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Daily Lesson Plan for a Modest Proposal

Daily Lesson Plan for a Modest Proposal

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Published by kknighton
Understanding persuasive appeals and satire
Understanding persuasive appeals and satire

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Published by: kknighton on Apr 30, 2010
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4/30/2010
 
 Page 1
Lesson Plan
Subject/course: 12
th
Grade Lit/Comp Topic: A Modest Proposal/PersuasiveTechniquesTeacher: K. Knighton Date: 10 daysGPS Addressed
:
ELABLRL1 The student demonstrates comprehension by identifyingevidence (i.e., examples of diction, imagery, point of view, figurativelanguage, symbolism, plot events, main ideas, and characteristics) in avariety of texts representative of different genres (i.e., poetry, prose[short story, novel, essay, editorial, biography], and drama) and usingthis evidence as the basis for interpretation.
The student identifies, analyzes, and applies knowledge of the purpose,structure, and elements of nonfiction and/or informational materials and provides evidence from the text to support understanding; the student:a. Analyzes and explains the structures and elements of nonfictionworks of British literature such as letters, journals and diaries,speeches, and essays. b. Analyzes and evaluates the logic and use of evidence in an author¶sargument.c. Analyzes, evaluates, and applies knowledge of the ways authorsuse language, style, syntax, and rhetorical strategies for specific purposes in nonfiction works.
ELABLRL4 The student employs a variety of writing genres todemonstrate a comprehensive grasp of significant ideas in selectedliterary works. The student composes essays, narratives, poems, ortechnical documents. The student
f. Imitate a variety of literary forms to demonstrate understanding(i.e., sonnet, ballad, satire).
ELA12W1 The student produces writing that establishes an appropriateorganizational structure, sets a context and engages the reader, maintainsa coherent focus throughout, and signals a satisfying closure. The student
a. Establishes a clear, distinctive, and coherent thesis or perspectiveand maintains a consistent tone and focus throughout. b. Selects a focus, structure, and point of view relevant to the purpose,genre expectations, audience, length, and format requirements.c. Constructs arguable topic sentences, when applicable, to guideunified paragraphs.d. Uses precise language, action verbs, sensory details, appropriatemodifiers, and active rather than passive voice.e. Writes texts of a length appropriate to address the topic or tell thestory.f. Uses traditional structures for conveying information (i.e.,chronological order, cause and effect, similarity and difference,and posing and answering a question).g. Supports statements and claims with anecdotes, descriptions, factsand statistics, and specific examples.
ELA12W2 The student demonstrates competence in a variety of genres.
The student produces persuasive writing that clearly, logically, and purposefully applies persuasive writing strategies acquired in previous gradesin other genres of writing and in a variety of writing situations such asexpository compositions, historical investigative reports, and literary analysis, by raising the level of critical thinking skills and rhetorical techniques and the
 
4/30/2010
 
 Page 2
sophistication of the language and style.
ELA12C1 The student demonstrates understanding and control of therules of the English language, realizing that usage involves theappropriate application of conventions and grammar in both written andspoken formats. The student
a. Demonstrates an understanding of proper English usage and controlof grammar, sentence and paragraph structure, diction, andsyntax. b. Correctly uses clauses (i.e., main and subordinate), phrases (i.e.,gerund, infinitive, and participial), and mechanics of punctuation(i.e., end marks, commas
 ,
semicolons, quotation marks, colons,ellipses, hyphens).c. Demonstrates an understanding of sentence construction (i.e.,subordination, proper placement of modifiers, parallel structure)and proper English usage (i.e., consistency of verb tense,agreement).
ELA12LSV1 The student participates in student-to-teacher, student-to-student, and group verbal interactions. The student
a. Initiates new topics in addition to responding to adult-initiatedtopics. b. Asks relevant questions.c. Responds to questions with appropriate information.d. Actively solicits another person¶s comments or opinion.e. Offers own opinion forcefully without domineering.f. Volunteers contributions and responds when directly solicited byteacher or discussion leader.g. Gives reasons in support of opinions expressed.h. Clarifies, illustrates, or expands on a response when asked to do so;asks classmates for similar expansions.i. Employs group decision-making techniques such as brainstormingor a problem-solving sequence (i.e., recognizes problem, defines problem, identifies possible solutions, selects optimal solution,implements solution, evaluates solution). j. Divides labor so as to achieve the overall group goal efficiently.
 
EnduringUnderstandings
:
y
 
It is important that all people develop the strategies and skills necessary tounderstand and use persuasion.
y
 
Authors use many techniques such as rhetorical devices to manipulatelanguage (style and diction) for various purposes.
Essential Questions
:
y
 
H
ow does an author of nonfiction use logic, evidence, and rhetoricaldevices to persuade?
y
 
H
ow do persuasive messages both explicit and implicit, shape our ideas, values, beliefs, and, or behaviors?
y
 
H
ow can reading and analyzing non-fiction and informational textsmake us better writers of those types of texts?
y
 
H
ow do writers use evidence to support their arguments in persuasive writing?
y
 
H
ow does a writer use rhetorical devices to persuade?
 
4/30/2010
 
 Page 3
Classroom Design
Materials
:
y
 
Copies of Swift¶s ³A Modest Proposal´ (my lesson refers to thecopy from the
H
olt 6
th
course edition) and of Jon Swift¶s blog entry,³Who Needs Books?´ (from http://jonswift.blogspot.com/)
y
 
Analyzing Satire worksheets
y
 
Modern modest proposal project checklists
Warm-up
:
Day one:
1.
 
Write the following on the board:
The
Onion
The
Daily S 
h
ow
The
Colb
ert 
R
ep
o
rt 
  Nak 
ed 
GunSa
u
rd 
ay Nig 
ht 
Liv
e
 
Any Weird Al Yankovic songwww.dumbentia.com/
The
Bu
tter 
Ba
tt 
e
Book 
by Dr. SeussJon Swift blog2.
 
Ask students what these all have in common or how many of themhave they seen.3.
 
Ask students what they think 
 s
a
i
re
means. Discuss itsdefinitions:1)
 
A literary work in which human vice or folly is attackedthrough irony, derision, or wit.2)
 
Irony, sarcasm, or caustic wit used to attack or expose folly,vice, or stupidity.
Activity Period(appropriate time forworking on dailytasks either for thelesson of the dayand/or culminatingunit performancetask). Must includeall support materials(i.e., assessmentinstruments, rubrics,product examples,etc.)
:
Day one continued:
4.
 
Introduce students to ³A Modest Proposal´ by Jonathan Swift.Discuss the background history of the piece.5.
 
Preview types of appeals used by Swift: logical appeals, ethicalappeals, and emotional appeals.6.
 
Preview verbal irony.7.
 
Read ³A Modest Proposal.´ (This can be a take-home activity tofinish, or depending upon the needs of the class, you may chooseto read the essay aloud. You might even want to read parts of itand summarize the rest.)8.
 
Discuss the essay and its point.
Day two:
1.
 
Discuss reasons writers use persuasive appeals and the types oappeals used by writers. In particular discuss logical appeals,emotional appeals, and ethical appeals. Refer back to ³A ModestProposal.´2.
 
Discuss verbal irony. Discuss why writers use verbal irony in a persuasive piece. Refer back to ³A Modest Proposal.´3.
 
Read and discuss Jon Swift¶s blog entry ³Who Needs Books.´4.
 
O
ption one:
 
H
ave students look at ³A Modest Proposal´ and

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