Friday, April 29

In-Class:

• Lane the sub was there and showed some satirical videos.  Students worked on their satire projects. 

Homework:

• Work on satire projects

Wednesday, April 27

In-Class:

• Journal: We went over the last two paragraphs from the worksheet from last time and analyzed them in greater detail, determining what he was really communicating.
• I gave students their project choices for the satire final project.

Satire Assignment Choices

 

Satire: the use of humor, irony, exaggeration, or ridicule to expose and criticize people's stupidity or bad behavior. 

Irony: the expression of one's meaning by using language or images that normally signify the opposite, typically for humorous or emphatic effect.

Choice #1	Choice #2	Choice #3
SATIRICAL VIDEO   Example shown in class:   Go to youtube and type in, “How to be a Good Student” by Kendall Uyegi   Basic Requirements:   ·         Video must be 3-5 minutes long ·         You must base your video on a topic of your choice. Here are some examples: how to get a date, how to win a dance contest, reasons to sign-up for yoga, how to become famous, etc.  ·         Your video must be edited so the clips flow in a logical manner. In other words, there must be a pre-determined structure to the video.	SATIRICAL CARTOONS   Examples shown in class:       Basic Requirements:   ·         You must complete 2 cartoons ·         You must base both cartoons around one social issue of your choice. For example, the two cartoons above both express the idea of poverty. ·         Your cartoon needs to have a satirical caption. ·         Cartoons must be in color, drawn by hand, and presented neatly without eraser marks.	SATIRICAL ESSAY   Example shown in class:   Go to this website http://ahscw.weebly.com/satire.html and click on, “How to Get Girls: A Guide” or “Benefits of Smoking”   “A Modest Proposal” by Jonathan Swift   Basic Requirements:   ·         Essay should be 2-3 pages long. ·         Structure should be similar to a persuasive speech with several reasons given as to why your point of view is “correct,” along with at least one counter argument that you will refute.   ·         You are welcome to do a numbered list like the essays we read in class, or propose a “solution” to a “problem” like Jonathan Swift did. ·         Remember, it’s very effective if you take something that’s partly true and twist it.  You also need to explain yourself- don’t just make a statement that isn’t true and leave it there.

 

This assignment is worth 100 points and will be due on Thursday, May 5th.  Any projects received after that day can only receive a maximum of half credit.

• Students were required to turn in an outline by the end of the class that had their name, which project they were doing, and a brief outline of their project. I reviewed these with each student.

Homework:

• Work on satire project (due Thursday, May 5th). 

Monday, April 25

In-Class:

• Journal: Read the essay Ms. Houston put on the overhead (see it below). Choose one from the list that you think IS an effective use of satire and say why.  Then, choose one that you think is NOT an effective use of satire and why.
• Megan Koetje
  Creative Writing 
  January 13, 2015
  Smoking
  There is nothing like waking up first thing in the morning and taking a nice, big puff from a cigarette. Some people think smoking is bad for the human body, but there are many benefits. Smoking cigarettes is quite satisfying in most aspects of our lives and the world. Everybody does it, so you should too. When you buy a pack of cigarettes, it provides a life for the workers who produce them. Keep that one in mind. Here are some reasons why we should all smoke cigarettes:
  1.    Cigarette butts thrown on the ground help provide fertilizer for plants. A plant can’t grow without tobacco in it’s soil right?
  2.    Coughing and hacking helps keep public places from being too quiet. Geesh, that would be some awkward silence.
  3.    Smoking improves organ functions by 84%. Wow! Maybe smoking will help me finish
  this run faster!
  4.    I’ll never get sick smoking cigarettes. I’m invincible to lung and brain cancer. 
  5.    Four hundred and eighty thousand deaths a year and dying early? Not me, cigarettes are my life support. 
  6.    Strokes won’t attack me two to four times in my life. My hearts protected by all the smoke. 
  7.    Don’t have many friends? Take up smoking and you’ll have lots!
  8.    Can’t figure out what to do with that extra twenty dollars? Buy four packs of cigarettes, it’s a great investment! 
  9.    Pregnant and smoking? Don’t worry, your baby will come out perfect. 
  10. Strong bones? When smoking cigarettes, you’ll love the feeling of weak bones.
  11. Stressed after work? Light one up and you’ll feel completely relaxed.
  12. It’s so easy to quit! Don’t bother chewing gum or wearing nicotine patches.
  13. Who wants whiter teeth when yellow teeth look so much better.
  14. Don’t worry what your dentist says, bad breath boosts your confidence.  
  15. There’s nothing more fashionable than a trachea voice box. They now come in fluorescent colors!
  16. Do you like eating tar from the roads? Then you’ll love smoking cigarettes.
  17. Love sleeping? Cigarettes will make you sleep twice more than you already do. 
  18. If no one around you smokes, that’s okay, second hand smoking is so much better.
  19. Smoking isn’t costly at all! Five thousand dollars a year is nothing.
  20. Don’t have an addiction to anything? Cigarettes will take care of that for you. 
• Write your own top ten list of a topic that you want to satirize.  For example, "Why you should drop out of school," or, "What you should do at a job interview."
• We did a worksheet that showed how "A Modest Propsal" is like a persuasive speech, only sarcastic and ironic.
• Name: _____________________

