12B CP Spring 2014 Unit: Chapter 4: The Restoration and the Eighteenth Century (1660-1800) Themes/motifs: political obligations, abuse of power, aristocratic values, political satire, oppression, excess, moderation, dehumanization, human decency and respect, classism Timeline: Weeks 1-3 Suggested strategies Teacher model, jigsaw, thinking notes, cooperative learning groups, pair share, objective summaries, graphic organizers, quickwrites, gallery walks, dialectical journals Common Core Standards Learning Objectives Suggested Performance Tasks Grammar Terminology Works RL. 12.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. * Students will gain a greater understanding and appreciation of the Restoration. Introduction: The Restoration and the Eighteenth Century (pgs. *Students will read and analyze a specific section from the introduction of the Restoration period. Holt Grammar: Continue to teach students Manuscript Form (pgs. 546-556) *Irony (verbal, dramatic, situational) 412-426) RL 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. RL 12.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. * Students will be able to analyze the historical text of a specific time period. * Students will be able to relay historical information to their classmates. *Students will create and present a power point slide about their specific section. *Students will write 3-4 paragraphs summarizing the major changes/occurrences, beliefs, values, and traditions during the Restoration period (using notes from student jigsaw activity). *Persuasive techniques (pathos, ethos, logos) *Satire *Hyperbole *Sarcasm *Diction *Purpose *Audience *Tone RI 12.3 Analyze a complex set of ideas or sequence of *Classism 1
events and explain how specific individuals, ideas, or events interact and develop over the course of the text. RL 12.6 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). L 12.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. L 12.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. L 12.3 Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to *Students will gain an understanding and appreciation of life in England (among all classes) after reading A Modest Proposal. *Students will recognize how writers and journalists addressed political and social issues during the Restoration period. *Students will be able to identify persuasive techniques, satire, hyperbole, sarcasm, and tone in A Modest Proposal. Common Assignments *How does Swift use irony to contribute to the effectiveness of his proposal? Provide 3 examples of irony and explain how they contribute to the effectiveness of his proposal. *What persuasive techniques (appeals) does the narrator make in support of his proposal? Identify and explain a logical, emotional, and ethical appeal by citing specific evidence from the text. For each appeal, write a paragraph in which you identify a specific logical, emotional and ethical appeal and provide evidence from the text to support each appeal. 2
comprehend more fully when reading and listening. RL 12. 3Analyze the impact of the author s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed). RL 12. 4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. W 12.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. *Students will recognize a contemporary issue and offer a satirical solution to it. Common Project *Students will apply their understanding of satire by writing a satirical solution for a contemporary issue or problem in the world today (3-5 pages in length). The proposal must contain each of the following: logical, emotional, and ethical appeals. Students will also create a video, pamphlet, or poster board that reflects the satire of this contemporary issue. Formative Writing Assessment *Students will write a short essay (3-5 pages) that explains how Jonathan Swift and the Onion article, Poverty-Stricken Africans Receive Desperately Needed Bibles effectively use satire to expose and or criticize 18 th Century Irish society (Swift) and a 21 st century solution to a problem in Niger. 3
W. 12.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. W. 12.7 Conduct short as well as more sustained research projects to answer a question or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. SL 12.4 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 of formal and informal tasks. 4
SL 12.6 Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate. W12.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. W12.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. W12.6 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 5
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