choose one that interests themHave them print out the examplePass out the Elements of Satire worksheetInstruct the students that for homework they are to fill out the worksheet and staple their example of satire to it**Assessment:Students will work in pairs to complete the Spotting Satire worksheet on Hard Times, identifying:What the satirical elements used areWhat social issue is addressedExplain why the item is satireClassify it as Horatian or Juvenile and be able to explain whyThe worksheet will be worth 10 pointsStudents will fill out the Elements of Satire worksheet, worth 20 points, based on the article/caricature they chose in class, identifying:Who/what the piece is making fun ofWhat we, as the audience, are being asked to reconsiderWhat specific elements of satire the author uses and how they are effectiveEach question must be completed in full sentences, using correct grammar, with less than 3 total errorsEach paragraph must contain 3-5 sentences depending on how many it takes to explainThe article they are analyzing needs to be stapled to the worksheetName:____________________Elements of SatireDirections: Please answer all questions completely using complete sentences. Staple printed satire choice to this worksheet!Type of Satire chosen:Source:Who or What is the piece making fun of?What are we as the audience being asked the reconsider?What elements does the creator use to convey this message? (use your Satire Guide for help)Are they effective? Why or why not? Please answer this question with a good paragraph (3-5 sentences)Satire Unit Lesson Plan 3 – Satire in Jonathon Swift’s “A Modest Proposal”Name: Sheri Wingo Date: 21 December 2012Grade Level: 12th Content Areas: Honors EnglishLesson Topic: Satire-SwiftLesson Duration: 50 minute class period** RationaleThere cannot be a satire unit without studying Jonathon Swift’s ”A Modest Proposal”. Up to now students have learned the elements and the basics of analyzing satire, and most of what they have looked at has been purely comical and basic. Swift is much more of a sophisticated satirist and so the students will be able to see how affective satire can be when written in this manner. It also has the shock value that students can address.**Illinois Learning Goals, Standards and Performance Descriptors/Benchmarks addressed:CC.K-12.W.R.1 Text Types and Purposes: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient .9-10.L.5.a Vocabulary Acquisition and Use: Interpret figures of speech (e.g., satire, sarcasm) in context and analyze their role in the .11-12.R.L.6 Craft and Structure: Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement). **Learning objectives: By the end of the lesson the student will be able to:Annotate Jonathon Swift’s “A Modest Proposal” and create a paragraph (3-5 sentences) describing how they felt when they realized the proposal was a spoof, in class, with 100% accuracy.Identify the positive and negative connotations of vocabulary from “A Modest Proposal”, as a worksheet in class, with 100% accuracy.Identify the problems identified by Swift and his proposed solutions by listing them on the Food for Thought worksheet, as homework, with 100% accuracy.Describe the benefits Swift outlines of putting his proposal into action, in paragraph form on the Food for Thought worksheet, as homework, using complete sentences and limited grammatical errors.**Materials:Printouts of Jonathan Swift’s “A Modest Proposal” Connotations worksheetHighlightersVocabulary ListFood for Thought handout**Procedures:Anticipatory Set: 20 MinutesTell students that today they will be looking at one of the most famous examples of SatirePass out Jonathon Swift’s “A Modest Proposal” to each studentTell them that they are going to annotate as they readThey are to:Highlight any unknown wordsTake notes of their thoughts on the sideUnderline and question mark any lines they do not understand or confuse themPass out highlighters to those who need themInstructional Procedures: 25 MinutesDo a brief review asking the following discussion questions:Who is the audience of the work?How did you feel and react to this work?Who would benefit from this work?With which social group does Swift identify himself?Allow time after each question for students to think and answer, asking guiding questions when necessaryAsk the students to write a paragraph answering when they realized the proposal was a spoof and how they felt when that happened (shocked, angry, amused est.)Instruct them to be descriptiveAllow 5 minutes to complete the paragraphPass out the Connotations worksheetGo over the directions with the students and do the first one with them to model how to do itAllow them around 10 minutes total to complete the worksheetHave the students put them in their class’s binClosure: 5 MinutesPass out the Swift Vocabulary List to the studentsLet them know that these are the last of the vocabulary words for Friday’s quizTell them that if they want extra credit they can write and define the words they highlighted while annotating “A Modest Proposal” (They Cannot Use Vocabulary Words!)Pass out the Food for Thought homework sheetGo over the instructions with them letting them know they will be expected to use complete sentences and grammar in the paragraphLet them know they will continue analyzing “A Modest Proposal” tomorrow**Assessment:The paragraph will be worth 5 points. The students will describe how they felt when reading “A Modest Proposal”. They will use complete sentences and have less than 3 grammatical errors.The Connotations worksheet will be worth 15 points: 5 for choosing whether the word has a positive or negative connotation and 10 for explaining why they chose this way.The Food for Thought organizer will be worth 17 points; 2 for each box and 5 for the paragraph. Each box must be completely filled out to receive full credit. The paragraph must be 5-7 sentences long and contain less than 4 grammatical errors.1 point extra credit will be given for each word the students choose to write and define from “A Modest Proposal” (up to 10)A Modest Proposal Vocabulary Listmelancholy- adj, causing or tending to cause sadness or depression of mind or spiritimportuning- vt, pressing or urging with troublesome persistence alms- n pl, something given freely to relive the poorprodigious- adj, extraordinary in bulk, quantity, or degreedeplorable- adj, lamentable; deserving censure or contempt; wretchedraiment- n, clothing; garmentseminent- adj, standing out so as to be readily perceived or noted; conspicuous; jutting out; projecting; exhibiting eminence esp. on standing above others in some quality or position; prominentdeference- n, respect and esteem due a superior or elder; affected or ingratiating regard