Q 4 Wk1: Mar 26-30

26 March
Create an organizer to collect and to identify political, cultural, and social forces shaping British literature from Puritanism to the Enlightenment.
Analyze the effects of Puritanism, the English civil war, and the Enlightenment.
PURITAN:  What does this term mean to you?
ENLIGHTENMENT:  What do you know about this period?
1) Lead class through a demonstration to create a 6-tab note-taking booklet to collect historical background on the period.
2) Present three big thematic questions:
      - What were the essential features of Puritanism?
      - What factors contributed to the outbreak of the English civil war?
      - What were the goals of the English Enlightenment?
3) Preview the period by discussing British political leaders in the 17th century.
4) Read aloud, discuss, and take notes on "Historical, Social, and Cultural Forces" (British Literature, pp. 498-99).
5) Share information gathered in note-taking activity to summarize
27 March
Collect and identify political, cultural, and social forces shaping British literature from Puritanism to the Enlightenment.
Use synonyms and suffixes to create sentences that analyze 17th century British history.
Scan through the information on pp. 496-97 in British Literature. State two generalizations about London in the 1660s. Then, circle two words in each statement, and write a synonym for each circled word.
1) Students share generalizations on 1660s London. Students share original words from the statements and their synonym substitutions.
2) Students engage in silent and sustained reading of the "Big Ideas" on pp. 500-505 in British Literature while taking notes in their note-taking booklet created yesterday.
3) HOMEWORK: Complete the two-sided worksheet on using suffixes and synonyms to analyze the historical forces shaping England from Puritanism to the Enlightenment.  (DUE Wednesday, 3/28)
4) Exit ticket: On a clean sheet of paper, answer the following questions
    - Summarize the key points of the philosophies of the Puritans.
    - Summarize the key points of the philosphies of the Enlightenment.
    - Which aspects of each school of thought influence the way we think today?
28 March
Identify and use satire to criticize problems in society.
Locate and evalutate satire in various types of writing.
Connect the historical context of poor conditions in Ireland in the first half of the 1700s to satirical literature from the Enlightenment.
List two institutuions or customs in our society that you believe deserve to be criticized. Write two sentences for each which explain your criticism.
1) Students share ideas on social problems, and look for humourous ways to present the issues.
2) Define satire, and discuss the effectiveness of its use to address social problems.
3) Students read a modern satirical news article and discuss the effectiveness of satire to deliver the critical message.
4) Discuss the historical background to the economic hardships faced by Ireland in the 1700s.
5) Students read the first part of Jonathan Swift's "A Modest Proposal" to identify the problem and to identify Swift's proposed solution.
29 March
Identify and analyze satire in literature from the English Enlightenment. 
Identify and use satire to criticize problems in society.
Read the first paragraph on p. 548 in British Literature. Do you agree with the statement that a "deep love of humanity" can move someone to write things that are "deeply critical of humanity"? Write three sentences defending your position.
1) Discuss student responses to bellwork.
2) In PODS, students will read the third and fourth sections of "A Modest Proposal." After each section, students will discuss possible responses to the questions on the "Guided Reading" handout.
3) Revisit the bellwork from yesterday to encourage students to find creative and satirical ways of framing a problem they have identified with contemporary society.
30 March
Identify and evaluate satire from a variety of sources including visual materials.
Create statements using satirical devices to identify a problem in society.
Watch a short satirical news video, and identify the devices of satire used in the piece. While watching the video, write down the following:
   - List statements of satire spoken in the satirical news story. (Identify satirical devices)
   - Which of the statements is the most humorous? Explain your choice.
   - Is the satire effective? Why or why not?
   - What is the purpose of the satire? In other words, what are the social commentaries being made in the story?
1) Discuss student evaluations of satire's effectiveness in the satirical news video story.
2) Students use the "Guided Reading Questions" handout to assist in reading comprehension.
2) HOMEWORK: Distribute "Create Your own Satire" handout. Students will work on the handout to develop their ideas using satirical devices effectively to defend a solution to a social problem. (DUE Monday 4/2)
3) HOMEWORK: Students will finish reading "A Modest Proposal;" then complete the questions on the "Satire in A Modest Proposal" handout. (DUE Monday 4/2)
Tracy Alexander,
Mar 30, 2012, 1:46 PM
Tracy Alexander,
Apr 4, 2012, 9:38 AM
Tracy Alexander,
Apr 3, 2012, 10:23 AM