Lesson Title: "A Modest Proposal": Distinguishing Shades of Meaning When Writing an Argumentative Essay
Curriculum Area: English Language Arts
Technology Strand: Multimedia/Presentation
Grade Level: 12
 
Essential Question: How does the form and structure of an argumentative essay impact the reader's acceptance or rejection of the argument?
 
A Activity Summary In this activity, students will read Jonathan Swift's essay "A Modest Proposal." Students will explore the use of satire, irony, hyperbole, sarcasm, and diction and will examine how the form and structure of an argumentative essay impact the reader's acceptance or rejection of the argument. Additionally, students will utilize what they learn by reading a classic deliberative essay, and they will research and write their own argumentative essay.
C Curriculum English Language Arts
3.01 Research and define issues of public concern by:
-using a variety of resources such as the media center, on-line resources, interviews, and personal reflection.
-specifying the nature of an issue, including the various claims made and the reasoning that supports these claims.
3.02 Organize and deliver an argument so that an intended audience respects it by:
-wording the claim clearly.
-specifying reasons in support of the claim that are likely to be convincing.
-adopting an appropriate tone and stance toward the issue.
T Technology Multimedia/Presentation
2.01 Practice and refine knowledge and skills in keyboarding/word processing/desktop publishing, spreadsheets, databases, multimedia, and telecommunications in preparing classroom assignments and projects.
3EN.01 Use word processing and/or desktop publishing for a variety of writing assignments/projects.
3EN.02 Use electronic resources for research.  
 
Activating Strategies
Carousel Brainstorming
1. Introduce students to the use of satire, hyperbole, sarcasm, irony, and shades of meaning through the choice of words used in writing.
2. The teacher will supply five posters with the words satire, hyperbole, sarcasm, irony, and diction written at the top of each poster. The students will be divided into five groups and each group will brainstorm and record examples of these literary devices on the posters.
3. While Carousel Brainstorming, students will rotate around the classroom in small groups, stopping at various stations for a designated amount of time.
4. While at each station, students will activate their prior knowledge of examples of satire, hyperbole, sarcasm, irony, and diction through conversation with peers. Ideas shared will be posted at each station for all groups to read. Through movement and conversation, prior knowledge will be activated, providing scaffolding for new information to be learned in the proceeding lesson activity.
 
Technology Vocabulary: Multimedia Vocabulary
Detailed Technology Instructions:
 
Cognitive Teaching Strategies
Days 1-2
1. Students will read Jonathan Swift's essay "A Modest Proposal." After students read the essay, the teacher will ask students to respond to Swift's satire. The teacher will create a cluster diagram on the board, put the word satire in the center, and record the various ways in which students respond.
2. Students will choose a contemporary topic of social concern such as:
-Smoking in all Public Places Should/Should not be Banned
-Euthanasia Should be Legalized/Remain Banned
-Capital Punishment Should be Uniform in All Fifty States
-The Drinking Age Should be Lowered to Eighteen
-The Lottery Should be Legal in NC
something that they would like to find out more about, and decide on a clear thesis statement to support their argument.
3. Students should get teacher's approval before beginning initial research.
4. Students will employ stylistic techniques such as irony, satire, or exaggeration, and they may model their essays after Swift's "A Modest Proposal," but they must also base their arguments on data and research.
5. Students will use the Media Center to access electronic resources for research.
Day 3- 5
Students will use the Computer Lab and word processing programs and type a two-to-three page argumentative essay.
Day 4
1. Students will create a PowerPoint presentation to augment the delivery of their essays.
2. Students may use graphics, music, or other media articles relevant to their argumentative thesis. No profane or obscene materials may be included, and presentations should be approved by the teacher before the students present their argumentative essays using multimedia.
 
Summary Strategies
Day 5
1. Students will present their argumentative essays to the class. The teacher will use a Debate and Speech Mock Congress forum, which allows for brief questioning after the delivery of the essay, and then a class vote will be taken to see whether or not the students' essays were accepted or rejected. Robert's Rules of Parliamentary Procedures will be followed to ensure that order is maintained during the questioning process. The teacher will serve as the parliamentary officer.
2. The papers will be turned in and graded for content, grammar, punctuation, employment of stylistic devices, and correct MLA format for documenting sources. The teacher can create a rubric for grading standards.
 
Resources
Click for directions on how to download files on a Windows computer. 
1. MLA Handbook for Writers
2. National Forensic League Congress Parliamentary Procedures
3. Real Writing by Dr. Walter Beale (UNCG) for Aristotle's Classical Skeme for the Deliberative Essay
4. Elements of Literature: Literature of Britain, Holt, Rinehart, Winston Publishers, for "A Modest Proposal."
5. Microsoft PowerPoint
 
Re-teaching and Enrichment Activities
The students' papers could be peer-edited BEFORE they are turned in to the teacher. Students could use the same teacher-made rubric to edit each other's papers. Peer-editing would be done in groups of four, with each student being assigned a duty for editing, according to the teacher's rubric.

The concept for this lesson plan was submitted by 
Deborah  George-Thompson
Andrews High, Data last modified: 8/19/2003