   

  A Modest Proposal: A Persuasive Essay

   

  For first, as I have already observed, it would greatly lessen the number of Papists, with whom we are yearly overrun, being the principal breeders of the nation as well as our most dangerous enemies; and who stay at home on purpose to deliver the kingdom to the Pretender, hoping to take their advantage by the absence of so many good Protestants, who have chosen rather to leave their country than stay at home and pay tithes against their conscience to an Episcopal curate.

   

  Summary of argument:

   

  Secondly, the poorer tenants will have something valuable of their own, which by law may be made liable to distress and help to pay their landlord’s rent, their corn and cattle being already seized and money a thing unknown.

   

  Summary of argument:

   

   

  Thirdly, whereas the maintenance of an hundred thousand children, from two years old and upwards, cannot be computed at less than ten shillings a piece per annum, the nation’s stock will be thereby increased fifty thousand pounds per annum, besides the profit of a new dish introduced to the tables of all gentlemen of fortune in the kingdom who have any refinement in taste. And the money will circulate among ourselves, the goods being entirely of our own growth and manufacture.

   

  Summary of argument:

   

   

   

  Fourthly, the constant breeders, besides the gain of eight shillings sterling per annum by the sale of their children, will be rid of the charge of maintaining them after the first year.

   

  Summary of argument:

   

   

   

  Fifthly, this food would likewise bring great custom to taverns, where the vintners will certainly be so prudent as to procure the best receipts for dressing it to perfection, and consequently have their houses frequented by all the fine gentlemen, who justly value themselves upon their knowledge in good eating; and a skillful cook, who understands how to oblige his guests, will contrive to make it as expensive as they please.

   

  Summary of argument:

   

   

  Sixthly, this would be a great inducement to marriage, which all wise nations have either encouraged by rewards or enforced by laws and penalties. It would increase the care and tenderness of mothers toward their children, when they were sure of a settlement for life to the poor babes, provided in some sort by the public, to their annual profit instead of expense. We should see an honest emulation among the married women, which of them could bring the fattest child to the market. Men would become as fond of their wives during the time of their pregnancy as they are now of their mares in foal, their cows in calf, or sows when they are ready to farrow; nor offer to beat or kick them (as is too frequent a practice) for fear of a miscarriage.

   

  Summary of argument:

   

   

  I can think of no one objection that will possibly be raised against this proposal, unless it should be urged that the number of people will be thereby much lessened in the kingdom. This I freely own, and it was indeed one principal design in offering it to the world. I desire the reader will observe, that I calculate my remedy for this one individual kingdom of Ireland and for no other that ever was, is, or I think ever can be upon earth.