for another’s wishesscrupulous- adj, having moral integrity; acting in strict regard for what in considered right or proper; punctiliously exact; painstakingcensure- n, a judgment involving condemnation; the act of blaming or condemning sternly; an official reprimandA MODEST PROPOSALFor preventing the children of poor people in Ireland,from being a burden on their parents or country,and for making them beneficial to the publick.by Dr. Jonathan Swift1729It is a melancholy object to those, who walk through this great town, or travel in the country, when they see the streets, the roads and cabbin-doors crowded with beggars of the female sex, followed by three, four, or six children, all in rags, and importuning every passenger for an alms. These mothers instead of being able to work for their honest livelihood, are forced to employ all their time in stroling to beg sustenance for their helpless infants who, as they grow up, either turn thieves for want of work, or leave their dear native country, to fight for the Pretender in Spain, or sell themselves to the Barbadoes.I think it is agreed by all parties, that this prodigious number of children in the arms, or on the backs, or at the heels of their mothers, and frequently of their fathers, is in the present deplorable state of the kingdom, a very great additional grievance; and therefore whoever could find out a fair, cheap and easy method of making these children sound and useful members of the common-wealth, would deserve so well of the publick, as to have his statue set up for a preserver of the nation.But my intention is very far from being confined to provide only for the children of professed beggars: it is of a much greater extent, and shall take in the whole number of infants at a certain age, who are born of parents in effect as little able to support them, as those who demand our charity in the streets.As to my own part, having turned my thoughts for many years, upon this important subject, and maturely weighed the several schemes of our projectors, I have always found them grossly mistaken in their computation. It is true, a child just dropt from its dam, may be supported by her milk, for a solar year, with little other nourishment: at most not above the value of two shillings, which the mother may certainly get, or the value in scraps, by her lawful occupation of begging; and it is exactly at one year old that I propose to provide for them in such a manner, as, instead of being a charge upon their parents, or the parish, or wanting food and raiment for the rest of their lives, they shall, on the contrary, contribute to the feeding, and partly to the cloathing of many thousands.There is likewise another great advantage in my scheme, that it will prevent those voluntary abortions, and that horrid practice of women murdering their bastard children, alas! too frequent among us, sacrificing the poor innocent babes, I doubt, more to avoid the expence than the shame, which would move tears and pity in the most savage and inhuman breast.The number of souls in this kingdom being usually reckoned one million and a half, of these I calculate there may be about two hundred thousand couple whose wives are breeders; from which number I subtract thirty thousand couple, who are able to maintain their own children, (although I apprehend there cannot be so many, under the present distresses of the kingdom) but this being granted, there will remain an hundred and seventy thousand breeders. I again subtract fifty thousand, for those women who miscarry, or whose children die by accident or disease within the year. There only remain an hundred and twenty thousand children of poor parents annually born. The question therefore is, How this number shall be reared, and provided for? which, as I have already said, under the present situation of affairs, is utterly impossible by all the methods hitherto proposed. For we can neither employ them in handicraft or agriculture; we neither build houses, (I mean in the country) nor cultivate land: they can very seldom pick up a livelihood by stealing till they arrive at six years old; except where they are of towardly parts, although I confess they learn the rudiments much earlier; during which time they can however be properly looked upon only as probationers: As I have been informed by a principal gentleman in the county of Cavan, who protested to me, that he never knew above one or two instances under the age of six, even in a part of the kingdom so renowned for the quickest proficiency in that art.I am assured by our merchants, that a boy or a girl before twelve years old, is no saleable commodity, and even when they come to this age, they will not yield above three pounds, or three pounds and half a crown at most, on the exchange; which cannot turn to account either to the parents or kingdom, the charge of nutriments and rags having been at least four times that value.I shall now therefore humbly propose my own thoughts, which I hope will not be liable to the least objection.I have been assured by a very knowing American of my acquaintance in London, that a young healthy child well nursed, is, at a year old, a most delicious nourishing and wholesome food, whether stewed, roasted, baked, or boiled; and I make no doubt that it will equally serve in a fricasie, or a ragoust.I do therefore humbly offer it to publick consideration, that of the hundred and twenty thousand children, already computed, twenty thousand may be reserved for breed, whereof only one fourth part to be males; which is more than we allow to sheep, black cattle, or swine, and my reason is, that these children are seldom the fruits of marriage, a circumstance not much regarded by our savages, therefore, one male will be sufficient to serve four females. That the remaining hundred thousand may, at a year old, be offered in sale to the persons of quality and fortune, through the kingdom, always advising the mother to let them suck plentifully in the last month, so as to render them plump, and fat for a good table. A child will make two dishes at an entertainment for friends, and when the family dines alone, the fore or hind quarter will make a reasonable dish, and seasoned with a little pepper or salt, will be very good boiled on the fourth day, especially in winter.I have reckoned upon a medium, that a child just born will weigh 12 pounds, and in a solar year, if tolerably nursed, encreaseth to 28 pounds.I grant this food will be somewhat dear, and therefore very proper for landlords, who, as they have already devoured most of the parents, seem to have the best title to the children.Infant's flesh will be in season throughout the year, but more plentiful in March, and a little before