Satire and Jonathan Swift's A Modest Proposal

Formative Assessment:

ELA Standard:

Recorded analyses will be graded.

Lesson Objectives:

Students will record and post their analyses to the blog.

Students will begin their comments on their blog analyses.

SL.11-12.5: Make strategic use of digital media in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.

SL.11-12.3 Evaluate a speaker's POV, reasoning, and use of evidence and rhetoric, assessing the stance, presmises, links among ideas, word choice, points of emphasis, and tone used.

Formative Assessment:

Community Connection

The comments will be graded based on the professionalism of response and openness of discussion, as if the student were opening a thread discussing the flaws pointed out by their satirical message.

Day 10

Day 9

Link to the classroom blog post will be added to the school's website as well as classes' parent blogs so their parents have access to a deeply intellectual, reflective project completed by their children.

Finish response comments to analyses.

Post-assessment

Final recording of analysis of assigned satire post

Post video of recorded analysis on the blog

Comment on the video analysis of your satire on the blog responding to critique, confusions, and continuing the discussion of your topic of satire.

Formative Assessments:

Day 8

I will check with them as they analyze their assigned posts to make sure they are able to do this and have no questions.

Students will also be assessed (and graded) for their collaboration with the students belonging to their assigned post.

ELA Standards:

SL.11-12.3 Evaluate a speaker's POV, reasoning, and use of evidence and rhetoric, assessing the stance, presmises, links among ideas, word choice, points of emphasis, and tone used.

SL.11-12.5: Make strategic use of digital media in presentations to enhance understanding of finding, reasoning, and evidence and to add interest.

ELA Standards:

Find assigned post on the blog

Read and analyze the post, uncovering the satirical message

Record analysis

Lesson Objectives:

Students will reflect on their proposals and respond to the video analysis.

Students will gain further understanding of the satirical form by witnessing a reaction to their specific topic/the way they wrote their proposal and possibly having to explain the irony/"joke."

Students will perform the post-assessment covering their knowledge of satire, the purpose of the form, and the elements that make satire understandably satirical.

RL.11-12.3: Analyze a case in which grasping a POV requires distinguishing what is directly stated in a text from what is really meant (eg. satire).

SL.11-12.5: Make strategic use of digital media in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.

Students will read assigned post and analyze the validity and comprehensiveness of the satirical message.

Students will make notes in a Google Doc to inform their recorded analysis, and this will later be submitted for grading.

Post-Assessment

(Summative)

Unit SAMR

Students will read others' works of satire and choose which they believe to be best. They will then defend their choice by discussing what was effectively communicated to them, how they understood the underlying message because of the exaggeration and ridiculousness of the directly-stated message, the style of writing, etc.

Post assessment will be performed in the application of student's choice: Whiteboard, Google Doc, Google Slides, Canva, MindMeister, or another app that allows them to create lists or diagrams to demonstrate their understanding and can be shared with me.

Kahoot! & Google Forms as pre-assessments/formative assessments: Augmentation

Google Docs Dialectical Journals as way to record and respond to useful quotes: Augmentation

Google Docs for writing analyses: Augmentation

Video Recording, Posting to Blogger & Digital Commenting as a way of communicating understanding of satire and congratulating the work of peers: Redefinition

ELA Standard:

Lesson Objectives

W.11-12.6: Use technology, including the Internet, to produce, publish, and update individual or shared writing products in the response to ongoing feedback, including new arguments or information.

Students will finish editing their written proposals

Students will post the written proposals on the class blog.

Students will turn their written proposal docs into the assignment in Google Classroom to be graded.

Formative Assessment:

I will grade their written proposals!

Day 7

Finish peer editing

Post proposal/example on the class unit blog

Turn final draft in to Classroom

Lesson Objectives:

Students will finish their proposals.

Students will begin to peer edit each other's proposals

Formative Assessment:

ELA Standard:

I will walk around and check student work and oversee the editing process to make sure they still understand what is going on.

W.11-12.4: Produce clear and coherent writing in which the development, organization, and style are apropriate to task, purpose, and audience.

Day 6

Formative assessment:

ELA Standard:

Continue writing proposals/examples of satire (~300 words), referring to dialectical journals as needed.

Peer edit proposals/examples

Use Kahoot! to check students' understanding of the form of satire.

RL.11-12.3: Analyze a case in which grasping a POV requires distinguishing what is directly stated from what is really meant (eg. satire).

Day One

Lesson Objective:

Students will learn the genre/form/conventions of satire

Google Forms Pre-assessment

Reading of short examples of satire

Lead discussion over satire, what it really is, using a Prezi show

Formative Assessment

Students will begin writing their modest proposals.

Day 5

Satire and Jonathan Swift's

A Modest Proposal

ELA Standards:

Start writing original "proposal"/long example of satire. ~300 words

Refer to dialectical journals for examples of construction

W.11-12.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

Formative Assessment:

Students will turn in their Google Docs with as much of their proposal as they've written simply for me to read (I won't grade them until they're finished). This will allow me to know how much more time they need to write and if they're struggling.

Pre-Assessment

Formative Assessment:

Students will take a quiz using Google Forms to test what they already know about satire.

Lesson Objective:

The analysis of quotes from A Modest Proposal will show higher thinking skills. If they are able to execute this activity thoughtfully, it will be proof that they are ready to write their own "modest proposal." I will read these rewritten satirical quotes from the Google Doc.

Day 4

Actually finish dialectical journals and turn them in.

Students will understand satire by writing satire.

Actually finish up dialectical journals (just a few minutes)

In groups, students will use quotes from their dialectical journals to write their own satirical comment/sentence/paragraph, imitating the form. They will post these short satirical quips to the shared Google Doc.

ELA Standard:

12th English Lit

ELA Standards!

RL.11-12.3: Analyze a case in which grasping a point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement).

W.11-12.1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

W.11-12.4Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

W11-12.6: 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.

SL.11-12.3: Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used.

SL11-12.5: Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.

W.11-12.1 Write arguments to support claims in an analysis of substantiative topics or texts, using valid reasoning and relevant and sufficient evidence.

W.11-12.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

ELA Standards:

Objectives!

Students will understand satire as a literary genre.

Students will create their own written satire and post edited creations on the class blog.

Students will analyze classmates' satire and produce analytical understanding through video.

Students will reflect on knowledge of satire and the effectiveness of their own writing by responding to the video analyses with comments.

RL.11-12.3: Analyze a case in which grasping a POV requires distinguishing what is directly stated in a text from what is really meant (eg. satire).

W.11-12.1: Write arguments to support claims in an analysis of substantiated topics or texts, using valid reasoning and relevant and sufficient evidence.

Madeline Smith

Lesson Objective:

Formative Assessment:

Day 3

Students will finish reading A Modest Proposal

Students will have a completed, thorough dialectical journal prepared to be assessed.

Dialectical journals will be graded to help understand how much they have learned about satire before they further their learning by creating satire.

Keep reading A Modest Proposal and recording quotes in Google Docs dialectical journals

Lesson Objectives:

Students will begin to understand satire as a literary genre.

Students will begin to understand the conventions of satire.

ELA Standards:

RL.11-12.3: Analyze a case i which grasping a POV requires distinguishing what is directly stated from what is really meant (eg. satire).

W.11-12.1: Write arguments to support claims in an analysis of substatiative topics or texts, using valid reasoning and relevant and sufficient evidence.

Formative Assessment: Dialectical Journals

Day 2

Record page/paragraph number

Record quote

Respond to quote

Start reading A Modest Proposal

Record quoted examples of satire in a dialectical journal using Google Docs, discussing the modes by which this is performed.