   

  Counterargument:

   

   

  Rebuttal:

   

   

   

   

  After all, I am not so violently bent upon my own opinion as to reject any offer proposed by wise men, which shall be found equally innocent, cheap, easy, and effectual. But before something of that kind shall be advanced in contradiction to my scheme, and offering a better, I desire the author or authors will be pleased maturely to consider two points. First, as things now stand, how they will be able to find food and raiment for an hundred thousand useless mouths and backs. And secondly, there being a round million of creatures in human figure throughout this kingdom, whose sole subsistence put into a common stock would leave them in debt two millions of pounds sterling, adding those who are beggars by profession to the bulk of farmers, cottagers, and laborers, with their wives and children who are beggars in effect; I desire those politicians who dislike my overture, and may perhaps be so bold to attempt an answer, that they will first ask the parents of these mortals whether they would not at this day think it a great happiness to have been sold for food at a year old in the manner I prescribe, and thereby have avoided such a perpetual scene of misfortunes as they have since gone through by the oppression of landlords, the common sustenance, with neither house nor clothes to cover them from the inclemencies of the weather, and the most inevitable prospect of entailing the like or greater miseries upon their breed forever.

   

  Counterargument:

   

   

  Rebuttal:

   

   

   

   

   

  I profess, in the sincerity of my heart, that I have not the least personal interest in endeavoring to promote this necessary work, having no other motive than the public good of my country, by giving some pleasure to the rich. I have no children by which I can propose to get a single penny; the youngest being nine years old, and my wife past childbearing.

   

  Final “nail in the coffin”:

Homework:

• Finish worksheet at home if you didn't finish it in class!

Thursday, April 21

In-Class:

• Journal:  Look at the picture on page 204. and write how this sketch reinforces ideas that Swift has expressed in his essay.  Cite details from the picture! Then, look at the two cartoons at the bottom of this post and write what they are satirizing.
• We got in to groups and did a 35 point group assignment answering questions about the second half of, "A Modest Proposal."  Each question is worth 5 points and everyone in the group must take turns writing.  All parts of each question must be answered. See worksheet below.

A Modest Proposal: Part 2

• Group Members Names: ________________________________________________________________
  Please answer in complete sentences. Make sure you answer ALL of the questions in each prompt.  Read the passage out loud FIRST; then, go back and answer the questions.  Each person in the group needs to write at least one of the answers (pass the paper around as you go). 
  Irony: the expression of one's meaning by using language that normally signifies the opposite, typically for humorous or emphatic effect.

  Stereotype: A sweeping generalization about a group or institution
  1.       Read lines 124-158. Based on the narrator’s reference to his American acquaintance in lines 71-74 (pg. 201) and in this passage, how did European people view Americans in 1729?  How can you tell?
  
  
  
  
  
  
  
  
  2.       Read the story about Psalmanazar in lines 145-158.  What are Swift’s feelings about the wealthy or favored people in society? How does this passage illustrate that?
  
  
  
  
  
  
  
  
  3.       Read lines 159-185.  What is the irony in the statement that the Irish “stay at home on purpose to deliver the kingdom to the Pretender”?  How does the narrator’s tone convey irony specifically in lines 182-185?
  
  
  
  
  
  
  
  
  4.       Read lines 186-203.  Please summarize what the narrator says about the cost-benefit of his plan in lines 186-196.  What is Swift Satirizing here?  In other words, what is he implying about how the English view the Irish?  
  
  
  
  
  
  
  
  
  5.       Read lines 204-232. What is the stereotype the English have of the Irish? What details in the writing show that?  How could this stereotype be used by the English to justify their behavior towards the Irish?
  
  
  
  
  
  
  
  
  
  
  
  
  6.       Read lines 257-265.  Swift expresses his ideas through the narrator, but at times, we can sense his own voice and true feelings.  Where are two places where Swift’s voice comes out through the narrator?
  