and after; for we are told by a grave author, an eminent French physician, that fish being a prolifick dyet, there are more children born in Roman Catholick countries about nine months after Lent, the markets will be more glutted than usual, because the number of Popish infants, is at least three to one in this kingdom, and therefore it will have one other collateral advantage, by lessening the number of Papists among us.I have already computed the charge of nursing a beggar's child (in which list I reckon all cottagers, labourers, and four-fifths of the farmers) to be about two shillings per annum, rags included; and I believe no gentleman would repine to give ten shillings for the carcass of a good fat child, which, as I have said, will make four dishes of excellent nutritive meat, when he hath only some particular friend, or his own family to dine with him. Thus the squire will learn to be a good landlord, and grow popular among his tenants, the mother will have eight shillings neat profit, and be fit for work till she produces another child.Those who are more thrifty (as I must confess the times require) may flea the carcass; the skin of which, artificially dressed, will make admirable gloves for ladies, and summer boots for fine gentlemen.As to our City of Dublin, shambles may be appointed for this purpose, in the most convenient parts of it, and butchers we may be assured will not be wanting; although I rather recommend buying the children alive, and dressing them hot from the knife, as we do roasting pigs.A very worthy person, a true lover of his country, and whose virtues I highly esteem, was lately pleased, in discoursing on this matter, to offer a refinement upon my scheme. He said, that many gentlemen of this kingdom, having of late destroyed their deer, he conceived that the want of venison might be well supply'd by the bodies of young lads and maidens, not exceeding fourteen years of age, nor under twelve; so great a number of both sexes in every country being now ready to starve for want of work and service: And these to be disposed of by their parents if alive, or otherwise by their nearest relations. But with due deference to so excellent a friend, and so deserving a patriot, I cannot be altogether in his sentiments; for as to the males, my American acquaintance assured me from frequent experience, that their flesh was generally tough and lean, like that of our school-boys, by continual exercise, and their taste disagreeable, and to fatten them would not answer the charge. Then as to the females, it would, I think, with humble submission, be a loss to the publick, because they soon would become breeders themselves: And besides, it is not improbable that some scrupulous people might be apt to censure such a practice, (although indeed very unjustly) as a little bordering upon cruelty, which, I confess, hath always been with me the strongest objection against any project, how well soever intended.But in order to justify my friend, he confessed, that this expedient was put into his head by the famous Salmanaazor, a native of the island Formosa, who came from thence to London, above twenty years ago, and in conversation told my friend, that in his country, when any young person happened to be put to death, the executioner sold the carcass to persons of quality, as a prime dainty; and that, in his time, the body of a plump girl of fifteen, who was crucified for an attempt to poison the Emperor, was sold to his imperial majesty's prime minister of state, and other great mandarins of the court in joints from the gibbet, at four hundred crowns. Neither indeed can I deny, that if the same use were made of several plump young girls in this town, who without one single groat to their fortunes, cannot stir abroad without a chair, and appear at a play-house and assemblies in foreign fineries which they never will pay for; the kingdom would not be the worse.Some persons of a desponding spirit are in great concern about that vast number of poor people, who are aged, diseased, or maimed; and I have been desired to employ my thoughts what course may be taken, to ease the nation of so grievous an incumbrance. But I am not in the least pain upon that matter, because it is very well known, that they are every day dying, and rotting, by cold and famine, and filth, and vermin, as fast as can be reasonably expected. And as to the young labourers, they are now in almost as hopeful a condition. They cannot get work, and consequently pine away from want of nourishment, to a degree, that if at any time they are accidentally hired to common labour, they have not strength to perform it, and thus the country and themselves are happily delivered from the evils to come.I have too long digressed, and therefore shall return to my subject. I think the advantages by the proposal which I have made are obvious and many, as well as of the highest importance.For first, as I have already observed, it would greatly lessen the number of Papists, with whom we are yearly over-run, being the principal breeders of the nation, as well as our most dangerous enemies, and who stay at home on purpose with a design to deliver the kingdom to the Pretender, hoping to take their advantage by the absence of so many good Protestants, who have chosen rather to leave their country, than stay at home and pay tithes against their conscience to an episcopal curate.Secondly, The poorer tenants will have something valuable of their own, which by law may be made liable to a distress, and help to pay their landlord's rent, their corn and cattle being already seized, and money a thing unknown.Thirdly, Whereas the maintainance of an hundred thousand children, from two years old, and upwards, cannot be computed at less than ten shillings a piece per annum, the nation's stock will be thereby encreased fifty thousand pounds per annum, besides the profit of a new dish, introduced to the tables of all gentlemen of fortune in the kingdom, who have any refinement in taste. And the money will circulate among our selves, the goods being entirely of our own growth and manufacture.Fourthly, The constant breeders, besides the gain of eight shillings sterling per annum by the sale of their children, will be rid of the charge of maintaining them after the first year.Fifthly, This food would likewise bring great custom to taverns, where the vintners will certainly be so prudent as to procure the best receipts for dressing it to perfection; and consequently have their houses frequented by all the fine gentlemen, who justly value themselves upon their knowledge in good eating; and a skilful cook, who understands how to oblige his guests, will contrive to make it as expensive as they please.Sixthly, This