  
  
  
  
  
  
  
  
  
  
  
  7.       Read the rest of the essay.  The last paragraph is the narrator’s last chance to convince the readers to accept his proposal.  What does the narrator say about his motivation in making this proposal? Why is this in and of itself a satire? 
• 

Tuesday, April 19

In-Class:

• We finished our peer reviews from the persuasive speeches.
• Journal: Watch this youtube video and answer the following questions:
• What does he say in the video makes a good student?
• What do you think he actually feels about the school system? What are his criticisms of it based on what you see in the video?
• We began reading, "A Modest Proposal" in our textbooks (by Jonathan Swift).  We did a worksheet on this reading together as a class.

Homework:

• Finish worksheet if you didn't do it in class. 

Monday, April 11th

In-Class:

• Journal: Describe some of your recurring nightmares or anxiety dreams (for example, all your teeth fall out, your forget all your lines when you go on stage, you are trying to scream but no sound comes out, etc.
• We watched the following persuasive speech and talked about the elements that made it effective: https://www.youtube.com/watch?v=Vc3ovSFpyEk
• I gave students a research guide to study about their topic.
• Here are some things to remember when writing your speech at home:
• ·         Make sure your arguments are logical and defend the reason you stated at the beginning of the paragraph.
  ·         Choose strong action words (like “crippled” instead of “hurt”).
  ·         Present a counterargument for at least two of your six reasons.
  ·         Include specific details that are well researched and provide evidence for your reason.
  ·         Make sure your reasons are in a thoughtful order that will make the most difference to listeners.
  ·         Connect to the audience’s emotions, their sense of ethics (right and wrong), and their desires.
  ·         Use repetition/parallelism in your writing throughout the speech to drive home a particular point.
  ·         Use imagery like metaphors and similes to help the audience “see” your point.
• Make sure your solutions are attainable and logical.
• Explain why your solutions are logical.

Homework:

• Speeches are due NEXT TIME, typed and double spaced, and written out word for word.  For students doing audio recordings, those are due at the same time.  Everyone else will deliver their speeches. 

Thursday, April 7

In-Class:

• Journal: We watched the following speeches and write what elements make them effective
• Kait's fourth grade speech on smoking (find on youtube)
• Andrew's 1st place fourth grade speech (find on youtube)
• We made a speech web and discussed speech structure
• We went over the rubric for our speeches.

Persuasive Speech Rubric

2 options for the delivery of the speech:

·         In class

·         Recorded and emailed to Ms. Houston (it can be audio only)

Here is how you will be graded:

1)      Presentation/Delivery (20 points)

·         Speech is typed and double spaced

·         Speech is given slowly and clearly and with emphasis on the most important parts

2)      Structure (20 points)

·         Speech has an introduction that clearly introduces topic

·         Six reasons for addressing the topic are clearly stated

·         Three solutions for the problem are clearly presented

·         Speech has a conclusion that summarizes the most important elements of the argument. 

3)      Content (40 points)

·         Language in the introduction and conclusion is powerful and appeals to audience emotions and ethics. 

·         Arguments supporting reasons are logical and well supported

·         Specific details (statistics, examples, etc.) are used to

·         Solutions are attainable and logical

4)      Language (20 points)

·         Overall, the speech contains powerful verbs that leave an impression on the audience

·         The speech uses artful language (repetition, parallelism, alliteration, and/or metaphors) to emphasize particular points

·         Speech includes imperative statements (“Stop harming the environment!”)

Homework:

• Speeches are due Wednesday, April 13th.  We will be delivering the speeches that day.  

Tuesday, April 5

In-Class:

• No journal today
• Ms. Houston have a powerpoint presentation on the elements of effective persuasive speeches and we practiced some of the techniques on the worksheet provided.  
• Go to this link for the powerpoint:
• https://drive.google.com/file/d/0B3he23YqN8xJYmVPcU9kNXd5LW8/view?usp=sharing
• We brainstormed ideas for our speeches

Homework:

• None

Friday, April 1st

In-Class:

• Journal: What are things you learned about yourself as a writer from the comments you received on your poems and timed writings? Did you agree with the feedback given?
• We had individual writing consultations and grade checks for the end of the term.

Homework: 

• None