would be a great inducement to marriage, which all wise nations have either encouraged by rewards, or enforced by laws and penalties. It would encrease the care and tenderness of mothers towards their children, when they were sure of a settlement for life to the poor babes, provided in some sort by the publick, to their annual profit instead of expence. We should soon see an honest emulation among the married women, which of them could bring the fattest child to the market. Men would become as fond of their wives, during the time of their pregnancy, as they are now of their mares in foal, their cows in calf, or sow when they are ready to farrow; nor offer to beat or kick them (as is too frequent a practice) for fear of a miscarriage.Many other advantages might be enumerated. For instance, the addition of some thousand carcasses in our exportation of barrel'd beef: the propagation of swine's flesh, and improvement in the art of making good bacon, so much wanted among us by the great destruction of pigs, too frequent at our tables; which are no way comparable in taste or magnificence to a well grown, fat yearly child, which roasted whole will make a considerable figure at a Lord Mayor's feast, or any other publick entertainment. But this, and many others, I omit, being studious of brevity.Supposing that one thousand families in this city, would be constant customers for infants flesh, besides others who might have it at merry meetings, particularly at weddings and christenings, I compute that Dublin would take off annually about twenty thousand carcasses; and the rest of the kingdom (where probably they will be sold somewhat cheaper) the remaining eighty thousand.I can think of no one objection, that will possibly be raised against this proposal, unless it should be urged, that the number of people will be thereby much lessened in the kingdom. This I freely own, and 'twas indeed one principal design in offering it to the world. I desire the reader will observe, that I calculate my remedy for this one individual Kingdom of Ireland, and for no other that ever was, is, or, I think, ever can be upon Earth. Therefore let no man talk to me of other expedients: Of taxing our absentees at five shillings a pound: Of using neither cloaths, nor houshold furniture, except what is of our own growth and manufacture: Of utterly rejecting the materials and instruments that promote foreign luxury: Of curing the expensiveness of pride, vanity, idleness, and gaming in our women: Of introducing a vein of parsimony, prudence and temperance: Of learning to love our country, wherein we differ even from Laplanders, and the inhabitants of Topinamboo: Of quitting our animosities and factions, nor acting any longer like the Jews, who were murdering one another at the very moment their city was taken: Of being a little cautious not to sell our country and consciences for nothing: Of teaching landlords to have at least one degree of mercy towards their tenants. Lastly, of putting a spirit of honesty, industry, and skill into our shop-keepers, who, if a resolution could now be taken to buy only our native goods, would immediately unite to cheat and exact upon us in the price, the measure, and the goodness, nor could ever yet be brought to make one fair proposal of just dealing, though often and earnestly invited to it.Therefore I repeat, let no man talk to me of these and the like expedients, 'till he hath at least some glympse of hope, that there will ever be some hearty and sincere attempt to put them into practice.But, as to my self, having been wearied out for many years with offering vain, idle, visionary thoughts, and at length utterly despairing of success, I fortunately fell upon this proposal, which, as it is wholly new, so it hath something solid and real, of no expence and little trouble, full in our own power, and whereby we can incur no danger in disobliging England. For this kind of commodity will not bear exportation, and flesh being of too tender a consistence, to admit a long continuance in salt, although perhaps I could name a country, which would be glad to eat up our whole nation without it.After all, I am not so violently bent upon my own opinion, as to reject any offer, proposed by wise men, which shall be found equally innocent, cheap, easy, and effectual. But before something of that kind shall be advanced in contradiction to my scheme, and offering a better, I desire the author or authors will be pleased maturely to consider two points. First, As things now stand, how they will be able to find food and raiment for a hundred thousand useless mouths and backs. And secondly, There being a round million of creatures in humane figure throughout this kingdom, whose whole subsistence put into a common stock, would leave them in debt two million of pounds sterling, adding those who are beggars by profession, to the bulk of farmers, cottagers and labourers, with their wives and children, who are beggars in effect; I desire those politicians who dislike my overture, and may perhaps be so bold to attempt an answer, that they will first ask the parents of these mortals, whether they would not at this day think it a great happiness to have been sold for food at a year old, in the manner I prescribe, and thereby have avoided such a perpetual scene of misfortunes, as they have since gone through, by the oppression of landlords, the impossibility of paying rent without money or trade, the want of common sustenance, with neither house nor cloaths to cover them from the inclemencies of the weather, and the most inevitable prospect of intailing the like, or greater miseries, upon their breed for ever.I profess, in the sincerity of my heart, that I have not the least personal interest in endeavouring to promote this necessary work, having no other motive than the publick good of my country, by advancing our trade, providing for infants, relieving the poor, and giving some pleasure to the rich. I have no children, by which I can propose to get a single penny; the youngest being nine years old, and my wife past child-bearing.NAME CLASS DATEWords to OwnSatire Unit Lesson Plan 4– Satire in Jonathon Swift’s “A Modest Proposal” Cont.Name: Sheri Wingo Date: 21 December 2012Grade Level: 12th Content Areas: Honors EnglishLesson Topic: Satire-SwiftLesson Duration: 50 minute class period**RationaleAfter three days of fairly busy and intense study activities students need to do an activity that is more fun and allows them to move around. The contest with the vocabulary words serves this purpose. Students also need to practice their problem solving, critical thinking, and analyzing skills in a fun and practical way. Having them modernize “A Modest Proposal” serves this purpose. It also allows students to use their imaginations and creativity and practice writing skills.**Illinois Learning Goals, Standards and Performance Descriptors/Benchmarks addressed:CC.K-12.W.R.1 Text Types and Purposes: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient .9-10.L.5.a Vocabulary Acquisition and Use: Interpret figures of speech (e.g., satire, sarcasm) in context and analyze their role in the .11-12.R.L.6 Craft and Structure: Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement). **Learning objectives: By the end of the lesson the student will be able to:Complete the Vocabulary Crossword, as a group in class activity, with 100% accuracy.**Materials:Printouts of Jonathan Swift’s “A Modest Proposal” (They should have been given these the previous class)Vocabulary sheets from Monday and Wednesday (also given in previous classes)Vocabulary words crosswordCrossword answer keyWriting project instructionsWriting project rubricComputers**Procedures:Anticipatory Set: 5 MinutesLet students know that they will be continuing with Swift but first they are going to have a bit of a contestTell students to put everything but a pencil and their copy of “A Modest Proposal” beneath their desks and to break into groups of 3Explain that instead of doing classic vocabulary review for tomorrow’s quiz they will be challenged to complete, in their groups, a vocabulary crosswordTo start out they are not to use their notes, however, they can use their copies of “A Modest Proposal” to try and figure out what the words mean from the context of the textReiterate the importance of annotating by saying that this should not be difficult if they had already highlighted the words they did not knowLet them know that the group to complete the crossword correctly first will receive a bonus point on tomorrow’s quiz and get to draw from the treasure boxInstructional Procedures:Pass out crossword to the studentsAllow them about 7-10 minutes of uninterrupted time to work on the crosswords and see how the groups are progressingWhen a group finishes: Check their answers against the answer key making sure to keep the key away from students’ eyestell students that they can get out their vocabulary sheets to complete the crosswordWrite down the group members names who get the bonus and let them draw from the treasure box while the other groups finishHave students turn in their crosswords when they are finishedRemind them again that there will be a vocabulary quiz over these words tomorrowHave students remain in their groupsTell them to know that to finish off their analysis of “A Modest Proposal” they will be doing a creative writing assignmentInstruct them to get out their computers - one per groupPass out the Writing Project instruction sheetWhile they are up getting computers pass out the grading rubric for the translations so they know the specific things you are looking for (creativity, grammar, est.)Go over the instructions with them answering any questions they may haveAllow them the rest of the class time to work on their translationsWalk among the groups giving suggestions and answering any questions that arise as well as making sure they stay on trackClosure: 5 MinutesWhen there are 5 minutes left instruct students to save their work to their desktops under their accounts and put their computers awayLet them know that they will have tomorrow in class to work on the project after their vocabulary quiz and that they will present their projects on Monday.**Assessment:The Vocabulary Crossword will be worth 10 points.Jonathon Swift’s “A Modest Proposal” Creative Writing Project InstructionsWhat you are doing:You will be analyzing “A Modest Proposal” in a different, and hopefully more fun way, than we have been thus farYou will be creating a modernization of “A Modest Proposal”. This means you will update the language and the tone and adding elements from today’s world.Use your imaginations and have fun with this project – it is a sort of guided trial run for the project you will be doing to wrap up the unitYou will upload the final draft to both of your school webpagesYou will then take 5-7 minutes to present your project to the classThe presentation will include you reading your work out loud and then explaining the process it took to modernize it and why you chose to do it the way you didGuidelines:You must retain the overall style and message of the original work (it still needs to include the elements of satire and address the same social issues)It must be 2 pages long double spaced Times New Roman size 12 font1 in marginsCreative Writing Example RubricOutcome86-74-52-31Students will write well organized, cohesive papers.Work functions well as a whole. Piece has a clear flow and a sense of purpose.Response has either a strong lead, developed body, or satisfying conclusion, but not all three.Uneven. Awkward or missing transitions. Weakly unified.Wanders. Repetitive. Inconclusive.Incoherent and fragmentary. Student didn't write enough to judge.Students will use appropriate voice and tone in writing.Voice is confident and appropriate. Consistently engaging. Active, not passive voice. Natural. A strong sense of both authorship and audience.The speaker sounds as if he or she cares too little or too much about the topic. Or the voice fades in and out. Occasionally passive.Tone is okay. But the paper could have been written by anyone. Apathetic or artificial. Overly formal or informal."I just want to get this over with."Mechanical and cognitive problems so basic that tone doesn't even figure in. Student didn't write enough to judge.Students will demonstrate original, creative writing.Excellent use of imagery; similes; vivid, detailed descriptions; figurative language; puns; wordplay; metaphor; irony. Some startling images, a few stunning associative leaps with a weak conclusion or lesser, more ordinary images and comparisons. Inconsistent.Sentimental, predictable, or cliché.Borrows ideas or images from popular culture in an unreflective way.Cursory response. Obvious lack of motivation and/or poor understanding of the assignment.SStudents will upload paper to their webpagePaper is uploaded to the webpagePaper is not uploaded to the webpageSatire Unit Lesson Plan 5– Vocabulary Quiz and Creative Writing AssignmentName: Sheri Wingo Date: 21 December 2012Grade Level: 12th Content Areas: Honors EnglishLesson Topic: Satire-SwiftLesson Duration: 50 minute class period**RationaleMany students do not have access to technology or resources needed for projects outside of the classroom. Thus allowing them time to work in class, especially since there is a teacher there to guide them, is important.**Illinois Learning Goals, Standards and Performance Descriptors/Benchmarks addressed:CC.9-10.L.5.a Vocabulary Acquisition and Use: Interpret figures of speech (e.g., satire, sarcasm) in context and analyze their role in the .11-12.W.4 Production and Distribution of Writing: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)CC.11-12.W.6 Production and Distribution of Writing: Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information. **Learning objectives: By the end of the lesson the student will be able to:Demonstrate their knowledge of the vocabulary words by completing a matching quiz, with at least a 75% accuracy.Create a translation of “A Modern Proposal” into modern language, as homework, with 100% accuracy according to the provided instructions and rubric.**Materials:Vocabulary QuizVocabulary Quiz keyPrintouts of Jonathan Swift’s “A Modest Proposal” (They should have been given these the previous class)Writing project instructions (see last lesson plan)Writing project rubric (see last lesson plan)Computers**Procedures:Anticipatory Set: 10-15 MinutesAs students come in tell them to spread out for the vocabulary quizHand out the vocabulary quizInstruct students to put the quizzes upside down on your desk when they are doneWhile others finish the quiz students can free-read or brainstorm for their projectInstructional Procedures: 30-35 MinutesAfter all students have finished their quizzes tell them to get into their project groups and get their computersAllow the rest of class to work on their projectsWalk around the room to make sure they are staying on task and to answer any questionsRemind them that their presentations will be done on Monday and this is their last in-class time to work on itWhen students look like they are finishing tell them to make sure to proof read and edit before they printAlso remind them that they need to upload the final draft of the papers to their webpageAfter they finish they can finish finalizing their presentations and free-read/do other homework so they do not disturb those still workingClosure: 5 MinutesWith 5 minutes left tell students that their projects should be done and if not they will have to work on them as homeworkHave them put their computers back in the cart**Assessment:The Satire and Swift Vocabulary Quiz will be worth 16 points plus an opportunity for 2 bonus points. Students should receive no less than 75% (not miss more than 4 questions).The translations will be worth 50 points40 points will be given for the actual paper when it is uploaded on their webpageThe final draft translation must be at least 1 ? page typedIt must be written in paragraph form using complete sentences and have limited grammatical errors (less than 5) to receive a perfect gradeIt must keep the message of the original work; all that should be changed is the languageThe other ten points will be given for the presentation on MondayName:__________________Satire and Swift Vocabulary QuizMelancholyClothing; GarmentsAlmsRespect or esteem due to a superior or elder___ ImportuningObvious Exaggeration ___ ProdigiousImitates or misrepresents somebody’s style in a humorous way ___ DeplorableCausing sadness or depression ___ RaimentChange from one state to the opposite state ___ EminentSomething given freely to relieve the poor ___ DeferenceContrast between what is stated and what is meant ___ ScrupulousLamentable; deserving censure or contempt ___ CensureInvolves something improper that does not fit the scene ___ HyperboleHaving moral integrity ___ ReversalPressing with troublesome persistence ___ IncongruityStanding out so as to be readily noticed ___ ParodyJoke involving harsh irony ___ IronyJudgment involving condemnation ___ SarcasmExtraordinary in bulk, quantity, or degreeExtra Credit (2 points)Explain the difference between Horatian and Juvenalian SatireAnswer Key Satire and Swift Vocabulary TestEGLPIAMBKOCFJDHNSatire Unit Lesson Plan 6– Modernization PresentationsName: Sheri Wingo Date: 21 December 2012Grade Level: 12th Content Areas: Honors EnglishLesson Topic: Satire-SwiftLesson Duration: 50 minute class period**RationaleStudents need to have a safe environment to practice their speaking and presentation skills. This allows them to do just this. It also gives them a trial run for the presentation of the final project with less pressure to make them nervous.**Illinois Learning Goals, Standards and Performance Descriptors/Benchmarks addressed:CC.11-12.L.1 Conventions of Standard English: Demonstrate command of the conventions of standard English grammar and usage when writing or .11-12.SL.6 Presentation of Knowledge and Ideas: Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate. (See grades 11-12 Language standards 1 and 3 on page 54 for specific expectations.)**Learning objectives: By the end of the lesson the student will be able to:Present their modernizations of Jonathon Swift’s “A Modest Proposal”, in compliance with the provided instruction sheet, using correct standard English conventions, to the best of their ability.**Materials:Printouts of Jonathan Swift’s “A Modest Proposal” (They should have been given these the previous class)Writing project instructions (see last lesson plan)Writing project rubric (see last lesson plan)Students modernization projectsOral Presentation Rubric**Procedures:Anticipatory Set: 5 MinutesWhen students come in remind them that it is presentation dayInstruct them to sit down and put away all their materials Tell students that today they will be the teachersLet them know that they will get points for their presentationsAlso that you will be filling in a rubricEmphasize that their grade for this presentation is not based on this rubric and that you will be filling it out for them so they can see what areas they need to focus on improving for the final presentationInstructional Procedures: 40 MinutesInstruct students that they need to pay attention and show respect to their fellow classmates while they are presentingLet students know that you will hold your hand up when they reach five minutes so they can start wrapping things upSit in the back of the classroom while students are presentingTell students to turn in their Modernization Projects after they presentStart at desk one and go around the roomClosure: 5 MinutesAfter all students have finished let them know that they did a good jobTell them that tomorrow they will switch gears and begin start looking at Satire in the mediaPass back presentation rubrics**Assessment:The presentations will be worth 10 points. They should be 5-7 minutes long. Students will be expected to use correct English.Satire Unit Lesson Plan 7– Satire in the MediaName: Sheri Wingo Date: 21 December 2012Grade Level: 12th Content Areas: Honors EnglishLesson Topic: Satire in the MediaLesson Duration: 50 minute class period**Illinois Learning Goals, Standards and Performance Descriptors/Benchmarks addressed:CC.K-12.W.R.1 Text Types and Purposes: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient .9-10.L.5.a Vocabulary Acquisition and Use: Interpret figures of speech (e.g., satire, sarcasm) in context and analyze their role in the .11-12.R.L.6 Craft and Structure: Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement). **Learning objectives: By the end of the lesson the student will be able to:Identify the elements that make satirical news sources effective and express their opinions on why these elements make them effective, in a journal entry, with 100% accuracy.**Materials:YouTube clip of The Daily Show: clip from Anchorman: **Procedures:Anticipatory Set (Hook) 5 minutesStart with a quick review of satire since we had not talked about it in a couple of daysStart class by asking, “What is satire?” Make sure they reference the definitions in their notesAdd the example “Satire is sarcasm used to expose human vice or folly”Now ask them “Can you think of any examples of satire in the media?”Make a list on the board and instruct them to put the list in their notesInstructional Procedures:35 minutesAsk students where they mostly get their news? (TV, radio, internet?)Allow a few minutes for students to discuss and list sourcesAsk why these sources are reliable. What elements do they have that makes them so?Explain that today they will be analyzing political satire in the media by looking at “fake” newsBring up and play The Daily Show clip ()Discuss how this differs from standard news sourcesHow do John Stewart’s actions add to the comical aspects?Are his methods effective?Now show them a newscaster clip from Anchorman ()Discuss with students why these are examples of satire? What types are they (parody, exaggeration)What issues do they address?Closure: 10 MinutesTell students that tomorrow they will be looking at different news sources onlineInstruct them that for the last couple minutes of class they are to write As an exit slip they need to write in their notebooks answering: why satirical news shows like The Daily Show are so popular and effective? What elements make them effective? Do you like them more or less than regular news programs? Why or why not?**Assessment:The journal entry will count toward the class participation points for the day. Since it is a free write activity it will just be graded on completion.Satire Unit Lesson Plan 8– Satire in the Media Cont.Name: Sheri Wingo Date: 21 December 2012Grade Level: 12th Content Areas: Honors EnglishLesson Topic: Satire in the MediaLesson Duration: 50 minute class period**RationaleIn this lesson students will conduct internet research to apply the skills learned in all previous lessons. They will be choosing their own piece of satire, identifying it and its elements, and completing an analysis worksheet.**Illinois Learning Goals, Standards and Performance Descriptors/Benchmarks addressed:CC.11-12.R.L.1 Key Ideas and Details: 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 .9-10.L.5.a Vocabulary Acquisition and Use: Interpret figures of speech (e.g., satire, sarcasm) in context and analyze their role in the .11-12.R.L.6 Craft and Structure: Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement). **Learning objectives: By the end of the lesson the student will be able to:Analyze a satirical news item of their choice, by completing a worksheet in class, with 100% accuracy.Write a paragraph about the different elements of satire used in a news item of their choice, as a worksheet in class, with 100% accuracy.**Materials:ComputersNews Source Analysis Worksheets**Procedures:Anticipatory Set: 5 minutesLet students know that today they will be looking at different sources of news and analyzing websitesWarn them that some of the sources may have mature content and that you expect them to be mature enough to handle itPass out News Source Analysis WorksheetsInstructional Procedures: 40 minutesGo over the worksheet instructions with them answering any questions they may haveTell them to make sure they choose a school appropriate source to analyzeHave students get their computersAllow the rest of class time for them to explore the websites, choose a source, and begin their worksheetsWalk around the room making sure they are staying on task and answer any questionsClosure: 5 minutesAs class is wrapping up tell them to start to finish up their worksheetsIf they are done they can turn them in If not they need to be finished at home as they are going to be moving on the next classHave them put up their computers**Assessment:The students will complete a worksheet in class analyzing a satirical news item that they choose from their group’s website. The worksheets will be worth 30 points. All questions should be answered in complete sentences with limited grammatical errors. All paragraphs should be 5-7 sentences long as stated on the worksheet. The source must be citedName:_____________________________News Source Analysis WorksheetStep 1: You must choose to analyze one of these six online news sourcesChoice 1: The Onion ()Choice 2: Borowitz Report ()Choice 3: Saturday Night Live’s Weekend Update ()Choice 4: The White House ()Choice 5: The Daily Show with John Stewart Choice 6: McGuffin’s The Untrue News ()Step 2: Cite your sourceStep 3: Answer the following questions:Is the source print or video?Is the source convincing as a news source or is it obviously fake? Why do you think this?What kind of language do they use?What is the headline?Write a short summary of the source. (5-7 sentences)Does the source tend to lean toward a Republican or Democratic standing? What clues tell you this?What type of satire does the site use most often - sarcasm, parody, caricature, exaggeration, est? Review the elements of satire in your notes to help with this question.Who or what is the target of the source?Is the article effective? Why or why not?Does it make fun of its target or try to discredit it? If so how?Did it succeed or fail?Satire Unit Lesson Plan 9– Creating Satire (4 Days)Name: Sheri Wingo Date: 21 December 2012Grade Level: 12th Content Areas: Honors EnglishLesson Topic: Satire in the MediaLesson Duration: 50 minute class period**RationaleIn this lesson students will begin their final project of the unit. They will show their comprehension of satire by applying what they have learned to creating their own works of satire.**Illinois Learning Goals, Standards and Performance Descriptors/Benchmarks addressed:CC.11-12.R.L.6 Craft and Structure: Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement). CC.11-12.W.3.a Text Types and Purposes: Engage and orient the reader by setting out a problem, situation, or observation and its significance, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or .11-12.W.4 Production and Distribution of Writing: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)**Learning objectives: By the end of the lesson the student will be able to:Create their own unique example of satire, as individuals or in groups, to the specifications of the instructions and rubric.Demonstrate their understanding of satire by completing the Satire Analysis Worksheet, analyzing their own project, with 100% accuracy.Create a reflective piece on their project to the specifications provided in the instructions.Present their project to the class to the specifications of the rubric.**Materials:ComputersFinal Project Options sheetWriting RubricPresentation RubricSatire Analysis WorksheetDrawing SuppliesCamerasDay 1:Obtain permission from art teacher, multimedia teacher, and librarian for students to utilize their suppliesLet students know that this is the day that they will begin their final project for the unitPass out Final Project Options sheet, Writing Rubric, Presentation Rubric, and Satire Analysis worksheetGo over the options with them and explain the assignment answering any questions they have Explain everything they need to turn in with the final projectRemind them that all writings they turn in need to be done on a word processorAllow them time to figure out if they want to work in groups or aloneTell them to space out and to get computers if they need themShow them where drawing supplies are Allow the rest of the day for them to work on their projectsDay 2:Second Project Work dayStudents should have figured out what they want to do and should spend the classtime working solely on creating their projectsLet them know that they need to finish up today or tomorrow but if they finish tomorrow the reflective piece and worksheet will be homeworkDay 3:Students should be finishing up their projects and working on the writings, worksheets, and presentationsAllow students passes if they need to go to the library, multimedia room, art room, or in the hallway to workReiterate that they need to edit their projects and papers before they turn them in as they will be graded on correct English and grammar.Day 4:Students should come into class ready to presentTell students to sit and put away all materialsRemind them that they need to be respectful to their peers as they present and pay attentionPresentations will probably take the entire class periodIf there is extra time discuss the projects with the students and have them help you display them in the classroom**Assessment:The project itself will be worth 100 points to the specifications of the rubric. The reflection paper will be worth 25 points. It must be word-processed and answer all the provided questions.The Satire Analysis worksheet is worth 15 points.The Presentation is worth 10 points as it is part of the project grade as well.Final Project OptionsCaricatureCreate a satirical caricature making a comment on an event happening in current eventsNewscastCreate your own satirical news cast/parody in video form. At least 5 minutes long.Creative Writing PieceCreate your own satirical writing: the length will differ depending on topic, but it must be at least 2 pages in lengthNews ArticleWrite a satirical news article about a topic in current events. Must be at least 1 page long.Write and Present a song or Create a Music VideoYou will either write an original song or modify a song to serve your purpose (think Weird Al). Then you will present the song. You can do this live in front of the class or by creating a music video.*Regardless of which option you choose you will need to complete all the instructions on the Final Project Instruction Sheet*Final Project InstructionsYou may work as individuals or in groups. However, if you work in groups you will each have to do your own Reflective writing and Satire Analysis Worksheet.Please keep your projects school appropriateAfter you finish the project you will need to write a 1-2 page typed reflective piece which includes the following:What option you choseWhat was the process that went into creating the project (what kind of research, drafts, est. did it involve)Why you chose the option you didA description of what each group member did during the creation process (only if there was more than one)How you liked or disliked the projectA summary of the project The rationale of why your project is an example of satireEach group member will also need to fill out the Satire Analysis WorksheetEach group will present their project to the class. The time for presenting will depend on your project chosen.Name:________________________Satire Analysis WorksheetWhat type of satire is it?What elements of satire are utilized?Is it Horatian or Juvenalian?What are the aspects that make the project an effective form of satire?What issue is addressed by the project?What is one other way that this issue could be addressed in satire?Creative Writing Example RubricOutcome86-74-52-31Students will write well organized, cohesive papers.Work functions well as a whole. Piece has a clear flow and a sense of purpose.Response has either a strong lead, developed body, or satisfying conclusion, but not all three.Uneven. Awkward or missing transitions. Weakly unified.Wanders. Repetitive. Inconclusive.Incoherent and fragmentary. Student didn't write enough to judge.Students will use appropriate voice and tone in writing.Voice is confident and appropriate. Consistently engaging. Active, not passive voice. Natural. A strong sense of both authorship and audience.The speaker sounds as if he or she cares too little or too much about the topic. Or the voice fades in and out. Occasionally passive.Tone is okay. But the paper could have been written by anyone. Apathetic or artificial. Overly formal or informal."I just want to get this over with."Mechanical and cognitive problems so basic that tone doesn't even figure in. Student didn't write enough to judge.Students will demonstrate original, creative writing.Excellent use of imagery; similes; vivid, detailed descriptions; figurative language; puns; wordplay; metaphor; irony. Some startling images, a few stunning associative leaps with a weak conclusion or lesser, more ordinary images and comparisons. Inconsistent.Sentimental, predictable, or cliché.Borrows ideas or images from popular culture in an unreflective way.Cursory response. Obvious lack of motivation and/or poor understanding of the assignment.SStudents will upload paper to their webpagePaper is uploaded to the webpagePaper is not uploaded to the webpage ................
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